Conversations in Malaysia

In document Mosaic 6 Ed Level 2 Reading (Page 62-67)

• Read the instructions or have a student volunteer read them. Make sure everyone understands the activity.

• Students can do this individually or in pairs. • Answer vocabulary questions that come up for

the distractors.

• When students fi nish, call on volunteers to read each question and answer. When an incorrect answer is given, ask the students to correct it.


1. C 2. B 3. A 4. A 5. C 6. B 7. C

8. A 9. A 10. C 11. A 12. A



• Make sure that the students know that this reading is an interview and that the person being interviewed is a nonnative speaker.

• Teachers should be sensitive to the fact that some students might fi nd Shafi ’s comments about women to be objectionable.

• Elicit answers from the students to the two prereading questions in the box. Make sure that they realize that Shafi is a practicing Muslim.

Conversations in Malaysia

• Have students read the passage silently or have students follow along and listen.

• Tell them to underline any words or phrases that are new or that they don’t understand. Remind them not to use a dictionary during this part of the lesson. • Tell students to complete activities 4 Finding

Support for Main Ideas and 5 Paraphrasing when they fi nish reading the passage.


Identifying Differences Between Standard English and Global English Students may be surprised at some of the nonstandard grammar found in global English.

2 Identifying Differences Between Standard

English and Global English

• Read the directions with the class, then have students do this activity alone.

• After completing the activity, review the answers as a class. Use the board as necessary to explain the grammar points.

• You may wish to point out to students that in conversations between two nonnative speakers, the participants tend to speak more slowly than most native speakers and use a more limited vocabulary. This may actually make nonnative speakers easier to understand! However, at other times, accent as well as grammar and vocabulary problems can make communication diffi cult.


1. was, because it is past tense

2. you, I

3. “I was just floating around without any direction.”

4. wanted, because it is a type of conditional

5. are, because the word things is plural; the adverb should go next to the verb: “that probably are not real.”

3 Getting Meaning from Word Structure

and Context

• The aim of this activity is to build on the students’ knowledge of vocabulary. This exercise promotes guessing at meaning from context.

• Reiterate the importance of using context to guess at meaning of new words.



Student Book pages 108–118

Best Practice

Making Use of Academic Content

Activities such as the one that follows are very similar to the type of activities that students may be called upon to perform in higher education in the United States. Paraphrasing is a key academic task in many disciplines.

Content Notes

• In colleges and universities in the United States, research papers are routinely assigned for classes. In these papers, students are not expected to reproduce the professor’s words or ideas, but to read a variety of views and opinions in order to have and present their own ideas and conclusions. Expert opinions and ideas should be included in these papers. Students must give credit to the experts by citing their publications and by putting authors’ words into quotation marks. A failure to do this is considered plagiarism and is a very serious offense in the United States. Students can be expelled from college for plagiarism.



When students fail to paraphrase they either have a paper full of quotations, or they may be suspected of plagiarism. The following activity gives students guided practice with paraphrasing.

5 Paraphrasing

• Discuss the strategy box about paraphrasing. • Explain to students how to use three dots to show

ellipses […] Give an example of how the mark would be used to remove extraneous information from a passage.

After You Read

Best Practice

Activating Prior Knowledge

In writing assignments or in writing classes, students may have learned about writing outlines and developing topics. Generally speaking, each paragraph should have one main idea, which is supported with details. Students don’t usually think of reading in this sense. It is important for students to differentiate main ideas from supporting details. The following activity reinforces this in reading.


Finding Support for Main Ideas Identifying supporting details can help students comprehend the reading.

4 Finding Support for Main Ideas

• Discuss the importance of being able to distinguish main ideas from supporting details.

• Call on volunteers to answer the questions. Correct them as necessary.


1. City life is not as good as village life because it lacks structure. Support from the reading is found in paragraphs B, C, D, I, J, and M.

2. People in the city are wasteful. Support from the reading is found in paragraphs K and L.

3. The village (kampong) offers a sense of community that improves people’s lives. Support from the reading is found in paragraphs C, L, and M.

• Make sure that students know the answers will be turned in and read aloud to the class. Therefore, they should not write anything too personal. As the teacher, be sure to read through the answers before reading them to the class. This will avoid embarrassment.

• This activity can be expanded into a take-home writing assignment.

Expansion Activity

• The aim of this activity is to make students better at paraphrasing and quoting sources.

• Copy and distribute Black Line Master 8 “Paraphrasing and Quoting” on page BLM 8 of this book.

• Review with the students the reasons for

paraphrasing and caution against what constitutes plagiarism in the United States.

• Have students write about what their partners described as a life transition. Each partner should paraphrase and use selected quotations.


Content Notes

• Historically, British English has had greater impact on language teaching in Europe while American English has been more popular in the Americas. Both varieties are popular in Asia.

• American and British speakers communicate with each other easily, both orally and in writing. The most signifi cant differences are in pronunciation and word use.

• Many differences between U.S. and British English are due to the lexicographer Noah Webster, who compiled the fi rst dictionary of American English and who changed many of the spellings.

• Students should do this activity individually. • When they fi nish, review the answers as a class.

Note that answers here will most likely not be completely wrong, but may be lacking some essential information or be too similar to the wording of the original.


Answers will vary. Possible answers include:

1. He didn’t reply to my question in a direct way. We had just started talking, and he still didn’t feel comfortable with me, so he didn’t give examples and details from his life.

2. An animal that is used to being confined, when given freedom, will wander around with no direction.

3. TVs are bad in that their advertising is used to lure people into living a wasteful life.

4. Psychologically and socially the quality of life is better in villages. Also there is less pollution.

6 Guided Academic Conversation

• The object of this activity is to have students discuss the reading and expand upon it.

• If having the students discuss all four questions in detail is too time consuming, you can have different groups discuss different questions.

• Break the students into groups of three. Let them know if you want them to take notes or if you will expect them to present a summary of their ideas to the class at the end of the activity.

• Circulate among the groups as they discuss the questions. Do not correct their spoken language unless there are global errors which impede communication.

7 Interviewing a Classmate:

A Time of Transition • Break students into pairs.

• Read through the instructions step by step. Make sure all students understand the activity.



Student Book pages 108–118

Content Notes

• Presently in the United States, there is an English language requirement as well as a U.S. history test as part of the citizenship exam.

• In many states, people can take driving exams and vote in a language other than English such as Spanish, Filipino, and Chinese. Some Americans oppose this and support “English Only” laws. • People all over the United States speak English,

but there are some differences in word choice, accent, and even grammar based on region, ethnic and social background, and education.

9 What Do You Think?

• Although this activity has a very short reading paragraph, it has the potential to encourage lengthy debate or writing.

• Decide whether you prefer to do this activity as a whole class or in small groups. Read to students the instructions, the brief reading passage, and the discussion questions. Go over any vocabulary or other questions they have.

• See if you can personalize the questions for your students to make them more relevant to their own experiences. This may mean talking about Turks in Germany, Arabs in France, or the Vietnamese or Sudanese in the United States.

• You may want to set up a debate with these topics. You could also have the students do a persuasive writing assignment as discussed in Chapter 4.


Recognizing Regional Vocabulary Differences

Don’t let students become overly concerned about these regional differences. The similarities are much greater than the differences.

8 Recognizing Regional Vocabulary


• This section deals with international differences and, in particular, will examine differences in spelling and word choice between U.S. and British English. • Students can do this activity individually. Let them know if you want to allow them to use dictionaries and other resources or if they should leave the answers blank when they do not know the country. • Review the answers as a whole class. Discuss any generalizable differences, for example, the spellings of the endings of the words color and honor in British and U.S. English.


1. subway under- ground

program programme

2. cord fl ex check cheque

3. stove cooker color colour

4. hood bonnet catalog catalogue

5. fl ashlight torch behavior behaviour


In document Mosaic 6 Ed Level 2 Reading (Page 62-67)