INGLES III.pdf

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1 INTRODUCCIÓN El conjunto de las asignaturas que se presentan en el mapa curricular de la especialidad en lengua extranjera se propone que los futuros profesores desarrollen las competencias, las habilidades y la sensibilidad necesarias para la enseñanza del inglés a los adolescentes que asisten a la escuela secundaria. Desde esta perspectiva, la formación del profesor de lengua extranjera tiene particularidades en relación con otros campos disciplinarios, pues se requiere que además de tener un conocimiento formal de la materia (la lengua extranjera), adquiera la habilidad para emplearla como medio de comunicación y de enseñanza. En los cursos que forman parte de los estudios de la especialidad, los contenidos y las actividades se caracterizan por ser flexibles. Esta flexibilidad radica en las variadas formas de presentar los temas o contenidos que dan sentido a las asignaturas, en las múltiples estrategias que el maestro puede implementar para el tratamiento de éstos en los grupos de las escuelas normales, y en el empleo de recursos y materiales. La intención es que los estudiantes enfrenten situaciones que les demanden el uso de as cuatro habilidades básicas (escuchar, hablar, leer, y escribir), en el marco de las tres líneas de formación específica: perfeccionamiento de la competencia comunicativa, desarrollo de la competencia didáctica y conocimiento de los adolescentes, y práctica educativa. Para ello es necesario que los profesores y los alumnos tengan presentes los propósitos de la formación de la especialidad en general, así como los de cada asignatura en el semestre que cursa. El trabajo con las asignaturas de la especialidad demanda prácticas en las que los profesores son actores centrales para promover los cambios deseados en los estudiantes normalistas, lo que incluye en constante mejoramiento de las formas de enseñanza y el trabajo coordinado entre los profesores que imparten los distintos cursos del campo de formación específica. En los semestres anteriores los alumnos normalistas han realizado actividades diversas que, en el conjunto de las asignaturas de la especialidad, les han permitido avanzar en el dominio del Inglés como instrumento de comunicación, así como en el plano de la competencia didáctica. Se han planteado como meta que para cursar Inglés III los estudiantes hayan logrado un dominio del idioma equivalente al examen PET de la Universidad de Cambridge o a 400 puntos en el TOEFL. Algunos probablemente tengan un nivel superior, lo cual no implica que dejen de cursar la asignatura, sino que continúen mejorando a su propio ritmo. En este semestre, aun teniendo en cuenta la diversidad de los grupos, la diferencia entre los estudiantes con mayor y menor domino del idioma es más pequeña que en cursos anteriores. El aprendizaje logrado en ellos y las evaluaciones que pasar al siguiente curso deben haber reducido las diferencias de nivel. El curso Inglés III debe caracterizarse por ser flexible, tanto en los contenidos como en las actividades que pueden llevarse a cabo, tomando en cuenta la diversidad señalada. PROPÓSITOS GENERALES A través del curso de Inglés III se pretende que los futuros profesores: 1. Desarrollen las habilidades comunicativas (comprensión auditiva, expresión oral, comprensión de lectura y expresión escrita) y habilidades integradas. 2. Avancen en el dominio que poseen del idioma hasta lograr un nivel equivalente al examen PET de la Universidad de Cambridge o 450-475 puntos en el TOEFL, como nivel deseable.

Transcript of INGLES III.pdf

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INTRODUCCIÓN

El conjunto de las asignaturas que se presentan en el mapa curricular de la especialidad en lengua extranjera se propone que los futuros profesores desarrollen las competencias, las habilidades y la sensibilidad necesarias para la enseñanza del inglés a los adolescentes que asisten a la escuela secundaria. Desde esta perspectiva, la formación del profesor de lengua extranjera tiene particularidades en relación con otros campos disciplinarios, pues se requiere que además de tener un conocimiento formal de la materia (la lengua extranjera), adquiera la habilidad para emplearla como medio de comunicación y de enseñanza.

En los cursos que forman parte de los estudios de la especialidad, los contenidos y las actividades se caracterizan por ser flexibles. Esta flexibilidad radica en las variadas formas de presentar los temas o contenidos que dan sentido a las asignaturas, en las múltiples estrategias que el maestro puede implementar para el tratamiento de éstos en los grupos de las escuelas normales, y en el empleo de recursos y materiales. La intención es que los estudiantes enfrenten situaciones que les demanden el uso de as cuatro habilidades básicas (escuchar, hablar, leer, y escribir), en el marco de las tres líneas de formación específica: perfeccionamiento de la competencia comunicativa, desarrollo de la competencia didáctica y conocimiento de los adolescentes, y práctica educativa. Para ello es necesario que los profesores y los alumnos tengan presentes los propósitos de la formación de la especialidad en general, así como los de cada asignatura en el semestre que cursa.

El trabajo con las asignaturas de la especialidad demanda prácticas en las que los profesores son actores centrales para promover los cambios deseados en los estudiantes normalistas, lo que incluye en constante mejoramiento de las formas de enseñanza y el trabajo coordinado entre los profesores que imparten los distintos cursos del campo de formación específica.

En los semestres anteriores los alumnos normalistas han realizado actividades diversas que, en el conjunto de las asignaturas de la especialidad, les han permitido avanzar en el dominio del Inglés como instrumento de comunicación, así como en el plano de la competencia didáctica.

Se han planteado como meta que para cursar Inglés III los estudiantes hayan logrado un dominio del idioma equivalente al examen PET de la Universidad de Cambridge o a 400 puntos en el TOEFL. Algunos probablemente tengan un nivel superior, lo cual no implica que dejen de cursar la asignatura, sino que continúen mejorando a su propio ritmo.

En este semestre, aun teniendo en cuenta la diversidad de los grupos, la diferencia entre los estudiantes con mayor y menor domino del idioma es más pequeña que en cursos anteriores. El aprendizaje logrado en ellos y las evaluaciones que pasar al siguiente curso deben haber reducido las diferencias de nivel. El curso Inglés III debe caracterizarse por ser flexible, tanto en los contenidos como en las actividades que pueden llevarse a cabo, tomando en cuenta la diversidad señalada.

PROPÓSITOS GENERALES

A través del curso de Inglés III se pretende que los futuros profesores:

1. Desarrollen las habilidades comunicativas (comprensión auditiva, expresión oral, comprensión de lectura y expresión escrita) y habilidades integradas.

2. Avancen en el dominio que poseen del idioma hasta lograr un nivel equivalente al examen PET

de la Universidad de Cambridge o 450-475 puntos en el TOEFL, como nivel deseable.

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3. Ejerzan la autonomía en el aprendizaje, incluyendo la capacidad de autoevaluarse y reflexionen respecto al proceso “de aprendizaje/adquisición del idioma” en ellos mismos y en sus compañeros.

4. Continúen desarrollando la habilidad de usar el inglés como medio de instrucción y comunicación

en general en el salón de clase. El primer y cuarto propósitos se favorecen especialmente a través del uso del inglés como medio de comunicación general en el aula, ahora cada vez con menos concesiones de parte del profesor de la materia al hablarles a los estudiantes: antes de titularse como maestros de educación secundaria que imparten la asignatura de inglés, los alumnos deben enfrentarse plenamente a la realidad de la comunicación oral en la lengua de su especialidad. Además, conviene que se siga dirigiendo la atención de los estudiantes periódicamente hacia expresiones y estructuras útiles en el aula, y a la corrección de errores típicos de los maestros de inglés.

El primer propósito se favorece a través de actividades y proyectos diseñados para fomentar el desarrollo de las cuatro habilidades comunicativas. En estas actividades se deben utilizar materiales “auténticos”: para la comprensión auditiva y de lectura, textos extraídos de fuentes donde el inglés se emplea como primera lengua (extractos de programas de televisión y películas, artículos de revistas, etcétera) y con el único fin de “la práctica de la lengua” (el intercambio de experiencias y opiniones personales, la resolución de un problema, la producción de una propuesta, etcétera). La mayoría de estas actividades deben hacerse en grupo.

El segundo propósito se sustenta en un diagnóstico inicial (que podría basarse en parte en un análisis del examen final de Inglés II) y en la evaluación continua de las deficiencias lingüísticas de los estudiantes –sobre todo de quienes tienen menor dominio de este idioma—tomando como referentes los inventarios sugeridos en el apartado “Contenidos del curso”. Así como la organización de sesiones enfocadas específicamente a la práctica del idioma. En el apartado correspondiente a orientaciones didácticas se recomiendan técnicas para estas sesiones (trabajar con ejemplos de lenguaje en contexto, involucrar a los estudiantes en el descubrimiento de las características del inglés, corrección de errores típicos, y practicar con el uso del lenguaje en tareas comunicativas).

El tercer propósito se logra, en parte, a través del manejo de las actividades recomendadas para los propósitos 1 y 2; por ejemplo, el trabajo en grupo en las actividades comunicativas, o el descubrimiento guiado en las sesiones enfocadas hacia el aprendizaje de la lengua. Los estudiantes también deben reflexionar sobre la necesidad de alcanzar un grado de autonomía para tener éxito en el aprendizaje de una lengua. En cuanto a la autoevaluación, se proponen algunas ideas en el apartado “Orientaciones didácticas”.

El cuarto propósito se favorece no sólo mediante el uso del inglés como medio de comunicación en el aula, sino también a través de sesiones de trabajo sobre el mismo tema.

ORGANIZACIÓN DEL CURSO

Con el fin de organizar y poner en marcha las actividades y proyectos diseñados para fomentar el desarrollo de las habilidades comunicativas, conviene definir ciertos temas en torno a los cuáles se pueda trabajar (como se ha sugerido desde la Guía de Inglés I). En este caso, el curso de Inglés III se organiza con base en un tema general, a partir del cual se derivan otros temas que, a la vez que contribuyen al uso del idioma, ofrecen a los estudiantes posibilidades para explorar y conocer mejor a los alumnos con quienes se desempeñarán como profesores en la escuela secundaria.

A continuación se presenta el tema general y algunos temas específicos que pueden trabajarse, pero cada profesor podrá elegir otros que considere adecuados e interesantes para los estudiantes, o mejor aún, podrá involucrarlos en la selección de los temas del curso.

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TEMA GENERAL: LOS PAÍSES Y SU GENTE

Temas específicos:

1. Los rasgos culturales tradicionales que distinguen a los países, regiones y comunidades: lenguas, religiones, ropa, comida, arquitectura, etcétera.

2. Las culturas juveniles en los distintos países: la cultura tradicional vs. la moda juvenil

internacional (ropa, música, televisión y cine, internet, actitudes sociales y políticas, etcétera). 3. Patrimonio turístico de los países: lugares arqueológicos, atracciones turísticas deportivas,

ecológicas, culturales, religiosas, sociales; las tradiciones de los países (e.g. en México: Día de Muertos, posadas tradicionales, baile folklórico, etcétera).

4. La migración: causas y consecuencias económicas y culturales, sociedades multirraciales. Esta forma de organizar los temas, además de favorecer el tratamiento de contenidos relacionados con el desarrollo de las habilidades comunicativas, permite el estudio y análisis de nociones y funciones de la lengua que son indispensables para comprender mejor la estructura del idioma inglés, y para adquirir los conocimientos básicos en torno a los cuales se llevará a cabo su enseñanza en la escuela secundaria (estos contenidos se detallan en el apartado siguiente).

Las actividades se pueden organizar de muchas formas y en general implican el uso de habilidades comunicativas integradas, por ejemplo, conversación (comprensión auditiva con expresión oral), investigación (lectura con la toma de apuntes, discusión con compañeros, etcétera). Pueden incluirse actividades y tareas basadas en artículos de revistas, extractos de videos de programas de televisión y películas, y proyectos de investigación en internet, entre otras. En los siguientes apartados se dan ejemplos específicos relacionados con el tema “Los países y su gente”.

CONTENIDOS DEL CURSO

El desarrollo de las habilidades comunicativas debe propiciarse dentro y fuera del aula, procurando, sobe todo, que los estudiantes utilicen materiales auténticos como libros, periódicos, revistas, canciones, extractos de programas de televisión y de películas e Internet.

En caso de considerarlo conveniente—ya sea porque hay dificultades para acceder a los recursos señalados, o porque ciertos estudiantes así lo requieran—se puede utilizar un libro de texto apropiado, en el entendido de que nunca un libro de texto será recurso único ni suficiente para lograr el desarrollo de las competencias comunicativas que se pretende (véase la bibliografía). La selección de libros de apoyo se hará considerando las necesidades de los alumnos con menor dominio de la lengua para proporcionarles el input accesible que se considera esencial para el progreso eficiente de quien aprende una lengua extranjera. En este caso, también es importante recordar que el libro de texto será un recurso, pero no el único, para desarrollar las actividades de la asignatura. A veces, los alumnos con un mayor dominio del inglés pueden trabajar en pequeños grupos en tareas más difíciles basadas en el mismo material o en otro.

La comprensión auditiva es una habilidad que puede favorecerse de manera muy importante por medio del uso natural de inglés en el aula. Mientras en Inglés I e Inglés II se familiariza a los alumnos con un repertorio en crecimiento de expresiones rutinarias, en Inglés III se debe abrir el discurso libremente para que se asemeje todavía más a la experiencia de una persona que aprende una lengua viviendo en un país donde ésta se habla. Además, el tema de “Los países y su gente” se presta para el uso de videos de televisión y películas auténticas, canciones, artículos de divulgación, etcétera. Se debe seguir trabajando en el desarrollo de estrategias específicas tales como las siguientes:

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• La predicción del lenguaje y del contenido de un texto hablado según el contexto y las

pistas iniciales. • La activación de ideas acerca de un tema que se sabe que se va a tratar en un texto

hablado. • La identificación de la(s) idea(s) general(es) de un texto hablado. • La identificación y comprensión de ideas específicas en un texto hablado. • El reconocimiento de las actitudes, planteamientos, cuestionamientos, etcétera, de los

participantes. • El reconocimiento de algunos rasgos de los participantes por su estilo de hablar

(nacionalidad, región, contexto social y cultural, entre otros). • La “reconstrucción” de un texto hablado que no se puede escuchar o entender con toda

claridad. La expresión oral también se favorece de manera muy importante por medio del uso natural del inglés en el aula, sin menospreciar la repetición de expresiones comunes que se emplean en la vida cotidiana fuera del aula. En Inglés III también se debe animar a todos los alumnos a que tengan participaciones más variadas, cuando menos en el trabajo en parejas y grupos. Algunas de las actividades que se pueden organizar son:

• Conversación centrada en un tema (por ejemplo: la moda). • Entrevistas reales o simuladas con turistas extranjeros. • Transacciones simuladas (negociación de un acuerdo internacional). • Debates informales o formales. • Pláticas preparadas o improvisadas sobre distintos temas. • Planeación y reportes de proyectos de investigación.

Es conveniente examinar de manera sistemática cómo se relacionan las formas y funciones del lenguaje para realizar estas actividades. Ello puede favorecerse en una sesión previa o posterior a la realización de las actividades. La comprensión de lectura se puede desarrollar empleando material auténtico con ejercicios o tareas elaborados por el profesor o bien, los libros de texto. Además de la lectura general, en la cual se suelen combinar estrategias de una forma ágil, es muy útil trabajar en el desarrollo de estrategias específicas, que deben incluir:

• La predicción del contenido de un texto escrito según el contexto y las pistas iniciales (título, ilustraciones, etcétera).

• La activación de ideas acerca de un tema que se sabe se va a tratar en un texto escrito. • La identificación de la(s) idea(s) general(es) de un texto escrito (skimming). • La búsqueda rápida de información específica (scanning). • La identificación de ideas específicas en un texto hablado. • La identificación de las ideas “entre líneas”: la intención y actitud del autor, etcétera. • La lectura de investigación en internet.

La expresión escrita se puede desarrollar a través de actividades como ejercicios o tareas elaboradas por el profesor, a partir del contenido revisado en materiales auténticos, o de ejercicios planteados en algún libro de texto. Asimismo, se puede ligar con la lectura, analizando la estructura de un texto que se ha leído—la coherencia y cohesión del texto y su organización en general. Ciertos tipos de textos tienen una estructura típica, por lo cual también se debe tratar lo siguiente.

• Correspondencia formal de distintos tipos (solicitudes, pedidos, respuestas comerciales, etcétera).

• Correspondencia informal.

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• Breves “artículos” y composiciones de distintos tipos (narrativo, descriptivo, polémico, etcétera).

• Trabajos académicos más extensos. Este último género ya debe ser trabajado formalmente. Gran parte del trabajo para desarrollar las habilidades comunicativas se puede y se debe hacer combinando las habilidades (como en la conversación o en la preparación o en la preparación en grupo de un trabajo escrito). También debe extenderse fuera del aula con tareas que requieren, por ejemplo, la lectura de fuentes impresas o en internet. Es conveniente, asimismo, tener una biblioteca de libros de referencia, cuentos y novelas, audiocintas, videos, y animar a los estudiantes a utilizar estos recursos para su aprendizaje y esparcimiento. El uso del idioma para tareas comunicativas y la práctica consecuente de las habilidades lingüísticas es imprescindible para el aprendizaje eficaz de una lengua extranjera, pero la investigación y la teoría lingüísticas recientes indican con claridad que se aumenta la eficiencia del aprendizaje enormemente con atención explícita hacia la lengua misma. Es conveniente establecer durante la formación inicial de los futuros profesores—por variado que sea su conocimiento del idioma al ingresar a la Especialidad en Inglés—niveles mínimos comunes conforme avanzan en la licenciatura, y dichos niveles se miden en relación con la lengua misma, además del dominio de las habilidades comunicativas. Por esta razón, a partir del diagnóstico realizado, la escuela y los estudiantes (de manera personal) buscarán opciones para reforzar el dominio del idioma, de tal manera que al finalizar el quinto semestre cuenten con un nivel equivalente a un punto medio entre los exámenes PET y FCE de la Universidad de Cambridge o aproximadamente 450-475 puntos en el TOEFL. Es necesario tener presente que no deberá limitarse el nivel del curso para los estudiantes más avanzados. Esto implica un programa lingüístico para Inglés III que extiende los inventarios de Inglés II de la siguiente forma: a) Inventario de nociones, funciones y tareas comunicativas

• Hacer propuestas razonadas. • Ejemplificar ideas. • Argumentar a favor y en contra de propuestas. • Desarrollar argumentos lógicos extendidos por escrito.

b) Inventario gramatical

• Verbos: logical modals must and can not (He must/can not be French. She must have/can not have done it); multi-word verbs, separable and non-separable (look up a word/a word up/it up, look after the children/after them).

• Tiempos: Present perfect Continuous (I have been working), Future Perfect (I will have finished), Future Continuous (I will be working), modal perfect (could have, should have, might have, etcetera).

• Voz pasiva: Present Continuous (It is being repaired), Present Perfect (It has been repaired), Past Continuous (It was being repaired), Future Simple (It will be repaired).

• Condicionales: 3 (If I had studied less, I would have failed), I versus 2 for the future (If my ticket wins, I will buy a car—the optimist. If my ticket won, I would buy a car—the pessimist).

• Reported Speech: different tenses in affirmative/negative (He said he had done/was doing/would do it), interrogative (He adked me if I had done/was doing/would do it/what I had done/was doing/ would do); say versus tell.

• Sustantivos: multi-word groups (table leg, leather jacket, two-hour flight, man-eating tiger, gold-plated knife, etcetera); modification with contact clause/contact clause with end preposition (The man I saw/work with).

• Artículos: use/non-use of the definite article (cats/the cats. The Thames, Windsor Castle, Everest, etcetera).

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• Adjetivos: order of adjectives (an old, red, Italian, leather jacket); another/(some/any/the other + noun /one/ones.

• Pronombres: Wh-ever (Whatever you do, don’t…, Whoever did that must be…); another/(some/any/the) other/others.

• Adverbios: Wh-ever (Wherever she goes…, Whenever I see you…, However we do it…). • Conectores: however/but/although, therefore/so/as a result, moreover/and/also/in addition,

and the prepositional connectors in spite of, instead of, because of. c) Inventario léxico El aprendizaje de vocabulario está en estrecha relación con los temas, funciones y tareas comunicativas (los países y su gente, la globalización, la argumentación, la televisión, el turismo, etcétera). Esto cubre también el vocabulario funcional, como se indica en el renglón de “conectores”. El comportamiento autónomo es imprescindible en el aprendizaje de una lengua. Una lengua no se aprende para fines comunicativos sólo a través de explicaciones y prácticas guiadas o supervisadas; a fin de cuentas, quien aprende tiene que descubrir y reconocer las formas, sistemas y funciones del lenguaje por sí mismo. Con el fin de desarrollar la autonomía en el aprendizaje, se deben organizar sesiones en las que el estudiante se de cuenta de cómo se pueden descubrir facetas del lenguaje y probar su uso en la comunicación, y reconozca cuáles estrategias le sirven más den esta tarea. Estas sesiones deben incluir:

• La reflexión acerca de las características de cada estudiante (analítico, comunicativo, visual) y las rutinas o tendencias que tiene en el estudio de la lengua (renuencia a participar hablando, memorización de palabras, etcétera).

• La exploración de formas en que puede avanzar más como estudiante de una lengua. • La exploración de estrategias específicas para avanzar en el aprendizaje de vocabulario,

gramática, comprensión auditiva, expresión oral, comprensión de lectura y expresión escrita. • La autoevaluación del progreso y el establecimiento de metas propias, tales como identificar

errores fosilizados o deficiencias léxicas y trabajar para remediarlos. Como futuros profesores de inglés es importante que los alumnos empiecen a tomar conciencia sobre la experiencia de aprender una lengua extranjera y que “el aprendizaje / la adquisición” de una lengua extranjera no quede sólo como un asunto teórico. Este tomar conciencia con la reflexión sobre etapas de aprendizaje / adquisición anteriores (progreso / sentimientos / problemas como principiante / básico / intermedio, etcétera). Estas experiencias podrían registrarse en un diario que elabore el alumno sobre su progreso / sentimientos / problemas durante el curso Inglés III. Puede ser importante reflexionar acerca de experiencias con el uso del inglés fuera del aula tales como contactos con extranjeros y el uso del Internet. También se deben organizar sesiones en las que se propicie que los estudiantes tomen conciencia del uso del inglés como medio de instrucción y comunicación en general en el salón de clase, identificando las distintas formas de lenguaje para los siguientes fines:

• Iniciar y terminar una clase. • Organizar las condiciones físicas en el aula. • Organizar actividades en pleno, en parejas y en grupos, y cambiar de actividad. • Reconocer y responder a las participaciones de los estudiantes. • Manejar situaciones problemáticas e imprevistas. • Manejar las clases en forma “conversacional”, sobre todo las de nivel intermedio y avanzado.

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ORIENTACIONES DIDÁCTICAS 1. De manera análoga a Inglés I e Inglés II, este curso debe desarrollarse mediante el uso

permanente y sistemático de la lengua extranjera oral y escrita, y ya en forma plenamente natural, es decir sin un control obvio del discurso. Es esencial intentar involucrar a todos los estudiantes en la conversación y la interacción de la clase. La participación de los alumnos en las distintas actividades orales y escritas será la mejor oportunidad para evaluar su nivel en cuanto a sus habilidades comunicativas y sus recursos lingüísticos. Con apuntes sobre la participación oral de los estudiantes y muestras de su trabajo escrito en las primeras clases, el maestro podrá determinar qué materiales y actividades serán más apropiados para favorecer el progreso de los alumnos con menos dominio del inglés, y a la vez ofrecer oportunidades de práctica a los estudiantes más avanzados. Se debe recordar que se ha propuesto el nivel de PET de Cambridge o 400 puntos en el TOEFL como nivel mínimo para pasar a Inglés III, y se está proponiendo el nivel de FCE de Cambridge o 550 puntos en el TOEFL al término de la Licenciatura; esto implica una meta de aproximadamente 475-500 puntos en el TOEFL al término de este curso de Inglés III o nivel del libro Intermedio/Intermedio Alto en caso de emplear libros de texto publicados.

2. Al igual que en Inglés I e Inglés II, se deben planear clases integrando distintos recursos y

propósitos (desarrollo de habilidades comunicativas, atención a la lengua como sistema, fomento de la autonomía en el aprendizaje, y toma de conciencia respecto al uso del inglés en el aula) y no dedicar periodos prolongados a un solo objetivo, una sola actividad, un solo tipo de material. Con frecuencia es posible relacionar un propósito con otro, o aprovechar una actividad para más de un propósito. Por ejemplo, después de trabajar en el desarrollo de la comprensión de lectura o la comprensión auditiva, se puede usar el texto para descubrir y aclarar algún aspecto de la gramática o el vocabulario del inglés; además, se puede presentar ese enfoque en el idioma a los estudiantes como una investigación que ellos tienen que realizar y no como una presentación del profesor que los estudiantes deben escuchar pasivamente; de esa forma se fomenta la autonomía en el aprendizaje.

3. Las mejores oportunidades para el desarrollo de la comprensión auditiva y la expresión oral se presentan en el discurso regular de la clase si éste se lleva a cabo casi siempre en inglés, o sea en grupo, en parejas o en equipos, estos últimos tipos de interacción son más propicios para los estudiantes que aún no logran expresarse con confianza. Sin embargo, también es importante organizar actividades específicas. En relación con el tema sugerido, “Los países y su gente”, existen múltiples recursos cuyo empleo propicia el desarrollo de la comprensión auditiva:

• Programas de televisión y películas en idioma inglés (francesas, alemanas, italianas, mexicanas), disponibles o grabables en video. Se pueden aprovechar extractos y escenas con o sin audio para expresión oral en caso de que no estén en inglés.

• Canciones norteamericanas, británicas, australianas y canadienses, y “estrellas internacionales”.

• Libros de texto que toman un enfoque global—considerando el inglés como “lengua franca” internacional más que una manifestación cultural de un solo país—y cuentan con material para la comprensión auditiva.

4. Las actividades de comprensión auditiva muchas veces pueden propiciar actividades orales como

las siguientes: • Juego de roles en las mismas situaciones o situaciones parecidas. • Intercambio de experiencias personales en situaciones parecidas. • Discusión informal del tema. • Debates formales del tema.

Además, se pueden usar textos de lectura o imágenes de revistas para desencadenar actividades orales o trabajar con censor o cuestionarios: por ejemplo, los estudiantes podrán hablar de las diferencias tan marcadas entre ellos y sus padres en cuanto a sus gustos en ropa, música, cine, u otras diversiones o actividades.

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También existen muchos recursos para desarrollar la comprensión de lectura con el tema “Los países y su gente”. • Folletos y videos turísticos y culturales. • Extractos de películas con temas de actualidad sobre la juventud en distintos países. • Revistas extranjeras con reportajes internacionales de todo tipo: culturales, ecológicos

(Time, Newsweek, Life, Nacional Geographic). • Internet es una fuente casi inagotable de material y actividades de investigación. • La letra impresa de canciones con temas a favor o en contra de la globalización (por

ejemplo: un viaje o la protección del medio ambiente). • Artículos y extractos de libros sobre temas diversos. • Muchos libros de texto que toman un enfoque global—considerando al inglés como “lengua

franca” Internacional más que una manifestación cultural de un solo país--, y cuentan con material para la comprensión de lectura.

5. Las actividades para la comprensión de lectura son muchas y variadas, desde la lectura “de

ojeada” hasta la lectura “de rompecabezas” en la cual los estudiantes leen diferentes secciones de un texto (que puede ser más largo que de costumbre ya que no tienen que leer todo) y en grupos “arman” una idea del texto completo.

6. La expresión escrita también puede surgir de la práctica de otra habilidad o relacionarse con ella,

por ejemplo, la comprensión de lectura: • Un breve resumen de un texto que se ha empleado para comprensión de lectura. • Un párrafo adicional para un texto. • Un punto de vista contrario al del texto.

También los libros de texto suelen presentar una variedad de tareas escritas al nivel del alumno, y en el caso de Inglés III puede ser muy conveniente emplear material de un libro de texto que pretende desarrollar la redacción y composición formal de manera sistemática: el análisis de modelos (estructura general): introducción, cuerpo, conclusión, organización en párrafos, mecanismos de coherencia y cohesión), la definición de un tema, la “lluvia de ideas”, la selección y organización del contenido, la redacción de un borrador, la edición y corrección, la lectura y comentario en parejas/grupos, etcétera.

7. Gran parte del trabajo sobre la lengua misma puede desarrollarse a partir del trabajo sobre las habilidades comunicativas: • El profesor toma nota de los errores más comunes de los estudiantes en el trabajo oral en

grupo, en pareja y en equipo, así como de los más comunes en el trabajo escrito. Se escriben ejemplos de enunciados con estos errores en el pizarrón o en una hoja con copias para los estudiantes, y también se pueden incluir algunos enunciados correctos producidos por los estudiantes, sin dar a conoce5 sus nombres. Los alumnos en parejas deciden cuáles son los errores (y, en su caso, cuáles enunciados son correctos) y cómo corregirlos. Para los errores más significativos y más comunes—o mejor aún, las formas o usos correctos, sin los errores—se puede organizar una sesión de práctica.

• El profesor identifica en los textos para comprensión auditiva o de lectura formas o usos de los inventarios de esta Guía que muchos estudiantes desconocen o conocen poco. Después del trabajo de comprensión auditiva o de lectura, dirige la atención de los alumnos hacia esas formas o usos, de preferencia como una tarea de “descubrimiento”: por ejemplo, ilustra el uso del superlativo y pide que encuentren los otros tres ejemplos en el texto. Luego organiza una sesión de práctica.

8. Para el desarrollo de la autonomía en el aprendizaje, se deben usar técnicas de “descubrimiento

guiado”, como se ha sugerido anteriormente, más que “presentaciones y explicaciones” del maestro. Un principio fundamental es: El profesor nunca debe hacer lo que un estudiante podría haber hecho. Los alumnos son capaces de:

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• Autocorregirse. • Corregir a un compañero. • Proporcionar una palabra o una definición que no saben algunos otros estudiantes. • Descubrir o recordar cómo funciona un elemento gramatical.

Los alumnos también deben darse cuenta de sus propios estilos de estudio y aprendizaje, y de las prácticas y características de quienes tienen más éxito en la empresa de aprender una lengua extranjera, para luego intentar adoptar otras opciones. Algunas formas de tratar el tema sobre autonomía se presentan en los dos libros de la sección correspondiente a la bibliografía, donde también se dan sugerencias para la autoevaluación y la reflexión sobre su propio proceso de aprendizaje/adquisición de la lengua.

9. El mismo curso proporcionará infinidad de oportunidades para examinar y practicar las formas

más idóneas del inglés como medio de instrucción y comunicación general en el aula. Muchas ideas se presentan en Willis (1981). También se pueden tratar algunos puntos por medio del reconocimiento y la corrección de errores típicos en el inglés de los alumnos o profesores, entre las más comunes se mencionan: “I’m going to pass the list”, en lugar de “Let me call the roll”; “Put attention”, en lugar de “Pay attention”; “Very well”, en lugar de “Very good”; “Pass to the borrad”, en lugar de “Come /Go to the borrad”; “I want that you work in pairs”, en lugar de “I want you to work in pairs”.

10. En este semestre, al igual que en los dos anteriores, los estudiantes realizarán dos jornadas de

observación y práctica en la escuela secundaria (es recomendable revisar e programa de la asignatura Observación y Práctica Docente III para conocer las características de cada jornada). El maestro de Inglés III deberá incluir, de acuerdo con las características del curso y con la planeación que diseñe, las actividades que es necesario llevar a cabo antes de estas jornadas, las que se realizarán durante las estancias en la escuela secundaria y el tipo de análisis que se hará de la experiencia. Conviene que algunos de los temas que se incluyan en “Comunicación para la organización de la clase”, se aborden antes de asistir a estas jornadas para que los estudiantes puedan poner en práctica algunos de los temas revisados y el maestro de la asignatura cuente con los elementos suficientes para valorar el avance de los alumnos, así como con la información necesaria para identificar los aspectos que es necesario reforzar.

EVALUACIÓN La evaluación debe ser continua e involucrar al estudiante como individuo. Este último aspecto se trata en los dos libros citados sobre autonomía (véase la bibliografía). Hay que recordar que un profesional también debe someterse a la evaluación formas, por ello se proponen, para Inglés III, varios ejercicios de evaluación en la forma de los componentes del examen PET de la Universidad de Cambridge, así como del examen TOEFL. Así, el estudiante se familiariza con este tipo de evaluación y puede tener, en consecuencia, un mejor rendimiento en los mismos, una vez llegado el momento de sustentarlos.

BIBLIOGRAFÍA GENERAL • Davies, P. and E. Pearse (2000), Success in English Teaching, Oxford University Press. • Harmer, J. (1992), The Practice of English Languaje Teaching, Longman. • Scrivener, J. (1994), Learning Teaching, Heinemann. • Ur, P. (1996), A course in Languaje Teaching, Cambridge University Press. El desarrollo de las habilidades comunicativas (además de los señalados en la bibliografía general) • Hedge, T. (1988), Writing, OxfordUniversity Press.

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• Nolasco, R. and L. Arthur (1987), Conversation, Oxford University Press. • Nuttal, C. (1996), Teaching Reading Skills in a Foreign Languaje, Heinemann. • Seligson, P. (1997), Helping Students to speak, Richmond. • Underwood, M. (1989), Teaching Listening, Longman. El enfoque en la lengua (además de los que se anotan en la bibliografía general) • Gairns, R. and S. Redman (1986), working with Words, Cambridge University Press. • Willis, J. (1996), A Framework for Task-Based Learning, Longman. • Yule, G. (2000), Explaining English Grammar, Oxford University Press. La autonomía • Ellis, G. and B. Sinclair (1989), Learning to Learn English, Cambridge University Press. • Lowes, R. and F. Target (1998), Helping Students to Learn, Richmond. • El ingles y la interacción en el aula • Hadfield, J. (1992), Classroom Dynamics, Oxford University Press. • Willis, J. (1981), Teaching English Through English, Longman. La evaluación • Hughes, A. (1989), Testing for Language Teachers, Cambridge University Press. Libros de texto • Hopkins, A. and J. Potter (1994), Look Ahead 3-4, Longman. • Naunton, J. (1993), Think Ahead to First Certificate, Longman. • Nunan, D. (1995), Atlas 3-4, Heinle. Richards, J. et al. (1997), New Interchange 3-Passages 1,

Cambridge University Press. • Soars, J. and L. Soars (1986), Headline Intermediate, Oxford University Press.

BLOQUE I PERFECCIONAMIENTO DE LA COMPRENSIÓN AUDITIVA Y LA EXPRESIÓN ORAL

PROPÓSITO Avanzar en la escala de competencia lingüística mediante el uso del idioma inglés en el salón de clase. 1. Afianzamiento de la comprensión auditiva

• El contacto con los materiales auténticos de video - Extractos de programas de televisión - Fragmentos de películas - Comerciales • La práctica con los materiales auténticos de audio - Secciones de programas de radio - Charlas de grupos de alumnos - Pláticas entre parejas de estudiantes • Ejercicios con el uso de audio de libros de texto • Trabajo con audio de programas de aprendizaje de inglés

2. La consolidación de la expresión oral

• El intercambio de puntos de vista sobre el material de audio y video analizados a través de: - Opiniones personales

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- Discusiones formales - Conversaciones - Sugerencias - Propuestas - Debates formales

BIBLIOGRAFÍA BÁSICA • Frankel Irene – Kimbrough Victoria (1998), Gateways 2, Nueva York, Oxford University Press. • Rixon Shelagh (1986), Developing Listening Skills, Londres, Macmillan Publishers LTD, pp. 1-15. • Richards Jack C. and Sandy Chuck (1998), Passages, Cambridge, Cambridge University Press,

pp. 9,22,25,30,37,46,47,51,63,93,106. • Ur Penny (1984), Teaching Listening Comprehension, Nueva York, Cambridge University Press. ACTIVIDADES SUGERIDAS (Nota: Todas estas actividades y las de los siguientes bloques será cien por ciento en inglés) 1. Escuchar y analizar un video (se sugiere el video New Interchange 2), para predecir, en forma

individual, el contenido de éste con sólo ver el inicio, y luego escuchar las opiniones de los alumnos que deseen participar con sus ideas. Enseguida se debe ver el video hasta el final para identificar la idea principal del mismo, opinando en equipo cuál es ésta. Posteriormente es necesario reiniciar el audio para identificar, ahora, las ideas específicas, las actitudes de los hablantes, así como la nacionalidad, religión, cultura, etc. El maestro controla el video y modera las participaciones de los alumnos, aportando su opinión después de ellos. Esta actividad número 1 se puede realizar con cada uno de los materiales propuestos y con temas diferentes; se le pueden agregar aspectos de identificación de palabras desconocidas, palabras clave, expresiones y otros más, hasta lograr la más eficiente comprensión auditiva.

2. Realizar los ejercicios de listening de las lecciones 12,14, y 15 del libro de texto Gateways 2 (material de apoyo) para practicar la comprensión auditiva (audio en el Dpto. de Programas y Materiales). Si es necesario se repite el audio dos veces, para revisar las respuestas y para escucharlo en forma de repaso.

3. Conformar equipos para realizar, entre ellos mismos, breves entrevistas reales y simuladas (parecidas a las que se hayan visto en video) que deben presentar frente al grupo y grabar en audio para efecto de una auto evaluación. El maestro ordena la participación de los equipos y anota los aspectos que deban mejorarse para mencionárselos después de cada participación.

4. Intercambiar en voz alta, para el grupo, experiencias personales de situaciones parecidas a las escuchadas en audio o videos para practicar la expresión oral y la comprensión auditiva con temas que puedan improvisarse. El maestro modera las participaciones de los alumnos y los apoya con lo que requieran en su intervención, además de aportar al grupo su propia experiencia personal.

5. Ver, todo el grupo, una película corta seleccionada por el profesor, para mejorar la comprensión auditiva y la expresión oral, y al término de ésta formular las siguientes preguntas para ser

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contestadas en forma individual, sin previa estructuración de las ideas y en voz alta para el grupo. ¿De qué trató la película? ¿Te gustó? ¿Por qué? ¿Qué le eliminarías o qué le agregarías para mejorarla? ¿Cómo la catalogas? El maestro controla el video y plantea las preguntas, auxiliando en lo que necesite al alumno participante y contribuyendo con su punto de vista.

BLOQUE II

FAVORECIMIENTO DE LAS HABILIDADES DE COMPRENSIÓN DE LA LECTURA Y EXPRESIÓN ESCRITA

PROPÓSITO Mejorar el nivel de competencia lingüística para desenvolverse en el aula como futuro profesor de inglés 1. La comprensión de la lectura dentro del aula

• Utilización de materiales auténticos - Periódicos - Revistas - Libros - Folletos - Internet

2. La expresión escrita dentro del aula

• Correspondencia informal - Recados - Mensajes - Cartas - Postales

• Correspondencia formal - Solicitudes - Pedidos - Respuestas comerciales

• Composiciones breves - Narrativas - Descriptivas - Polémicas

• Trabajos extensos - Ensayos

BIBLIOGRAFÍA BÁSICA • Dixson J. Robert (1971), Modern Short Stories in English, Nueva York, Regents Publishing

Company, Inc. pp. 53-69 • Griffin Suzanne (1981), Follow me to San Francisco, Nueva York, Longman Inc., p.p. 35,45,55. • Richards Jack C. and Lesley Tay (2000), New Interchange Intro, Nueva York, Cambridge

University Press, p.p. 1C-11, 1C-13, 1C-15, 1C-17.

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• Richards Jack C. with Hull Jonathan and Proctor Susan (1997), New Interchange 2, Nueva York, Cambridge university Press, p.p. 21, 33, 53, 57, 58, 85, 87, 93, 94, 97, 1C-2, 1C-7, 1C-15, 1C-17,1C-20.

• SEP (1996), Libro para el Maestro. Inglés. Secundaria, México, SEP ACTIVIDADES SUGERIDAS

1. Planear por equipo, clases de 20 minutos simulando estar impartiendo la materia a alumnos de

secundaria. Es importante escoger un tema diferente para cada equipo (moda, deporte, turismo, música y otros). El maestro organiza la participación de los equipos y anota los aspectos que deban mejorarse para presentárselos al final de cada una de las presentaciones.

2. Solicitar que cada equipo proporcione un texto diferente para leer en clase. El equipo debe tener identificada con anticipación la idea principal, el vocabulario nuevo y su opinión respecto al escrito que presentan, para explicar todo esto al grupo en general. Al término de la participación de cada equipo se hacen comentarios y comparaciones con los demás para enriquecer el aprendizaje. El maestro organiza la participación de los equipos y toma nota del tipo de texto que le corresponde a cada uno. Al final, los demás alumnos y el profesor hacen observaciones sobre su trabajo a los equipos en cuanto a lo que pudiera mejorarse.

3. Escribir en equipo un mensaje dirigido a determinado personaje famoso y leerlo en voz alta al grupo para practicar la expresión escrita y la comprensión auditiva. Proponer que los mismos alumnos hagan las correcciones pertinentes. El profesor controla las participaciones y apoya a los equipos en lo que requieran.

4. Escribir en equipo una postal dirigida por ellos mismos desde el país o la ciudad que más desean conocer y leerla al grupo. Solicitar que los demás estudiantes den su opinión sobre cada una de las postales leídas y que hagan las correcciones necesarias. El profesor modera las participaciones de los equipos y supervisa el contenido de las postales para hacer las adecuaciones pertinentes.

5. Leer una historia corta en forma individual y elaborar un resumen de dos párrafos para practicar la expresión escrita y entregarlo al profesor para su revisión y corrección.

BLOQUE III AVANCE SIGNIFICATIVO DEN EL DOMINIO DE LAS

CUATRO HABILIDADES DEL LENGUAJE PROPÓSITO Combinar equilibradamente las cuatro habilidades del lenguaje para superar el nivel general de competencia lingüística 1. El idioma inglés con enfoque comunicativo como un solo elemento de las cuatro habilidades del

lenguaje

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• Comprender inglés • Hablar inglés • Leer inglés • Escribir inglés

BIBLIOGRAFÍA BÁSICA

• Frankel Irene – Kimbrough Victoria (1998), Gateways 2, Nueva York, Oxford University Press,

pp. 78, 94, 100. • Richards Jack C. and Lesley Tay (2000), New Interchange Intro, Nueva York, Cambridge

University Press, pp. 1C-11, 1C-13, 1C-15, 1C-17. • Richards Jack C. with Hull Jonathan and Proctor Susan (1997), New interchange 2, Nueva York,

Cambridge university Press, pp. pp. 21, 33, 53, 57, 58, 85, 87, 93, 94, 97, 1C-2, 1C-7, 1C-15, 1C-17, 1C-20.

• Richards Jack C. and Sandy Chuck (1998), Passages, Cambridge, Cambridge university Press, pp.9, 22, 25, 30, 37, 46, 47, 51, 63, 93, 106.

• SEP (1996). Libro para el Maestro. Inglés. Secundaria, México, SEP. • Scout, Foresman (1976), English for a changing world 4, E.U.A., Scott, Foresman and Company,

p. 44.

ACTIVIDADES SUGERIDAS

1. Llevar a cabo sesiones enfocadas al aprendizaje del ingles, para aclarar dudas sobre gramática,

pronunciación, fonética, morfología, y las que surjan durante las mismas sesiones.

2. Solicitar a los alumnos de la especialidad que escriban en equipo los errores típicos de profesores de inglés al expresarse en escuelas secundarias, para luego, todo el grupo, analizarlos, compararlos y evitarlos al estar fungiendo como maestro de inglés. Discutir cuáles son los errores y hace las aclaraciones necesarias. El maestro supervisa el trabajo de los equipos y los apoya en lo que requieran; modera las participaciones; y propone formas de eliminar los errores.

3. Comentar en equipo la importancia de pensar en inglés permanentemente, para enriquecer nuestro aprendizaje que siempre se encuentra en proceso, y escribir en el pizarrón las diferentes ideas de cuándo y dónde se puede realizar esta práctica.

4. Ver una película y escribir en equipo un resumen en sólo diez enunciados para practicar la comprensión auditiva y la expresión oral. Leer los enunciados de cada equipo y comparar las ideas con los demás para analizar las diferencias y similtudes de los enunciados. El maestro hace las correcciones necesarias, si es el caso, y modera las participaciones de los equipos, escribiendo en el pizarrón lo que sea significativo para su análisis.

5. Escribir, en equipo, un párrafo utilizando los diez enunciados de la actividad 4, agregándole un título, un enunciado (al principio) que tome el papel de topic sentence y una conclusión. Cada equipo lee su párrafo en voz alta y se hacen las comparaciones con los demás escritos. El profesor ayuda a los equipos en lo que requieran; controla las participaciones de lectura de los párrafos; y apoya a los alumnos en las posibles correcciones de los párrafos.

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BIBLIOGRAFÍA GENERAL

• Scrivener, Jim (1998) Learning Teaching “Activities and lessons” Oxford, McMillan pp. 25-32 • Davies, Paul and Eric Pearse (2000) “Testing and evaluation”, in success in English Teaching

Oxford, Oxford University Press (Oxford handbooks for language teachers) pp.169-184 • Ur, Penny (2000) “Tests” in A Course in Language Teaching Practice and Theory Cambridge,

Cambridge University Press (Cambridge teacher training development) pp 34-41 • Lowes Ricky and Francesca Target (1998), “Self-evaluation” in Helping Students to Learn. A

guide to Learner Autonomy • London, Richmond publishing (Richmond handbooks for English Teachers) pp. 75-77 Jack C.

Richards & Chuck Sandy

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MATERIAL

DE

APOYO

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PASSAGES

CAMBRIDGE UNIVERSITY PRESS Student’s Book 1 Parents and children Reading Pair work Discuss these questions. Then read the article, and compare your ideas to the author’s.

1. Look at the title of the article. What do you think it’s going to be about?

2. Do you think parents should be strict with their children?

UPSIDE DOWN FAMILIES

The parents set the rules and the children obey, right? Wrong. In a going number of North American families, adults have let their children take over. “Parents want to be nurturing and make their small children happy, but many have become confused about the best way to achieve this”, explains a noted child psychologist. “Large numbers of parents are being controlled by their child, to the point that entire families end up organizing themselves around a small child’s emotions”. The problem is that many mothers and fathers try to be a friend to their children. However, parenting is not a popularity contest. Challenging authority is a normal part of child development and is strongest between the ages of four and six. Setting rules and enforcing them teaches the child that he or she is equal in worth but not equal in authority. Then the child feels safe and secure and can be a kid again. Believe it or not, it’s frightening for children to realize they are in charge of a situation. In upside-down families, when parents back down from rules they set, children become very insecure, anxious, and out of control. They don’t trust their parents to protect them. Parents should follow these tips to avoid this situation and keep control.

Be a leader. Parents cannot guide a child and seek his or her approval of their decisions at the same time.

Don’t say, “It’s time for bed. OK?” Instead, say, “It’s time for bed, kids.”

Don’t make rules quickly and then

change them. It’s very important to be consistent. Once you make a rule, stick to it.

Pay less attention to your children

when their behavior is bad and more when it is good. Do not reward bad behavior by giving extra attention to it. Instead, save your attention for when the child acts appropriately.

Don’t allow your kids to call you by

your first name. This removes the authority figure in a child’s life. Children need parents, not another friend.

Pair work Which of these statements would the author agree with? Which ones do you agree with?

1. Children don’t usually challenge authority.

2. Children like to feel that they are in charge.

3. It’s important for parents to discipline children.

4. Parents should be leaders, not friends. Group work Discuss these questions. Then share your answers with the class.

1. Do you think your parents were too strict? Why or why not?

2. Will you use the same rules in raising your children?

It’s my kind of city Contrasting lifestyles Starting. What’s important when choosing a city to live in? Rank these items from 1 to 5 Point (1=the most important). ___cost of living ___crime rate ___jobs ___nightlife ___weather

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Pair work Read the descriptions of these two cities. Using the categories in Exercise A, which do you think has more to offer? If you’re looking for an exciting place with lots of street life, consider moving to this city, where the streets are filled all day, bars and nightclubs re open until 4:00 A.M., and the buses and subways run all night. Most evenings you can choose from among many concerts and plays or visit one of the many museums that have late hours….. There are lots of jobs for newcomers to the city, and the average salary is around $2,500 per month…..And don’t forget to budget for air-conditioning. The heat and humidity can be quite high in the summer….. If you want a large apartment in a picturesque little spot in the mountains, move to this town, where you can find a place for just $800 a month, and average monthly salaries are around $2,000…..The weather is great too, with temperatures ranging from a low of 55ª F to a high of 75ª F in the summer—not warm enough to want to go to the nearest beach, located 200 miles away. Transportation in town can be difficult as there is no subway, and buses run infrequently. You’ll need a car not only for work and shopping, but also to get to

museums and concerts, all over 60 miles away….. Pair work Add these sentences to the descriptions in Exercise B where gaps are indicated by (…). Does the added information change your opinion about these cities?

1. On the other hand, the beach is only an hour’s train ride from the city!

2. And even though you’ll feel safe on the streets at almost any hour, there’s not much action, and you’ll probably prefer to curl up in front of the TV.

3. But be careful—in spite of all the late-night activity in the streets, the crime rate is high.

4. Unemployment, however, is quite high these days.

5. Just the same, you’ll need more than that to find a nice apartment—a two –bedroom apartment costs on the average $2,000 per month.

Talking about two cities Discussion Group work Discuss these questions about the two cities in Exercise B.

1. In which city would you have the best chance of succeeding at a career?

2. Which city is better for a single person? For raising a family?

3. Which city has the best recreational activities?

Travel tips

Pair work Discuss these questions. Then read the article, and compare your ideas to the author’s.

1. What would be the best way for a visitor to get to know your city?

2. What do you like to do when you first arrive in a new city?

Get yourself LOST

Travelers to new cities are often told to short their trip with a bus tour. The thinking is that they can then return to the places that interested them. Nonsense! what you see from. The

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inside of a moving bus is unreal and completely removed from the authentic sights, sounds, and smells outside. Be adventurous! The best way to experience any place is on foot and with absolutely no travel plan. Simply go wherever your feet and your interests lead you. You eventually will get to the same sites that are on the bus tour—the museums, the monuments, city hall—but you will have seen much more. You will have felt the contemporary life of the city. “But what if I get lost? People might ask. No one ever gets hopelessly lost in a major city. Eventually, you can find your way book to a well-known location. If it frightens you to be “lost”, just find a taxi and go back to where you started. However, the nicest things can happen if you get lost. You stop at a sidewalk cafe to sit and relax. You ask instructions of the local people at the next table. And even if they don’t speak your language, your trip becomes more memorable because of the experience. Here are a few more ways to get the most out of your travel. • Know before you go Spend a few

hours before your trip learning about the history and culture of your destination. This will help you understand what you’re seeing.

• Move around like a local Use the subways and buses of the city you’re visiting. You’ll not only save money, but you’ll also learn how people really live.

• Check the bulletin boards Sometimes you can find advertisements for free concerts and other fun activities on bulletin boards around universities. So the next time you see a poster advertising an introductory bus tour, save your money-instead, wonder on your own. I promise

you a time you’ll remember with great pleasure.

Source: “Get Yourself Lost” by Arthur

Frommer, Reader’s Digest

Group work Discuss these questions. Then share your answers with the class.

1. Do you agree with the author’s view?

Why or why not? 2. In your opinion, what are some

advantages of taking a bus tour? 3. What are some disadvantages of

wandering around a city on your own? 4. Can you learn about a city without

taking a tour? Why or why not?

Unit 4 Day and night Lesson A Your energy profile 1 What’s your best time of day? Starting Point. Read these statements. Which of these people are you most similar to? As soon as I wake up in the morning, I get dressed and race off to work. Mornings are when I’m at my best I guess I’m an “early bird”. -Cecilia, from Brazil Untill I’ve had several cups of coffee, breakfast, and a long shower, I don’t feel really awake. I’m definitely not an “early bird”. -Tetsuo, from Japan I always feel sleepy around 4:00 in the afternoon while I’m working at the office! But if I can sneak a short nap, I can work for several more hours. I’m a “catnapper”. -Jennifer, from the U.S. I don’t get much done during the day, but I get a spurt of energy in the late afternoon and can concentrate until after midnight I’m a reak “night owl” -Yury, from Russia Pair work. What’s the best time of day for you to do the following thins? Complete the cart and then compare with a partner.

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morning afternoon evening

study for an exam

do something creative

do something that requires concentration

do vigorous exercise

speak English

A: I always study for an exam at night. It’s really quiet after everyone else has gone to sleep. B: I try to study for an exam as soon as I get up. That’s when I’m most alert.

THE TIME IS RIGHT Discussion Pair work Read this information. Do you agree with the advice gien? Why or why not? Does this information make you think differently about your answers in Exercise 1 B? When the Mind and Body Are at their Best • When you need to study for a test, do it

between 9:00 A.M. and noon. It’s the best time to try to remember information you’ll need to use very soon.

• Study languages in the early afternoon. This is the best time of day to learn something you want to remember for a long time.

• Energy levels fip between 2:00 and 4:00 P.M. As soon as your energy level falls, try to take a short nap. If that’s impossible, just relax.

• You’re most energetic between the hours of 6:00 and 9:00 P.M. This is another

• Good time to do something that requires concentration.

• Whenever you have to work with numbers, plan to do it around noon. Your brain is most alert at this time.

• Your mind and body are sleepiest at 4:00 A.M. This is why it’s not a good idea to stay up studying all night. Wait until morning.

Source: “The secrets of Sleep” by Michael Segeil, Esquire

Avoiding insomnia

Pair work. What should you do if you have trouble getting to sleep? Think of four suggestions. Then read this article, and compare your ideas to the autor’s

Ten Keys to a Better Night’s Sleep Sleep is a basic human need, as basic the need for oxygen. Getting a good night’s sleep is not only directly related to how we feel the next day, but to our long-term health as well. Still, many of us suffer from at least occasional insomnia. Even more of us report at least one night of restless sleep per week that leaves us feeling ill and irritable. This is a serious problem. If you think other wise, consider this. People who sleep four hours or less per night are twice as likely not to survive in six years as those who sleep the normal eight hours or so. Given the seriousness of sleep, how can we make sure that we rest well and stay healthy? While there are no foolproof methods, here are some suggestions from sleep experts. If you do have trouble sleeping and these methods don’t help, it’s important that you see a doctor before insomnia causes your health to suffer. Start with these suggestions, though. o If you can’t sleep in the middle of the

night don’t get up. Exposing yourself to bright light will affect your body clock and worsen your insomnia. Stay in bed.

o Avoid naps except for a brief ten- to Fifteen – minute nap between 2:00 and 4:00 P.M.

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o Restrict your time in bed to the average number of hours you’ve actually slept per night during the previous week. Don’t try to make up for lost sleep. It can’t be done.

o Get regular exercise each day, but finish at least six hours before bed time. Exercising in the evening can help keep you awake.

o Take a hot bath for thirty minutes within two hours of bedtime. The bath will warm you, relax you, and make you feel sleepy.

o Keep your bedroom dark, quiet, and well ventilated.

o Keep a regular schedule seven days a week. Avoid the urge to sleep late on weekends. Although it may feel good while you’re doing it, sleeping late on weekends can lead to insomnia during the week.

o Get al least half an hour of sunlight within thirty minutes or waking. The morning sun helps set your body clock. Without the sunlight, your body doesn’t know it’s awake.

o Don’t drink alcohol. Although having a drink Before bed makes your sleepy, alcohol changes its effects after a bit of time, these secondary effects after a bit of time. These secondary effects of alcohol can wake up you up during the second half of your night’s sleep.

o Keep the face of the clock in your bedroom turned away, and don’t find out what time it is when you awaken in the night. Pleasant dreams!

Source: The Secrets of Sleep” by Michael Segell, Esquire

Group Work Discuss. These questions, then share your answers with the class.

1. Do you think the suggestions in the article are helpful? How many of them do follow? Discuss each suggestion.

2. What other methods of getting to sleep do you know about? Do these methods work?

Unit 6 Interpersonal communication

MAKING CONVERSATION Conversational styles Starting A Read about six different types of people you sometimes meet on a social. Point occasions. Can you find an example of each type in the illustrations?

It’s impolite to talk about your Excuse me, let me say… Hi. Are you enjoing accomplishments too much, but the party? that doesn’t stop the bragger.

The complimenter knows it’s polite to find something nice to say to others.

It’s not good to ignore your I really enojoyed. . . I am absolutely the conversation partner, but the Best tennis player. .! wandering eye does it anyway.

It’s good to talk about topics that interest you. Unfortunately, the bore’s conversation is interesting to no one else.

It’s customary to take turns That`s a great necktie! So then I blah, blah, speaking, but the interrupter is blah. . . always jumping into the conversation out of turn.

It’s appropriate to try different topics to get a conversation going, and the conversation started does just that.

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B Pair Work Which of the people in Exercise A have good conversational styles? Which do not? Poor Conversationalists Discussion Pair works Read these comments about poor conversationalists. Have you ever meet anyone like this? Tell your partner.

• “Asking about other people’s personal business is impolite, but he does it anyway.”

• “Hearing her stories about all the famous people she knows is boring. I’m tired of it.”

• “Having private conversations is normal. However, he’s always whispering secrets to his friends in front of other people. It makes everyone feel uncomfortable.”

• “Interrupting someone else’s story is very annoying. She is always doing that.”

Unit 6 Interpersonal communication

Infinitive and gerund phrases

Grammar focus: It+be+adjective+infinitive phrase is often used to comment on behavior. It’s impolite to ask about other people’s personal business. It’s boring to hear her stories about famous people. These sentences can be restated with gerund phrases. Asking about other people’s personal business is impolite. Hearing her stories about famous people is boring. A Use these adjectives to complete the sentences about typical or appropriate behavior. Decide if you need not in front of each adjective. Compare with a partner. Acceptable appropriate customary important polite unusual

1. It’s ____not polite_____to speak a foreign language in front of people who don’t understand it.

2. It’s _________________to address a teacher by his or her first name.

3. Embracing a friend when you meet him or her is_______________.

4. It’s ________________ to talk about politics at work or school.

5. Complimenting a persona about his or her appearance is___________________.

6. It’s_______________ to ask a lot of questions to keep a conversation going.

7. Asking someone’s age is__________________.

8. It’s __________________ to bring a conversation to a close before it becomes boring.

What is typical or appropriate in your culture? Write sentences about these topics. Then compare with a partner.

1. Shake hands when you meet a friend 2. It’s appropriate to shake hands…./Shaking

hands…. 3. Kiss a female friend on the cheek when

you see her 4. Stand very close to people when you talk

to them 5. Use your hands a lot when you talk 6. Ask people about their families 7. Ask people how much they earn 8. Ask people about their social plans 9. Interrupt someone who’s talking

What should you do? Discussion Group work What should you do in these situations? Give advice to the other people in your group.

You’ve been asked to give a short speech at a friend’s birthday party.

Someone admires something you own.

You meet someone who has a serious health problem.

You meet someone whose relative has recently died.

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A: It’s important to be prepared if you’ve been asked to give a short speech at a party. B: Yes, your should take it seriously. But it’s also acceptable to make a joke to relax the audience.

Lesson A Making conversation

Reported speech grammar focus REPORTED STATEMENTS

Statements They got engaged. Yes-No Questions Has the date been set? WH-Questions

What are you planning to do? Commands Don’t say anything! General truths The sun rises in the east.

Immediately Reported Statements Steve is going to be fired.

He said (that) they had gotten engaged.

Reported Yes-No Questions I asked him if the date had been Set yet. Reported WH-questions

I asked her what she was planning to do.

Reported Commands My friend told me not to say

Anything

Reported General Truths She said (that) the sun rises in the east. Immediately Reported Statements In Reported Speech I (just) heard (that) Steve is going to be fired.

A Rewrite these sentences in reported speech. Compare with a partner.

1. I’m not feeling well. She Told me_that

she wasn’t feeling well_. 2. Did you hear the shocking news?

He asked me ___________________________.

3. 3. When are your friends arriving?

They asked me __________________________.

4. Why aren’t you going to the party?

She asked me __________________________.

5. Try it again! He told me

____________________________. 6. I’m getting married next year. She

told me ____________________________.

7. Water boils at 100ª C. The teacher

said __________________________. 8. We will be leaving at 7:00. They told

me ___________________________. 9. Was the movie scary? The children

asked me ___________________.

10. 10. Our essays are due next week.

The teacher just said ____________________.

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B Pair work Imagine that you have overheard this conversation. Take turns reporting each line of the conversation.

Ryan: I have a secret to tell you. Do you know Don and Sally at work? Emily: I’ve heard their names, but I’ve never met them. Ryan: Well, they’re getting married. Emily: How did you find out? Ryan: Don’s sister told me. Emily: When’s the wedding? Ryan: I don’t know.... Ryan told Emily that he had a secret to tell her... Secrets Discussion Group work Whisper a “secret” about yourself to another person in your group, who will then whisper it to the next person, and so on, around the group. The last person reports the secret they heard. Was it reported accurately? Last person: Jean said that she was going to look for a new job.

Jean: That’s right. I’m going to start looking next week.

Present perfect vs. past Grammar focus: The present perfect tense describes an event at an unspecified time in the past, often the recent past. The storm has flattened the entire downtown area. This new style of music has attracted many fans. The past tense is used to describe an event at a specified time in the past. Pilot Linda Finch completed her solo flight around the world yesterday.

MBC studios announced at a Hollywood press conference last night that they have finished auditioning for their latest blockbuster movie. Complete the first line of these newspaper articles with the present perfect or past tense of the verbs in parentheses. Then compare with a partner.

1. Fire has destroyed (destoy) the Fulton Hotel, a familiar city landmark.

2. A convicted criminal ___________________ (escape) from prison at 2:00 this afternoon.

3. A rare manuscript ____________________ (vanish) from the city library on Tuesday.

4. Area department stores ___________________ (enjoy) record-breaking sales this season.

5. Some local teens _____________________ (discover) a rare diamond in their backyard.

6. Last night vandals_________________________ (damage) two historic buildings downtown. They ________________ (break) windows and ______________________ spray graffiti on the walls.

7. A local scientist ____________________ (win) the Nobel Prize for his work in the field of biology.

8. Zookeepers_____________________ (realize) yesterday that six African parrots __________________ (disappear) from their cages over the past two days. Police are investigating.

Past vs. past continuous Grammar focus The past continuous describes an event that was in progress when another event took place. While customers were calmly eating their meals, a college student ate 20 doughnuts in five minutes. A large crowd was cheering wildly as the pilot landed her plane safely.

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Use the past or past continuous of the verbs in parentheses to complete these sentences.

1. During her solo flight around the world,

Linda Finch __visited_________ (visit) 17 Countries and__________________ (give) Speeches to interested students.

2. While Linda ________________fly from Honolulu to California, she_____________ (begin) to think about her children at home.

3. A large crowd ________________ (wait) for Linda when she finally______________ (arrive).

4. Linda_____________ (wave) to the croud as she ___________________(climb) out of her plane.

5. She________________ (say) she felt glad to be home, and then she_____________ (kiss) her daughter.

Consumer complaints Pair work Discuss these questions. Then read

the article, and compare your ideas to the author’s.

1. Do you complain when you experience

consume problems? Why or why not? 2. Do you think complaining is effective?

Why or why not?

GETTING WHAT YOU’RE ENTITLED TO Most people who experience a problem while traveling, shopping, or dining out do not complain. They tolerate bad service and inferior products without making a sound. Why? Many feel complaining won’t do any good – but they’re wrong. Complaining works because companies don’t want dissatisfied customers. Not sure you can do it? Here are some strategies to use when things go wrong. 1. If you have a complaint, do something

about it right away. The longer you wait, the harder it will be to get your complaint resolve.

2. First, complain to service agents, if they

are not going to resolve your problem, then ask politely to speak to a manager. And if that doesn’t work, you can always request to speak to the manager’s manager!

3. Stand up for your rights. You have the

right to receive a product you ordered in a timely manner. With airlines, you have the right to be on a flight you’ve booked. Always demand satisfaction when your consumer rights are violated.

4. Demand a perk or a discount. Let’s say

you were promised a hotel room with an ocean view, but got a view of a brick wall instead, or you were assigned an aisle seat in the front of the cabin on an overseas flight, but for a seat in the middle section all the way in the back. You should do something about both of these situations – ask to be compensated with a special discount or perk.

5. Don’t be passive. Stay involved an offer

ways you think the company can satisfy you. Be reasonable, but be firm.

6. Insist on the price you were quoted. If you

are refused, get a manager’s name and telephone number, and promise to follow up with a letter an a telephone call.

7. If all else fails, wait until you get home

and take action. Call the company’s head office, and speak to the most senior person possible. The follow up your call with a letter of complaint. If necessary, don’t hesitate to call the consumer affairs office in your city and complain.

Group work Read these consumer problems. What should each person do? What would you do?

Celia requested a window seat on a flight, but she was put on the aisle. Russ asked for a hotel room with a king-sized bed, but he got a room with two singles. Carl ordered a toy for his nephew. It came damaged, but he didn’t return it. Leslie complained to a salesclerk, but the she left when the clerk refused to help her. Marissa experienced bad service at a restaurant while she was traveling. A month later, she wrote a letter to complain about it.

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HOW HONEST ARE YOU?

What would you do? Pair work What would you do in these situations? If you found some money on

the street,.....

If you heard a rumor that your best friend was talking about you behind your back,.... I wouldn’t confront my friend unless I wouldn’t confront my friend even it I knew that the rumor was true. I knew that the rumor was true.

Finders, keepers?

Listening A Listen to Aaron and Leanne

talking about what they did when they found something. What did they find? Did they keep it?

What they found

What they did Aaron _________________________________________________________________________________________________________________________________________________________________________________________ Leanne _________________________________________________________________________________________________________________________________________________________________________________________

B Pair work Do you think Aaron and Leanne did the right thing?

Why or why not?

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A COURSE IN LANGUAGE TEACHING

Penny Ur

PRACTICE AND THEORY

CAMBRIDGE TEACHER TRAINING AND DEVELOPMENT

Series Editors: Marion Williams and Tony Wright Module 3: Tests Note: This module covers issues of purpose, design and administration of tests in language teaching in general. Tests of some specific topics are discussed in other modules: see particularly unit Five of Module 5: Teaching vocabulary and Unit Six of Module 9: Teaching speaking.

Unit One: What are tests for? Some preliminary definitions

A test may be defined as an activity whose main purpose is to convey (usually to the tester) how well the testee knows or can do something. This is in contrast to practice, whose main purpose is sheer learning. Learning may, of course, result from a test, just as feedback on knowledge may be one of the spin-offs of a practice activity: the distinction is in the main goal. It is often conventionally assumed that tests are mostly used for assessment: The test gives a score which is assumed to define the level of knowledge of the testee. This may be in order to decide wheather he or she is suitable for a certain job or admission to an institution, has passed a course, can enter a certain class. But in fact testing and assessment overlap only partially: there are other ways of assessing students (an overview of assignments over a long period. For example, or the teacher’s opinion, or self-evaluation) and there are certainly other reasons for testing (see below, Box 3.1). This unit concentrates on resting as a teaching act; some discussion of aspects of assessment can be found in Unit Two of Module17: Giving

feedback, or for more through coverage see Brindley (1989).

Inquiry Reasons for testing Stage 1: Inquiry Think about and write down the main reasons why you (would) test in the language classroom. Ask one or two experienced teachers what their main reasons are; and then ask some learners if they think being tested is helpful or important, and if so why. Note down the answers. Stage 2: Critical reflection Look at the list given in Box 331. These are the main reasons why I test in the classroom-not necessarily in order of importance. Consider, or discuss, the following questions about them.

1. How do the ideas in Box 3.1 compare

with the results of your own inquiry and/or your own ideas?

2. Are there any ideas suggested by your respondents or yourself that are not mentioned here?

3. Are there any ideas here that you did not find or think of before?

4. Would you reject any of them as not significant or irrelevant to your situation?

Stage 3: Reservations As a by-product of your investigation and thinking up to now, you have probably come across some convincing reasons for not testing: the tension and negative feelings tests cause learners, for example, or the fact tat they are very time-consuming. Note down all such reasons you can think of before moving on to the summary suggested in the next stage.

Box 3.1: REASONS FOR TESTING

Tests may be used as a means to:

1. give the teacher information about where the students are at the moment to help decide what to teach next.

2. give the students information about what they know, so that they also

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have an awareness of what they need to learn or review.

3. access for some purpose external to current teaching (a final grade for the course, selection).

4. motivate students to learn or review specific material.

5. get a noisy class to keep quiet and concentrate:

6. provide a clear indication that the class has reached a “station” in learning, such as the end of a unit, thus contributing to a sense of structure in the course as a whole:

7. Get students to make an effort (in doing the test itself), which is likely to lead to better results and a feeling of satisfaction:

8. give students tasks which themselves may actually provide useful review or practice, as well as testing:

9. Provide students with a sense of achievement and progress in their learning. o Cambridge university Press 1996

Stage 4: Summary Which of your list of reasons for testing are, or would be, the most important for you personally? And how far are these offset by the disadvantages of testing you have just listed? Summarize for yourself the answers to these questions, perhaps in discussion with colleagues, if you do discuss, note that it may not be appropriate here to try to reach a group consensus, even if you all share a similar teaching situation, as your reasons may depend to some extent on your own beliefs and teaching style, and may vary according to different situations or stages in the course. But try to come to some general conclusions as to when, or if, yourself would in principle give tests, and Basic concepts; the test experience

Unit Two: Basic concepts; the test experience

This unit reviews some basic concepts to do with test design through asking you to

prepare and do a test yourself, and then goes on to discuss the test experience as such.

Experiment Taking a test The test presented here is of the conventional type in which you answer a paper of given questions in writing within a limited time, in silence, in the classroom. The material you will be tested on consists of concepts associated with testing itself.

Stage 1: Preparation

Prepare for the test by learning the material you wull be tested on. This consists of the following. 1. The theoretical concepts: validity,

reliability, backwash (or washback). 2. The distinction between the following pairs

of concepts: - Achievement v. proficiency tests - Diagnostic v. prognostic tests - Discrete-point v. integrative tests - Subjective v. objective tests.

3. The form of the following types of test items: - Multiple-choice (including the concepts of

“stem”, “options”, “distractors”) - Cloze.

The necessary information can be found laid our as short sample answers in the Notes, or more fully in Heaton (1990), and in other sources listed in Further reading. Stage 2: Doing the test When you are ready, try doing the test in box 3.2. You have twenty minutes. Your results will be expressed as a percentage; each of Questions 1-10 is worth ten marks. Questions 11 is optional. Stage 3: Checking Check your answers against those given in your sources in the literature or using the brief sample answers in the Notes. Give yourself a mark our of 100. Stage 4: Reflection and discussion

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Reflecting on the test experience you have just had, and perhaps on other test experiences, think about and/or discuss the following questions. 1. (If you did optional Question 11, look at

your answer). How did you feel about being tested? You may hjave felt: irritated, unpleasantly stressed, acceptably or even pleasantly tense, indifferent. Any other reactions or comments?

Box 3.2: Test on testing

1. What is a “valid” test? 2. What is a “reliable” test? 3. What is backwash? 4. What is the difference between an “achievement” test and a “proficiency” test? 5. What is the difference between a “diagnostic” test and a “prognostic” test? 6. Can you give an example of a “discrete”-point” test? 7. Can you give an example of an “integrative” test? 8. Are questions 1-7 above examples of “objective” or “subjective” test items? Why? 9. Give examples of:

a) a multiple-choice item b) an extract from a cloze test

10. Within the multiple-choice item you have given, can you identify: a) the stem? b) The options? c) The distractors? 11. (Optional) How have you felt about doing this test?

o Cambridge University Press 1996

2. Did the fact you knew you were going to be tested make any difference to how well you learned the material in advance? 3. Would you have preferred not to sum up your overall result (so much out of 100)? Or do you feel it important to get some kind of (numerical?) essessment after a test? 4. Would you have preferred someone else to check your answers? Stage 5: Implications for teaching You have just experienced a test from the point of view of a testee, and discussed that

experience. Returning now to the role of teacher, go through your answers to each of the questions above and think about how they might affect the way you would, or should, test in the classroom. Some comments of my own follow. Comments on the questions 1. People vary very widely in their reactions

to tests. Some like the sense of challenge; others find it unpleasant. Some perform at their best under rest conditions, others perform badly.

Thus, it would be a mistake to come out with sweeping statements like: “People get very stressed when they are tested”, or Tests are unpopular”. The amount of unpleasant stress associated with a test depends on various factors, at least some of which may be under the control of the teacher: how well the learners are prepared for it and how confident they feel of success; what rewards and penalties are associated with success or failure (how important the results are perceived to be); how clear the test items are; how easy the test is as a whole; how often such tests are given; and so on. (Some ideas on what the teacher can do to reduce test anxiety may be found in Unit Five).

2. Here one can generalize for most people

the foreknowledge that there is going to be a test produces more conscientious learning of the material. Whether this is a morally or educationally desirable way of getting people to learn is another question. My own opinion is that resting is one acceptable way of raising short-term motivation to learn specific material, but that if it is used as such very often, and as the main source of pressure to learn, then there may be long-term negative results. Both teacher and learners may cease to seek and find enjoyment or satisfaction in the learning itself, or to see the goal of knowing the language as intrinsically valuable: the whole teaching-learning process is in danger of being devalued, of being seen merely as a means to get good grades.

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3. Most learners like to know how well they did on a test, and the assessment is perhaps most conveniently expressed as a number. Even people who do not like being tested may feel cheated and disappointed if they are not told their score. They often do not, however, which other people to know: so it may not be a good idea to publish results by name.

4. People’s responses to this question depend

to a very large extent on what they Are used to in their own learning experience. Perhaps most tend to prefer their work to be checked by someone they perceive as authoritative; but even more important is their reliance on that person’s fair and unbiased evaluation.

Unit three: Types of test elicitation

techniques Formal and informal testing Tests in the classroom may be of the conventional type exemplified in the previous unit, where the testees are told in advance what they need to know, what the criteria are for success, and so on. But they may also be informal: a homework assignment may in fact function as a test if the teacher’s main aim in giving it is to find out whether the learners have learned some language point or not; questions asked during the routine give-and-take of classroom interaction may serve the same purpose, as may some textbook exercises. Analyzing elicitation techniques Test, whether formal or informal, utilize one or more of a large number of elicitation techniques. Some of the more common of these are listed in Box 3.3; more comprehensive taxonomies can be found in, for example, Hughes, 1989. Which you will choose to use for certain testing purpose will probably depend mainly on the following considerations:

1. What will it tell me about the testee’s knowledge? In other words, for what type of knowledge might it be a valid test?

2. How easy is it to compose?

3. How easy is it to administer? 4. How easy is it to mark?

BOX 3.3: ELICITATION TECHNIQUES 1. Questions and answers. Simple

questions, very often following reading, or as part of an interview: may require short or long answers:

What is the (family) relationship between David Copperfield and Mr. Murdstone?

2. True/False. A statement is given which is

it to be marked true or false. This may also be given as a question, in which case the answer is yes or not.

Addis Ababa is the capital of Egypt. Is Addis Ababa the capital of Egypt?

3. Multiple-Choice. The question consist of

a stem and a number of options (usually four). From which the testee has to select the right one.

A person who writes book is called a) a booker b) an editor c) an author d)a publisher

4. Gap-filling and completion. The testee

has to complete a sentence by filling a gap or adding something. A gap may or may not be signaled by a blank or dash; the word to be inserted may or may not be given or hinted at.

They (go) to Australian in 1980. Or They _____ to Australian in 1980 (go) Or A_______ is someone who writes books Or I’ve seen that film. (never)

5. Matching. The testee is faced with two

groups of words; phrases or sentences; each item in the first group has to be linked to a different item in the second.

large small unhappy many a lot big little sad

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6. Dictation. The tester dictates a passage or set of words; the testee writes them down.

7. Cloze. Words are omitted from a passage

at regular interval’s (for example, every seventh word). Usually the first two or three lines are given with no gaps.

The family are all fine, though Leo had a bad bout of flu last week. He spent most of it lying on the sofa watching _____________ when he wasn’t sleeping! His exams ______ in two weeks, so he is ______ about missing school, but has managed to _______ quite a lot in spite ____________feeling ill.

8. Transformation. A sentence is given; the

testee has to change it according to some given instruction.

Put into the past tense. I go to school by bus.

9. Rewriting. A sentence is given; the

testee rewrites it, incorporating a given change of expression, but preserving the basic meaning

He came to the meeting in spite af his illness. Although…

10. Translation. The testee is asked to

translate expressions, sentences or entire passages to or from the target language.

11. Essay. The testee is given a topic; such as

“Childhood memories”, and asked to write an essay of a specific length.

12. Monologue. The testee is given a topic or

question and asked to speak about it for a minute or two.

© Cambridge University Press 1996

TASK Critical study of elicitation techniques Try applying the above considerations to the set of elicitation techniques shown in Box 3.3.

My own comments follow.

COMMENTS 1. Questions and answers These can be used to test almost anything. The more “closed” the question is (that is, the fewer the possible options for correct answers), the easier the item will be to mark. It is fairly easy to compose and grade closed-ended questions; more open, thought-provoking ones are more difficult, but may actually test better.

2. True/false This does not directly test writing or speaking abilities; only listening or reading. It may be used to test aspects of language such as vocabulary, grammar, content of a reading or listening passage. It is fairly easy to design; it is also easy to administer, whether orally or in writing, and to mark.

3. Multiple-choice This may be used for the same testing purposes as true/false items; it does test rather more thoroughly since it offers optional answers and is obviously very easy to mark. It is administered more conveniently though writing; but note that since the reading of the question-and-options is fairly time-consuming, the process of comprehension of the actual question items may take more time and effort than the point ostensibly tested, which raises problems of validity. Another important problem is that good multiple-choice questions are surprisingly difficult to design: they often come our ambiguous, or with no clear right answer, or with their solutions over-obvious. They are to be approached with caution!

4. Gap-filling and completion This usually tests grammar or vocabulary, as in the examples. It is tedious to compose, though not so difficult as multiple-choice; it is more easily administered in writing than in speech; the marking is usually simple. You mayo need to be aware that there is more than one possible right answer.

5. Matching This usually tests vocabulary, and is rather award to administer orally; thus it is best presented written on the board or on paper,

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though responses may be either oral or in writing. Items can be time-consuming and difficult to compose, and again, there may be alternative “right” answers to any particular item. Answers are fairly easily checked. 6. Dictation This mainly tests spelling, perhaps punctuation, and, perhaps surprisingly on the face of it. Listening comprehension: people can only usually write words down accurately from dictation if they understand them. It does not, however, test other writing skills or speech, and involves very little reading. It may supply some information on testees passive knowledge of pronunciation, grammar and vocabulary. It is very easy to prepare and administer; it is relatively easy to mark, though there may be a problem deciding how much weight to attribute to different mistakes. 7. Hoze This tests (intensive) reading, spelling, and to some extent a knowledge of vocabulary and grammar. It can be adapted to “target” specific language items, by, for example, omitting all the verbs (in which case it is not, strictly speaking, move, but rather “gap-filling”). It is fairly easy to prepare and administer. Making can be tricky: you may find it difficult sometimes to decide if a specific item is “acceptable” or not. 8. Transformation This item is relatively easy to design, administer and mark, but its validity may be suspect. It tests the ability of the testee to transform grammatical structures, which is not the same as testing grammar: a testee may perform well on transformation items without knowing the meaning of the target structure or how to use it in context. Marking is fairly straightforward.

9. Rewriting This tests the same sort of thing as transformation, but is likely to reflect more through knowledge of the target items, since it involves paraphrasing the entire meaning of a sentence rather than transforming a particular item. It is, however, more difficult to compose, and the marking may be more

subjective. It is, as its name suggests, usually done in writing.

10. Translation A technique which, at the time of writing, is for various reasons rather unpopular, but in my opinion undeservedly so. In a monolingual class whose teacher also speaks the learner’s mother tongue, the translation of a “bit” of language to or from the target language can give very quick and reliable information on what the testee does or does not know, particularly when it involves entire units of meaning (phrases, sentences) within a known context. Translation items are also relatively easy to compose-even improvise, in an informal test-and administer, in either speech or writing-marketing may sometimes be more difficult, but not prohibitively so.

11. Essay This is a good test of general writing abilities. It is relatively easy to provide a topic and tell the class to write an essay about it but marking is extremely difficult and time-consuming. It must be clear in advance, both to you an to the students, how much emphasis you are going to lay on language forms, such as spelling, grammar, punctuation, and how much on aspects of content, such as interest and originality of ideas, effectiveness of expression, organization (see Module 11: Teaching writing).

12. Monologue This tests oral fluency in “long turns” something not everyone can do in their mother tongue! It also tests overall knowledge of pronunciation, grammar and vocabulary. To choose a topic and allot it is not so difficult; to assess is very difficult indeed, demanding concentration and a very clear set of criteria and weighting system (see the Unit Six of Module 9: Teaching speaking).

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LEARNING TEACHING

Jim Scrivener Chapter 4 Activities and lessons 1 Classroom activities 25 2 Four kinds of lesson 32 3 Using a coursebook 38 Introduction This chapter offers some basic information and ideas about running lessons and activities. As a starting point we look at the mechanics of a single classroom activity. The aim, is to start small and then gradually widen the focus. This chapter comes before Chapter 5 on planning because this reflects the way that I myself learned to teach: I found it hard to worry about the “bigger” questions until I hag gained at least some initial confidence in the basic mechanics of running activities and working with students. If you’d rather have an overview first you could begin by reading Chapter 5.

1. Classroom activities A basic skill in teaching English as a foreign language is to be able to prepare, set up and run a single classroom activity, for example a game or a communication task or a discussion. This section looks at some typical activities, and considers one in detail: There is also guidance on planning similar activities. Task 1 Here is some material from a student cousebook. Which of the following activities would it be possible to use Fig. 4.1 for?

a. A whole-class discussion of ideas and

answers; b. Individual written homework; c. A dictation d. Students prepare a short dramatic sketch. B A father wants his 18-year old daughter

A A teenager wants to go to a party that finishes late. His mother wants him to come home by 10 o’clock, but the teenager wants to stay until midnight. How can he persuade his mother? to go on holiday with her parents, She doesn’t Want to go…she would prefer to go and stay with her friend. How can she persuade her Father?

Commentary... Each of these activities is possible by using the same material in different ways. For example: A The class discuss the problems and possible solutions. B The students write their feelings about the situations at home or perhaps turn them into a story.

CHAPTER 4 ACTIVITIES AND LESSONS C The teacher dictates a situational description to the students and then invites one student to invent and dictate the first line of the dialogue, then another student does line two, and so on. D Students make up dialogues in pairs and perform them. Here is a short random list of some other activities often used in EFL classrooms (out of thousands of possible activities):

• Learners do a grammar exercise

individually then compare answers with each other;

• Learners listen to a taped conversation in order to answer some questions;

• Learners write a formal letter; • Learners discuss and write some questions

in order to make a questionnaire; • Learners read a newspaper article to

prepare for a discussion; • Learners play a vocabulary game; • Learners repeat sentences their teacher is

saying; • Learners roleplay a shop scene. Task 2 Add a few more activities to this list.

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Task 3

Read this activity from a student coursebook and answer the questions on content and classroom procedures.

Write down the names of three important people in your life (outside your family). Now work in pairs. Exchange lists with your partner and ask each other questions. Who’s....? How long have you known him/her? Where did you meet? What’s he/she? What’s special about him/her Do you get on well? Why (not)?

a. Content. What language will the students

be practicing when they do this activity? What other purposes (apart from getting students to practice language) might this activity serve?

b. Classroom procedures. How can the

teacher organize this activity in class? (how can she turn the printed coursebook material into a classroom activity?) How will the instructions be given? What preparations does she need to make? Are any special materials or visual aids needed?

Commentary...

a. when doing this activity the learners will

get practice in: • Describing people; • Describing their feelings about people; • Asking questions about the past; • Talking about the past; • Using English to talk about something

of personal importance.

As well as working on language, the activity involves students in talking and listening to one another on a personal level. This may help to build good relationships within the class and help create a good working atmosphere.

b. There are no special materials or visual

aids needed. The teacher has a number of options in organizing the activity. For example, the giving of instructions:

• She could simply tell the class to read the coursebook instructions and do the activity.

• She could give instructions orally, perhaps separating three steps: (1) giving instructions for students individually to write three names, and, only when the students have completed that, (2) telling them to get in pairs-and only when the pairs have settled down, then (3) explaining what they have to do in their pairs. Separating activities and instructions into different steps is an important technique. At each point the learners know what they need to know without possible confusion from instructions for later parts of the activity.

• She could demonstrate the activity in front of the whole class, working through an example, rather than simply explaining the instructions. By doing this the learners may become clearer about what the activity involves.

The teacher could, of course, expand on or after any of the coursebook’s suggested steps. She could start with an introduction to the activity or she could include a feedback discussion after the students have finished the communication task. Remember-the coursebook is a starting point and resource, I doesn’t have to be precisely obeyed step by step. An important part of your lesson is in the working atmosphere and the relationship that you build with your class-and that is unlikely to be particularly close if you simply direct them mechanically to do exercise after exercise.

Even a simple coursebook instruction like Now work in pairs offers the teacher options. For example, she could tell each student who he o she must work with (ie Petra work with Christina), or the students could choose for themselves, or the pairings could be the result of some random game or humorous instruction (eg Find someone whose shoes are a different colour from your own).

Task 4

Below is a brief description of a teacher-Riccardo-using the above activity in his class

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of seventeen young adults. Before you read it, visualize for yourself what might happen. What are the learners doing? What is the atmosphere in the classroom like?

Riccardo says, I’ve been thinking about important people in my life. Not my family-but other people. For example-George. Do you know George? Some of the students say No. Ah -you don’t know George? Continues Riccardo, putting on a “mysterious” expression. Ask me some questions –can you find out some information about George?

The students have had their curiosity aroused by this very simple withholding of information and now begin to ask questions to find out about this person. When it gets too noisy Riccardo uses gestures to indicate which student should speak next. He also encourages students to rephrase or correct each other when their questions contain errors related to the language aim of the activity. Sometimes he corrects an error himself.

Finally, after eight or nine questions and answers, the identity of George is established as the person who is teaching Riccardo to play the saxophone. A brief conversation about musical likes and dislikes ensues. When that finishes Riccardo asks the students to think back to the questions they had asked him. As they recall questions (eg When did you meet him?) Riccardo writes them up on the board.

When a number of questions are up, Riccardo says OK –now it’s your turn to play the game. Write down three names of people who are important in your life. Don’t write any information -*just their name. and chose people that no one else here knows. So –for example –don’t put my name –because you all know me!

He waits while the students do this, keeping an eye out for the moment when the majority of them finished. Then says We’re going to work in pairs –find someone to work with. Chaos follows for a minute or so while students reorganize themselves. Some walk across the room to find a partner, some just turn to the person next to them.

When they are sitting down again, he says Show your partner one of the names you have written. Your partner must ask questions to find out information about the person. You can use the questions on the board to help you. The students start talking in pairs. There is a lot of noise from the conversations. Riccardo wanders around the room at the start of the activity to check that the students have understood the instructions and are doing what was asked. He then sits quietly in a corner of the room apparently taking little notice of what the students are doing. At one point a student asks Riccardo for help –a word he can’t remember –but Riccardo politely refuses to help. The conversations continue for about seven minutes.

When most have finished talking, Riccardo calls attention back to himself by standing up and saying OK, and waiting for silence. Then he asks Did you find out about any interesting people? A short feedback discussion starts. One student says Mario has a friend who fishes sharks... Task 5 Look back at the description of the activity. Which of the following sentences are true? a. The teacher demonstrated how to do the

activity. Rather than simply giving instructions.

b. The teacher clearly separated the various steps of the planned activity.

c. The teacher corrected the students in some parts of the activity but not in others.

d. The teacher made sure that the students had some idea about the language they could use before he asked them to do the activity.

e. The teacher had thought of one possible problem with the activity and therefore tried to prevent this by giving an additional instruction.

Commentary... a. True. Riccardo started by telling the class

George’s name and encouraging them to question him –precisely what the students would soon do themselves.

b. True.

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c. True. He corrected (and encouraged student correction) at the beginning when the class was working with him –but when the pairwork started he did no correction at all.

d. True. He gave the students the chance to hear and use the language during his “George” example –and some of these sentences were later written up on the board for students to refer to if they needed to.

e. True. Riccardo had thought that the activity would probably work less well if thy chose people their partner already knew (there would be less need for questions and answers).

Task 6 What is your opinion about the following things that happened during the activity –do you think they were appropriate or useful? Would you do the same or not? a. Some of the activity involved the whole

class working together. Some of the activity involved students working in pairs.

b. There were a number of very noisy stages in the activity –eg when the students were changing places, and when they were all talking to each other.

c. Riccardo allowed a brief diversion from his plan while they talked about music.

d. Riccardo refused to help a student who wanted his help.

Commentary...

a. There are four typical arrangements

common in English language teaching <<Classroom classrooms: whole class; small groups; pairs; and individual work. It is often useful to interaction p 13 include a variety of groupings in a lesson.

b. Learning is often quite a noisy business. If people speak or move or do things then there is very likely to be noise –especially if lots of people are doing things at the sometime. Obviously sometimes noise serves no useful purpose –but it is often evidence that a lot of important work is going on.

c. This diversion allowed students to talk about something of interest to them

without deviating from the original lesson plan for too long. I usually feel that such moments are using English to do something they want to do –rather than something I have asked them to do!

d. At first glance this seems rather cruel. Is it possible that it is sometimes more useful for a teacher not to help than to help?

The following plan describes one possible route-map for running a simple activity: Before the lesson

1. Familiarize yourself with the material and

the activity. Try the activity yourself.

Imagine how it will look in class. Decide how many organizational steps are involved. How long will it probably take? Do the learners know enough language to be able to make a useful attempt at the activity? What help might they need? What questions might they have? What instructions are needed? How will they be given? (Explained? Read? Demonstrated?) Prepare any aids or additional material. You also need to think through any potential problems or hiccups in the procedures. For example, what will happen if you plan student work in pairs but there is an uneven number of students? Will this student work alone or will you join in or will you make one of the pairs into a group of three?

In the lesson 2. Pre-activity: introduction and read-in to

activity. This mayo be to help raise motivation or interest (eg discussion of a picture related to the topic), or perhaps to focus on language items (eg items of vocabulary) that might be useful in the activity.

3. 3 Set up the activity (or of it is complex,

set up the first step of the activity). Organize the students so that they can do the activity. (This may involve making pairs or groups, moving the seating, etc). Give clear instructions for the activity. A demonstration or example is usually much

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more effective than a long explanation. You may wish to check back that the instructions have been understood (eg So, Georgia, what are you going to do first?). In some activities it may be useful to allow some individual work (eg thinking through a problem, listing answers, etc) before the students get together with others.

4. Run the activity (or the first step). If the

material was well-prepared and the instructions clear, then the activity can now largely run itself. Allow the students to work on the task without too much interference. The teacher’s role now is much more low-key, taking a back seat and monitoring what is happening without getting in the way. Beware of encumbering the students with unnecessary help. This is their chance to work. If it’s difficult, give them the chance to rise to that challenge, without getting in the way. Beware of encumbering the students with unnecessary help. This is their chance to work. If it’s difficult, give them the chance to rise to that challenge, without leaning on you.

5. Close the activity (or the first step). Allow

it to close properly. Rather than suddenly stopping. The activity at a random point, try to sense when the students are ready to move on. If different groups are finishing at different times, make a judgement about when coming together as a whole class would be useful to most people. If you want to close the activity while many students are still working, give a time warning (eg finish the item you are working on or Two minutes).

6. If the activity is complex and involves

more than one step, repeat points 3,4 and 5 for subsequent steps.

7. Post-activity. It may be useful to have

some kind of feedback session on the activity. This could involve comparing opinions from different groups, checking answers, looking at problems arising, discussing the purpose of the activity and reactions to it, continuing interesting discussions, etc. It can be rather dull simply to go over things that have already been done thoroughly in small groups. Aim

to get as many students as possible involve in speaking and participation. For example, when checking answers it may be more interesting for groups to exchange and compare their answers themselves, than for the teacher to be up at the front asking for and checking them.

Fig. 4.3: Procedure for running an activity Task 7 Here is an excerpt from a student coursebook aimed at beginners (the students may know some English but are very limited in knowledge of vocabulary, grammar, etc). The instructions for activities 1-4 have been removed. Write in appropriate instructions for each activity.

1. a headache a backache a toothache a stomachache an earache a cold

2. Example: a. what’s the matter b. I’ve got

a cold

3. Example: a. I’ve got a headache b. You should take an aspirin go to bed go to work drink hot lemon go to the dentist’s

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eat anything have lots of hot drinks go to a party take an aspirin go to the doctor’s

4.

A. How are you? B. Not very well. A. Oh dear! What’s the matter? B. I’ve got... A. I’m sorry, you should... B. I know, you’re right.

Commentary...

The original instructions were: 1. Match the words to the picture above. 2. Ask and answer with another student. 3. Use the ideas below to five advice, using

should/shouldn’t 4. Have a complete conversation with

another student. Your instructions may have been different, but possibly equally appropriate. Any one piece of material could be used in a variety of ways. Task 8 Choose one of the four activities you looked at in Task 7. Plan a basic procedure for using it in class, using the seven steps described on pp 29-30. In your early lessons as an English teacher you may find that “survival” is your main priority. You would like to teach well and for your students to learn and enjoy what happens, but above even that you want something that you can prepare easily, something that is guaranteed (or nearly guaranteed) to work; something that will let you go into the classroom, do some useful work with the learners and get out alive. If you have a coursebook then you have an instant source of material. Many teachers also use ideas books, known as “recipe books”, which do exactly what that nickname suggests-give you everything you need to know to be able to walk into class with the right ingredients to ·cook up” a good activity.

As a starting point, a “survival lesson” could be simply a series of activities following on from each other, one after the other. For one or two lessons this is probably workable. Clearly, though, it is soon going to be unsatisfactory as the basis of a whole course: where is the direction, the growth, the progress? What about the students” needs, their personalities, their likes? Activities such as we have been looking at are the building blocks, but we now need to consider much more carefully how we connect them together.

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PREFACE All the stories in this book have appeared in current magazines. They have been written by well-known authors and deal almost entirely with present-day American life. The stories should be of particular interest to the many students everywhere who, while studying English, also want to learn something of the American scene. The stories have been adapted only slightly, and the book is designed for use by advanced students. Slang expressions and designed for use by advanced students. Slang expressions and words of unusual difficulty have been eliminated, but otherwise the stories remain as originally written. No attempt has been made to alter in any way the style of the individual authors. The stories fall within the form known today as the short-short story. Stories of this type were intentionally selected to provide a very convenient study medium. Each story is only four or five pages in length and can be studied easily within one or two class sessions. Such a story, as any teacher will recognize, has a great advantage over the old-fashioned short story, which sometimes stretched itself over thirty or forty pages. Each story is supplemented by study aids. There are vocabulary review exercises. There are also questions based on the story for conventional purposes. The teacher can easily expand upon these questions if more conversational material is required.

IRENE’S SISTER

Vina Delmar

This is a store of 19--, the year that the schools did not open on time, the year that plague descended and caught us as terrified and as defenseless as though we were inhabitants in some medieval city faced with a new and terrible sickness.

I was a child at that time. My friends and I did not understand. We asked questions but the grown-ups were as confused and as frightened as ourselves. “It’s infantile paralysis”, they told us. It kills you or else it leaves you crippled forever. Don’t go too close

to anybody and don’t touch anything that a strange child has handled.”

Fear held us so completely that we forgot how to laugh or to play. I can remember lying in bed at night waiting for the disease to strike at me. I had no idea what form it might take and I lay very quietly praying that when next I wished to move my legs or arms I would be able to do so as I had always done in the past.

There was one among us, however, who had no fear of the terrible plague. That girl was Irene Crane. In my mind’s eye I can still see her as she was back there in those difficult days. She was a yellow-haired child with a happy ring to her laughter and the greatest capacity for fun of anyone I’ve ever known. She was the school beauty, popular with teachers and pupils alike and if she was not the most intelligent of our group that was easily forgiven for one does not expect to find genius in a flower.

Irene had a sister who was a year younger. Her mother called her Caroline, but outside the house she was known simply as Irene’s sister. It was natural for her to be Irene’s sister just as it was natural for us to be a nameless group of girls known as Irene’s friends. Irene was the center of our small world and we revolved about her brilliance and asked for no recognition for ourselves. Irene’s sister, conscious of her inability to compete with the beauty and enhancing manner of Irene, was perfectly content to be only a pale reflection of our yellow-haired commander.

Only once were we unable to think with Irene. That was when she said: “I’m not scared of that infantile paralysis. We won’t get it. You’ll see. None of us will.”

We were ashamed of our fears but there they were just the same.

I can remember the day that we all went over to Ginny Smith’s house for games and light refreshments. For our health’s sake, the grown-ups looked upon the party with some doubts, but for the good of our morale they consented.

“After all,” they said to one another, “it’s the same group of girls who see each other almost every day anyway. It’ll be all right.”

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“It’s the same group except for Irene’s sister.” She hadn’t been invited because she was not in our grade at school and Ginny Smith hadn’t known that Irene had a sister.

“It doesn’t matter,” Irene said. “Caroline isn’t feeling well. She has an upset stomach, I guess.”

The games were fun, the food was wonderful, we thought. It had been a beautiful day in which we all seemed to forget for a while that something strange and terrible walked everywhere about us beyond the pleasant comfort of Ginny Smith’s house. We were just collecting our hats and coats, ready to leave, and thanking Ginny for a lovely day when the phone rang.

I can still see Ginny Smith’s mother as she stood talking on that phone. I can see the look of horror that appeared upon her face. I can still see the tears that were in her eyes when she hung up the receiver and turned to face us.

“Irene,” she said in a choked voice, “that was your mother. Your sister has infantile paralysis. You can’t go home. You’ll have to stay here.” There was a horrible pause. Then, “It’s too late for us to be afraid of you, child. You’ve been here all day.

We went away without touching Irene, some of us without speaking to her. The plague had reached out and struck at us. We hurried home afraid of each other, ashamed of our fear and unable to keep back the thought that tomorrow we would all be attacked by death or lameness.

Irene stayed with the Smiths”, I suppose. I don’t know. I hurried home and wrote at once to my father. It must have been an emotional, crazy little letter in which I begged him to come and get me and take me to safety somewhere, anywhere. I did not know that the plague was widespread. I thought it was just in our town. Anyway my father came and took me away. I went happily, thankfully, but I did not know as I went that it would be fifteen years before I ever saw that town again.

I was a woman when I returned to visit and the first night I was back I was surprised to find that my hostess’s living room was decorated as though for a party.

“Just the old group,” she explained, “and their husbands. You remember Ginny Smith, Lila Day, the Crane girls and that group.”

A strange feeling of terror ran through me at the mention of the Crane girls I was a child again frightened before a terrible mysterious force that wanted to kill me.

“I remember them all,” I said. “How are the Crane girls?”

“The same as ever, just exactly the same. One popular and one a complete failure.”

“It’s cruel to say that,” I protested. “Caroline had paralysis. How can you expect her to be—“

“But it’s Irene who’s the failure. She’s silly. Remember how she used to laugh and play jokes all the time? She’s still the same, but now everything she says sounds a little silly. But you can’t invite Caroline without inviting Irene so we—“

“But is Caroline well?”

“Of course she is. She had good care and good sense used on her and she’s as fine as anyone. A lot finer, I guess. She went through so much pain and suffering that she has more depth and understanding than most people. She’s so strong and dependable. Of course she thanks her doctor and her nurse and her mother for everything and they say that it was Caroline’s patience and courage that helped them to help her. Wait till you see her. She’s—“

It was at that moment that the doorbell rang and that my hostess’s mother, who was looking out of an upstairs window, called to us. I’ll never forget her words. She called, “Daughter, go to the door. It’s Caroline’s sister.”

My hostess looked at me and laughed. “What did I tell you?” she said.

COMPREHENSION AND DISCUSSION

QUESTIONS

1. Of what “plague” is the author speaking in this story?

2. Why was Irene Crane so popular as a child?

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3. Why was Irene’s sister Caroline always referred to, out-side of her home, simply as Irene’s sister?

4. Was Irene’s sister jealous of Irene’s popularity or was she content to be only a “pale reflection” of her more popular sister?

5. Why did the grown-ups look with some doubts upon the party at Ginny Smith’s house?

6. Why hadn’t Irene’s sister been invited to this party?

7. Just as the girls were leaving the party, what sad message did Mrs. Smith receive by phone?

8. Why did the author write to her father asking him to take her away from this town?

9. When, finally, did she return to this town? 10. What changes had occurred in the Crane

girls in the meantime?

Vocabulary and idiom Review

A. Match the word in the left-hand column with its OPPOSITE in the right-hand column:

1. popular

_____________________early 2. happy

___________________ambitious 3. late

___________________downstairs 4. strong

___________________soft 5. upstairs

___________________sad 6. true

___________________weak 7. lower

___________________false 8. hard

___________________clean 9. lost

___________________unpopular 10. dirty

___________________found ___________________higher

B. Use the following expressions in sentences of your own:

1. be known as 2. be ashamed of 3. hang up 4. play jokes on

5. on time 6. at night 7. in the past 8. for the good of 9. after all 10. not to matter 11. for a while 12. all day

C. Nouns can be formed from some verbs by

adding the ending-ment. For example:

They met together to decide how the country should be governed; the government they established has lasted almost two hundred years. Change the following verbs to nouns by adding-ment. Then use each of the resulting words in a sentence of your own:

1. develop 2. establish 3. manage 4. retire 5. fulfill 6. refresh 7. improve 8. employ 9. arrange 10. excite

THE WRONG HOUSE

James N. Young

The night was dark. And the house was dak. Dark-and silent. The two men ran toward it quietly. They slipped quickly through the dark bushes which surrounded the house. They reached the porch, ran quickly up the steps, kneeled down, breathing heavily, in the dark shadows. They waited-listening.

Silence. Perfect silence. Then—out of the blackness—a whisper: we can’t stay out here....Take this suitcase....let me try those keys. We’Ve got to get in!”

Ten—twenty—thirty seconds. With one of the keys the one man opened the door. Silently, the two men have entered the house, closed the door behind them, locked it.

Whispering, they discussed the situation. They wondered if they had awakened anyone in the house.

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“Let’s have a look at this place.” “Careful, Hasty!” “Oh, there isn’t anybody awake!” And the soft rays of a flashlight swept the room.

It was a large room. A living room. Rugs, carefully rolled, lay piled on one side. The furniture-chairs, table, couches –was covered by sheets. Dust lay like a light snow over everything.

The man who held the flashlight spoke first. “Well, Blackie,” he said, “we’re in luck. Looks as if the family’s away.”

“Yeah. Gone for the summer, I guess. We better make sure, though Huh”:

Together they searched the house. They went on tiptoe through every room. There could be no doubt about it. The family was away. Had been away for weeks.

Yes, Hasty Hogan and Blackie Burns were in luck. Only once in the past ten days had their luck failed them. It had been with them when they made their big robbery-on the Coast. It had been with them during their thousand-mile trip eastward, by automobile. It had been with them every moment-but one.

That moment had come just one hour before. It came when Blackie, driving the car, ran over a policeman. And Blackie, thinking of the suitcase at Hasty’s feet, had driven away, sweetly.

There had been a chase, of course. A wild, crazy chase. And when a bullet had punctured the gasoline tank they had to abandon the car. But luck, here they were. Alone, and without a car, in a completely strange town. But safe and sound—with the suitcase.

The suitcase lay in the center of the table, in the center of the room. In the suitcase neat little package on neat little package, lay nearly three hundred thousand dollars!

“Listen,” said Mr. Hogan. “We have to get a car. Quick, too. And we can’t steal one—and use it. It’s too dangerous. We have to buy one. That means that we have to wait until the stores open. That will be about eight o’clock in this town.”

“But what are we going to do with that?” And Mr. Burns pointed to the suitcase.

“Hide it right here. Sure! Why not? It’s much safer here than with us—until we get a car.”

And so they hid the suitcase. They carried it down to the cellar. Buried it deep in some coal which lay in a corner of the cellar. After this, just before dawn, they slipped out.

“Say, Blackie,” Mr. Hogan remarked as they walked down the street, “the name of the gentleman we’re visiting is Mr. Samuel W. Rogers.”

“How do you know?”

“Saw it on some of them books. He’s surely got a wonderful library, hasn’t he?”

The automobile salesrooms opened at eight o’clock, as Mr. Hogan had supposed. Shortly before nine, Mr. Hogan and Mr. Burns had a car. A very nice little car. Very quiet. Very inconspicuous. And very speedy. The dealer lent them his license plates and away they rode.

Three blocks from the house, they stopped. Mr. Hogan got out. Walked toward the house. He’d just go around to the rear, he thought, and slip in.

Fifty yards from the house he stopped. Stared, swore softly. The front door was open. The window shades were up. The family had returned!

Well, what bad luck. And what could they do? Break into the cellar that night, and pick up the suitcase? No-too dangerous. Mr. Hogan would have to think of something.

“Leave it to me, kid,” he told Mr. Burns. “You drive the car. I’ll do the special brain work. Let’s find a telephone. Quick!”

Ten minutes later, Mr. Hogan was consulting a telephone directory. Yes, there it was—Samuel W Rogers, Plainview 6329. A moment later he was talking tot the surprised Mr. Rogers.

“Hello,” he began, “is this Mr. Rogers—Mr. Samuel Rogers?”

“Yes, this is Mr. Rogers.”

Mr. Hogan cleared his throat. “Mr. Rogers,” he said—and his tone was sharp, official, impressive—“This is Head-quarters, Police Headquarters, talking. I am Simpson. Sergeant Simpson, of the detective division—“

“Yes, yes!” came over the wire.

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“The Chief –the chief of Police, you know,”-here Mr. Hogan lowered his voice a little—“has ordered me to get in touch with you. He’s sending me out with one of our men to see you.”

“Am I in trouble of some kind?” asked Mr. Rogers.

“No, no, no. Nothing like that. But I have something of great importance to talk to you about.”

“Very well,” came the voice of Mr. Rogers. I’ll wait for you.”

“And Mr. Rogers,” Mr. Hogan cautioned, “please keep quiet about this. Don’t say anything to anybody. You’ll understand why when I see you.”

On the way back to the house. Mr. Hogan explained his idea to Mr. Burns.

Within ten minutes “Sergeant Simpson” and “Detective Johnson” were conversing with the surprised Mr. Rogers. Mr. Rogers was a small ma. Rather insignificant. He had pale blue eyes. Not much of a chin. A funny little face. He was nervous—a badly frightened man.

Mr. Hogan told the whole story. Somewhat changed. Very much changed. And Mr. Rogers was surprised, but delighted.

He accompanied Mr. Hogan to the cellar. And together they dug up the suitcase. Took it to the living room, opened it, saw that it had not been touched—that it really did hold a small fortune. Bills, bills, bills!

Mr. Hogan closed the suitcase.

“And now, Mr. Rogers,” he announced, in his best official manner, “Johnson and I must run along. The chief wants a report—quick. We have to catch the rest of the robbers. I’ll keep in touch with you.”

He picked un the suitcase and rose. Mr. Burns also rose. Mr. Rogers also rose. The trio walked to the door. Mr. Rogers opened it. “Come on in, boys,” he said pleasantly—and in walked three men. Large men. Strong men. Men in police uniform who, without fear, stared at Mr. Hasty Hogan and Mr. Blackie Burns.

“What does this mean, Mr. Rogers?” asked Mr. Hogan.

“It’s quite simple,” said Mr. Rogers. “It just happens that I am the Chief of Police!”

COMPREHENSION AND DISCUSSION

QUESTIONS

1. What seemed to indicate that the family was away for the summer?

2. What was the single occasion during the previous the days that the luck of Mr. Hogan and Mr. Burns had failed them?

3. Why did they have to abandon their car? 4. Where had they obtained the large sum of

money which they carried in the suitcase? 5. Where did they finally decide to hide the

suitcase? 6. Why did they choose a rather quiet,

inconspicuous car? 7. When they again went back to the house,

what did they discover? 8. When Mr. Hogan called Mr. Rogers by

telephone, who did he say he was? 9. When Mr. Hogan and Mr. Rogers were

about to leave, what three men were waiting for them?

10. Who did Mr. Rogers happen to be?

A. Match the word in the left-hand column with the word in the right-hand column which has the SAME meaning:

1. yellow-haired _______________charming 2. whisper ________________brunette 3. silently _____________frankfurters 4. speedy _____________hamburgers 5. hot dogs _______________frightened 6. brown-haired _________________foolish 7. terrified __________________speak

softly 8. grown-ups _________________blonde 9. enchanting __________________fast 10. silly _________________quietly

__________________adults

B. Use the following expressions in sentences of your own:

1. Kneel down 2. have to 3. have got to 4. be in luck 5. make sure 6. be away 7. run over someone 8. get in touch with 9. be in trouble

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10. keep quiet 11. safe and sound 12. shortly before 13. shortly after 14. on the way back

C. Some of the nouns ending both in-tion and

–ment form adjectives with-al.

He had some very educational experiences while he was traveling aboard. Change the following nouns to adjectives by adding –al. Then use each of the resulting words in a sentence of your own:

1. environment 2. government 3. vocation 4. division 5. recreation 6. tradition 7. ornament 8. occupation 9. conversation 10. addition

DETOUR TO ROMANCE

Gilbert Wright

Located in the checkroom in Union Station as I am, I see everybody that comes up the stairs.

Tony—who owned the magazine stand to my left—studied the laws of probability because he liked to bet on the horse races. He claimed that he could calculate, according to his system, that if I held my job one hundred and twelve years more I would know everybody in the world by sight.

And I came to the theory that if you wait long enough in a big railroad station like Union Station you’ll see everybody that travels.

I’ve told my theory to lots of people but nobody ever did anything about it except Harry. He came in a little over three years ago and waited at the head of the stairs for the passengers from the 9:05 train.

I remember seeing Harry that first evening. He wasn’t much more than a thin anxious kid then. He was all dressed up and I know he was meeting his girl and that they would be

married twenty minutes after she arrive. There’s no use in my trying to explain how I knew all this but after you’ve watched people waiting at the head of the stairs for eighteen years as I have done then it is easy.

Well, the passengers came up and I had to get busy. I didn’t look hoard the stairs again until nearly time for the 9:18 and I was very surprised to see that the young fellow was still there.

She didn’t come on the 9:18 either, nor on the 9:40, and when the passengers from the 10:02 had all arrived and left, Harry was looking pretty desperate. Pretty soon he came close to my window so I called out and asked him what she looked like.

You would have thought that I had checked her among the packages in my checkroom from the way he came over and half crawled through my window. “She’s small and dark,” he says, “and nineteen years old and very neat in the way she walks. She has a face,” he says, thinking a minute, “that has lots of spirit. I mean she can get mad but she never stays mad for long. And her eyebrows come to a little point in the middle. She’s got a brown fur, but maybe she isn’t wearing it.”

I couldn’t remember seeing anybody like that.

He showed me the telegram he’d received: ARRIVE THURSDAY. MEET ME STATION. LOVE LOVE LOVE LOVE.-MAY. It was from Omaha, Nebraska.

“Well,” I finally says, “why don’t you phone to your home? She’s probably called there if she got in ahead of you.”

He gave me a sick look, “I’ve only been in town two days.

We were going to meet an then drive down South where I’ve got a job promised me. She-she hasn’t any address for me.” He touched the telegram. “I got this general delivery.”

With that, he walked off to the hear of the stairs to look over the people from the 11:22.

When I came on duty the next day he was still there and came over as soon as he saw me.

Did she work anywhere?” I asked.

He nodded. “She was a typist. I telegraphed her former boss. All they know is that she left her job to get married.”

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Well, that was how it began. Harry met every train for the next three of four days. Of course, the railroad lines made a routine checkup and the police looked into the case. But nobody was any real help. I could see that they all figured that May had simply played a trick on him. But I never believed that, somehow.

One day, after about two weeks, Harry and I were talking and I told him about my theory. “If you’ll just wait long enough,” I says, “you’ll see her coming up those stairs some day.” He turned and looked at thje stairs as though he had never seen them before, while I went on explaining about Tony’s figures on the Laws of Probability.

Next day when I came to work Harry was behind the counter of Tony’s magazine stand. He looked at me rather sheepishly and says, “Well, I had to get a job somewhere, didn’t I?”

So he began to work as a clerk for Tony. We never spoke of May anymore and neither of us ever mentioned my theory. But I noticed that Harry always saw every person who came up the stairs.

Toward the end of the year Tony was killed in some argument over gambling, and Tony’s widow left Harry in complete charge of the magazine stand. And when she got married again some time later, Harry bought the stand from her. He borrowed money and installed a soda fountain and pretty soon he had a very nice little business.

Then came yesterday. I heard a cry and a lot of things falling. The cry was from Harry and the things falling were a lot of dolls and other things which he had upset while he was jumping over the counter. He ran across and grabbed a girl not ten feet from my window. She was small and dark and her eyebrows came to a little point in the middle.

For a shile they just hung there to each other laughing and crying and saying things without meaning. She’d say a few words like, “It was the bus station I meant—“ and he’d kiss her speechless and tell her the man things he head done to find her. What apparently had happened three years before was that May had come by bus, not by train, and in her telegram she meant “bus station”, not “railroad station”. She had waited at the bus station for days and had spent all her money

trying to find Harry. Finally she got a job typing.

“What?” says Harry. “Have you been working in town?

All the time?”

She nodded.

“Well, Heavens—didn’t you ever come down here to the station?” He pointed across to his magazine stand. “I’ve been there all the time. I own it. I’ve watched everybody that came up the stairs—“

She began to look a little pale. Pretty soon she looked over at the stairs and said in a weak voice, “I—I never came up the stairs before. You see, I went out of town yesterday on a short business trip—Oh, Harry!” Then she threw her arms around his neck and really began to cry.

After a minute she backed away and pointed very stiffly toward the north end of the station. “Harry, for three years, for three solid years, I’ve been right over there—working right in this very station, typing, in the office of the station-master.”

The wonderful thing to me is how the Laws of Probability worked so hard and so long until they finally got May to walk up those stairs of ours.

COMPREHENSION AND DISCUSSION QUESTIONS

1. Why had Tony, who owned the magazine

stand, made a study of the Laws of Probability?

2. Why did Harry first come to Union Station? 3. For how many days did Harry continue to

meet every train that arrived? 4. Why was Harry unable to get in touch with

May and why was she unable to get in touch with him?

5. Where did Harry finally get a job? 6. Did Harry cease to look for May or did he

watch everyone who came up the stairs? 7. What cry and what noise did the

checkroom attendant hear one day coming from the direction of Harry’s magazine stand?

8. How was the checkroom attendant able to recognize May immediately?

9. What station had May meant in her telegram of three years before?

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10. Where had May been working in the meantime?

Vocabulary and idiom Review

A. Circle the word in parentheses which completes each sentence correctly:

1. He grabbed the paper; that is, he

(installed it/waited for it/went up to it/seized it roughly).

2. The best place to leave packages for a while is in (a railroad station/a magazine stand/a checkroom/an elevator).

3. We use the word mad to describe a person who is insane and also one who is simple (small and dark/neat/excited/angry).

4. We find (bushes/couches/sheets/tanks) on a bed.

5. If someone is walking on tiptoe, he is probably trying to walk (well/quickly/carelessly/quietly).

6. Grown-ups are (children/youngsters/adults/parents).

7. An enchanting woman can also be called a (healthy/scared/frightened/charming) woman.

8. He was whispering; that is, he was (speaking softly/speaking loudly/yelling/crying).

9. If someone does something silently, he does it (impressively/well/quickly/noiselessly).

10. He wanted to borrow some money from me, but I didn’t want to (ask/lend/need/beg) him any.

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NEW INTERCHANGE

ENGLISH FOR INTERNATIONAL COMMUNICATION

Jack C. Richards

Tay Lesley INTRO

THE PERFECT JOB A Pair work You’re looking for a job. Which of these things do you want in a job? First, answer the questions. Then ask your partner the same questions.

Job Survey Me My partner Do you want to...? Yes No Yes No Talk to people Help people Perform in front of people Work from 9 to 5 Work at home Use a computer Use the telephone Work in an office Have your own office Work outdoors work from 9 to 5 Travel Have an exciting job Have a relaxing job Wear a uniform Wear a suit Wear blue jeans

work outdoors

B Class activity Think of a good job for yourself. Then tell the class. “I want to be a musician because I like to work at home.... “ work at home perform in front of people travel

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INTERCHANGE ACTIVITIES HIDDEN TALENTS A Class activity Go around the class and find one person who can and one person who can’t do each thing. If possible, write a classmate’s name only once. Names Can you...? Can Can’t Play a musical instrument …………………………………….. …………………………………….. Dance the tango …………………………………….. …………………………………….. Say “Hello” in 5 languages …………………………………….. …………………………………….. Swim underwater …………………………………….. …………………………………….. Write with both hands ……………………………………… …………………………………….. Sing a song in English ……………………………………… ……………………………………..

Ride a horse ……………………………………… …………………………………….. Juggle ……………………………………… …………………………………….. Sew your own clothes ……………………………………… …………………………………….. Do magic tricks ……………………………………… …………………………………….. Dance the tango write with both hands ride a horse

Juggle sew your own clothes do magic tricks A: Can you play a musical instrument? B: Yes, I can. OR No, I can’t.

B Class Activity Share your results with the class.

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“Mei-Li can’t play a musical instrument, but Wen Pin can.”

INTERCHANGE ACTIVITIES

PAST AND PRESENT

A Pair work Ask a partner questions about the past And about the present. Check (√) the answers.

A: Did you clean your room as a child? A: Do you clean your room now? B: No, I didn’t. (Yes, I did.) B: Yes, I do. (No, I don’t.) Did you...as a child? Do you... now? As a child Now Yes No Yes No Clean your room Make your bed Get up early play a musical instrument Sleep late on Saturdays Fight with your friends Argue with your family Listen to rock music Listen to classical music Play a musical instrument Play a sport Wear glasses Wear braces fight with your friends Make your bed Wear braces B Group work Join another pair. Tell them about your partner. “Paulo didn’t clean his room as a child, but he cleans his room now.”

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Interchange Activities HELPFUL ADVICE A Pair Work Look at these problems. Give advice to each person. I Can’t lose weight. I really My job is very stressful. I usually work Like dessert. Cake is my 10 hours a day and on weekends. I favorite food have backaches and headaches almost

every day.

I can never get up on time in the I’m new in town, and Morning. I’m always late for work I don’t know any people I guess I’m not a morning person. Here. How can I make Some friends? B Class activity Think of two problems that you have. Then tell the class. Classmates give advice. A: I Can’t sleep at night. B: Get up and do some work. C: Don’t drink coffee in the evening.

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ENGLISH FOR INTERNATIONAL COMMUNICATION

Jack C. Richards

With Jonathan Hull and Susan Proctor

I’ve never heard of that!

Do I have a food allergy? A. If a kind of food always makes you feel sick in some way, it may mean you have a food allergy. Do you have any food allergies? Is so, what shouldn’t you eat? What happens if you eat it? B. Read about these people with food allergies.

FOOD ALLERGIES

Luis always had headaches and stomachaches. First, Luis’s doctor gave him some medicine, but it didn’t work. Then his doctor asked him about his favorite foods. Luis said he loved cakes and ice cream. His doctor said, “Stop, eating sweets.” Luis stopped, but he still got headaches and stomachaches. Next, his doctor asked more questions about his diet. Luis said he ate a lot of fish. His doctor said to stop eating fish. When Luis stopped eating fish, he felt much better. Sharon often had a very sore mouth after eating. First, She stopped drinking milk and eating cheese, but this made no difference.

Then, in the summer, the problem became really bad, and it was difficult for Sharon to eat. Her doctor asked about her diet. She said she had a tomato garden, and she ate about ten tomatoes a day. Sharon’s doctor told her not to eat tomatoes. When she stopped eating tomatoes, Sharon’s mouth got better. Fred is a mechanic, but he was not able to hold his tools. His hands were swollen. First, he went to his doctor, and she gave him some medicine, The medicine didn’t work. He still couldn’t hold his tools. After that, his doctor asked him about his diet. Fred told her he ate a lot of bread. She told him not to eat bread or pasta. After ten days, Fred could hold his tools again. C. Complete the chart.

Problem Luis ______________ Sharon ______________ Fred ______________ What didn’t work _________________ _________________ _________________ What worked ________________ ________________ ______________

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Sure. No problem! The power of persuasion A How do you make a request? What do you do when someone says “no”? B Read this article.

Persuasion Strategies In many situations, people try to persuade others to do things; however, most people are not aware of how they persuade. Three different strategies are often used by couples and by people in business: a “hard” strategy, a “soft” strategy, and a “fair” strategy. Hard • I get angry and make the other person

give in. • Well, first, I try to make the other person

feel stupid. • I say I’ll leave if my spouse does not

agree. • I just order the person to do what I ask. • I say that I won’t give the person a good

report on his or her work. • I get others to support my request. Soft • I act warm and charming before I bring up

the subject • I’m, so nice that the other person cannot

refuse • I act very humble while I’m making my

request. • I make the person feel important by

saying that she or he has the brains and experience to do what I want.

Fair • I say I’ll give up a little if the other person

gives up a little. • We discuss our views without arguing. • I offer to exchange favours: You do this

for me and I’ll do something for you. • I explain the reason for my request. C Look at what these people say. Are they examples of herd, soft, or fair strategies? 1. Wife to husband: Hey, honey. You know,

you make the very best coffee. Could I have a cup of that terrific coffee?

Strategy: ______________________ 2. Father to daughter: Pick up that mess in

your room, right now. Can’t you do anything right?

Strategy: ______________________ 3. Boss to secretary: I need you to stay late

tonight to finish a report. But you can leave work early tomorrow. Is that OK?

Strategy: ______________________ D. Which strategy do you use most often? Which strategy do you think is the most effective?

WHAT WOULD YOU DO?

1. I think I’d... A. What would you do? Check (√) your answers. If you would do something else, write your suggestion next to “other.” 1. A bank truck overturns and millions of

dollar bills fall out. collect the money and keep it collect the money and return it other: __________________________

2. Someone climbs through your neighbor’s

window. call the police ring the doorbell other ___________________________

3. Your boss makes things difficult for you at

work. talk to your boss look for another job other ___________________________

4. A friend sounds unhappy on the phone.

Ask your friend if he or she has a problem

tell lots of jokes to make your friend laugh

other ___________________________ B Write about what you would do in the situations in part A. Use phrases from the box.

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I’d... I might... I guess... I’d probably... I think I’d... 1. If a bank truck overturned and millions of

dollar bills fell out, I’d probably collect the money and return it._________________ __________________________________

2. __________________________________

______________________________________________________________________________________________________

3. __________________________________

______________________________________________________________________________________________________

4. __________________________________

______________________________________________________________________________________________________

I don’t like working on weekends! Jobs on the Internet A. Have you ever looked for a job on the Internet? What jobs have you seen advertised? B. Read these job ads. Choose a job title from the box for each ad.

flight attendant stock broker journalist truck driver

INTERNET POSTBOARD Internet Postboard 1. __________________________________

Are you hard-working? Do you enjoy writing? Do you like learning about world news? This job is for you. Must be good at meeting deadlines. Some evening and weekend work.

2. __________________________________

Must be well organized, energetic, able to make decisions quickly, and good with

computers. Applicants must be level- headed and able to take responsibility for handling other people’s money. No Weekend work, but some evening work, but some evening work required.

3. __________________________________

No previous experience necessary, but applicant must have a driver’s license. Successful applicant will also be punctual and reliable. Excellent position for someone who enjoys traveling.

4. __________________________________

Are you good at communicating with people and solving problems? Can you speak at least two foreign languages? Do you enjoy traveling No abroad? Then this job might be for you.

C. Which would be the best job for you? The worst? Number the jobs from 1 (the best) to 4 (the worst). Give reasons. List your special experience, preferences, or personal traits. Job Reason ______________flight attendant Reason: __________________________________________________________________________ ______________stock broker Reason: __________________________________________________________________________ ______________journalist Reason: __________________________________________________________________________ ______________truck driver Reason: __________________________________________________________________________

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What would you do? Can you advise me? A. If you have a problem, do you usually try to solve it yourself, or do you ask your friends for advice? B. Match these problems with the advice below.

WHAT TO DO? PROBLEMS

1. You sat on a park bench that had wet paint on it. You ruined your clothes. There was no “Wet Paint” sign.

2. You checked your bank statement and

noticed that there was a deposit of $1,000. You didn’t make the deposit. Your’e sure it was a bank error.

3. You bought a camera on sale at a store,

but it didn’t work right. The store manager said, “We cannot do anything about it.”

4. You were not happy with the grade you

got in a university course. 5. Your next-door neighbors borrowed your

vacuum cleaner. When they returned it, it was damaged.

6. A friend gave you an expensive vase for

your birthday, but you didn’t really like it.

ADVICE

________ I guess I’d take it back to the stores and exchange it for something else.

________ I guess I’d wrtite a letter of complaint to the manufacturer.

________ Maybe I’d ask them to repair it.

________ I think I’d make an appointment to see the instructor to talk about it.

________ I’d probably wait until next month to see if they corrected their mistake.

________ I’d write a letter to the city council and ask them to pay for the damage.

C. Would you give the same advice or different advice for the problems above? Write S (same) or D (different). If you would give different advice, write what your advice would be.

PROBLEM ADVICE

1. _____ ____________________________ ________________________________________________________________________________________________________________

2. _____ ____________________________

________________________________________________________________________________________________________________

3. _____ ____________________________

____________________________________________________________________________________________________________________________________________

4. _____ ____________________________

____________________________________________________________________________________________________________________________________________

5. _____ ____________________________

____________________________________________________________________________________________________________________________________________

6. _____ ____________________________

____________________________________________________________________________________________________________________________________________

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INTERCHANGE ACTIVITIES

Interchange 1 CLASS PROFILE A Class activity Go around the class and find out the information below. Then ask follow-up questions and take notes. Write a classmate’s name only once. Find someone who... Name Notes 1. used to look very different. “Did you use to look very different? _____ _____ 2. used to have a favorite toy when he or she was a child. “Did you use to have a favorite toy when you were a child? _____ _____ 3. always listened to his or her teachers. “Did you always listen to your teachers?” _____ _____ 4. hated high school. “Did you hate high school?” _____ _____ 5. used to fight a lot with his or her bothers and sisters. “Did you use to fight a lot with your brothers and sisters?” ____ _____ 6. dated someone for a long time in high school?” “Did you go steady with someone in high school?” _____ _____ 7. wanted to be a movie star when he or she was younger. “Did you want to be a movie star when you were younger?” ____ _____ 8. had a pet when he or she was a child “Did you have a pet when you were a child?” _____ _____ B Group work Tell the group the most interesting thing you learned about your classmates.

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Interchange Activities Interchange 6 THAT’S NO EXCUSE!

A Pair work Look at these situations and act our conversations. Apologize and then give an excuse, admit a mistake, make an offer, or Make a promise. 1 2 Student A: You’re the customer. Student A: You own the puppy. Student B: You’re the hairstylist. Student B: You own the backpack. A: My hair! You ruined my hair! B: I’m so sorry. I.... 3 4 Student A: You’re driving the red car. Student A: You’re the customer Student B: You’re driving the blue car. Student B: You’re the cashier. B Group work Have you ever experienced situations like these? What happened? What did you do? Share your stories.

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Interchange Activities Interchange 11 TRAVELER’S PROFILE

A. Pair Work What kind of traveler are you (or do you think you would be)? Look at the three types of travelers. Which one is most like you? Why?

The “Just-In-Case” Traveler The “Less-Is-Best” Traveler The invisible Traveler B. Group work Decide together which traveler each of these statements best describes. Check (√) the appropriate column. The “Just-In-

Case” Traveler The “Less-Is- Best” Traveler

The invisible Traveler

When this person travels... 1. The suitcase is packed days in advance. 2. a bag is packed at the last minute 3. airplane tickets are bought months ahead. 4. hotel rooms are usually not reserved. 5. postcards are sent to every friend and relative. 6. no money is spent on souvenirs. 7. meals are often eaten at expensive restaurants 8. every minute of the trip is organized. 9. a lot of photographs are taken. C. Class activity Take a survey to find out which kind of travelers are in your class. Are most students “Just-In-Case” Travelers? A: What kind of traveler are you, Rita? B: Oh, I’m a “Just-In-Case” traveler. I always pack too many clothes when I go on vacation. A: How about you Michael? C:...

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Interchange Activities Interchange 13 AT THE MOVIES A. Complete this questionnaire. What is the name of an actor or actress...

1. that reminds you of someone in your family? …………………………………………… 2. that has beautiful eyes? ……………………………………………

3. who does things to help society? ……………………………………………

4. who has a beautiful sepaking voice? ……………………………………………

5. who isn’t good-looking but who is very talented? ………………………………………….

What is the name of a movie... 6. that made you feel sad? …………………………………………… 7. that made you laugh a lot? …………………………………………… 8. which scared you? …………………………………………… 9. which had great music? …………………………………………… 10. that was about a ridiculous story? ……………………………………………

B. Pair work Compare your questionnaires. Ask follow-up questions of your own. A: What is the name of an actor or actress that reminds you of someone in your family? B: Tom Cruise. A: Who does he remind you of? B: My brother, Todd. A: Really? Why? B: Because he looks like my brother. They have the same smile.

Review of Units 5-8

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WONDER GADGET A. Group work Imagine that this is a popular new gadget. Think of as many possible uses for this item as you can. A: You can use this gadget for... B: It’s used to... B. Class activity Tell the class your ideas. Which uses do you think are the most interesting? THAT’S AN INTERESTING CUSTOM. A. Group work What interesting customs do you know For births, marriages, the seasons, or good luck? Take Turns talking about them like this: “When a boy courts a girl in some parts of the Philippines, he stands outside her house at night and sings to her.” Others ask questions. Why does he do that? Is it just a village custom? Is it common? B. Class activity Which was the most interesting custom You talked about in your group? Tell the class about it. LISTENING A. Listen to some information about unusual marriage customs. Check (√) True or False for each statement.

Marriage customs True False 1. When two women of a tribe in Paraguay want to marry the same

man, they put on boxing gloves and fight it out.

2. When a man and a woman get married in Malaysia, they eat cooked rice the day before the wedding.

3. In Italy, before a man and a woman get married, a friend or relative releases two white doves into the air.

4. In some parts of India, when a man and a woman get married, water is poured over them.

B. Listen again. For the statements that you marked false, write the correct information.

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10 WORK POWER Consequences A. Pair work Can you find two consequences for each possible event? Complete the chart with information from the list. be able to buy expensive clothes Possible event Consequences feel better about yourself feel hungry a lot buy a large dog ………………………… feel jealous sometimes ………………………… feel more energetic fall in love ………………………… feel safer in your home ………………………… have to give up your favorite snack go on a diet ………………………… get requests for loans from friends ………………………… have to learn a new language inherit a lot ………………………… have to take it out for walks of money ………………………… lose touch with old friends ………………………… gain weight move to a ………………………… foreign country ………………………… ………………………… quit smoking ………………………… B. Group work Can you think of one more consequence for each event? Interchange 9 11 UNEXPECTED CONSEQUENCES A. Group work Choose three possible events from Exercise 10. Cne student completed an event with a consequence. The next student adds a new consequence. Suggest at least five consequences.

Consider the consequences

Give your opinion A: If you buy a large dog, you’ll have to take it out for about some issues.

walks every day. turn to page 1C-12. B: If you take it out for walks every day, you might have an accident. C: If you have an accident, you may have to go to the hospital. D: If you go to the hospital, you won’t be able to take care of your dog. A: If your aren’t able to take care of your dog, you’ll probably have to sell it. B. Class activity Who has the most interesting consequences for each event?

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5 PREDICAMENTS A Group work What do you think you would do or might do in these situations?

• you found a valuable piece of jewelry in a park

• you were on vacation overseas and lost all your money And credit cards

• you saw two people fighting in the street

• you discovered your friend has a drinking problem

• someone stole your clothes while you were swimming

at the beach

• a friend borrowed money from you and didn’t return it

A: What would you do if...? B: I’m not sure. I think I’d... C: I might...

B Class activity Choose three of the best suggestions And tell the class about them.

Interchange 15 6 WORD POWER Antonyms Do the right thing! What would you do in A. Find nine pairs of opposites in this list. Complete the chart. some difficult situations? Then compare with a partner. Turn to page 1C-20 enjoy borrow dislike find marry lend √ admit remember divorce forget refuse save agree spend accept lose √ deny disagree admit & deny …………… & …………… …………… & …………… ............... & …………… …………… & …………… …………… & ………….. ……………….. & …………… …………… & …………… …………… & …………… B. Pair work Choose four pairs of opposites. Write a sentence using each pair. I can never save money because I spend it all on clothes. What’s your excuse?

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4 What a great excuse! A. Match the invitations to the excuses. Underline the words and phrases that helped you. B. Read the excuses again. Who is going to do these things? Write 1, 2, o 3. __________ be outdoors all weekend __________ go out on the weekend __________ work on the weekend What would you do?

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12 READING

Ask Alice Do you read advice columns in newspapers and magazines? Do you think they are helpful to everyone who reads them? Dear Alice, Dear Alice, Dear Alice, Someone told me that my I was at a friend’s house for My son is 23 years old. He brother’s girlfriend was dating dinner recently. During dinner, finished college last year, but another guy. I felt I should let I accidentally broke a beautiful he can’t seem to find a job my brother know, and after I did, vase. It was my friend’s favorite that he likes. He still lives at he confronted her with the story. wedding present. I offered to pay home, and I’m worried Although she denied it, it caused for it, but she refused. Should I that he is not trying hard a terrible argument and they have insisted? I still feel bad enough to get a job and be almost broke up. Now it turns about it. On his own. Meanwhile out that the rumor wasn’t true, Feeling Guilty I’ve been cooking his and my brother has stopped meals and doing is speaking to me. laundry. Distraught Sister Tired Mom Dear..., Well, you learned a lesson. You shouldn’t have listened to gossip. And you shouldn’t have passed it on. Now you have to repair the damage. Apologize sincerely and hope that he will forgive and forget.

Alice Dear…, Yourè making it too easy for him to stay where he is. Be firm Dear... Dear.. and tell him he has two months You should have thought more I thing you did the right to find a job (any job) and get his carefully before you acted. It thing. It was Important own place. He’s old enough to wasn’t necessary to get angry. to offer to pay for it, take care of himself –but you Next time, speak to the child but it’s not surprising have to be willing to let him go. immediately and warn him or that she refused.

Allice Her not to do it again. Perhaps you could give Alice her a Special gift to

make up for it. Alice A. Read the letters to the “Ask Alice” advice column and Alice’s replies. Match the letters with the replies. B. Pair work Talk about these questions. 1. Do you agree with the advice in the letters? What advice would you give? 2. Think of a problem you or a friend is having. Ask your partner for advice. WRITING Write a letter to “Ask Alice” about a problem like the ones above. Then put your letters on the bulletin board. Choose one and write a reply to it.

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Interchange 15 DO THE RIGHT THING! A. What would you do in each of these situations? Circle a, b. or c. If you think you would do something else, write your suggestion next to d. “What Would You Do?” 1. If an artist friend gave me a large original painting that was ugly, I would...

a. say something nice and put it in a closet later. b. say that I didn’t like it. c. say thank you and hang it on the wall. d............................ 2. If I saw a parent spanking a child for no reason, I would... a. do nothing.

b. yell at the parent. c. call the police. d............................ 3. If I saw a student cheating on an exam, I would.. a. do nothing. b. tell the teacher. c. talk to the student about it after the exam. d............................. 4. If I saw my friend’s boyfriend or girlfriend with someone other than my friend, I would... a. do nothing. b. talk to my friend. c. talk to my friend’s boyfriend or girlfriend d.............................. 5. If I saw a woman standing on a highway next to her car with a flat tire, I would... a. do nothing. b. stop and help her. c. find the nearest telephone and call the police. d.............................. B. Group work Compare you choices for each situation in part A. A. What would you do if an artist friend gave you an ugly painting? B. Well, I would probably say that I didn’t like it. C. Really? I would...

C. Class activity Take a class survey. Find out which choice was most popular for each situation. Talk about any other suggestions people added for d.

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FOLLOW ME TO SAN FRANCISCO

Suzanne Griffin

IMPROVISE

UNIT 4 Follow the instructions in Unit. 1. Exercise H. Situation 1. Your teenage brother has stayed with you for a month. Your apartment is very small, so this visit has caused some trouble for you and your husband/wife. Ask your brother fo find another place to stay. Be kind but firm about your request. Situation 2. Your neighbor plays his stereo very loudly. You have telephoned several times to ask him to turn it down. He says that he is sorry and turns it down, but plays it loud again the next evening. You are tires of telephoning him. You decide to visit him to tell him to stop. Situation 3. Your roommate is very messy. She/he doesn’t like to put things away and usually doesn’t wash her/his dishes after meals. You have asked your roommate to wash the dishes and clean the apartment, but her/his behavior has not changed. You are angry about this situation. Talk to your roommate about the problem. 1. Talk about yourself Folow the instructions in Unit 1. Exercise 1. Story starters 1. Once I went to stay with my relative for a

week. I was having a good time, so I decided to stay for another week. I was really surprised when my relative asked when I was planning to leave.

2. My neighbor plays her/his stereo early in

the morning and late at night. Every time

I talk to her/him about it, we have an argument.

3. The worst roommate that I ever had was

__________________________________ 4. When I started looking for my own

apartment, I had a very hard time. This is what happened.

5. The best way to find a good apartment in

this area is ____________________ 6. I never know what to buy when I go to the

supermarket.

DECIDE WHAT TO SAY Follow the instructions in Unit 1. Exercise J. 1. You would like some help from your

roommate on a household task. You should say: a. You never do anything around here, so

you really ought to help me. b. Could you please help me with this

task? c. I know this is difficult for you, but it

would be nice if you’d take an hour to help me.

2. You are sixteen and you have been visiting

your grandmother for a week. To tell her that you have enjoyed your visit, you should say: a. I’ve had a great time here. b. This has been a really enjoyable visit. c. You were excellent during my visit.

3. Your supervisor has asked you to stop

working and come to his office for a meeting. You should reply: a. Certainly. I’ll be there in a moment. b. Just a minute. I want to finish this

task. c. I’m busy right now. But I’ll see you

this afternoon. 4. You are a mother and your child will not

clean her/his room. You will probably say: a. This is an awful situation. b. Your work has not been satisfactory. c. I’m really getting tired of this.

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5. Your best friend asks to talk to you right away. She/he looks very upset. You should reply: a. Sure, What’s wrong? b. Just a minute. I’m in the middle of

something. c. I’ll see you in an hour. Okay?

6. Your sister has called you. She sounds

very excited and happy. She begins by saying “Guess what?” You should reply: a. I don’t like guessing games. b. Why are you calling? c. What?

IMPROVISE

Follow the instructions in Unit 1. Exercise H. Situation 1. You want to rent an apartment, but you can’t pay all of the deposits on time. Convince the landlady/landlord to let you rent the apartment and pay some of the deposits later. Situation 2. You are applying for a job at a gas station. As the manager lists all of the tasks you will have to do, convince him that you are capable of doing them well. Show how you can change a tire and pump gas. Situation 3. You are a sales clerk in a large and expensive department store. A very rich customer is complaining about your poor service. Say you are sorry and let her/him know that you are doing your best. 1. Talk about yourself Follow the instructions in Unit 1. Exercise I Story starters 1. I don’t think it is fair that

landlords/landladies ask for so much money in deposits when you move into an apartment. When I rented my first apartment, I only had a little bit of money.

2. You should always be careful about the rental agreement that you sign. I had experience when __________________________________

3. I remember my first job. I worked in

__________________________________ 4. The worst job that I ever had was

__________________________________ 5. I worked with somebody that I really liked

once. In fact, I was a little bit in love with her/him.

DECIDE WHAT TO SAY

Follow the instructions in Unit 1. Exercise J. 1. You are applying for a job at a gas station.

You want to make a good impression on the manager. You should greet him in this way: a. Hello. Are you the manager? I’d like to

apply for the job you have advertised. I have a lot of experience in this kind of work.

b. Hey! Do you manage this place? It’s a nice place. I’d really like working here. What do you say?

c. Are you the manager? I want to work at this place. How about it?

2. You and your best friend have applied for

the same job. Your friend gets the job. You are very disappointed but you want to congratulate your friend. You should say: a. Well, I guess this proves that you’re

better than I am. b. I really wanted that job. I don’t know

why you got it. c. I’m a little disappointed, of course, but

I’m really happy for you. You deserve the job.

3. Your friend has visited you unexpectedly

at work. You would like her/him to leave, but you want to be polite. You should say: a. You should know better than to visit

me here. b. Hey! You know my boss gets upset

when you come to see me while I’m working.

c. It’s nice of you to come by, but I’m really busy. Can I see you after work?

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4. You are visiting a friend at work. You don’t know how your friend will feel about your visit. You should say. a. Hi! Can you take a break and visit, or

are you busy? b. Oh! I see that you’re busy. Well, I’ll

just stand here and watch you work. c. Come on! I don’t believe that your

boss will get mad just because you have a friend here.

5. You are a salesperson. A customer is

complaining that you aren’t serving her/him fast enough. You should reply: a. Just wait. You’ll get your turn. b. I don’t care what you think. c. I’m sorry to keep you waiting. I’ll be

with you in just a moment. 1. Talk about youself Follow the instruction in Unit 1. Exercise 1. Story starters 1. I’ll never forget the day that I was hired

for my first job. I was so excited. 2. I couldn’t believe it when my boss fired

me. It was quite surprise. 3. I used to let other people drive my car,

until one day when __________________________________

4. I was in a bad car accident once. 5. I thought that it wasn’t necessary to have

car insurance until __________________________________

6. A police officer stopped me for speeding

once. 7. I usually avoid police officers. However, I

was glad to see one when __________________________________

DECIDE WHAT TO SAY

Follow the instructions in Unit 1. Exercise J. 1. Your sister has just lost her first job. She

is very depressed. You are sorry for her. You should say:

a. Tough luck, kid b. Sorry. You’ll have to take care of this

problem alone. c. That’s terrible. I’m really sorry.

2. Your friends have invited you to go some

place, but you have other plans. You should refuse politely by saying: a. No, I have something better to do. b. I can’t go. I hope you can have fun

without me. c. I wish I could, but I already have

plans. Thanks, anyway. 3. You have admired “X” for along time. You

are adking her/him to go to the movies with you. This is the first invitation you have made to her/him. You should say: a. Hey! If you don’t have anything better

to do, we could see a movie. b. How would you like to go to a movie

with me this weekend? c. Would you consider going to a movie

with me? 4. Your friend is very excited. She has just

been hired for a job that she really wanted. Congratulate her: a. That’s terrific! I’m really happy for

you. b. Suppose that you are happy now. c. It’s about time. You’ve been trying to

get a job for ages. 5. You are at a job interview. Your

prospective employer asks you to explain why you lost your previous job. You should say: a. My boss just didn’t like me. b. I was fired, but I don’t know why. c. There was a reduction in staff because

business was slow. 6. You are in a car accident. It is your fault.

When the other driver says you caused the accident, you should reply: a. You’re right. I’m very sorry. b. If you don’t report it, I’ll pay for the

damages. c. We’ll let the insurance companies

decide this. 7. You are calling your insurance company to

make an accident report. You should begin by saying:

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a. I’m Tom Williams, one of your policy holders. I want to report an accident.

b. Please help me. I’ve just caused a bad accident.

c. I need some help because I’ve been in an accident.

8. You have been stopped for speeding by a Highway Patrol Officer. You should say: a. I was not going any faster than the

other guys out there. b. Okay! Write the ticket, I’m in a hurry. c. Have I done something wrong?

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HELPING STUDENTS TO LEARN

A guide to Lerner Autonomy

FULL OF PRACTICAL IDEAS PHOTOCOPIABLE ACTIVITIES

DEVELOPMENT TASKS JARGON FREE

Ricky Lowes and Francesca Target

CHAPTER 13

SELF – EVALUATION

The locus of evaluation...resides definitively in the learner. Its essence is meaning.

Carl Rogers Students are not going through all the stages of learning unless they look at their learning experiences, draw conclusions about what they gained from them and use these to plan what happens next. This chapter suggests how we can help learners develop the skills they need to evaluate their own learning. Assessment and These terms are often used as though they mean the same thing, but evaluation EVALUATION is much broader and includes ASSESSMENT as one aspect of it. For example, you could teach students ten new words in a lesson and test them to see how many they remember. This is ASSESSMENT. Evaluating the success of the lesson would have to include making judgements about other things as well.

T A S K Look at the list below and tick the criteria you use to evaluate one of your lessons.

The length of time you spent planning the lesson.

How much you enjoyed teaching the lesson.

The cost of the resources you used. How much you think the students learned

in the lesson. How long you think they will remember it.

How much you think the students enjoyed the lesson.

How active the students were in the lesson.

How much responsibility the students took for their own learning.

If you can, ask another teacher to tick the criteria on the list and compare your answers. Do you think about the same things when you evaluate your lessons? Are there other factors you use as well? Add them to your list. How much the students learned was probably one factor, but not the only one you used to evaluate a lesson. In other words, ASSESSMENT is one aspect of EVALUATION. What to evaluate As well as assessing their own work, learners need to make broader judgements about their learning and this involves deciding what to evaluate.

T A S K Talk to your students about what they think it is important to evaluate. Look at the activity on PHOTOCOPIABLE PAGE 93 and ask your students to do it on their own and then to compare their answers as a class.

SELF – EVALUATION How often to evaluate It is not practical for students to self-evaluate every piece of work they do as the process of reflection and EVALUATION takes time to do properly. You can agree with your students how often to build in self-evaluation. This could be once a month or term, for example. How often your students self-evaluate will depend on things like how old they are: (younger students may need to confirm their success more often than older ones) and on the cycle of action-planning they have agreed. Recording evaluation To make effective use of self-evaluation, students need a way to record their thoughts and feelings about their learning. Once you have agreed what to evaluate and how often to do it, you will need to agree a way of measuring. Anything too complicated will

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probably not work so you need to choose a system that is easy to use. Look at the two forms on the bottom of PHOTOCOPIABLE PAGE 93 and choose one to try with your group. Try it for a few weeks and then try using the other one. Ask your students which they found more useful. You could let them chose which one they want to continue using. They do not all have to chose the same form and some may want to choose a completely different method. That is all right as it means they are actively involved in making choices about their own learning.

Here re examples of two students self-evaluations.

After you have been carrying out self-evaluation with your students, you may notice a change in their attitude to learning. They should be more realistic about what they want to achieve and how they are going to achieve it. Name Mark Date: 20th Jan This week I tried to learn.. how to describe people

(face, body and personality) I can now... -do it on my own -do it with a little help √ -do it with lots of help

CONCLUSION When you reach the top of the mountain, keep climbing Zen Proverb This book has looked at a number of ways to help students become more autonomous.

T A S K Here is the checklist you first saw in the introduction.

Name: Carol Date: 12/4/98 I learned... how to write letters of

invitation I learned it because... it was in my course-book I learned it by... listening and filling the

gaps and talking in class to learn. It was –very easy

-quite easy -OK √ - quite difficult - very difficult

I can use what I have invite my pen-friend to learned to... stay

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1. Tick the things your students do.

2. Now compare this with the your answers

in the introduction. Do your students now make more decisions about their learning? Are there other things you can add to the list?

Where do we go fro ¡m here? Helping to develop learners Autonomy is an ongoing process and is not something we stop doing after we have finisher this book. You and your students will want to negotiate and decide your own directions and, of course, you will have new groups of learners to work with. You will want to talk to your students about what happens next.

o Talk to your students and decide what

you want to do next in terms of helping them become more autonomous.

o Choose something you want to try over the next month. If you can, talk to another teacher about what you have decided to do. Have they got any ideas you could use?

o You could keep a log or journal and write something in it every week about what is happening in your classroom. Reflect on the process of trying something new with your students are notice any changes in your classroom.

How will you evaluate whether or not you have been successful? We hope that you and your learners have enjoyed working together with this book, and

are inspired to try out new ideas in you classroom. Good luck!

My students: Never Sometimes Often choose material choose how to work with

decide whether or not to use a dictionary evaluate their own progress choose topics for project work decide what to do for homework

choose which area of language to concentrate on talk about their interests in class

know how to use a grammar book effectively

understand their own strenghts and weaknesses

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SUCCESS IN ENGLISH TEACHING

Davies, Paul and

Eric Pearse

TESTING AND EVALUATION Introduction In this chapter we look at the connections and differences between teaching, testing, and evaluation. Different types of test are discussed, with a focus on achievement tests. The key principles of test writing, including validity and reliability, are explained. Finally, we consider how teaching, materials, and courses can be evaluated. All evaluation should be for the benefit of the learners. Teaching, testing, and evaluation No important enterprise should just go on and on without some kind of evaluation. Teaching and learning are no exception. A lot of thought and effort are usually put into testing “the learners” or “learning”, but it is important to think beyond that. Teaching and testing There is an intimate relationship between teaching and teaching and testing, but they are not the same thing. Unfortunately, some teachers convert teaching into a kind of continuous test. For example, the following excerpt from a “conversation” session: Teacher Where did you go in the holidays, Sofia? Learner 1 I didn’t go anywhere. Teacher Very good, very good. And you Giovanni, Where did you go? Learner 2 I go to Scotland. Teacher No, no, Giovanni, no.

Test and evaluation

This is a very strange conversation. The teacher seems to be happy that Sofia did not go anywhere in the holidays, and he does not seem to believe that Giovanny went to Scotland. Of course, what the teache4 is doing is responding only to the language of the learners’replies, not the information. He indicates that Sofia’s sentence is linguistically

“very good”, but Giovanni’s sentence is not. It is not real conversation practice at all. Obviously, you do need to deal with errors like Giovanni’s, but as much of your teaching as possible should be directed towards building up learners’ability and confidence in using English for effective communication. Especially when you are trying to develop fluency, it is very important that the learners should not feel that they are being tested all the time. If they do, they will become more inhibited and never achieve fluency. Most teaching should not be testing, and should not be seen as a test by the learners. But you should be evaluating the learber’s performance and progress and your own- teaching –constantly. Evaluation is essential in teaching. Testing and evaluation The two concepts testing and evaluation are expressed by the same word in many languages. However, the distinction that is conveyed by the two different words in English is important. Evaluation is a more general concept that testing. You can evaluate teaching, teaching materials, and even tests, as well as learning, Also, learning can be evaluated in several different ways, not only with the formal tests that you give the learners. If the teacher of the “conversation” session above had not focused exclusively on the language of the learners’replies, he might have been able to evaluate their progress much better: Teacher Where did you go in the

holidays, Sofia? Learner 1 I didn’t go anywhere. Teacher You stayed here in Milan? Learner 1 Yes, I just played with my

friends. Teacher Well, that’s always good fun.

A Test is normally carefully designed for a specific purpose, while some evaluation may be spontaneous and handled very flexibly. A test normally consists of one or more exercises or tasks, each with clear objectives. The evaluation of learning usually employs formal tests, but it may also include other options, one of which is of learning is based on class participation, progress tests, homework, and projects rather than final tests alone, the term “assessment” or continuous assessment’is often used.

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However, tests continue to be the main instruments for evaluation of learning in most teaching situations. They are part of the reality of the classroom everywhere. For these reasons, this chapter focuses mainly on tests and testing. (teacher’s evaluation, Sofia is doing very, very well) and you, Giovanni. Where did you go? Learner 2 I go to Scotland Teacher That’s great! You went with your

family, I suppose. Learner 2 No, I go...I went with the family of

a friend. Teacher I see. OK, everyone—ask Giovanni

questions about his trip to Scotland. Teacher’s evaluation: Giovanni understands very well, and gets his ideas across, but erratic with grammar. I must do some remedial work on the Past Tense.)

BASIC ASPECTS OF TESTING Types of test The purpose of English language tests is to gather reliable evidence of what learners can do in English and what they know of English. This information may be required for different reasons, and these reasons govern the type of test used. There are five common types of test, each with a specific purpose. There are shown in Table 11.1. Table 11.1: The five common types of test and their purposes Type of test Purpose Placement test To place new students in the appropriate course or level. These are essential in large institutions that frequently receive new students. Diagnostic test To find out learner’s strengths and weaknesses at the start of a course. They allow the teacher to adjust his or her teaching to the needs f the group and individual learners. They are especially useful with mixed level groups. Progress tests (short-term achievement tests)

To check how well learners are doing after each lesson or unit, and provide consolidation or remedial work if necessary. They usually focus on language that has recently been introduced and practiced. Course tests (longer-term achievement tests) To check how well learners have done over a whole course. These are the commonest basis for the marks teachers give learners at the end of each course. They are very significant for learners. They are also the main concern in testing for most classroom teachers. Proficiency tests To determinate learners’levels in relation to generally accepted standards. These are useful for the objective evaluation of learning, and also for the indirect evaluation of course design and reaching. The two best known systems of international proficiency tests are the UCLES exams and the TOEFL tests. Validity and reliability Professional test development and management is a highly complex matter. Anyone who is involved in the preparation of important tests should have some basic understanding of two concepts, validity and reliability, and the relationship between them. An achievement test can be considered to have validity if: - It contains only forms and uses the

learners have practiced in the course - It employs only exercises and tasks that

correspond to the general objectives and methodology of the course.

The first type of validity, called content validity, means that the grammar, vocabulary, and functional content of a test should be carefully selected on the basis of the course syllabus. This in only logical and fait. If the learners have not practiced the Passive Voice, they should not be tested on it. The language content of the test should go outside the syllabus only when it is not significant in the exercise or task: for example, in a reading comprehension test, where the learners may actually have been encouraged to ignore incidental language they do not know or to guess its meaning from context. The second type of validity, called construct validity,

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means that the exercises and tasks in a test should be similar to those used in the course and correspond to the general approach of the course. If the learners have never practiced translating on the course, they should not have to translate a passage in the test. If the main aim of the course has clearly been to use grammar in natural discourse such as conversations, the grammar should not be tested only through grammar manipulation exercises. If a test conforms to these principles, it will probably be seen as fair by the teachers and the learners. If it does not, it will probably be considered unfair, and justifiably so. Reliability is a manner of how far we can believe or trust the results of a test. For Example, you may question the reliability of a test when two of your own groups that you consider very similar in ability and achievement get very different results in the same test, one group doing well and the other badly. A specific test exercise or tasks is normally reliable when: - The instructions are clear and

unambiguous for all the learners. - The exercise or task controls to some

extent how learners respond, for example, it should be clear in “fill the gap” exercises whether a single word or a phrase is required

- There are no errors in the test, for example, if the learners have to “select the best answer—a, b, c, or d”, there should not actually be two or more acceptable answers.

The reliability of a test also depends partly on how far it can be marked objectively. Multiple choice exercises, where the learner has to select the best answer from a choice of three or four, are purely objective by nature. One-word fill-in exercises—completion of a text with one word in each space—are purely objective when only one word is possible. But when many different words are possible, they are fairly subjective, requiring teachers to use their personal judgement. Composition marking is by nature highly subjective. The reliability of a test also depends on its length and on how it is administered. A long tests is usually more reliable than a short one. Any test provides a sample of a learner’s English, and a small sample of something is less reliable than a large one.

The administration of a test may affect its reliability. For example, reliability is reduced if: - One group is given much more time than

another - One group is helped by the teacher and

another is not - Invigilation is strict in one group and not

in another, so that there is a lot of copying or other types of cheating in the second group.

Balancing validity and reliability A valid test for a course with communicative objectives should include exercises and tasks in which the learners use language in realistic contexts. For example, they could complete a dialogue, write a letter, and role-play an interview. These tasks would test their ability to use specific grammar and vocabulary (the dialogue completion), to use written English effectively (the letter-writing), and to understand and produce effective spoken English (the interview). Testing and evaluation However, there is often a conflict between validity and reliability. The most reliable types of question are multiple-choice. The learners produce no English themselves, but only recognize correct language. Their answers can actually be marked by a computer, with no need for any subjective human judgements. The least reliable types of task include precisely the letter-writing and the interview role-play proposed above. These have to be marked subjectively by human beings. The solution reached by many teachers and institutions is a compromise. Some exercises in the tests are of an objective, recognition type, for example, multiple-choice. These can cover a range of grammar and vocabulary as well as listening and reading comprehension. Other exercises and tasks are of a more subjective type, envolving production and the communicative use of English. To reduce subjectivity, marking guides can be provided, which include the possible answers for fill-in a completion exercises, and criteria for marking compositions and interviews, This compromise also makes tests more practical. Multiple-choice exercises can usually be answered faster by learners and marked faster by teachers than production exercises and tasks.

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Writing and evaluating achievement tests As a teacher you may have to use course tests provided by your institution, or you may produce your own course tests. If the course tests are provided by the institution, you may still have opportunities to comment on them and make suggestions for modifications. In addition, you may want to produce a number of short progress tests. The following ideas should help you write, modify, or give opinions on tests. Tests should normally be designed for specific teaching-learning situation. Some situations may call for more objective language exercises, others for more communicative tasks. Some situations may permit quite long tests, while others require short, easily administered tests because of a lack of time. Remember this when examin9ing the sample tests presented below. They are simply examples, and neither may be a suitable model for your own teaching-learning situation. Comparing tests Test 1 and Test 2 below are both intended for the same teaching-learning situation-the end of a first-year secondary school course in México. The course has communicative objectives in the four skills. Task Examine the two tests and decide which is more valid in general. Then examine each exercise or task and decide how reliable each one is likely to be. Test 1 A. Complete these sentences with the correct forms for the Simple Present Tense: 1. I _______________ in the Miguel Hidalgo

Secondary School. (study) 2. My English teacher _____________in a

small yellow house. (live) 3. It __________ often __________ in the

Sahara Desert. (rain) 4. Eskimos ______________________ often

____________________ ice cream. (eat) 5. ____________toy ____________music?

Yes, I __________________. (like)

6. _____________the sun _____________a

lot in the Artic? No, it _______________. (shine)

B. Complete these sentences with the correct forms for the Present Progressive Tense: 1. I __________________an English test at

the moment. (answer) 2. I ________________soccer. (play) 3. What ___________your father

___________ at the moment? (do) 4. He _________________. (work) 5. _______________The

children___________ at the moment? (play)

6. No, they ____________. They

__________ (study) C. Complete this dialogue with: what time, how old, when, what, who, or where. John________________are you? Ann I’m twelve years old John________________is your birthday? Ann It’s on August 12th John _______________ do you live? Ann I live in Holbrook Street. John _____________ instrument can you play? Ann I can play the piano______________ is it? John it’s eight o’clock. Ann Eight o’clock! Oh! Goodbye! D. Read the text and answer the questions. Mr. Durán is teaching English at the moment, There are thirty students in his class. They can understand a lot of English, but they cannot speak much. Mr. Durán teaches every day from Monday to Friday. He does not teach on Saturday, but he studies French. He can speak three languages. Let´s learn a second or third language! 1. What are Mr. Duran’s students doing now? _____________________________________ 2. How many students are there in his class? _____________________________________ 3. What does Mr. Duran do on Fridays? _____________________________________

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Test 2 A. Listen to your teacher. Answer the questions. (Teacher to say each question twice.) 1. I’m years old How old are you? 2. __________________When is your

birthday? 3. __________What time do birthday parties

usually start? 4. _________________Can you play the

guitar? 5. ________________What do you eat and

drink at parties? 6. ________What are you doing at the

moment? B. Complete this conversation with expressions from the box. Simon (1) Hello, Mike. (2)_______is it? Mike It’s six (3)________. I have a karate

class at six-thirty. Simon Yes, and I have a party at eight. It’s

Jenny’s birthday party. Mike (4) ___________her birthday? Simon It’s (5) ___________, but the party’s

today. (6) _______________to come? Mike Well, I don’t have an invitation. Simon That’s no problem. You (7)_________

right? Mike Yes, and play the guitar. But I (8)____. Simon No problem. Take your guitar, sing and

play, talk to people, eat and drink, and be happy! Just (9) ___________dance.

Mike Well...I (10) __________go to bed at Nine-thirty on Thursdays...

Simon Come on, Mike! (11) ______________go to your house and get your guitar.

Mike Well... OK...and I can probably learn to dance!

June 5th o’clock When is cant’t dance What time How old don’t let’s Are you doing always can’t sing Do you want C. Complete the text of this radio commentary and interview: Joe.- Hello! Good afternoon! This (1) is_Joe

Green on FM Radio 42.9 in Ensenada, Baja California, México. The sun usually (2) ________here in June, but today (3)_____ raining. But Ensenada is beautiful, sun or rain. And it isn’t cold today, it’s (4)_____ people are (5) _____________in the ocean and playing vollyball on the beach-in the rain here with me in Hotel Peñón are ____________(6) manager, Juan Gómez, and an American visitor. Janet Holt. Juan, (7)____________ it rain a lot in Ensenada?

Juan.- Well, rain is very unusual in summer, but Is often (8)_____________a lot in winter.

Joe. Janet, what are you (9) _____________in

Ensenada? Are you on vacation? Janet.- No, (10)______________studying

marine Mammals—dolphins, shales, seals. I (11) __________at five o’clock every morning to observe the animals, while all the tourists are in bed!

D. Complete the lists with more words or expressions: Days: Monday,Tuesday,__________,___________,___________, __________,___________. Family: Mother,_____________, _____________, _____________,____________, _________. Activities: Study,____________, _____________, _______________, ______________, _______________. Frequency: Never, _____________, _____________, ________________,___________, ___________. E. Read the article and answer the questions. Chameleons are reptiles. They live in Africa, Asia, and parts of Europe. They usually live in trees. There are different species of chameleon. Small species are only 7 cms. long, but big chameleons can be 60 cms! Chameleons usually eat insects, but big species also eat birds and small animals. Chameleons are famous for one special characteristic-they can be green among leaves, brown on a tree trunk, yellow in the sun. This protects them, and it helps them trap insects. They trap many victims! It is

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very difficult to see a chameleon, but they can see very well. Their eyes function independently-they can look right and left at the same time! They are very patient, and they trap insects with their long.sticky tongue”.

• lengua larga y pegajosa. (i) Put in a circle round T (true) or F (false): 1 Chameleons are mammals. T F 2 They live on three continents. T F 3 They are always green T F 4 There are only two species. T F 5 They can look simultaneously in two directions. T F (ii) Answer with one, two, or three words: 1 What are chameleons? _______________ 2 What do they usually eat______________ 3 What do big species eat? _____________ 4 What colours can they be _____________ 5 What is their tongue like? _____________ F. Write five sentences of 4 to 8 words about yourself or your family. 1. My name is

__________________________________ 2. __________________________________ 3. __________________________________ 4. __________________________________ 5. __________________________________ Although Test 1 and Test 2 both test many of the same items (for example, the Simple Present, the Present Progressive, “can”, “what time”, “how old”, and weather vocabulary), there are many differences between them. Some of the most noticeable are: a. Test 2 is much longer than Test 1. b. Test 2 has listening comprehension and

sentence writing, unlike Test 1 as well as more extended reading.

c. Most of the exercises in Test 2 have a single topic or situation, while Exercises A and B in Test 1 consist mostly of unrelated sentences, and even the dialogue in Exercise C lacks normal conversational coherence.

d. There seems to be more effort to make Test 2 interesting, especially the reading.

e. Test 2 mixes grammatical structures naturally in discourse, while Test 1 has a separate exercise for each area of grammar.

f. Test 2 does not state what is being tested, while Test 1 does, for example, “complete these sentences with the correct forms of the Simple Present Tense”.

g. Most of the exercises in Test 2 have an example answer as well as clear instructions.

These differences all distinguish Test 2 as a much better final course test than Test 1. The inclusion of listening, writing, and more extended reading (b); the use of coherent topics and realistic situations (c); the effort to interest the learners in the content of the texts rather than always focusing their attention on the language (d); the natural mixing of different grammar areas (e), and the absence of grammatical terminology (f), all make Test 2 more valid for a course with communicative objectives. The extra length (a) and the clear instructions with examples (g) mean that Test 2 would probably also be more reliable. Points (e) and (f) are quite significant. Exercises B and C in Test 2 produce evidence of whether the learners would be able to use grammar and vocabulary correctly in real conversations and other real communication situations. On the other hand, Exercises A, B, and C in Test 1 only produce evidence of whether the learners can produce correct forms when they are told what the grammar area is and are concentrating on that specific area only. Such exercises may be useful for early practice of a new grammar area, and perhaps in a progress test, but they are not really valid in the final test of a course with communicative objectives. There is yet another reason for preferring Test 2. Tests can influence the way teachers teach and learners study. If teachers and learners know that the course tests will be like Test 1, They will tend to work one way, and if they know the course tests will be like Test 2, they will tent to work another way. Test 2 is likely to have a more positive influence-or backwash effect-on teaching and learning. Test Exercises and tasks Test exercises or tasks can be classified in several ways. One way in by using scales like those in Figure 11.1. Greater reliability Greater validity OBJECTIVITY ⇔ SUBJECTIVITY LANGUAGE ⇔ COMMUNICATION RECOGNITION ⇔ PRODUCTION Figure 11.1: Scales for classifying test exercises or tasks

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Test writers often combine exercises and tasks at both ends of these scales, with the aim of achieving a good balance of reliability and validity. The extremes on the left, especially objectivity, tend to give greater reliability. Examples from Tests 1 and 2 are 1. C and 2, B. The extremes on the right, especially communication, tend to give greater validity, though this depends partly on the type of course and the purpose of the test. The best examples from Tests 1 and 2 are both from Test 2-2, A and 2, F. The examples in figure 11.2 go from the most objective to the most subjective. Many of these exercise and task types can be used either for testing language of for testing communication skills, but some are obviously more suitable for one purpose than the other. OBJECTIVE Select from different options - True-false: for example, Test 2, E (i) - Words in a list or box: for example, Test

1, C - Multiple choice options: for example:

I____________________in Veracruz. (a) lives (b) living (c) live

- Matching: for example: 1 I am__________(a) speak French. 2 I don’t _______(b) studying English.

Fill in spaces with one or more words - Assisted sentence fill-in: for example, Test

1B - Open text fill-in: for example, Test 2, C Write answers to questions - Questions on a reading text: for example,

Test 1, D - Spoken personal questions: for example,

Test 2, A Write sentences or compositious - Separate sentences: for example, Test 2,

F - Composition: for example: “Write 80 to

100 words about a journey or holiday.” Participate in an oral interview - Answer questions asked by the examiner,

talk about a photograph, etc. SUBJECTIVE

Figure 11.2: Test exercises and tasks classified on a scale of objectivity-subjectivity Improving tests It is extremely difficult to write good original tests. In fact, it is difficult and time-consuming even to write bad ones! For this reason it is usually better not to write new tests every time you need one. Instead, analyse the results of each test you use and decide which exercises and tasks, or parts of them, seem to work well and which do not. For example, if most of the learners do Exercises A, B, D and E reasonably well, but they do Exercise C badly, change Exercise C but keep the rest. In this way you can develop better tests. Evaluating learning, teaching, and courses As we said in the first section of this chapter, evaluation in teaching English should be much more than giving tests to learners. Achieving improvement in teaching English is a matter of evaluating and developing syllabuses, materials, and teaching as well as testing. And real language learning is more then the ability to do test exercises and tasks. It is important to remind yourself again and again that not only learning needs to be evaluated. When satisfactory learning is obviously not taking place, teachers sometimes blame the learners, but it may not be their fault at all. There may be something wrong with the teaching, the testing the course design or the way the courses are administered. Evaluation should really apply to the work of everyone in an educational institution, not just the learners.

Course assessment questionnaire Course: ________________________________ 1 Did you enjoy the lessons?

Yes so-so no 2 Did you learn a satisfactory amount of English? Yes so-so no 3 Did you have enough communicative practice of English? Yes so-so no 4 What did you particularly like about the course? 5 What didn`t you like about the course?

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Evaluating teaching Learners’test results are one way to evaluate teaching. Good results should reflect good teaching, but the results are only as valid and reliable as the tests. Tests low in validity and/or reliability will give a false impression of teaching. In some institutions the learners take external proficiency tests at certain stages. These results are usually both reasonably valid and reliable. An institution or teacher with many learners getting increasingly good marks in the TOEFL tests, or passing successive levels of the UCLES exams can feel very satisfied. But tests are not everything. Learners’opinions should also be taken into account. To some extent you can see their opinions on their faces and in their behaviour. But you can also give adults and even adolescents a simple, anonymous questionnaire, like the one below, to fill in at the end of each course. In this way, the learners evaluate your teaching, just as you evaluate their learning. This is considered very healthy in many institutions and by many teachers, In some institutions it is standard practice, carried out at the end of every course. You can also “observe” yourself or ask a co-ordinator or colleague to observe you. The tendency in class observation is to focus critically on the teacher. But it is better to start by focusing on the learners. This will tell you more about the effect of your teaching than focusing on yourself. Obviously, you will also ask yourself why the learners responded the way they did, and that will lead you to useful reflection on the lesson plan, the techniques used, the relationship with the group, and so on. Observation is discussed further in Chapter 12. Evaluating courses Courses can be evaluated by using learners’test results, questionnaires given to learners and teachers, and class observation. Criteria for the evaluation of course syllabuses and course materials can also be useful (see Chapter 9), as well as criteria for the evaluation of tests (see page 174 above). Summary In Chapter 11 we have considered the following points:

Teaching, testing and evaluation. Teaching should not be a continuous test for learners, but you should be informally evaluating their performance and progress all the time. Testing is only one option in the evaluation of learning, which may also include the monitoring of learner performance in class, and learner self-evaluation. Teaching, teaching materials, and courses should be evaluated as well as learning. Basic aspects of testing. There are five common types of tests, each with a specific purpose: placement tests, diagnostic tests progress tests, course tests, and proficiency tests. Achievements tests are valid when they contain only language and uses the learners have practiced in the course, and employ only methodology of the course. Tests are reliable (i.e. the results can be trusted) When, for example, instructions are clear, exercises limit how learners can respond, and teachers follow the same marking criteria. The test should also be long enough to provide an adequate sample of learner performance. The reliability of a test also depends on how it is give, for example, time limits and good invigilation. High validity ¡, especially for communicative courses, usually means low reliability, and vice versa. Good test writers try to balance validity and reliability. Writing and evaluating achievement tests. In general, tests that conform to the criteria for validity and reliability are better than those that do not. They should generally test whether learners could use language in real life, not just whether they can do artificial exercises. Tests can influence positively or negatively the way teachers teach and learners study. This is called the backwash effect. There is a great variety of possible test exercises and tasks. They can be classified on scales of objectivity-subjectivity, recognition-production or language-communication, and different types of exercise are often combined to achieve a balance. Rather than always writing new tests, it is better to improve used tests by seeing from results which exercises and items work well and which do not need changing. Evaluating learning, teaching, and courses. Apart from testing, use class monitoring and learners’impressions to evaluate learning. Teaching can be evaluated through learners’course and external proficiency test results, questionnaire sseeking learners’

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opinions, and class observation. Courses and teaching programmes can also be evaluated using all of the above, as well as criteria for the evaluation of syllabuses, materials, and tests. Evaluation should apply to the work of everyone in an educational institution, not just the learners. Project Developing course tests Purpose: to develop the ability to procedure, and improve course tests. Procedure: 1. Select a coursebook that you use now or

might use in the future, 2. Study the contents up to a convenient

point (for example, up to and including a review unit), if you are using the book now, choose a point that you will soon reach in the course.

3. Select four or five exercises that you consider cover the main points in the course up to that stage, and that are suitable for a test (for example, not repetitive structure drills).

4. Write the test, using parallel or similar exercises to those you have selected.

5. If you are able to give the test to a group of learners, do so and then analyse the results. Note which exercises and items in them the majority of the learners got right and which they got wrong. Consider how you would modify the test in its next version. If you are not able to give the test, leave it for a week without looking at it. Then go through it considering how it would seem to a real learner at that level and what changes might be appropriate.

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THE ANTI – AGING JOURNAL FOR MEN

PRIME

HEALTH & FITNESS WINTER 1997

Go Out and Get Fit! Shape up for the Slopes Heart Healthy Miracle Supplement The Meal That Fights Fat Sexual Seduction The Alchohol-Longevity Link Kick The Anxiety Habit M I L E S T O N E S

DIED, PILAR MIRÓ, Pioneering Spanish movie director, who used her discerning art-house eye to shape the cinematic Madrid. Miró first captured public attention with the gritty El

Crimen de Cuenca, which the military censored because of a vivid scene of torture carried out by Civil guards. Upon its release in 1979, the film became the first of several box-office hits for Miró. Later, as a pillar of the 1980’s Socialist government, Miró campaigner against art censorship and raised generous subsidies to nurture young film talent.

HOSPITALIZED. MOHAMMED ALAM CHAANA, 42, dubbed the world’s tallest man by the Guiness Book of Records, for life-threatening complications of tuberculosis and diabetes; in an Islam-abad medical ward, where two beds were pushed

together to accommodate his lanky 2.32- m frame. The Pakistaní Chaana edges out Romanian Gheorghe Muresan, the NBA’ tallest 2.31 m ever player, who measures 2.31 m.

MARRIED, NAMIE AMURO, 20, Japanese singing sweetheart, and MASAHARU MARUYAMA, 35, suave techno-rapper, in a secret “lightning wedding”

prompted by Amuro’s three-month pregnancy; in Tokyo. Amuto’s tea-colored locks and frothy lyrics have bewitched a normally fickle audience, earning her remarkable staying power in a country that usually makes and breaks its stars overnight.

CHARGED VANIER, 46, ex –commander of Canadian peace- keeping forces in Haití, on eight counts of fraud and accepting bribes; by military police in Ottawa. Vanier disappear for 12 days this summer after being informed of the investigation he was later found disoriented in a river near Ottawa. Vanier is alleged to have accepted $1,500 from someone having dealings with the Canadian government and to have falsified travel expenses. If convicted, the officer could face up to ten years in prison in addition to dismissal from the armed forces. EXTRADITION RECOMMENDED For SAMUEL SHEINBEIN, 17, American teenager who fled to Israel to escape prosecution for the murder of a 19-year old Maryland man, whose burned and dismembered body was discovered last month; by justice officials in Jerusalem. Although Israel blocks extradition of its citizens, local authorities ruled that Sheinbein is not an Israeli, even though his father is. Israeli courts can still bar the move, although that would surely trigger renewed criticism from American legislators who have been pressing Jerusalem to act.

DONATED. By GEORGE SOROS, 67, prominent American financier and philanthropist, between $300 million and $500 million in aid to Russia over the next three years; in Moscow. The contribution, which dwarfs America’s $95 million aid package to Russia last year, will be used to shore up the ailing nation’s education and health-care systems, as well as to retrain demobilized soldiers for civilian jobs. The Hungarian-born investor’s charity portfolios already includes $1.5 billion in handouts, mostly aimed at

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bolstering newly emerging democracies in several former communist countries.

By Hannah Beech

Will <jiang Zernin’s trip to the U:S. have as much impact as the visit 18 years ago by China’s top leader? Much has changed Since then-even TIME’s spelling Of DENG XUAOPING. “From a windsw “From a windswp podium on the crest of the low hill, the two leaders exchanged bland welcoming remarks,then mounted a balcony to acknowledge the applauding crowd of some 1,000 dignitaries. Suddenly, Chinese Vice Premier Teng Hsiao Ping departed from the traditional script. He impulsively grabbed Jimmy. Carter’s hand and held it high. They looked like a pair of politicians just nominated by a national convention, and there was little doublt about which man thought he was running at the head of the ticket. No gesture better captured the spirit and mood of Teng’s nine-day visit to the U:S: last week”.

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AMERICAN SCENE

David S. Jackson

HE’S NOT CRAZY, HE’S OUR NEIGHBOR In Montana, Ted Kaczynski’s acquaintances insist he was normal THE CABIN IS GONE NOW, PACKED BY FBI FBI agents, its perimeter ringed by a chain-link fence with a KEEP OUT sign that

only the occasional rabbit and passing deer will see. A few feet away, the garden that Ted Kaczynski once tended so carefully has gone to ruin; the red bicycle that he rode six km down a dirt road into town lies in pieces, rusting and overgrown with weeds. In the town of Lincoln, Montana, no one talks much about the ex-neighbor, the Unabomber suspect. Only strangers ask about him. But two weeks ago, two strangers showed up at the small strip of grocery stores, churches and cafés along State route 200, and they had questions about Kacynski. Was he mentally ill? Or not? The inquisitive visitors were two prosecution psychiatrists, and the answers they got may not help the “mental defect” defense that Kaczynski’s lawyers are planning for his trial, which starts Nov. 12. “I can’t imagine anybody saying he’s insane,” says Becky Garland, 41, who Befriended Kaczynsky while Working at Garland’s Town & Country store in Lincoln. “You might say that anyone who makes mail bombs is insane. But insane by law? I don’t think he was that.” Her sister Teresa, who still works in the store, said she knew “Ted didn’t have much of a childhood, that he was very unhappy because he always had to study, and he didn’t spend much time around other people.” But she has no doubts about his sanity, and she told the psychiatrists so. “They wanted to know if we felt he was normal when he came into town,” she says. “And I think it’s fair to say that, yes, he was.” Dan Rundell, who gave Kaczynski a bicycle and got a rare tour of the hermit’s garden-irrigation system in return, had the same

impression. “I always thought that he acted, for a person who was recluse, well within the bounds of society. He always seemed a little jumpy. But I put that down to the fact that he was not a social person.” In Helena, about 95 km southeast of Lincoln, the psychiatrists met with Jack McCabe, owner of the park Hotel, where Kaczynski stayed 31 times since 1980.“They wanted to know what he was like, if he caused any trouble, McCabe said afterward. “But Ted Kaczynski never bothered me any. I figured he was some rancher from up in Lincoln who wanted to get away to the big town for a day or two. Lot of them did.”

Because of the abundance of physical evidence in the case, many legal observers have assumed that his lawyers would try to raise questions about his mental state at some point in the trial,

either in the guilt phase or during the penalty phase that would follow a conviction, in an attempt to avoid a death sentence. But proving such a defense is difficult. Instead of arguing that he was insane. Kaczynski’s lawyers seem to be planning a defense that he suffered from a mental defect that impaired his ability to form an intent to commit the crimes. Nevertheless, as far as his old neighbors seem to think, Ted Kaczynski, the former math professor, was gentle, soft-spoken and painfully shy. Last Friday Kaczynski’s lawyers said he was refusing to submit to court-ordered psychiatric testing at the federal prison in Dublin, California, where he is awaiting trial. The defense lawyers have been waging a stubborn but losing battle to keep out all the evidence found in Kaczynski’s muntain side cabin. They are certain to raise more questions when the trial begins but unless some unexpected decision turns their way, they are going to have to explain to the jury why the FBI says his contained such items as a fully constructed bomb,the Unabomber’s manifesto, the typewriter it was typed on and, most damaging of all, handwritten journals in which Kaczynski recorded virtually every bombing. Last week prosecutors released excerpts, including one that read, “I sent these devices during 1993. They detonated as they should have.” His attorneys may have little choice but to reach for a mental-disease or-defect defense.

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Says Joseph Russoniello, a former U:S. Attorney in San Francisco: “The defense will need people on that jury who are either incredibly gullible, or cynical, to argue that this fellow did not know the difference between right and wrong. He used incredible genius and guile and eluded law- enforcement officials for all this time. And would have until this day if it weren’t for his family’s turning him in.” Back in Lincoln, many of Kaczynski’s old friends are glad that a jury, not they, will decide his fate. But they still have questions. Says Teresa Garland, leaning back from the cash register at her store: “I’ve always wanted to just sit down and ask him. “Why?” “I can’t imagine anybody saying he’s insane.” –ACQUAINTANCE BECKY GARLAND

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TECHWATCH THE INCREDIBLE SHRINKING PERSONAL

COMPUTER THE KNOCK AGAINST PALMTOP COMPUTERS had always been the same: too small to be useful as PCs and too big to make a mark as a personal organizer. But computer companies are getting better at miniaturizing everything from color screens to disk drives, and the result is a new collection of very small, very powerful computers that are surprisingly useful. Below are the first in a series of small computers set to hit the U.S. market with in 12 months. They are small enough and powerful enough to find a real home as communications and productivity tools. HITACHI MINI-NOTE Making its U.S. debut in December is Hitachi’s Pentium-based, 1.2-kg “micro-notebook.” Ideal for Windows 95 users who need to pack a lighter load. $2,499 (estimated) SHARP MOBILON The first Windows CE device to offer a color screen and a snap-on camera. It’s slated to be in U.S. stores by December. $899 (estimated) GEOFOX-ONE Britain’s Geofox came up with a neat idea: include a keyboard and touchpad. The handheld’s 17.3-cm screen is bigger than traditionally tiny portable displays. Due out in the U.S. in November. $499

MITSUBISHI AMITY CN This powerful “micro notebook” is roughly the size of a VCR tape. It runs Windows 95 and can handle everything from Microsoft Word to Web surfing. $1,995 in the U.S.

HOW TO LOSE FRIENDS AND IRRITATE PEOPLE

NOTHING LIKE A FEW LAWSUITS TO help drum up business. As Internet service providers mobilize to keep bulk E-Mailers at bay, the junk E-mail (called spam) has only become more pervasive. It represents, for instance, up to 20% of the 9 million E-mail messages processed by America Online each day. For much of the past year the service has engaged in a running-and losing-battle with spammers. In the past three weeks, AOL members with ads for online entrepreneurs. But techies are starting to accept that junk E-mail maybe here to stay. The problem: new technology makes it impossible to distinguish between mail you want and spam you don’t. Courts may offer temporary relief, but serious spammers say the new suits don’t have them worried. “We’ve been through 12 lawsuits since last year,” says Cyber-Promotions” Sanford Wallace, “and have still shown a profit every quarter.”

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MEDICINE

WHAT’S UP, DOC? It’s very surgery patient’s nightmare: you’re awake enough fo feel the knife but not enough to scream

By James Willwerth WHEN ANDREA THALER, 46, WAS wheeled into the operating room for routine gallbladder surgery five years ago, she thought she was in a safe place. But as soon as the operation began, the Nashville, Tenessee, health care executive realized that the sedatives and pain-killers administered by her anesthesiologist hadn’t quite taken hold. She could feel the surgeon make six “slicing, burning” laparoscopic incisions in her abdomen, but she was tapped by the paralytic drugs given along with the anesthesia, and she couldn’t cry out or even open her eyes. “I was screaming in a black hole,” she recalls. I thought I would know what happened.” Thaler was experiencing a phenomenon that anesthesiologists delicately call “awareness.” These unexpected wake-ups occur in at least 40,000 of America’s 20 million annual surgeries, according to Emory University anesthesiologist Peter Sebel, who has studied the problem. in most cases the pain killers keep working, and all the patient feel is the unnerving pressure of a scalped cutting and scraping. But, Sebel estimates conservatively, in at least 400 such awareness accidents, the pains breaks through the veil of drugs. It’s possible, say other experts, that the number of patients who wake up each year to excruciating pain in the middle of surgery could be in the thousands. Adding insult to injury, many “survivors,” as they call themselves, report that doctors and other medical personnel routinely leer at or ridicule the inert bodies before them. Jeanette Tracy, a television producer from Dallas, suffered this when she was anesthetized for a hernia operation in 1991. Enduring pain she describes as “a blow torch in my stomach… every tissue tearing like a piece of paper,” she heard the anesthesiologist say she had “the right size breasts” and was in “great shape” for a mother of two. “You can’t cover yourself,” she says furiously. “You’re screaming as loud as you can inside your head. It’s like being raped and buried alive.” The humiliation is not just for women. Tracy, who went on to found a support group called

AWARE (Awareness with Anesthesia Research Foundation), tells of one male patient who woke up to a female nurse holding up his penis and laughing about its diminutive size. For a variety of reasons, most awareness survivors never tell their anesthesiologist about the experience. One study suggests that only 35% ever say anything. But such studies are rare, and most anesthesiologist have no conception of how deeply their patients suffer. “I used to think people who talked about this topic were flakes,” admits Texas A&M anesthesiologist Charles McLeskey, who became a believer after a patient told him what he had overheard while he was under. Boston University psychiatrist Janet Osterman is having trouble recruiting survivors for a research project on awareness at Boston Medical Center because so many refuse to enter the hospital to be interviewed. Osterman says her subjects display all the symptoms of post-traumatic stress disorder, including flashbacks, irrational fears and, particularly common, severe insomnia. “They are afraid to go to sleep,” she explains. “Letting go feels too much like going under anesthesia.” The good news is that there may be a technological solution. At last week’s annual meeting of the American Society of Anesthesiologists in San Diego, one of the booths displayed a toaster oven-size device called the Bispectral Index Monitor, which can reduce or even eliminate surgical wake-ups. A specialized EEG machine, the system monitors the patient’s brain waves and then translates them into a single “depth of consciousness” figure that the operating-room staff can watch like a number on a digital alarm clock. Zero is an induced coma; 100 is fully awake; the ideal sleep state is 60. Anything higher represents a potentially dangerous state of awareness. Anything lower, and the patient could be oversedated. “This is anesthesia’s Holy grail,” proclaims Nassib Chamoun, the Lebanese-born inventor of the device. Without a way to directly monitor brain activity, he says, anesthesiologist have had to gauge sleep level by monitoring blood pressure and other vital signs- a method that is too one-dimensional and distressingly hit-or-miss because it primarily measures the effectiveness of painkilling drugs. Ideal anesthesia, says Chamoun, involves a triangulation of

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painkillers, sedatives and paralytic drugs, whose collective “depth” can be measured only through brain waves. The device seems to be catching on. Chamoun’s company, Aspect Medical Systems of Natick, Massachusetts, won U.S. government clearance last year and has already placed 711 systems. But they’re too late to help Andrea thaler, who won a settlement from her anesthesiologist but still suffers post-traumatic flashbacks. “When someone introduces himself as an anesthesiologist,” she says, “sheer terror overcomes me.” Nightmares and memory problems also dog Jeanette Tracy as she lectures and travels. Both women are trying to reach our to other survivors. “At first you think you’re the only person in the world this has happened to” says Thaler. “People have called me on the telephone and cried for hours.” This time, at least, someone can hear them.

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PEOPLE Would You Believe.... A Pillow Fight? It’s a nightmare that wakes tabloid editor in the middle of the night:J.F.K. JR. has a visible physical malady, and you don’t know why. So what do you do? Make something up. When Kennedy appeared in public with a soft cast early last month, each tabloid came up with a different explanation. The Star reported that he had fractured a bone while paddling his kayak on the Hudson River. The National Enquirer made the highly dubious claim that John-John broke his bone by pounding on his desk in an argument with a staff member at George. The globe made a hold ratings grab by saying it was most likely he had a Moonlighting level fight with his wife that has resulted in a severed nerve. Kennedy later gave his own report, stating that he was cleaning the dishes after dinner with his wife when he cut his hand on a utensil, severing a nerve.

Live Pulp

When QUENTIN TARANTINO spotted Natural Born Killers producer Don Murphy at the Los Angeles eaterie Ago, he didn’t send over an air kiss. Instead, ruming about being hadmouthed by Murphy, and by

his partner in her book Killer Instinct, the director went over and punched him repeatedly, Tarantino was put in a cop car, while Miramax head Harvey Weinstein helped broker a truce. No charges were filed but Murphy is considering legal action. Janet Under Gass Hockey players are supposed to be tough Now it seems so are their wives. When pro hockey’s reining madman, the rangers Ulf Smuelsson. Slamed a player into the boards, he sent that 14-kg Plexiglas panel off its hinges and squarely on the head of teammate WAYNE GRETZKY’S wife JANET JONES, who

then spent the night at the hospital with a lacerated lip and mild concussion. Gretzky finished the final six minutes of the game before leaving to visit her, though he later said he maybe should have left immediately (it’s not as if he scored in the Rangers 1-0 loss to the Blackhawks) Jones, the New York Post reported, wasn’t angry. Do You Hear the Drum, Dude? Picture yourself as a famous, nononsense Congresswoman married to the man who founded TIME magazine. Somebody gives you a small tab of paper, you happily lick it and you’re gone. That’s what happened in 1960 when CLARE BOOTHE LUCE-playwright, socialite, anticommunist and wife of Henry Luce-turned on, tuned in and dropped LSD with her husband. Luce’s handwritten acid diaries were made public this month, 10 years after her death, as stipulated in her will. Among her Jim Morrisomesque musings: “Capture green bug for future reference. “Feel all true paths to glory lead but to the grave.” And “The futility of the search to be someone. Do you hear the drum?”

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PREVENTION

NAP DANCING More Americans are switching from slumber to siestas

By Sada Volkoff Albert Enstein and John Kennedy did it frequently. Napoleon Bonaparte also partook, as What, you might inquire, is the common thread that concatenates this extraordinary fraternity? They all napped apparently, so do most of the rest of us. According to Gerald Celente, director of the Trends Research Institute Rhinebeck, N.Y., 61 percent of American adults nap at least once a week Once viewed as a habit of the elderly or simply as a sign of laziness, the midday nap is gaining acceptance even in the workplace. “It’s all part of a fundamental shift in attitude,” declares Celente. It’s no longer a 9-to-5 society, and if you take a nap you just extend your day. Enlightened companies know they will get more out of their employees if they let them take a short rest.” Americans may be napping more because they are sleeping less. The national average has slipped from seven hours per night to six, and many people only get four. According to the National Sleep Foundation, approximately 70 million of us experience sleep-related problems, with 30 percent of those who work on a nontraditional schedule experiencing a sleep-related injury annually. An estimated one million automobile accidents are caused each year by drowsiness and fatigue. We are all chronically sleep-deprived,” says Scott Campbell, phD. Director of the sleep lab at Cornell Medical School in New York. “But people perform much better (after napping). Problem solving abilities, logical reasoning and psychomotor performance—anything having to do with physical activity that involves thinking is improved SNOOZE CLUES. If you are new to the ways of the nap, experiment with the timing and see what will work best for you. Morning people are generally early afternoon nappers, says Campbell, while night people tend to like a snooze in the late afternoon. Next, reconsider your midday meal. Cindy Moore, RD, a spokeswoman for the American

dietetic Association, suggests a lunch that is high in carbohydrates and low in protein. “This will increase your serotonin levels and create a greater sense of calmness,” she says. Such foods include pasta, rice and bread, as well as fruits and vegetables. Avoid caffeine, alcohol and heavy meals. “Some people, after a calorie-dense meal, will feel very sleepy,” she says. “When you’re resting, your metabolism slows down and your caloric needs lessen.! As for the actual 40 winks, some people say anything longer than 15 minutes and you’ll have entered a sleep cycle that takes 90 minutes to complete. Campbell disagrees: “There is no such thing as too short or too long. You’ll probably experience sleep inertia after napping for any length of time.” Sleep inertia is the period of disorientation that occurs upon awakening, It usually lasts for about 15 minutes, during which time nappers should be cautious of what they do. If you find you cannot sleep, just relax. Lie down any try to empty your ming. Don’t forget to set an alarm (just in case), but you don’t have to sleep every time and you don’t have to nap every day. Finally, this may be a fraternity you don’t need to join at all. “Studies clearly indicate that there are nappers and there are non-nappers,” confirms Campbell... before drifting off.