2. respond 7. vision 3. benefit 8. sequenced 4. researchers 9. sequence 5. predict
Speaking in Front of People
• The aim of this activity is to have students practice oral presentations. This important, real-life task is similar to what students will need to do on tests, in school, and in the working world.
• Go over the suggestions and tips for speaking in public. Model some of the behaviors and tactics that are mentioned in the instructions.
• You may wish to have students do the expansion activity below, which will help them think about the qualities of a good speech.
• Have students look over the speech topics. Give them a day or two to think about and to prepare their speech topic.
• Assign a three- to fi ve-minute time limit for their speeches and enforce it consistently.
• Have students provide feedback to their
classmates using the chart devised in the expansion activity below.
Expansion Activity
• The aim of this activity is to have students consider the qualities of good public speaking, which will make them more aware of what to think about when they give their own speeches. It will also provide them with a table to help them critique the speeches of their classmates. • On the board, copy the table from BLM 15,
“Qualities of a Good Speech.” Have students help you brainstorm the qualities of a good speech. • Copy and distribute Black Line Master 15
“Qualities of a Good Speech” on page BLM 15 of this book. Break students into groups and have them complete the table.
• Explain how students will need to critique each other’s work. Review the meaning of critique. When completed, the table will be used for critiquing student work.
REPRODUCIBLE
Expansion Activity
• The aim of this activity is to help students practice what they are learning in this chapter as well as to reinforce it by writing a timeline. There are two activity choices. Choose A or B.
• A Ask students to think of something of historical importance that happened in their country. They should then do a bit of research on this topic and write up a timeline of events. These timelines can then be hung in the classroom for a couple of days and be presented by students to their peers. • B Assign the students a historical topic, such as
events leading up to the Vietnam War. Have them then write out a timeline with all key events. You may want to ask them to color code the timeline. If you’d like, expand on this by having students give a fi ve-minute presentation on what they found.
6 Guided Academic Conversation:
Expressing Your Opinion
• The aims of this activity are to have students discuss aspects of the reading and, in so doing, review and expand upon it.
• Read the instructions to the students. This activity forces students to make a yes or no choice about controversial items. This is deliberate as it is an attempt to provoke debate.
• Have students read the statements and then write their answers.
• Arrange students in pairs and have them complete the activity.
• If time permits, have students discuss their fi ndings with the class as a whole group.
Student Book pages 206–220
PA R T2
8 Timed Reading: Reading for Speed and
Fluency
• The aim of this activity is to help students read more quickly without compromising comprehension. The Strategy of grouping words is discussed in the strategy box preceding this activity.
• Have a student read the Introduction aloud. Go over any vocabulary or structure questions that arise. • As this is a test simulation activity, do not mention
any preview reading skills or tell students what to expect at the end of the reading.
• Allow them eight minutes to complete the activity. Be fi rm on the time and ask them to jot down their time at the end of the reading.
• Review answers as a whole-class activity, having students volunteer their answers. If students have incorrect answers, fi rst ask others why the choice is incorrect. If students do not answer, explain it to them.
ANSWER KEY
1. C 2. A 3. A 4. B 5. A
9 Around the Globe
• The aim of this section is to have students complete a short reading and discuss it critically.
• You may want to show a world map and point out the exact location of the map in the Student Book on page 219.
• Have volunteers read aloud the three paragraphs. • Discuss the questions as a class.
Best Practice
Activating Prior Knowledge
It is frequently diffi cult for students to involve themselves in intellectual or political conversations. This is not due to a lack of knowledge but rather because of a lack of vocabulary and strategies. In the following activity, students will discuss some very personal beliefs about scientifi c advancement and ethics.
7 What Do You Think?
• The aim of this activity is to have students discuss controversial issues.
• This activity has the potential for strong argument as there may be very different points of views, some tied to religious beliefs. Remind students of polite ways of showing disagreement.
• Arrange the students in pairs. It is probably a good idea to have students self-select their partners here as there will be less animosity if opinions differ. • Decide on a time limit for this activity and make the
students aware of how much time they will have. • Due to varying opinions and the personal nature of
some of these questions, you may not want to have the pairs summarize their discussions for the class. Instead, ask if there are any vocabulary or other questions that the students would like you to review.
Strategy
Reading for Speed and Fluency: Viewing Words in Groups or Clusters Seeing words in a cluster or group rather than one by one can lead to breakthroughs in reading speed.
Self-Assessment Log
• Read the directions aloud. Have students check vocabulary they have learned. Point out that this should be vocabulary they could easily use in speaking or writing. Then have students check the strategies they know how to use. Have them put a plus sign (+) next to strategies that they are very comfortable using and a minus sign (–) next to those that they are less comfortable using.
• Put students in small groups. Have them discuss any words that they have not checked. Encourage students to check a dictionary if necessary. • Ask students to fi nd an activity related to each
strategy in the chapter.
• This may be assigned as homework if you prefer.
1 Making Connections
• The goal of this activity is for students to use the Internet in English as a research tool.
• Remind students how to do effective Web searches and remind them of the importance of evaluating their sources.
• Read the instructions with the students. • Let students know their timeline for doing this
assignment as well as what you expect of them. • After they have completed the assignment, have
students discuss their successful and unsuccessful search strategies. Ask students to include the addresses of the websites they used to conduct online searches or to print copies of the pages.
Responding in Writing
2 Writing Practice
• The aims of this section are to give students practice implementing a strategy they learned earlier, differentiating between fact and opinion and to write a persuasive piece.
• Review the difference between fact and opinion as discussed in the fi rst section of this chapter. • Have a volunteer student read the instructions. You
can go through the steps and paraphrase them. Do a comprehension check with one of the students in the class.
• Have students do this outside of class and give them time in class to review each other’s writing.
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