中华女子学院分数线-物流专业实习报告

Book 2 1-10
Unit 1 Understanding the text
Part A: Comprehending the text
Complete the following sentences.
1. According to the first three paragraphs:
A major purpose of advertising is to inform us of new products or good bargains
help producers to sell their products.
It is possible that advertising is becoming less effective because we are exposed
to too much advertising now and so much of it is misleading, so many people now
ignore it.
2. According to the advertisement for Bantu Island:
The more adventurous members of the family can visit some of the attractions of
the island, including a trip to an ancient cavern study the fascinating sea creatures of'
that area.
The less adventurous members can use the hotel swimming poolpaddling pool
or play on the mini-golf course or visit tile less adventurous places of interest ( in an
airconditioned vehicle) such as a local lake.
Ghosts are often seen around Lake Tall.
Wood has been used to make the accommodation
The holiday is cheap because the resort is new and the owners claim to be more
interested in making the guests happy than making money.
3. According to the newspaper report on Bantu Island:
Bantu Island is really only a small, bare, exposed rock in the middle of the ocean.
Swimming around the island would be very dangerous because of the many
sharks.
The swimming pool isn't very much in use because there is no water in it.
The author doesn't believe the stories about Lake Tall because it is too small and
too shallow for the stories to be true.
The author says the only reason your money

a long way away go the money will be travelling further. The expression is not being
used in its usual meaninq of money lasting lounger as things are so cheap.
4. The advice the author gives in the last two paragraphs is to be very careful
when reading advertisements and always try to check the information from an
independent source before you buy whatever is being advertised.
Part B: Comparing the texts
The two texts sometimes refer to the same feature of the resort with very
different terms. Complete this table by finding the corresponding terms and writing
them in the spaces provided. Follow the example.

1
2
3
4
5
6
resort
a shallow bay island paradise
fascinating sea creatures
deluxe air- conditioned transport
individual, handcrafted units
ancient and mysterious lake
The Brochure The Newspaper Article
building site
beachless bay hare rock
hungry sharks
open-backed jeep
wooden huts
dirty pond
Part C: Interpreting the text
1. Explain why the writer believes these two texts provide a
what he is trying to say.
The writer is trying to say that advertising is often very misleading and, in some
cases,
misleading—and, although nothing it says is actually a lie, it could be argued that it
does not represent the truth.
2. Why were the visitors to Bantu Island made to pay for the
got to the resort?
Because once they got to the island and saw what it was like, they would not
waist to go on any tours.
3. Did the first article give any information that was not true, as opposed to
simply misleading?

No, it was very carefully worded so that it would be difficult to prove it told any
lies—simply did not tell the whole truth or ,misled the reader in different ways. For
example, the resort does have a swimming pool (and even a paddling pool) -- it does
not actually say that they don't have any water; it does say that sea creatures abound,
it does not say they are sharks, etc.
4. Explain fully what the writer means by the last sentence of the article.
We should look carefully at things that seem attractive (and cheap). There is
often a problem that is not obvious. This might also apply to other things, such as a
motor vehicle, a new apartment,
Developing your skills
Getting the writer's purpose
Which of the following do you think could be used to describe the tone of the
newspaper article?
humourous, aggressive, sarcastic
Look at the two texts again and make notes in the table below of other examples
of each category.
There are many examples of this kind in the texts. Students could be encouraged
to have group discussion and decide which are more effective (and some may even be
humourous). These are some examples that students are likely to find:

Brochure Newspaper
A Once in a Lifeti, me Holiday A To-Be-RepeatedHoliday
(This .means something very special -- so (This .means it only happens once
special it cannot
Layout ever be repeated. )


A Holiday .for All the Family
Choice of sea creatures sharks
half-built
because it was so bad you would never
do it again. )
A
Information brand-new

cooled
rare
It omits any details of the size, etc. of the
attractions (e.g. Lake Tall).
No mention of having to wash in a small
stream ( i. e. no plumbing or washing
facilities in the hotel).
blasted
They don't exist.
... you won't have a penny more to pay! -- A
The exclamation mark is supposed to show commas indicate that the writer .feels
the reader what a wonderful deal she he is the word is not the correct
getting with the holiday. word.
The of Bantu Island--again
the inverted commas suggest that
Punctuation
of the Island.


the writer does not .feel the words are
being used with their usual meaning and
connotations.
The two articles that follow are from the advertising manager of the restaurant
and from a dissatisfied customer. Complete them by filling in the blanks with words
or expressions that make the writers' attitudes clear.
Come and Eat at the Luxurious and Relaxing
Enjoy the wonderful selection of tempting dishes from our extensive menu.
The magnificent view over the ocean will make it an evening to remember cherish.
Our highly-trained professional friendly and experienced knowledgeable polite
staff will be delightedpleased thrilled to look after your every need and
the reasonable inexpensive prices will pleasantly surprise you.

Don't delay wait. Book now! You won't be disappointed sorry.
Anybody who is thinking of going to the newrestaurantcalled the
Kitchen
week. UnfortunatelyRegrettably, I can honestlytruthfullyrealty say that I was very
displeased by my decision.
To enjoy the
out of the window and peer round the building next door. I've seen a better .more
impressivewidermore tempting selection of dishes in my local fast food restaurant
and much more politefriendlier staff in an army training camp. As for the
prices! My bank manager will think that I bought the
restaurant when he sees my account. It's true that they were a
not

Don't go. You will certainly be disappointed.
Extending your vocabulary
Part A: Antonyms
In the two descriptions of the holiday resort, it is possible to find words and
expressions with almost opposite meanings (antonyms). Complete the table below
with appropriate words from the text. Follow the example.
brand-new
nestled
shallow
paradise
give-away price
refreshing
ancient
perched
deep
nightmare
expensive
bitter
A quick way of revising these antonyms is to allow students to look at the list for
a minute. Then in pairs one student gives a word (e. g. Student A:
other student gives the antonym (Student B:
idea of this, the teacher can encourage them to use the words conversationally by

making statements and giving replies containing the antonym of the main word.
Student A: The island was advertised as a kind of paradise.
Student B: But it was a nightmare for the person who went there.
Student A. Yes, that must have been a bitter experience.
Student B. Well, it certainly wasn't the refreshing experience he was expecting,
was it?
Part B: Scales of meaning
All the words in the box below are related to frequency (how often), degree (how
much) or quantity (how many). Arrange all the words in the table in the same way as
the example given above for size.
Frequency
·constantly always
·regularly repeatedly
·often frequently
Degree Quantity
·perfectly absolutely ·all every
totally
·a ,vast number
·extremely enormously ·most the .majority of
·sometimes occasion
particularly exceedingly generally
ally
·not always
exceptionally
·very
· many a lot of
numerous
·rarely seldom ·slightly a little to some ·much a great (teal
intermittently
·once
·hardly ever
·never
extent
·in no way
·not in the slightest not
at all
·a couple a few
This kind of scale is very important for more advanced language learning.
Students should think of vocabulary not only as learning more and more new words
but also as learning to relate new words to those they already know. They should also
be encouraged to think of words as being related to other words, i.e. what matters here
is the general group of the words and the differences in shades of meaning of words
along the scale.
Once students have completed the chart with the scales of meaning they should

be encouraged to use the words. One way to do this is to go back to the quotations
about advertising in the Before you read section (with the additional quotations in this
Teacher's Book) so that students use the frequencydegreequantity scale in their own
personal comments on the quotations. For example:

I think advertisers rarely lie but the majority of them regularly exaggerate.
I agree to some extent; they tell lies exceptionally but I think advertisers hardly
ever tell the whole truth.
Expanding your creativity
Drawing a map of Bantu
This map shows a very positive picture of the Island of Bantu. It is much larger
than the newspaper article suggests. It has forests, mountains, beaches, a large town
and even a small airstrip. Lake Tali is large. The island looks the kind of place that
would give a
This kind of activity is creative in that it encourages students to re-read the text
looking for information about the features of the island, then to visualize how the
features relate to each other and so draw the map. It is important that students should
explain their maps to each other in order to verdalize what they have imagined and

drawn.
If some students find this task difficult, a preliminary step is to re-read the text
and actually underline (or list) all the features of the island which are mentioned in the
text; students can compare what they have underlined to check that they have found
the essential information before using it to draw the map. This establishes the
common information that will be used to draw the map but it still leaves the creative
element of putting all the relevant information in the spatial layout of the map.
It is likely, of course, that some students' visual interpretations of the text will be
different from those of others. Students need to understand that this is OK as long as
they can justify their maps according to the information in the text.
There are various ways of getting or giving further feedback on this activity. A
few students could be encouraged to draw their maps on the board so that the class
can discuss differences: this is useful to give the clear message that there are a range
of valid representations of the island, but it might be a bit time-consuming.
Alternatively the teacher might use his or her own drawing on the board or overhead
transparency for further discussion. One way of doing this is for the teacher to make a
few deliberate mistakes in this drawing so students have to suggest corrections with
reference to their own maps.
Generally, in the Expanding your creativity sections of units in this series we
want students to apply the language of the unit in a different way, often to use their
imagination and generate different ideas, and then to review or evaluate what they
have produced. In this case, a good way of reviewing the creative activity is to ask
students in pairs or groups to close their textbooks (i. e. only look at their own maps)
and then to explain the features of their maps according to what they remember from
the text (see the Introduction for comments on this kind). For example, a student
might refer to Lake Tali by saying,
and a place where lovers sacrificed themselves, but the writer says it is a dirty pond.
Students can then evaluate others' maps not so much according to how well the maps
are drawn but rather in terms of whether they have included all the major features
mentioned in the text and how well they can explain these when they talk about their

maps. In this way students will be strongly encouraged to link their understanding of
the text with their imagined representation of the map and to try to express both of
these to each other.
Further information
Advertisements as mini-lessons in language
The text for further information is about advertising. It draws attention to the
ambiguity of many English language adverts and to the increasingly common aspect
of playing with language which can be seen in modern adverts. Students could be
encouraged to collect examples of English language adverts from magazines or
newspapers and make comments on anything interesting they notice about the use of
language and any cultural aspects they find. This would make a good project for those
who study business or tourism and English majors. As the text says, adverts can be
mini language lessons.
In China, as in many other countries, English words are sometimes used in
adverts and for product labels, even when the product is Chinese. Again, students
could bring examples to the class: instructions from medicines, the ingredients of food
packets, and so on. Students could be encouraged to think of the reasons for using
English in adverts. Most people would suggest that English is used in advertising and
product labels so that visitors, tourists or foreign residents can read them. However,
some products are made for export to many countries and perhaps advertising in
English enables the company to use the same packaging everywhere. In some cases,
using adverts and labels in English may be a status symbol -- a kind of signal of
internationalism and the prestige that using English is thought to bring.

Understanding the text
Part A: Comprehending the text
Decide whether each of the following statements is true or false according to the
text. Put a tick by your choice.

True False

1 The first paragraph suggests that the writer believes
young people are themselves responsible for being
educational
The introductory paragraph asks a challenging question:

society itself?Also, is in inverted commas.
This suggests the word should be interpreted differently:
it suggests the children are not at fault.

√
2 The speaker believes that school examinations are
appropriately timed in the lives of schoolchildren.
Look at speech paragraph 2: Children have to sit exams
at an age when they are least receptive to formal
learning.

√
3 Usually, only children who have previously failed
examinations are given the opportunity to study
interesting subjects.
In speech paragraph 3: subjectsare
available
as failures
(The teacher might suggest that this indicates a

while those who
√

4 Parents often contribute to the pressure schoolchildren
are put under.
In speech paragraph 3: Many words in this paragraph
indicate pressure:

In speech paragraph 4: Parents are .foolish if they

√

5 In some cases, the present educational system has the
opposite effect to the one it is aiming at.
You might ask whether the
clear idea at all about its objectives. But assuming the
systemaims to educate children, the text
suggests very definitely that it is failing totally, e. g.
In speech paragraph 4: The system might or
break
In speech paragraph 5: There are
system.
In speech paragraph 6: The present system is frightening
and threatening.
√

6 Childhood is the best time to study from the point of
view of the development of the brain.
In speech paragraph 7: the ages of five and
18 ... the brain is biologically at its most receptive ...
√

7 There are many educational reasons for the present
system of education.
Speech paragraph 7 describes the organization of the
school day ( minute pieces of learning) as not
designed to encourage studyAnd speech
paragaph 8 tells us that the system is not efficient: it

o. f English

√
8 The speaker agrees with all the arguments of the NUS.
Speech paragraph 11 tells us that the writer has
whether the NUS is correct in believing children
would actually learn more
would be happier

√

debate, at this stage, on the subject children
should be the primary objective o~ primary and
secondary education systems.
Part B: Interpreting the text
Answer the following as fully as possible.
1. Why, in paragraph 2 of the debate speech, does the speaker describe failing an
examination as being like a
These exams their .futuresand the penalties .for .failure are
Also look at speech paragraph 6 -- the
even worse than a death sentence.
2. Why does the speaker mention the labour market in paragraph 4 of the
speech?
The labour market does not urgently need

3. Why does the speaker introduce such exact figures in paragraph 7 of the
speech?
To compare the large number of lessons (with the tiny result (
little I knew at the end ...
pieces of 9eography or history or biologydo not really add up to any
substantial body of knowledge. Perhaps, too, the writer wants to show that mere
statistics (
4. What does the word
speaker's attitude towards his own education?
The word suggests an unpleasant experience. The writer was, when a child, the
subject -- and the education system was the The results o.1~ the child's
subjection were not good. Also look at speech paragraph 8 again: the system
never be called e. efficient
Developing your skills
Part A: Using reference markers

Choose the appropriate completion for each of the following from the options
given below.
Circle the letter of your choice.
1. c)
In the text,


2. b)
Here,
it exists in Britain
3. c)
This is more difficult: those refers, here, to the
the previous sentence! So the link -- or the connection -- is more distant. All the words
in this phrase give clues to the link:
it indicates a limitation on what is being discussed. (The teacher might wish to point
out that there are many small words which are very important in English --and
is one of these. A useful class exercise can be given in which each student-- or
perhaps pair of students -- creates an original sentence in which
part. You can emphasise that, although the word is
indeed in communication. )
4. a)
Here we need to go back to the subject of this long sentence -- namely
parents
Find and circle five more examples of reference markers in the text. For each
marker, draw an arrow to the part of the text it refers to. Compare your examples with
those of a partner.
·
subject of exams and pressures; it also signals that there is going to be a change of
direction in the whole discussion.

·(speech paragraph 4, line 32) refers back to the if children

problem.
·
word. Often -- as here -- it is used to
·
the idea of imagining big changes and new conditions. Again, it's a small word 'with
many uses.
·In speech paragraph 8, exampleis perhaps a more simple instance of
linking: here the inefficiency of the
-- i. e. it
Part B: Using discourse markers
For each of the following, fill in the gaps by choosing the most suitable discourse
marker from the table above. Then make a note of the function of the discourse
marker in the space provided.
1. I've been really busy this week with five assignments to complete.
HoweverYet last week was easy as I only had one to do.
Function: showing contrast
2. Although there are some minor disadvantages, on the whole in general
generally s peaking overall, I prefer studying at university to secondary school.
Function: generalizing
3. Nobody is allowed in here except except for with the exception of the
principal and the most senior members of staff.
Function: introducing exceptions
4. Your progress seems to have been variable. Some assignments are OK, but as
for as regards your last written assignment ... it was a complete disaster!
Function: focusing attention
5. I've finished all my assignments so and so so now I can go to the cinema
this evening and relax.
Function: showing logical sequence

Complete this table by writing an example of each function category in the space
provided. If possible, make all your examples relevant to the theme of the passage.
Compare your examples with a partner.
Function
Listing Points
Example
There are several problems in the present system.
Firstly, there's the problem of exams. Secondly,
there's the pressure from parents. Thirdly, there's the
issue of competition among students .
Giving Additional
Information
Relaxation and fun should be part of education.
Furthermore, bright new ideas often come to kids
when, they're relaxing.
Showing Contrast with
Preceding Information
I was subjected to thousands upon thousands of boring
classroom hours. Yet I don't remember much of what I
was taught! I don't remember much of what I was
taught though!
Showing Logical Sequence So my experience suggests very strongly that
something is seriously wrong with the system ...
Introducing Exceptions and I think 'my experience is shared by millions of other
Examples students, except perhaps those wto don't have any
opinions of' their own!
Generalizing
Focusing Attention
on a Topic
As a rule, teacher's probably have good intentions.
As .far as homework is concerned, I recommend that
the a mount be reduced by eighty per cent.
Extending your vocabulary
Part A: Words to note
Look again at the Words to note section. Use appropriate words from the list to
complete the following sentences.
1. His carefree attitude sometimes makes people think he doesn't take his studies
seriously enough.

2. I really find the fact that so many students have copied this assignment totally
intolerable. This is cheating!
3. He seemed very receptive to my suggestion that he should focus more on his
basic language skills.
4. As this is a compulsory course, it is not possible for you to drop it.
5. The consequences of cheating in an examination are usually very severe. In
any case, anyone who cheats will fail.
6. Clearly, the more motivated a student is to learn a language, the more
successful he or she will be.
7. I am appalled at the very high failure rate of the course! Everyone should pass.
8. The student was frantically trying to remember where he put his textbook. He
needed it immediately to complete his assignment.
Part B: Expressions
Column A in the table below contains expressions used in the passage. Match
each expression with a word or expression from Column B that has a similar meaning.
Column B
1. no matter (paragraph 1)
2. to what extent (paragraph 2)
3. without a doubt (speech paragraph 1)
4. no choice but to (speech paragraph 12)
5. make or break (speech paragraph 4)
6. all too often (speech paragraph 9)
7. end up (speech paragraph 11)
Column A
regardless of
how much
certainly
must
help or ruin
frequently
result
Expanding your creativity
Making a story chain about
This activity has two main purposes. First, the idea is for students to express
themselves through a story about education. This will probably be fictional, however
an alternative is for students to write an argument about education. (This could be
about exams or some other educational topic.) Second, as students pass the papers

with the writing around the class students have to read what has been written
previously and they need to make their contribution fit into this. This means, of course,
that they have to pay close attention to discourse features of cohesion and coherence,
otherwise the story (or argument) simply isn't going to make sense. Putting these
purposes together, students can be creative and expressive but they must fit what they
write into the developing context of a sequence of writing by others. Actually, when
one thinks about it, most writing is like this on a larger scale: the writer of both
fictional and, more obviously, academic expository texts has to write within an
developing context of current work and contemporary trends or at least take account
of whatever has been written before on the subject or theme. In this sense, only the
most creative or unusual writing does not have a precedent. The teacher could at some
point explain this rationale for this activity so that students understand that although
the activity can be fun (and it can produce some strange or funny texts) it does
represent a basic and important function of many types of real-world writing. An
example is given below.
Writer 1: When I was young I hated exams.
Writer 2: But now I find that they are not so bad; perhaps this is because I am
usually successful.
Writer 3: There was a time in Senior Middle School when my parents had to
make me go to school to take an exam.
Writer 4: I was afraid that I would fail.
Writer 5: And I was sick with worry.
Writer 6: But in the exam I did quite well.
Writer 7: Now my attitude is more positive because I prepare carefully.
Writer 8: I think this story shows that if we prepare carefully for exams we
should not fear them.
In this example, Writer 2 has built on the first sentence using contrast. Writers 4
and 5 have built on Writer 3's statement with reasons but Writer 6 has given a
contrasting result, which was signalled earlier by Writer 2. Writer 7 gives a reason to
justify Writer 6's contrasting statement. Writer 8 has read through the story carefully

and has tried to give a concluding comment. The teacher could explain this kind of
example (or take a similar example from the students in the actual class), encourage
this and give the writers, for the last round, extra time to think of such a concluding
comment. The teacher could also ask the writers of the final contribution to edit all the
previous contributions for any language errors, inconsistencies, and for aspects of
cohesion or coherence. If this is difficult, this last contribution could be written in
pairs to make the editing easier through discussion.
The above example does not specifically include words from the Words to note
section.
The following example does so. It is an argument rather than a story and most
writers have written a couple of sentences.
Writer 1: What is the rationale behind education? Is it to make life easy for the
bureaucracy? Or is it to produce feelings of' despair in the learner?
Writer 2: Those tender years at school should be enjoyed.
Writer 3: And students in tertiary education should not have to study for every
hour of every day. Life as a student should be carefree.
Writer 4: Youngsters are, generally speaking, receptive to new ideas. Most kids
are motivated to learn.
Writer 5: Education is compulsory in 'most countries. But both teachers and
students often. feel that the education system's demands on them are intolerable.
Writer 6: They. feel appalled by the pressures they suffer. They have to work
frantically just to complete tasks.
Writer 7: Often they .feel severe .frustration. They frequently complain that the
system isn't teaching them effectively.
Writer 8: Some are tempted to try and cheat the system -- and cajole -- high
grades out of their teachers even if their work doesn't deserve such grades. Although
most teachers, of course, will not be cooperative with students in any such cheating or
cajoling, very many do sympathise with the students' feelings.
6. Although the fire had died down, you could still see the glowing ashes.
7. When he saw her picture, he instantly remembered her name and told the

detectives.
8. The robbers stole the paintings by Picasso; luckily they were insured so the
museum would at least get the insurance money.
9. Food is very expensive in England: I spent 100 pounds in one restaurant!
10. Jack is quite old now and he's been working here for many years. I think he
will retire next year.
11. I didn't see the man at first in the shadows; only when he moved into the
light from the street lamp did I catch sight of him.
12. Although it was midnight, it felt like midday because of the moonlight
streaming in through the windows.
13. Can I tempt you with another glass of beer? I think you like this brand.
14. I was terrified when I heard a murderer had escaped from the prison nearby.
15. The smell of my mother's cooking wafted into my bedroom.
16. While I was waiting for my meeting, I wandered into town.
17. I hung up my new dress in the wardrobe.
18. Tired after her long walk, Jane wearily climbed the stairs to her apartment.
Understanding the text
Part A: Sequencing
When reading a narrative, it is important to be able to accurately picture the
scenes described. Each of the following pictures shows a scene from the story,
however each picture has a number of errors in it. Study the text and the pictures and
make notes of the errors.
Notey
They were sitting round a coffee table.
Thomas was wearing his police uniform.
There was a coal fire burning.

Snow was blowing against the window.

Notey
Only the man and his wife were in the
kitchen. There was a garden and a garden
gate outside.
The man at the garden gate was wearing
police uniform.
The man at the garden gate was very tall.
Notey
The man was sitting next to the fire.
Thomas had a blood stain on his chest.
The grandmother was also standing

behind Thomas.
Part B: Comprehending the text
Answer the following as fully as possible.
1. Briefly explain what cursewas that ruined the grandfather's life. (see
paragraphs
1 and 2 of the letter)
The curse was that the bag and its
much power. The power enabled him to get anything he wanted in life -- but he had to
pay a high price .for this power. The price was the life of his wife.
2. Why does the grandfather say
my beloved wife
He bought the house with the help of the power he had been given by the bag. But he.
forgot the warning -- there was a price to pay for this power.
3. Explain how, in a sense, Arthur's first wish came true.
His first wish was .for 100,000 pounds. He would have received this money because
of the Life Insurance -- his son Thomas was insured. When Thomas was killed, the
Insurance Company paid him this, money.
4. Explain exactly how Arthur's second wish came true.
Arthur's second wish was

true -- but not in the way he had intended. Instead of Thomas having h, is life restored
to him, Arthur and his wife died -- and when they died they
also Arthur's parents. Arthur's wish had been granted all the .family were

Part C: Interpreting the text
Each of the following sentences could have been used in the text. Indicate on the
text where each sentence would have been placed if they had been included.
1. He had never really recovered from her death.
After the last sentence of paragraph 1: The old man's wife had had a terrible
accident and died on the day he bought the house.
2. He died before he could tell me what he meant by these words.
After the last sentence of the second paragraph o.f the letter from the grandfather:
He also told 'me that I must never try to destroy the bag or disasters 'would .fall on all
my family.
3. Suddenly, he knew what the man had come to tell them.
After the last sentence of paragraph 9: A cold .fear suddenly swept through
Arthur Slade's body as his wife went to open the door.
4. I'm so sorry, Thomas.
After the last sentence of the text: So, here we all are, together again.
Developing your skills
Part A: Working out the relevance
Read again each of the following extracts from the narrative and explain how the
reader realizes their relevance later on in the story.
1. The old man's wife ... died on the day he bought the house. (paragraph 1)
Similarly on the night that Arthur asked for 100,000 pounds, his son Thomas died.
2 ....the bag would help me acquire anything I wanted in life -- but ... there would
be a price for this help. (paragraph 2 of the letter)
Both Arthur and his father paid the price .for the asked .for. They both
knew the bag was

3. For some reason he always seemed to think it was his fault. (paragraph 3)
Arthur has already learned why his .father thought so. But he tries to put the warning
from his father out of his mind. And his son later pays the price --the first price.
4.
His wife definitely is right. Very soon the son Thomas is killed; and very shortly after
his death Arthur and his wife both die -- and this time it's because Arthur's wife
ignores her own warning.
5. A cold fear suddenly swept through Arthur Slade's body ... (paragraph 9)
This is because he has a premonition: he knows what has happened; and he
probably .feels, as his father had felt, that he is responsible. He feels guilty. He has
paid too high a price.
Part B: Continuing the story to a more definite conclusion
Work with a partner to write another 50 words or so which bring the story to a
more definite conclusion.


bring Thomas back to life. I ignored the warning that you gave, me. I ignored your
plea that I should never use the bag. I used it twice, in fact. I am doubly guilty: guilty
of Thomas' death and guilty of my wife's and my own deaths. Here we are all together
again -- yes ... but this is not what I really wanted.
Part C: Descriptive words
Discuss with a partner how these words help the reader to feel as if she. he was
in the room with the characters in the story.
The
The teacher might like to introduce the word and idea of alliteration here. If so, it
should be introduced as something showing that language can be fun: students might
be asked to discuss any comparable features that exist in Putonghua, where sound
helps to convey (simple) meaning.
Can you find another example from the story?

Arthur saw another two soft shapes si1ently slip into the room ...
Here the
alliteration which applies only to the
Write a brief paragraph describing the scene below. Try to use words which
suggest the sound of the wind, rain, waves etc., the movement of the boat, the power
of the waves and so on. Try to help the reader feel part of the scene.

Description:
Pulling, pushing, thrusting, threatening, the waves toss the tiny, .frail boat,
and its terrified occupants, as though it was a lea f from the flimsiest flower. All
the power of the universe seems concentrated in the torrential downpour and the
howling tempest.
Extending your vocabulary
Part A: Different word forms
The box below contains different forms of several words from the Words to note
section of this unit. Complete each of the sentences that follow with the most
appropriate word from the box.
1. At the sight of the ghost he was filled with terror.
2. I do not have very strong willpower, so I easily give in to temptations.
3. I plan to travel a lot more in my retirement as I will have much more free time.
4. The compensation he was offered for the accident didn't even cover his
medical expenses.

5. The weary q old man plodded slowly down the street.
6. He never really settled down in one place; he was always a bit of a drifter.
7. It is always a good idea to take out insurance on anything valuable in case of
accident, fire or theft.
8. The consequences of using the snakeskin bag were disastrous.
Part B: Different meanings of the same word
Several of the words in the Words to note section of this unit can have more than
one meaning as well as more than one word form. Use the words in the box below to
complete the sentences that follow (Note: each word is used with a different meaning
to the ones given in the Words to note section).
1. The gentle sound of the stream as it flowed over the rocks was very relaxing.
2. The quiet young man was a very shy, retiring sort of person.
3. I had a terrific birthday party; I loved every minute of it!
4. The angry man portended on the door and shouted out to be let in.
5. The sad contents of the poor old woman's bag were spread out on the table.
6. The man dressed in black was shadowing our every move as we tried to
escape from him through the crowded shopping centre.
The teacher might point out the very important feature that meanings very often
-- usually, in fact depend on the context. This is especially true of nouns, pronouns
and verbs. To illustrate this important point most vividly, students could be asked to
give the definition of
of context; and it has millions of different meanings in context. For example,
might refer to a computer... or even to IT (Information Technology) !
Expanding your creativity
Writing a film proposal for The Snakeskin Bag
The class can be divided into small groups to discuss the kind of film which is to
be made. One group, for example, could be asked to justify presenting the story as a
comedy instead of a frightening, weird, horrible story. Perhaps the most valuable
work (in groups) could be precisely that of planning, and justifying, ideas about the

type of film to be made – an informal discussion argument debate among team
members would perhaps be even more valuable than trying to make a formal
presentation. The teacher might like to encourage active participation by all group
members regardless of each individual's strengths or weaknesses in English in
such a discussion and informal debate.
Using a key visual might help the students to see the main outline of the story in
order to discuss how it might best be made into a film (see the examples under Further
information on the text).
Aspects of film which might be discussed are:
The structure or the sequence of the story events, including
·the story values (life & death; power & greed; impulsiveness & caution; good
& evil; ignoring & accepting advice)
·the scenes, matched with the story events and episodes
·the pace and rhythm (slow start then fast paced; action throughout; action and
reactions)
·the sequence or series of scenes (chronological order; flashbacks or
flashforwards; moving towards the outcome)
·the ending (open or closed; clear or ambiguous)
The setting, including
·the period or time of the story
·the duration or length
·the location or place
·the characters (main characters; other subsidiary characters; any crowd scenes)
·the level of conflict (the surprise ending, but maybe also conflicts between the
characters)
The genre, or perhaps a combination of genres, including
·a horror or suspense story with a surprise ending
·a love story with a romance
·a story of family relationships and their changes or development

·a redemption plot or a story of the moral change from bad to good in one or
more of the characters
·a punitive plot or a story of someone getting punished for wrongdoing or being
badgreedy
·a comedy in which the potential horror is not taken seriously
·a crime in which what appears to be a mystery horror story turns out to be a
series of clever murders and crimes but a clever detective solves it all
·a historical drama in which the story is set within a particular historical period
to give it added interest
·science fiction, the story takes place in a future place (and maybe this provides
a different solution or ending)
An extension of this activity is that each group can make a poster to show the
kind of film they have in mind. The poster may use some keywords about structure,
setting or genre, or it may depend on a pictorial representation of the ideas of the
group about the film. In any case, different groups could present their posters to the
rest of the class and briefly outline their main ideas about the film. Posters could also
be displayed on the classroom wall or on a bulletin board.
9. Gradually add the milk to the flour until you have a smooth mixture. If you
do it quickly you will get lots of lumps.
10. First impressions are very important -- make sure you smile at your
interviewer.
11. This graph indicates how much rainfall there is in South America in July.
12. I was insulted when Jim called me lazy. I work really hard, you know!
13. The five children were packed into the backseat of the car.
14. You can see how the mother bird is protecting her newborn chicks by sitting
over them.
15. When Joe wouldn't answer my question the third time, I had to resort to
shouting at him.
16. The day after the storm, there was rubbish scattered all over the street.
17. The bodyguards were screening the singer from the fans. He needed the

protection.
18. Where did the chef learn her cooking techniques?
Understanding the text
Part A: Comprehending the text
Teachers who wish to use some of the ideas suggested in the Before you read
section at the beginning of this unit can obviously do so for Part A, here. But it must
be stressed again that outsituations is NOT essential -- see the final
paragraph of the Before you read section for teachers. In fact. more demanding -- and
perhaps more useful -- work can be done with no
students can be encouraged -- and helped, of course, as much as necessary - to write,
and then to read aloud, a description of where
chooses to sit. For example: She doesn't sit next to ... sits on the
opposite side of the room from ...
there's no other seat.
A great deal of
example, the students, after writing a description of where person Y sits. can be asked
to read that description aloud to the class; the other members of the class then have to
mark the place on the diagram. If they
guess! ) And if they your guidance, why
they got it wrong: was their understanding at fault (receptive skills!) or was the
information not clearlyaccurately given (productive skills!)? Such work can,
obviously, be both very useful and, often, amusing. Most importantly, it can
encourage students to use English as a means of communication.
It is possible that students may give different correct answers to this question as
there are different ways to interpret the
principles are followed, the answer is correct. Students might be asked to explain how
they came to their answers. The answers given below are, perhaps, the most likely
responses students might give.

X










O
（Y）





X


（Y）







O
X


XX







O
X


X

X
XX

X
X

X
X




O
X
（Y）

X
（Y）
X
（Y） （Y）




For each of the following, decide which option best completes the statement
according to the text. Circle your answer.
1. b) 2. d) 3. b) 4. c) 5. d)
Part B: Summarizing the information in a text
Quite often, the easiest way to summarize information in a text is to convert the
information into a table. Complete the following table by filling in the missing
information.
Situation Actions Taken Reasons for Actions
entering a waiting room Sit as far away from the other person as Sitting too close causes feelings of
with one person already possible.
seated
a crowded train lift etc. 1. Pretend tile other people aren't there.
2. Ignore them.
3. Avert your eyes .from them.
nervousness; sitting too far away
may be insulting
Pretend you are concentrating on
something important -- e. g. the
panel indicating the floor number.
4. Keep your face as expressionless as Send out signals that you do not
possible. want your personal space to be
5. Create physical barriers e. g. clasp invaded.
hands.
in conversation with
somebody
1. One might move forward; tile other 1. Standing very close makes some
might back away. people very uncomfortable.
2. Finally one might try to 2. Standing where you have enough
moving a way. personal space makes people
comfortable.

working in a shared area 1. Build
2. Screen one's eyes from neighbours.
3. AvoidPrevent any
1. To help concentration.
2. To keep other people
their space.
3. To pretend they are alone.
travelling on public Spread out your belongings.
transport
Try to give the impression that the
seats next to you are taken.
Part C: Interpreting the text
Discuss the following and make notes of your answers.
1. What is
It's the area where people, feel safe, secure, comfortable, unthreatened. This area
surrounds us, like a protective blanket.
2. In situations where we have no personal space, for example in a crowded lift,
why do we attempt to send out as few social signals as possible?
In order to
personal space by attempting to .take contact with us.
3. Why do we need personal space?
Because we need to .feel that this area is our own; it belongs to us; it's part of
our own self..
4. Under what circumstances can the need for personal space cause confusion
and difficulties, even though the people concerned recognize this need?
When people from different cultural or geographical backgrounds are together.
(Because the size of the needed within different cultures differs; some
cultures can easily accept closer
others.)
5. Under what circumstances might we need to use force to defend our personal
space?
If attempts to preserve our personal space are ignored by others, and if we
therefore .feel a heightened sense of discomfort, threat or even danger, we might use
force -- e. g. a loud voice, or actual physical force, to make it very clear that we are

Developing your skills
Part A: Finding the meaning of wordsexpressions from their context
Complete this table by filling in the missing information. Follow the example.
WordExpression from Passage
Valuable (para 1)
personal space (para 2)
own
as far away as possible from more information relating to
Opposite end of the room (para 2)
the first person
Packed (para 4) Crowded
the expression
synonym
synonymous expression
Help Found in Passage
expensive
Type of Help
synonym
an area they regard as their definition
Pretend the other people don’t exist We deliberately ignore them
(para 4)
a pile of books or their bags or examples
Barriers (para 6)
a single book stood up on end
Techniques (para 6)
Personal markers (para 7)
territory (para 7)
elbows (para 6)
hands screening their eyes
strategies
Books, papers…
the edge of the desk
synonym
example + more information
example
…on the table…with their
logical deduction
Part B: Deducing meaning
Without using a dictionary, try to work out the meanings of the underlined words
in the following paragraph. Write the meanings of the words in the spaces provided
and underline the section of the paragraph that gave you the information you needed.
When the man was finally rescued, he had been on the barren island for almost
3 months. Because nothing would grow on the island, his only source of food was the
ocean. He tried to catch fish, but his attempts were in vain. He never caught a single
fish. Disappointed by the lack of success, he still persisted. Eventually, he did manage
to catch some crustaceans living in the small rock pools. However, even these crabs,

shrimps and, on one occasion, a lobster, were very hard to come by. He almost starved.
He looked like a skeleton. His bones were sticking through his skin. The rescuers
were horrified by his emaciated body.
When news of his rescue reached his family, the sadness and anxiety they had
been feeling for the last 3 months immediately changed to elation.
barren
in vain
empty, unproductive, sterile, nothing can grow
unsuccessful, without results, wasted and producing no benefit
crustaceans
crabs, shrimps and lobsters
emaciated
elation
very, very thin, having al, most no flesh on the body
extreme happiness, the opposite of
Extending your vocabulary
Part A: Synonyms and antonyms
The middle column of the table below contains words from the Words to note
section of this unit. For each word, write approximate synonyms into the first column
and approximate antonyms into the last column. You may use words from the box or
think of words of your own. Follow the example.
Synonyms
offend
slowly
spread
guarded
grip
shows
undemonstrative
Part B: Cloze sentences
Now use the most appropriate word from the table in Part A of this section to
complete each of the following sentences.
1. He found it very difficult to hide what he was feeling because he had a very
expressive face.
Words to note
insult
gradually
scattered
protected
clasp
indicates
expressionless
Antonyms
compliment
suddenly
clustered
harmed
release
hides
expressive

2. The survey indicatesshows that most people agree with the introduction of a
longer lunch break.
3. The examination results had a very narrow range, as all the scores were
clustered around the 65% mark.
4. One way to motivate young children to study is to regularly compliment them
on their achievements.
5. By studying hard over a number of years his language ability graduallyslowly
improved.
6. In any motor vehicle, it is necessary to release the brake before driving off.
Expanding your creativity
Writing guidelines for The Use of Personal Space
The wording of the guidelines will vary from group to group considerably. It is
also possible that some groups may emphasise certain aspects of personal space more
than others. Several possible guidelines are given below as examples.
·Try to gauge, or assess, whether someone is comfortable in your presence. If
not—if heshe seems edgy, embarrassed, ill at ease, uncomfortable, then try to figure
out why.
·Try to
what heshe is feeling about the situation you are both in.
·Many people from the
than some other people. Often people from colder climates are in their
relationships with strangers than those from sunnier and warmer places. (Perhaps this
is because the latter spend less time actually inside their houses or
apartments and more time enjoying the company of other people in, for example, the
shops or markets. ) Some people say that the English are one of the most
e. private, cold, unfriendly) people in the world. Do you think this is true?
·We say that
person sitting next to you -- they will indicate if heshe feels you are invading their
personal space.

Understanding the text
Part A: Comprehending the text
Read the four letters, and then complete the table below.

Background
of Writer
Letter 1 Letter 2
disabled; Also
Letter 3 Letter 4
Seriously injured in Also
traffic
disabled; Not specified.
of
Taxi
accident. but lives in a Chairman
much more Overcame despair
with the help of caring
family and friends.
Purpose(s) of To
Writing
environment.
Drivers Associated
highlight To encourage Mr 1. To give To emphasise the
about range
opportunities
to
of difficulties faced in Thomas
everyday life by because
paraplegics.
— information
times his organization.
and attitudes are 2. To stress the available
changing. safety record of disabled people
disabled drivers in
—even in sports.
his organisation.
3. To stress that
disabled people can
fulfil
duties.
Particular Frustration caused Facilities be her
hometoun
Close and frequent Not specified.
almost all
Experience(s) by thoughtlessness.
of Writer
help contact with other
disabled people. her to live. more
freely and fully.
Main
Message(s)
It's good to be 1. Don't despair.
optimistic
cheerful--but
disabled
need help.
and 2. If
To encourage 1. Regard your
your disabled people to disability in
new light
2. Try to be as
independent as
hometown does make contact.
people not improve
its facilities and

its attitudes, possible.
come to live in
mine!
Part B: Interpreting the text
A good deal of useful discussion can be generated here. One useful approach is
that just a small amount of time be devoted to individual- or pair-work, when students
find examples of optimism and objectivity; discussion and argument could in fact then
cover several separate sessions, with the class members returning to this subject later,
perhaps as a short break in subsequent lessons. You should stress that -- as so often --
there are no
for the arguments presented. For example, Letter 4 seems to be very optimistic -- but
it's not clear whether the writer himselfherself is disabled! And Letter 1 is very
optimistic positive in tone (he wants to life to the fullbut is also, clearly,
frequently frustrated by the lack of provision, in his hometown, for disabled people.
Similarly in the case of
all letters are very objective; e.g. Letter 3 gives a lot of facts and also cites statistics,
and Letter 2 gives many details of facilities that she is able to enjoy (as well as
making the undeniably observation that and attitudes are
changing ...
Just a few examples are given in the tables. You should not submit to any
to this work Exploration of different possible
interpretations of the letters is the purpose of the work, so getting a range of alterative
ideas is appropriate here.
Examples of optimism
Letter 1
Examples:
... I now look for-
ward to ...
... wanting to live
Letter 2
Examples:
... your
Letter 3
Examples:
Letter 4
Examples:
own ... give hope (and a ... there are ever
increasing social
and professional
environment is sure possible future) ...
to change soon. There are ... no

life to the .full ... ... perhaps we reasons why opportunities ...
people ... he says he ,may
even had an
could share the disabled
benefits ... cap, not fulfil ...
advantage ...
Examples of objectivity
Letter 1
Examples:
... paraplegics still
have to plan each
trip ...
Letter 2
Examples:
...
Letter 3
Examples:
Letter 4
Examples:
suitably ... sports .facilities extra-wide ...
elevators ...
... not a single step
converted vehicles. designed for disabled
... not one single

had
persons.
... kerbs at the in the whole centre. member
edges
roads ...
of the ever
has ... World Summer
an Olympic Games .for
accident of any disabled athletes
kind! since 1960 ...
Developing your skills
Part A: Reading between the lines
In Letter One, Brian Thomas does not talk about his own personality and
attitudes towards life. However, if you carefully read between the lines, you will get
useful insights into his character. Look at Part A of Understanding the text, again.
Based on what you have put down in the table, discuss Brian's personality and
attitudes towards life. Note down your points in the box below.

He needs help and support; this helped him overcome a sense of despair. But now he
is very optimistic and cheerful. However, he is also very angry, and frustrated--
because he perceives that
not support or help him, and has no real awareness of the specific difficulties disabled
people face ire their everyday living.
Part B: Identifying main messages
Read Letter Four again and then, in pairs, identify the main message(s) of the

letter.
Write your answer in the box below.
Main Message(s):
Disabled people ha ye
encourage you. (Note: here indicates that specific experience is shared.)
Accept this support and encouragement -- and you can accomplish whatever personal
goal you may have.
What other information is given by Susan Pearson, the writer of Letter Four.
before she presents the main message? Complete the table below by filling in the
details.

Introducing
Background
Giving Examples
Examples Found in the Letter
the Previous contributors have mentioned increasing opportunities;
she gives examples in the Field of sports.
Hundreds of people are winners of Olympic Gold Medals;
Olympic Games for disabled people since 1960.
John Dowell competes against -- and beats -- ablebodied athletes
in high-jumping. Many hold world records.
Don't think of disability as a disadvantage; don't rely on help
Refuting Counter-arguments simply because of disability; aim at as ,much independence as
possible; don't allow your disability to dictate ...
Providing Evidence
Extending your vocabulary
Part A: Words conveying positive or negative messages
Read all the four letters again, and complete the table below by filling in other
examples. according to whether they are positive or negative in the text.

Letter One
Positive Messages Negative Messages
patience, love, challenges, difficulties, complicated, problem,
possible, comforts,
full
impossible, limited
Letter Two efforts, bravery, dismay, difficulties

determination, able,
delighted, benefits, caring,
sympathetic
Letter Three interest, contribution, hope, accident
support pride, interested,
happy
Letter Four delighted,
increasing,
active,
contributors, confined, disadvantage
opportuntities,
winners, proud,
independent, independence,
light,
professional,
superstars, top,
advantage,
success,
support,
encouragement, achieve
Part B: Vocabulary in context
Write a short letter to the editor of a newspaper to express your opinions about
overcoming physical disabilities. Highlight in different colours any positive or
negative words you use.
Write your letter in the box below.
Dear SirMadam
Although it is sad to see people who have physical disabilities, it is also inspiring to
see examples of those who have conquered -- or at least overcome, to a large extent
-- their problems. There are thousands, or perhaps millions of such success stories
One very famous example is Dr Stephen Hawkins, the Cambridge physicist and
author of A Brief History of Time: for years he has had almost no control over his
body, yet he is able to function with the aid of technology and his mind is absolutely
not disabled -- in fact be is often compared with geniuses such as Einstein. On the
sports side, Lance Armstrong fought cancer and came back to win, win, win and win
again in cycling's Tour de France. There is an old saying that there's life

there's hope
Expanding your creativity
Prioritizing new facilities for the disabled
The teacher can encourage students to be as imaginative as possible here. And do
not limit their ideas to obvious examples (such as blindness, deafness, missing or
paralysed limbs, etc.) and students can also consider those people who have, for
example, breathing difficulties, the requirement for regular intake of medicines to
stabilise or control their physical functions, those requiring chemotherapy or regular
physiotherapy, and so on.
Another good area to explore is, as mentioned in the instructions to students,
publicity: students can debate the extent to which the frequent ignorance of the

difficult for the disabled than perhaps it need be.
After the pair and group discussions, the class as a whole might be asked to offer
their suggestions and a list of all the suggestions written on the board. The class as a
whole might then discuss and decide which four are the best. This prioritizing should
be on the basis of which suggestions seem to be the most important. In this case,
students might like to consider which would seem to be the most important from the
point of view of the disabled: some students may feel they do not have a basis for
judging this, in which case the teacher could ask them how they might find out (use
reference books, conduct a survey of needs for the disabled, interview some disabled
people, visit other countries to see facilities elsewhere, etc.).

Understanding the text
Part A: Comprehending the text
Using the information from the text, complete Robert Burns's profile by filling in
the missing details.
ROBERT BURNS

Profile
Nationality
Childhood
Marital Status
Number of Children
Famous Works
Scottish
one of seven children; lived and worked on farm
married
twelve
Auld Lang Syne; Jean; My Love Is Like a Red, Red Rose;
John Anderson, My Jo
Interests
reading, drinking, singing, telling stories women
In pairs, discuss the major theme of each of the poems introduced in this unit,
and then complete the table below.
Poems
Auld Lang Syne
Themes
Pleasant memories of friendship and of times past. Teachers could
introduce the term
Jean Love especially for girl I love the bestJean. Everything
beautiful reminds him of Jean.
My Love Is Like Again, love, -- and the eternal and compelling and allembracing
a Red, Red Rose
John
My Jo
force of love.
Anderson, Life-long friendship and loyalty; sharing things and trusting
somebody; the enduring quality of friendship the friend John is
now old and frail, but still the friendship is strong and unchanged.
Part B: Interpreting the text
1. Identify the other metaphors used, and explain what they refer to in the table
provided. Follow the example.
Poems
Auld Lang Syne
Metaphors
drink a cup of kindness
Actual Meanings
share kindness between
good friends
Jean I see her in the motoring Everything
flowers ...
I hear her in the tuneful
beautiful
reminds him of Jean.

birds ...
My Love Is Like a Red, And I will love you ... He means he will love
Red Rose When all the seas go dry ... her .for ever (since the
And I will love you ... seas will never go dry).
While the sands of life still He will love her while
run. time continues to pass by
(i. e., again, for ever).
John Anderson, My Jo ... blessings on your frosty
head, ....
We climbed the
He wants his white-haired
old friend to be always
hill blessed.
We have been friends for a
lifetime: we have
together ...
accompanied each other on
The and the

Note: If there is time, and if the students are interested, the teacher might like,
additionally, to point out examples of similes in poetry. (Both similes and metaphors
are frequently used by writers as ways to compare something in terms of another. )
This
roughly the same job -- they compare one ideaconcept theme with something else in
order to clarify the writer's meaning and to stimulate the reader's imagination.
2. What were Robert Burns's attitudes towards love and friendship? Using
examples from the poems introduced in this unit, analyse his attitudes in the box
below.
What is love? What is friendship?
Love is beautiful. It's the Friendship means sharing- both
melodyand experiences. It .means
It's like beautiful flower-- red, red pleasant memories, and trust. (
rosemy band, my trusted .friend ...

constancy - wheat they can no longer
climb
down ... hand in hand ... It is of
the .finest things life can bring
3. Do you like Robert Burns's poems? Why or why not? Briefly, make notes of
your feelings in the box below.
Note: This is a real opportunity to reinforce the concept that in this kind of activity
there are NO answers-- and to encourage the students to express their own
feelings. Also, they need not limit these expressions o. f feelings to the poems in this
unit, and encourage them to talk about poets -- OR artists, singers, sculptors,
architects, dancers, etc. -- in their own culture!
Developing your skills
Part A: Familiarizing yourself with the features of poetry
In the previous section, you were asked to identify the metaphors used in the four
poems and analyse Robert Burns's attitudes towards friendship and love. Study the
poems in greater detail and then answer the following questions in the spaces
provided.
1. What was Robert Burns's philosophy of life? Why do you think he had such a
philosophy?
He believed that love is a fundamental blessing in life. There are many varied
aspects to love: Burns loved his country (Scotland), women, and honest,
simple goodness
fairness -- he wrote about poverty and weakness and sadness.
He had such a philosophy because his own childhood -- his family was poor and
he had to work hard even as a child, but he was given love and encouragement
perhaps influenced his feelings about life, and about the 'value and importance of the

2. What are the adjectives used in the poems?
Poems Adjectives

Auld Lang Syne
Jean
My Love Is Like a Red, Red Rose
John Anderson, My Jo
old, lovely, weary, wide, trusted
beautiful, wild, constant, sweet, fair
red, lovely, dry
lovely, bright, hald, frosty, happy
You'll notice that most of the adjectives you found are short words. How many
are of only one syllable? How many are of two syllables? Would you say that as
vocabulary items these are easy or difficult words? Do you think they would have
been easy or difficult for the
At least eight of the adjectives are of only one syllable, and at least six are of
only two syllables. These words are, probably, quite easy to understand and to
translate.
The teacher might like to point out that not all ―easy‖ nor are
all
complex uses; but terminology is for people working in that
specialised area: medical doctors, chemists, lawyers and so on regularly use long and
complex terminology which is
native- speakers have probably never even heard those terms.
3. Are there any examples of repetition?
Several: e.g. -- obviously -- the chorus in
gone by
and
4. Are there any examples of contrast descriptions?
Yes—especially in
contrasted: e.g.
The contrasts in this poem are very clearly portrayed by the tenses used (Simple
Present and Simple Past).
5. Are the sentences varied in terms of length? Give examples.
Yes. Some of the poems have sentences of identical length (to maintain the
rhythm of the verse), .for example

in
the shorter the sentence is, the more emphasis the writer wants to place on it.
Part B: Visualizing descriptions
Encourage students to let their imagination freethere is no on
what they can -- or imagine. It is likely that more than one student will
have chosen the same from the poems. The teacher might ask them to
describe the picture they have in their minds and compare different visualisations of
the same scene.
Expanding your vocabulary
Part A: Descriptions of happiness
If the same words and expressions are repeatedly used in the same text, the text
may become rather dull and monotonous. Therefore, a good writer often uses different
words andor expressions to describe the same feeling. In the poems of this unit,
different words and expressions are used to describe happiness, for example, in Auld
Lang Syne, happiness means about the hillsides and pulling the lovely
flowers
1. Identify the other words andor expressions used to describe happiness in the
poems.
Write your answers in the table below.
The teacher can make it clear that in these four poems several expressions help to
a happy pictureThese expressions are not, of course, synonymous for
but they suggest happiness. Perhaps the words and
could be introduced here.
Poems
Auld Lang Syne
Expressions
·we two have paddled in the stream, from
morning until dinner
·days of long ago
Jean
·there's wild woods growing, and rivers flowing
·day and night my constant dream, is ever with

my Jean
·whenever I hear a bird sing sweet, it reminds
me of my Jean
My Love Is Like a Red, Red Rose
·a red, red rose, that's newly sprung in June
·the melody, that's sweetly played in tune
John Anderson, My Jo
·many a happy day, John, we've had with one
another
·hand in hand we'll go; and sleep together at the
foot
2. Think of as many synonyms of the adjective as possible. Write the
words in the box below.
delighted pleased excited glad cheerful merry joyful sunny
The teacher might like to give a few more examples, where phrases have a
similar meaning-e. g.
question 3); and then invite students to create their own expressions based on
happy as ... -- and writers help this
evolution.
3. Think of some images you could use to describe the feeling of happiness. One
example is given. Write your expressions in the box below.
jump for joy walking on air over tile moon on cloud nine as happy as a ...
Part B: Using contrast descriptions
Contrast descriptions are commonly found in English poetry; such contrasts can
leave a stronger impression on readers.
1. Look at the words you have just come up with to describe
think of some antonyms for these words and write them in the box below.
depressed sad unhappy gloomy miserable
sorrowful sorry heavily-hearted low-spirited
2. Look at the expressions you used to describe
images to describe the opposite feeling --

down in the dumps down in the mouth feeling blue
Expanding your creativity
Metaphors in a love letter
Students will, no doubt, find this activity very challenging. However, it will be a
worthwhile task for them to attempt. Concentrate on the imaginative aspect of the task
and do not hamper the creativity too much with close attention to grammatical detail.
(Poetry very frequently ignores grammatical rules!) Of course, a great deal of fun
might be enjoyed by asking students to read aloud their love poems!
One example of a
You make my heart soar, pretty thing;
I'm on cloud nine -- I want to sing!
In seventh heaven, high as a kite.
When you are close I feel I might
Fly o'er the moon, shine like the sun,
And walk on air till time is done.
The teacher can then make two further points., firstly, it's not usual to give more
than one or two expressions to express emotions. But we say that writers can use
licence--this means that they can break some of the normal conventions.
Secondly, the word in the example means the apostrophe serves two
purposes: it indicates that a letter (the letter
the number of syllables in this word from two to one. (Two syllables would not
so
rather unusual meaning of the word
number of syllables in each line to see the

Understanding the text
Part A: Comprehending the text
In each of the following, circle the sentence that best reflects the overall meaning
of each paragraph.

paragraph 1. a) paragraph 2: c) paragraph 3: b)
paragraph 4: b) paragraph 5: a) paragraph 6. c)
paragraph 7: a) paragraph 8: b) paragraph 9: a)
Part B: Interpreting the text
There is vast scope for the students working together (and, of course, also
aidedinspired supportedguidedencouraged by the teacher), to explore this text and
to learn from it. To give just a few examples, the point made in sentence 1 is further
developed in the same paragraph (importance of context; words evolve and change
their meaning; literal meanings can become out-dated), while the following paragraph
goes beyond vocabulary (complex enough in itself!) to introduce the incredible
richness, complexity (and potential for confusion!) of idioms and colloquialisms.

nomenclatures ...
usefulness
only useful, but also quite demanding: it emphasises to students that there is great
opportunity for argument and discussion -- and for listening to other people's
interpretations. There aren't many simple, absolute, final answers on this topic!
Developing your skills
Part A: Positivenegative connotations
Look at the following pictures and the words that describe them. Some of the
words describe the picture positively or without implying criticism; some describe the
picture but show the writer's feeling about the subject by implying criticism. In the
table below, write the words that imply criticism and those that don't.

Picture 1
Picture 2
Picture 3
Picture 4
Picture 5
Words Implying Criticism
noisy, aggressive
tiny, cramped, microscopic
cheap, untidy, scruffy
violent, vicious
orrogant, smug, conceited
Words Not Implying Criticism
lively, active, energetic
small, compact
simple, plain, casual
courageous, brave, heroic
proud, honoured, delighted

Part B: Subjectiveobjective writing
Read the following text describing a flat and answer the questions that follow.
1. What facts do you know about the flat?
Flat In effect, none. (Except, perhaps, that an apartment exists! Adjectives
such as
Living Room Again, none. What does actually -- and factually
mean?
Kitchen There is one .fact here: the kitchen is smaller (
it's not a 'very helpful .fact. We are not told how much smaller it is! It's not even 100%
certain what other room it is smaller than! (The implication, of course, is that the
comparison is with the living room but in Western houses the kitchen is always
smaller than the living room in any case.)
Bedroom I There is one .fact about the room, and two about what the room
conrains (i. e. a bed and light). The .fact about the room is that it has a window.
Bedroom 2 Again, no facts.
Bathroom There is no bathroom. (The lauding is not part of the .flat; the
bathroom is a communal one. )
2. What is the writer's purpose in writing this text?
To
attractive at all!
3. What subjective words does he use to help him in his purpose?
lovely; needs to be seen; perfect opportunity; splendid; great appeal; superb; of
great character; convenient; easily; modern kitchen; conveniently; nicely
4. Briefly give your own opinions about the flat and explain what led you to
these opinions.
It's old, or in bad condition -- or perlaps both: effort may be required to
improve ...
It's small: cleaning won't ever be a problembecause there isn't much to
clean.
It's dangerous:

The bedrooms are tiny: you can
on the bed, and there is only
There is no private bath room. Do we really want to friendliness
with strangers while we are in the bathroom?
Extending your vocabulary
Explaining the meanings of idioms
Try to match the idioms in Column A of the table below with the explanations in
Column B.
Column A
1. to eat your words
Column B
to admit that you were wrong about
something
2. to make a meal of it to take a long time to do something
simple
3. to bite somebody’s head off to react angrily or rudely to somebody for
no reason
4. to have your head on the block
5. to have your head in the clouds
6. to pay through the nose
to risk being blamed if things go wrong
to be a bit of a dreamer
to pay much more than something is
worth
7. to be head over heels…
8. like chalk and cheese
to be very much in love
to be completely different from each
other
9. to be two-faced to be dishonest about one’s feelings and
opinions
10. to be on cloud nine to be very happy about something
Now try to find out what each of the following idiomatic expressions means and
write the explanation in the space provided.

Explanation: Explanation:
to waist to leave a place

Explanation:

to make a (usually foolish) to become afraid to do
something and so change
your mind about doing it
and start travelling mistake
Perhaps the students could have some fun suggesting new idioms (which they
create themselves). Or teachers could give extra examples, such as:
·
her movements.
·
Expanding your creativity
A dialogue about being in love
In pairs, plan a dialogue between a young person who has fallen in love (
head over heels ...and the parents who think their son or daughter is being
unrealistic (have your head in the cloudsUse as many expressions from
earlier sections of this unit as you can. When your dialogue is ready, read it to another
pair, and listen to theirs.
(YP: young person; M = Mother; F: Father)
YP: I've got itchy feet. I want to take off.
M & F: What? What's up?
YP: Well, don't bite my head off, but ...
M: But what? It isn't because of your girlfriend Brenda, is it?
F: Brenda's alright. A bit plain, but she's quite nice: her heart's in the right place.

M: I don't like her. She's two-faced. I never did understand why you were so
head over heels ...
YP: No. No! Don't make a meal of it. It's not Brenda. I just feel stumped.
F: Well ...
M: Yes, you'd better be careful. If I were you ...
YP: But you aren't me. I want a better job. I've been working for XYZ Corp. for
two weeks already and I haven't got a promotion or a pay rise or, or ... I'm fed up. I'm
going to quit, call it a day -- that's what I mean by
now, while I'm in the mood -- before I get cold feet.
F: You were on cloud nine when you got the job. Why not give it a couple more
weeks and see how it goes. And I'd advise you to keep quiet about your feelings and
your dissatisfaction at least for the moment.
M: Your head's in the clouds -- that's your trouble. Quit now --and you'll pay
through the nose for it. Just keep quiet -- you don't want to have to eat your words.
YP: Yeah, well ... I'll cool it for a day or two. But I don't like keeping quiet. I
don't want to be two-faced. Even Brenda isn't two-faced!
F: It could be better to be two-faced than to put your head on the block!

Understanding the text
Part A: Comprehending the text
Decide whether each of the following statements is true or false according to the
text. Put a √

1
Statements
The American divers said that Xiong Ni was the real winner
because he beat Greg Lauganis at the 1988 Seoul Olympics.
True

√


False
√

√
√
2 Carl Lewis beat Mike Powell at the 1996 Atlanta Olympics.
3
The 2000 Sydney Olympics attracted around 340,000
visitors.
4 Newspapers or pens are considered significant things

because they will bring in a lot of income.
5
Short-term jobs were provided for elite athletes after the
Games were over.
The Marathon of the 2000 Sydney Olympics was held at the
Australia Stadium.
Juan Antonio Samaranch was promoted to be the President
7 of the International Olympic Committee because he was
well-known throughout the world.
According to the published data on the costs and income
8 from the Sydney Games, there were serious problems with
the financing of the Games.
The provincial government took over the direct
9 responsibility for running the Games because SOCOG was
US $$ 75 million in debt.
10
Holding the Games is more likely to be profitable if the
economy of the nation that hosts the Games is good.
√

√


√

√

√
6
√
Part B: Interpreting the text
Answer the following as fully as possible.
1. Why, in paragraph 1, does the writer say that many Chinese people will think
of the dignified performance of Xiong Ni at the 1988 Seoul Olympics when they hear
the phrase,
Firstly, of course, because he was a very good (and well-known, Chinese)
competitor. Secondly, because he very nearly beat Greg Lauganis. Thirdly, because
many people believed lie had, really, won. Fourthly, because of his sportsmanship: he
didn't complain -- bi, stead, he praised his rival.
2. Is the question, that really for sporting reasons?in paragraph 2, a
genuine question? Why or why not?
The word indicates that there is some doubt as to whether it is a
question. In fact the question is -- i. e. the writer isn't really

asking a ruestion for information but is using a question form in order to give his own
opinion. (This opinion is that many Chinese people were more happy about the
prestige than interested in the sports. )
3. What does the sentence,
significant things such as newspapers or pens will add a great deal to the overall
income of the shops that sell them.
It implies that, although pens and newspapers are small items it is likely that
many extra millions will be sold during the Games because of the huge number of
visitors.
4. Why docs the writer consider Juan Antonio Samaranch being the President of
the International Olympic Committee to be an outstanding example of the fact that
careers can be made of the Olympics?
Because of the length of time he has been in the organization, he
of the Olympics, and he
5. According to the writer, are the Olympic Games just a sporting event? Why or
why not?
No. They are .far .more. They bring prestige to the city hosting them. They
probably produce profit. They certainly create lots of jobs, new buildings get built,
and the host city is proud to be able to
Developing your skills
Part A: Skimming
The words given below are chosen from paragraph 3 of the text. Just look at
these key words and answer the questions. Write your answers in the spaces provided.
1. Give three examples of the short-term jobs provided.
Ground management; event management; administration; engineering; tourism;
sales and marketing; selling food and drinks; customer service.
2. Give three examples of the specialized jobs provided.
Systems programmers; business analysts; architects; engineers; finance experts.
3. Who were helped to find jobs when the Games were over?

Athletes who had competed in the Games.
Look at the words you underlined and answer the questions below.
1. Give three examples of physical diseases caused by obesity.
Diabetes; cancer; heart disease; lung disease; psychological ailments such as
depression, and low self- esteem.
2. What is the warning given by doctors?
Obesity is
3. Is the common saying,
An entire class session, could be spent debating this subject! For example, how
can we decide if fat people are
too, how do we define
be suggested that if fat people are happier,
they have a problemBut perhaps such discussion and debate can never be
satisfactorily concluded; perhaps it's simpler to quote another old adage:
grow fat; grow fat and be laughed at.
Part B: Scanning
Scan the text about obesity again and answer the following questions.
1. How many words begin with 10
2. How many times can you find the following words?
obese 3 time(s)
obesity 2 time(s)
people 4 time(s)
health 2 time(s)
physical 2 time(s)
Suppose you are asked to answer the following questions. Discuss in pairs what
word(s) you would need to look for. Underline them if the word(s) are available in the
questions; or write them down if they are not.
1. What are the names of the celebrities mentioned in the text?
Xiong Ni, Greg Lauganis, Carl Lewis, Mike Powell, Juan Antonio Samaranch.
2. Which Olympic Games are mentioned in the text?

1976 Montreal Olympics, 1984 Los Angeles Olympics, 1988 Seoul Olympics,
1992 Barcelona Olympics, 1996 Atlanta Olympics, 2000 Sydney Olympics, 2008
Beijing Olympics.
3. How much money is needed to host the Olympic Games?
The costs are huge. Merely the conversion of one building, for the Sydney
Games, cost US $$ 240 'million. The total cost of these Games was probably
approximately US $$ 2.5 billion!
4. What are the jobs mentioned in the text?
Both short-term and more
include jobs in selling and marketing, administration, tourism, customer service and
ground management. More specialized examples include jobs in systems
programming, business and finance analysis, arch architecture and engineering.
5. What are the economic benefits of hosting the Olympic Games?
Basically, profit and development. If tire Games are well organised, rite host city
country will make a lot of money from the influx of thousands upon thousands of
visitors -- and their spending; in the longer term, the new, facilities (which have to be
built for the Games), such as new buildings and infrastructure, mean that the city is
better equipped to bid for large international eyelets in the future.
Scan the text about the Olympic Games again to find out the information
required. Time how long it took you to find out the information.
As well as underlining and circling, students might like to use other, and varied,
methods of highlighting different categories of information. Whatever methods are
used, you should stress that these not constitute a test, or a competition:
while the objective is to develop skimming and scanning skills, accuracy is a more
important factor than speed.
Extending your vocabulary
Part A: Words to note
Look again at the Words to note section. Use appropriate words from the list to
complete the following sentences. Change the form of the words whenever necessary.

1. The new president of the company suffered a loss of prestige because of the
rumours about his private life.
2. The government has budgeted for increased spending on housing, but it is not
certain whether the money will actually be available.
3. If you eat too much fatty food, almost inevitably you will have the problem of
obesity.
4. It is important to check if your arguments are biased or not if you want to
make your proposal persuasive.
5. The graduation ceremony was dignified by the presence of the former
president of the university.
6. Mr Morris has just bought a watch that comes with a three- year guarantee, so
he is not worried if there is a problem with it.
7. Carl Lewis beat the other runners at the 1988 Seoul Olympic Games by a wide
margin.
8. Apparently obesity is a major cause of heart disease, although few people have
read the original research on this.
9. According to finance analysts, the economic climate will be better in two
years' time.
10. The members of the International Olympic Committee meet every four years
to discuss which country will host the next Olympic Games.
Part B: Suffixes
Look at the other nouns and underline the suffix of each of the nouns.
diver long-jumper visitor analyst engineer banker politician professor
Can you think of some other suffixes that are found at the end of nouns relating
to people but not included in the list? Put down your answers in the box below.
-ess - is t -ant -man -ee
Complete the table below by writing three nouns ending in the specified suffix in
each of the corresponding boxes.

Suffixes Nouns

1
2
3
4
5
6
7
8
-er
-or
-ist
-ess
-ee
-ant
-man
-ian
teacher, reporter, engineer
surveyor, director, inspector
scientist, artist, typist
hostess, waitress, actress
interviewee, employee, payee
attendant, dependant, applicant
policeman, fireman, salesman
mathematician, physician, technician
Expanding your creativity
Designing a poster for the Beijing Olympics
Examples of possible phrasesexpressions to represent the Olympic Spirit might
include:
·May the best team win! (This is a common expression, meaning that the best
team deserves to win. It's also often expressed as
·May sportsmanship win! (This is an
good, fair,
·The best losers are good winners！(This is also it suggests very
strongly that there's nothing with not coming first: if you have a good
attitude when you
are a winner -- in the game of life. )
·Win with honour; lose with dignity.
·Gold is for joy,
Silver .for grace,
Bronze .for the one
Who still has a place,
All who take part
And strive in the race,
They try from the start
And have a brave .face,

They finish with heart
The Olympic race.
As well as designing the poster, it is important the students justify their choices
in the design and the language they have used. It may take the form of a semi-formal
presentation in which they introduce their posters.

Unit 9 Understanding the text
Part A: Making notes
Make notes in the table below of the qualities that Ron and Laura believe are
necessary of a good teacher and a good student. When you have finished, compare the
table with the one you completed in the Before you read section of this unit. Try to
account for any differences that exist between the two tables.
A Good Teacher
enthusiasm; interest in
A Good Student
students; keen to learn; having good study skills;
knowledgeable in subjects being taught; not necessarily clever; not too serious
wellorganised; confident; strict but about their studies -- outside interests are
humorous; being well also very important; keen to ask questions
ways, including giving especial effort and if something is not clear; being well
attention to the least clever as well as the
cleverest
Part B: Comprehending the text
For each of the following, decide which option best completes the statement
according to the information given in the text. Circle your answer.
1. c) 2. d) 3. a) 4. b) 5. d) 6. d) 7. a) 8. d) 9. d) 10. c)
Part C: Interpreting the text
Answer the following as fully as possible.
1. Why are Laura and her classmates unhappy with the class conducted by the

Because they never get down to studying properly.

2. Why did Laura ask Ron what he thought after saying that students didn't mind
accepting very strict rules and no laughing and joking?
Perhaps she thought he -- as a teacher -- might be surprised that a student
actually appreciated strictness (because that teacher helped the students to, make real
progress) so site then wanted to know his thoughts.
3. Why does Laura emphasize that a good student should have some other
interests?
Because without other interests a student would never do anything else, and this
is clearly not healthy: mixing with others is very important too.
4. How are the different from the students who ask questions
because they don't understand something?
Because might be used by the teacher to hide -- or disguise -- the
fact that some members of the class are falling behind and not learning well.
5. Do you think that what Laura says is objective? Why or why not?
Not really. Her comments are based largely on her perceptions -- and perceptions
may be more subjective than objective. However, she clearly is intelligent -- she
recognises herself that, since she is referring to people she knows personally,
I can't see them (as) clearly
Developing your skills
Part A: Using personal knowledge to make sense of a text
When reading a text, you come across a lot of information. Some of the
information may be less familiar or even new to you. If you want to understand the
information that is less familiar or new to you, you need to activate what you know
about the topic and then use this personal knowledge to make sense of the text.
1. In pairs, discuss why maintaining a balance is important if someone wants to
be a good teacher or a good student. Make notes in the box below.
While the passage gives a lot of ideas (and is, indeed, titled
students should be encouraged also to produce (and justify) their own ideas.
2. Write a short paragraph to suggest what a teacher or a student should do if

they want to improve their teaching or learning. Refer to your personal knowledge
about the importance of maintaining a balance and what Laura said in the
conversation.
Students'responses will, of course, vary. However, some consideration of the
following is likely: Both the teachers and the students need to develop and maintain a
balance between work and play, effort and relaxation, being well organized and taking
it easy, seriousness and fun.
Part B: Distinguishing facts from opinions
This exercise is quite demanding -- and very useful. Very careful reading is
required – the very opposite of skimming or scanning; this requirement applies also to
the very precise instructions, the focus is only on Laura's points -- and only on her
points regarding teachers.
The objective is to encourage careful analysis of the text.
Laura’s Opinions
·enthusiasm
Reasons
·
Established Facts Reasons
·cannot describe ·... they're
all ... different ...
·well organized · most kids

and confident
·
don't like undisciplined
classes.
·
a bit of an actor.
is a misleading word here. It is often used inappropriately even by
native speakers. The word -- and also the phrase
to introduce something as if it were a fact when it is no more than a personal
viewpoint. This is -- in fact, actually! -- the case here: Laura clearly cannot claim
anything, as a fact, about
Extending your vocabulary
Part A: Adjectives
The adjectives in the table below are used to describe qualities of teachers and
students during the conversation between Laura and Ron. Look at the adjectives and

complete the table by filling in the corresponding nouns andor verbs. Leave the box
blank if there is not such a noun or verb. Follow the example.

1
2
3
4
5
6
7
8
9
10
11
12
13
14
Noun
enthusiasm
humour
organisation
qualification
boredom
sense
crash
firm
balance
interest
difference
clearance
misery
eagerness
Adjective
enthusiastic
humourous
organized
qualified
bored
sensible
crash
firm
balancing
interested
different
clear
miserable
eager
Verb
enthuse

organize
qualify
bore
sense
crash
firm
balance
interest
differ
clear


Part B: Cloze sentences
Look again at the Words to note section and the adjectives in the table above.
Use appropriate words from the list and table to complete the following sentences.
Change the form of the words whenever necessary.
1. Because of her miserable childhood, she has a very strong personality. She
developed her strength in adversity.
2. Since Arnold is always happy, he has the nickname
3. Mr Williams is highly respected by his students because of his good
knowledge of his subject.
4. Mrs Robinson's resume states that she is interested in a wide range of
extra-curricular activities.
5. Being humourous is obviously one of the reasons for his popularity.

Everybody likes to have a good laugh.
6. Jennifer's new classmates are not interesting at all. Actually, they are just
puddings!
7. The kids do not know much about travelling in space, but they are
enthusiastic about the topic.
8. Parents should be firm with their children or they will grow up to be
indisciplined.
9. Because of the weak economic climate, a lot of qualified lawyers are
unemployed.
10. Susanna's cousin is a handsome man with a strong, square jaw.
Expanding your creativity
Interpreting data described in the Intercultural notes about good teachers
and students
Metaphors
Asking students to give their own metaphors for
creative activity if students think of their ideas and then put them into the form of a
metaphor. Some students may think of well-known metaphors which are common in
society and they may write these down; this can also be creative, if the teacher asks
them to interpret the metaphor. For example, a well- known metaphor which has often
appeared in Chinese contexts over several decades is
soul.
world and how teachers help the design and development of the society of the future.
The teacher could start the metaphor activity by giving an example from a
different culture and asking the class how they would understand it before they
attempt to write their own metaphors. Here are two examples which may help to give
students the idea.

along the following lines: a teacher can bring heat and light to students to illuminate
their minds and ignite the fire of their learning; a teacher can also bring brightness and

happiness, like a sunny day. Plants need the sunlight to grow -- they also need good
soil and water, i.e. a good learning environment -- but growth comes from within the
plant. The sunshine of a good teacher can be necessary or vital but it is not the only
condition; sunlight alone cannot make plants grow.
good teacher is like a example from Lebanon might be
expanded as follows: teachers bring light to the darkness so that students can find
their way in their learning and know the world better. However, the candle burns itself
away (the wax melts) so that it can give light; in the same way, teachers sacrifice
themselves with their effort and hard work so that students can have the light of
learning.
In many East Asian and Middle Eastern contexts, students commonly give the
metaphor that a good teacher is a
friend who helps when help is needed) or a mother, a strict father,
showing care and concern). These are, of course, metaphors, so they do not
necessarily mean that the teacher is literally a friend or parent; the metaphor does,
however, give a strong emphasis, we think, on care and concern from the teacher, in a
social relationship like that of a friend or parent. However, there is noticeably a
relative lack of or metaphors among British students. The British
students seem to emphasize that the teacher is a
There are of course other British metaphors (A good teacher is a
a a performerand others) but rarely or
Students could speculate whether this means that East Asian and Middle
Eastern students generally see the teacher more in terms of social relationships,
whereas British students see the teacher in more instrumental terms.
If students have access to international students or to teachers from other
countries, it would be useful to talk to them and check out these metaphors. The
students can ask the international students or teachers for their metaphors, and then
check the meanings of

When students interpret the research information, it is important to remind them

of two points. First, these results are in rank order, so we can expect that when the
aspects of
the statistics used in the original research), it reflects some idea of their importance or
the emphasis given according to the British or Chinese students; this doesn't mean that
this is a complete list (it isn't) so other items might have been mentioned but they
would be lower down on the list. Second, the meanings given by students to particular
phrases may not be identical, for example, thinkingor
thinkingmay not mean exactly the same in China and Britain; however, the
comparison is interesting, even if it is not precise.
Looking at the order for teachersit is clear that among these most
frequently mentioned items in the Chinese list, the teacher being
understanding
appear on the British list. Students might speculate whether these are particularly
important characteristics -- some writers have argued that these characteristics have
been important in Chinese education for many centuries. Is this just a matter of
emphasis: these characteristics would appear on a British list but maybe much lower
down? Certainly, it is not the case that British students think that teachers shouldn't be
good moral examples! Students could consider whether recent changes in the rapid
developments in China have also changed these characteristics of how teachers are
seen, or not. Similarly, on the British side, a good teacher
activities
matter of emphasis (they would appear on a Chinese list, but much lower down)?
Perhaps teachers in China are developing lots of ideas about students' activities
nowadays?
Looking at the order for

list but are not mentioned in the British one. On the other hand, in the British list there
is emphasis given to attention to the teacherand with the
teacher
understood as part of for the teacher in China (but not in Britain?).

Obviously, British students do not try to develop characters, but maybe
developing a
students because perhaps they think of being a student in more academic, rather than
moral, terms.
In discussing these research results, two further points should be emphasized.
First, both China and Britain are large countries, so we would not expect such
research to reflect everybody's opinion in these countries. In both contexts, many
individuals will, naturally enough, have their own experiences and personal opinions.
Second, the point of the activity here is that students should creatively interpret the
results, using their own experience and ideas, so that they have practice in handling
ideas in creative discussion. The purpose of the activity is not to discuss particular
teachers or students but rather to think more generally about good teachers and
students, perhaps with a view to future development and improvement. A final
question, therefore, might be for the students to look at the lists from the research and
then to ask themselves,

Unit 10 Understanding the text
Part A: Comprehending the text
Choose the most suitable completion for each of the following sentences. Circle
your choice.
1. d) 2. c) 3. b) 4. c) 5. d)
Part B: Finding specific information in the text
Complete the following chart by filling in the missing information from the text.
SCIENTIFIC EVIDENCE TO SUPPORT A SIXTH SENSE
Description of
Subjects
Samoan men
Country of Origin
(if known)
Samoa
Parts of Body
Which “See”
hands
assume nose or fingertips

countless tests
Scientific Tests
Carried Out
Blind people in (cannot
France they are French)

blind girl in Italy (cannot assume she Ear
is Italian)
bright light shone on
tip of nose and
ear—backed away as
lower part of left if in pain
ear
blind
Scotland
boy in Scotland
girl in Virginia Virginia(cannot
assume country of
origin)
bandages and tape
over eyes—
distinguish different
colours and read large
print
Russian
woman(Rosa
Kuleshova)
Russia tips of fingers blindfoldedarms
through a screen—tell
difference between 3
colours
elbow blindfolded screened
all vision obstructed
—read newspaper
with elbow
general public
students
Russia
Russia





blind people in an Russia
institute
Part C: Interpreting the text
Answer the following as fully as possible.
1.
An intense interest in the possible reality of ―eyeless sight‖.
2. Explain how
A

we only see with our eyes -- and certainly not with our elbows! But, putting reason to
one side, people have long spoken of a sixth sense; people believe it exists, though it
is not. fully developed. As the mind, and the ability to reason, develop in a child, the

what it cannot explain.
3. How does the answer to question 2 above explain why a sixth sense seems to
be stronger in children than in adults?
Because the whole personality of children is more open and growing. The mind has
not, yet,
they grow older they discard this belief -- and of course it is reasonable to do so. But
does this, mean that the concept of Santa Claus is totally false?
4. In what way is a sixth sense like the whiskers of a cat?
A cat's whiskers help it to detect danger, and hence to survive. Its whiskers are
extremely sensitive to its surroundings—just like an extra, or a
Developing your skills
Persuasive element in writing
Try to find other examples of each of the above techniques in the text. Make
notes of the techniques in the table below.
Technique
presenting
evidence and
numerous
examples
presenting
Examples
·In Italy, the scientist Cesare Lombroso discovered a blind girl who
could
·In 1956, a blind schoolboy in Scotland was taught to tell the
difference between different coloured lights ...
·In Italy, the scientist Cesare Lombroso discovered ...
―scientifically‖
·In 1960, a medical board examined a girl in Virginia ...
based research ·In 1962, her physician took her to Moscow, where she was
examined by the Soviet Academy of Science ...
·When she was tested by a psychologist ...
·In carefully controlled tests ...

·However, if the idea is approached from a scientific angle, then the
possibilities are both real and immensely exciting.
using (large)
numbers
·He discovered through countless tests that ...
·These few examples, taken from the thousands of possible
exampies ...
·... about one in every six people could learn to tell the difference
between two colours after only an hour's training.
·Thence was soon a class of about 80 students training in what was
being called eyeless sight.
using emotive
·…the phenomenon of ―eyeless sight‖ is obviously not new.
vocabulary
·…an amazing young woman…
·…she learned to do other unbelievable things with her hands.
·And, in the most convincing test of all…
·This fact that blind children are ―seeing‖ with their ears and tongues
and tips of their toes…
·It is clear that different types and strengths of light affect the cells in
different ways…
·It is clear that we do, in fact, all have an additional sense…
appealing to
·…our ―reason‖ or ―intelligence‖ rejects what could be a wonderful
common sense
ability simply because it doesn’t understand it…
and reason
·Hopefully, on day, … our ―reason‖ will be able to accept this ability
as normal, even if it cannot explain or understand it.
·All we need is a greater faith in our own abilities…
extending
easily
acceptable
phenomena
·We often read of cases where a disability in one sense can lead to
another of the senses becoming extremely well-developed to
compensate.
·It seems that the human body has a similar system to that of the bat
or the whale…
·It is ―feeling‖ the area around us like the whiskers of a cat…

Extending your vocabulary
Part A: Word forms: verbs and nouns
Look at the table below. The words shown can all be found in the text. Write the
missing form of each word in the appropriate space. Follow the example.
Verb Form of the Word
compensate
discover
describe
accuse
differentiate
reflect
respond
identify
repeat
appreciate
receive
reject
explain
Noun Form of the Word
compensation
discovery
description
accusations
difference
reflection
response
identification
repetition
appreciation
reception
rejection
explanation
Use any of the words from the table above to complete the following sentences.
1. A good student must be able to differentiate between facts and opinions.
2. An appreciation of the difference between facts and opinions is essential in a
good student.
3. A blind person can often compensate for this weakness by having a very
strong sense of hearing.
4. Any description of an incident which demonstrates the existence of a sixth
sense usually attracts accusations of lying or cheating.
5. The repetition, of the test under slightly different conditions gave the same
results.
Part B: Word forms: adjectives

Now use the adjective form of some of the words in the table above to complete
the word puzzle below.
1
2
3
4
5
6
7
8
9

P

E

T

I

T
I
D
E
I
S C R

I


I
P


T


I




V E








E



R E







I






V E
I D E N T





F
Y
F
L
N G
R E E C T V E
C O M P

P

E
N S A T O R Y
R
E S
I
P O N S
A T I
I B L






A P R
E
C V E




E X P L A
N
A T O R Y
P
T
I V E R E C E
Clues:
1. The brochure included a very descriptive text about one of the local beauty
spots.
2. It was a very boring and repetitive process which took many days to complete.
3. All official vehicles must carry an identifying symbol on the door.
4. The image could clearly be seen on the reflective surface of the glass.
5. Many disabled people have at least one compensatory ability.
6. The class representatives were a group of very responsible and mature
students.
7. The students were very appreciative of the work the presenter had obviously
put into preparing for the class.
8. Explanatory notes can be found at the bottom of every page.
9. The lecturer was very popular because he was so receptive to suggestions and
ideas from his students.
Write a sentence using the
are correct.
Although they live in the same building, Sue and Jim go to different schools.
Expanding your creativity

Descriptions without sight
This exercise rounds off the unit most effectively. It should become very clear to
students just how much of description depends, normally, on just sight. How would
we describe the keys of a piano, for example? Or the difference between a red rose
and a pink one?
After practising in pairs, the activity could become a class-based competition.
Students might be asked to read aloud their written descriptions and the rest of the
students need to guess what they are. They might also suggest ways in which the
description might be improved.
Some possible examples might include:
These feel hard when you touch them. They are light in weight -- you can easily
carry five hundred of them. They are about 15 centimetres long, and have about the
same size circumference as a pencil. You would certainly need to use your eyes to use
them, although you could hold them correctly without seeing them. They are used as
eating utensils -- but only in pairs!
(chopsticks)
This object is smooth and almost round. It feels quite hard to the touch, but is
very easily broken. When it is broken it can, in some circumstances, give off an
extremely bad smell. However, in other circumstances, it can be very pleasant to eat
when it has been cooked.
(an egg)

佛教小故事-买卖合同样本

冯巩语录-点点虫

平安夜快乐英文-厦门华侨大学分数线

河南牧业经济学院-心理健康教育主题班会

细胞的多样性和统一性-销售工作总结报告

综合素质评价-一分钟英语演讲稿

押尾学-关于中秋节的古诗四句

步步惊心经典台词-南京政治学院分数线