Supplement Pages

Supplement 1

Speaking Precisely

expressions

guessing

Rationale:

The following activity demonstrates to students that specific and concrete words and examples are far more effective in communicating ideas than are abstract and general terms. The activity also gives students experience in the most common public speaking situation - impromptu speaking. They enjoy being before the class for a short interval without the pressure of preparing a speech.

Preparation:

First, I draw up a list of common and general words and phrases, and write these expressions on individual cards. (Current slang, cliches, and popular expressions work well.) Here are some possibilities for you to consider:

B ad music

Boring lecture

Coward

Feeling blue

Good citizen

Good teacher

Great movie

It's a deal!

Jazz

Nice looking

Rude person

School (or city) motto

Spoiled brat

Unfair contest

You hit the nail on the head!

Instructions to the Speakers/Listeners:

Then I give the following directions to the students:

1. In a moment you will draw a card bearing a word or phrase. You are to give an impromptu speech to the class defining the word/s you have drawn. Your goal is to have the other students in the class guess what is on your card.

2. You may define the words in any way you wish. For example, you may use: synonyms or antonyms, comparisons or contrasts, or examples, or all of these. But under no circumstances may you use in your speech any of the words on the card or any of their derivatives.

3. You have up to one minute to speak. If you are still speaking when one minute is up, a stop card will be shown, and you are to end by finishing your sentence. When you finish, all members of the audience will write down what they think your word or phrase is.

4. As members of the audience, you are to be silent. Resist the temptation to call out words. Wait until a speaker is finished and then write down the word or phrase you believe the speaker is defining.

Scheduling and Timing the Speakers:

I define the order in which the students will speak: voluntary (random) order, alphabetical, or by seating arrangement. I have each student pick a card just before speaking, so that no one has more time in which to prepare. Also, I select a student to time the speakers and to hold up the stop card.

Listening Tasks and Feedback:

As each impromptu speech is completed, the students jot down what they think the mystery word or phrase is. Once all the speeches have been given, we discuss each word or phrase to see how many students identified it correctly. We also discuss the incorrect guesses and why some phrases were easy to guess and why some were difficult.

I point out how listeners usually do not have a clear understanding of a speaker's ideas when abstract terms are used to describe general terms. For example, using an expression like terrific show to define a good movie may be unclear. The message will be more obvious if the speaker describes some popular and acclaimed movies.

Sandra Hochel

University of South Carolina

Aiken, South Carolina

from IDEAS PLUS: BOOK 2.

Supplement 2

Take This Word and Use It

Rationale:

I have found that a simple activity based on one word can introduce a short grammatical unit while the sample sentences are still fresh in the students' minds. The activity uses only the first or last 10 minutes of class on two days, and can be repeated at regular/irregular intervals throughout the course.

Assigning the Task:

I pass out small slips of paper, just large enough for one sentence. I select a common word (such as yellow or right, etc.) and ask the students to write a sentence using that word.

Selecting the Sentences:

I collect the slips and read through the sentences before the next class period. I select those that illustrate good and bad aspects of writing that I want to point out to the class. Such features might include:

The word used as different parts of speech.

S entence fragments and run-ons.

Varying word order.

Problems with spelling and grammar.

Variety in sentence construction.

Sentence types, such as simple or complex, imperative of interrogative, balanced or periodic.

Providing Feedback

Since the sentences are turned in anonymously, no one feels embarrassed when I suggest corrections. In this way the students get nearly immediate feedback on this short assignment.

Beverly Haley

Morgan Community College

Fort Morgan, Colorado

from IDEAS PLUS: BOOK 3

Supplement 3

A Dream House

Descriptions

Rationale:

Looking ahead to a future home gives students practice in using descriptive details while it stimulates their imagination.

Preparation:

I select several real estate ads* from the newspaper to photocopy, or have students bring in an ad for their dream house. I explain that they are to study the ad and then envision the entire house, basing their mental picture on the facts given in the ad.

Writing Task:

O nce the students have a clear mental image of the house, I ask them to select one room to describe in detail. Their written description should include:

• architectural style

• shape of the room

• placement of doors and windows

• floor covering

• drapes or curtains

• wallpapers or color of walls

• furniture

• light fixtures

• artwork

• view from the window

• other details (Perhaps a calico cat sleeping in front of the fireplace!)

*real estate ads: advertisements to sell or rent houses and apartments

Thomas M. Cobb

Ritenour High School

St. Louis, Missouri

from IDEAS PLUS: BOOK 2.

Supplement 4

Travelling

Reading 1.

Word power

adventure  relaxation sight-seeing  sunbathing

Starting point

P ut these holidays in order of preference. Discuss why you've chosen that order.

• an activity holiday

• a beach holiday

• a self-catering holiday

• a camping holiday

• a package holiday

• a holiday near your home

1. Look at the title of the text. What do you think a 'tantrum' might be?

2. Read the first two paragraphs of the text quickly and decide if these statements are true or false.

1. Teenagers would rather go on holiday with their parents.

2. Teenagers want their parents' help on holiday.

How should you do Reading part 2?

So that you can check your answers easily at the and of the exam, you should

1. leave enough time to do the exercise again completely.

2. underline the part of the text which you think gives you the answer.

Exam Practice Part 2

3. You are going to read an article about holidays. For questions 1-6, choose the answer (А, В, С or D) which you think fits best according to the text.

1. Teenagers generally go on holiday with their parents because they

1. don't have any choice.

2. don't want to cause problems.

3. are being punished for something.

4. like to make their family happy.

2. What does Desmond Morris say is most important to teenagers?

   1. being on holiday

   2. being with other teenagers

   3. getting away from their parents

   4. helping their parents

3. Why can Christmas be a difficult time?

   1. People think no effort is needed.

   2. Teenagers refuse to help.

   3. Many people lose their jobs.

   4. It's not easy for families to meet.

4. Teenagers prefer to go on holiday to countries

   1. that are more popular with tourists.

   2. where they can go to the beach.

   3. which their parents have chosen.

   4. which have a relaxed culture.

5. Families going on holiday with other families should make sure

   1. everybody is included in all activities.

   2. the adults understand the situation.

   3. the teenagers do some work.

   4. the children get on with each other.

6. What do parents dislike about package holidays?

   1. They have to do too many activities.

   2. They aren't interested in the activities on offer.

   3. They don't have enough freedom.

   4. They don't like having so much responsibility.

4. Find words and phrases in the text to replace the words in italics in these sentences.

1. Your holiday rep will be waiting when you arrive at your place you are going to. ......................................

2. Our hotel was in a great place / position.

3. I thought the Caribbean was really foreign and interesting. .............................

4. We had a total amount of money available of €2000. ..............................

5. We stayed in a small place where people go on holiday called Kala Nera. .......................................

Supplement 5

HOW TO AVOID TEEN TANTRUMS ON HOLIDAY!

Sarah Tucker has been interviewing lots of teenagers for her new book. Here, with the school holidays upon us, she tells you what it takes to have a family holiday that doesn't end in tears.

Given the choice, teenagers prefer not to go on holiday with their parents. Given no option, teenagers take a holiday with their parents because their parents pay. According to more than 1,500 parents and teenagers I've interviewed over the past twelve months for my next book, the concept of the happy family holiday appears to go wrong when the child reaches adolescence.

Desmond Morris, an expert on human behaviour, says, 'At this age, teenagers are starting to assert their independence. They may begin to resent help from their parents, seeing it as interference. And, above all, they like to be among their peers -especially on holiday.' He adds: 'There are additional tensions on holiday when families are brought together for a long period of time and, just like at Christmas, there is an expectation of everyone enjoying themselves without having to work at it. Only it doesn't always happen that way.'

So what does work with teenagers on holiday? Specific countries as well as holiday options proved more popular than others. Italy is becoming the most popular destination for teenagers, closely followed by Australia and Canada. The popularity of these countries appears to be as much to do with the personality and culture of the people as the location and facilities on site. 'The people are lively and laid-back,' commented one fifteen-year-old, who had just returned from a two-week break with his family. 'I met a group of Italian teenagers from Bologna and we would go down to the beach every evening and play guitars till dusk. The campsite was on the beach, so parents knew where we were and what we were doing.'

An option many of those families I interviewed had tried included going with another family who also had teenage children. One mother explained that this only works if the teenagers as well as the adults are compatible. Personality clashes may make tense situations worse.

Some 90% of those teenagers I spoke to preferred the guarantee of sunshine and heat. Teenagers enjoy the beach, as long as they are surrounded by their peers. Their new companions do not have to be of the same sex or even the same nationality - the main criterion appears to be that they are of the same age. Get the teenagers to take a friend with them, so that they can go out by themselves. More than 80% of teenagers interviewed preferred an outdoor adventure of some sort on holiday. There are many activity holidays which cater for teenagers, but choose a location which is exotic, if you have the budget. Some resorts offer discounts for teenagers.

A resounding 99% of the teenagers I spoke to recommended package holidays, particularly where you stay at a specially-designed resort, like Club Med. However, parents felt they were a bit too controlled, and they didn't see enough of their children. The beauty of Club Med (or similar style) holidays is that you can do as little or as much as you want. Typical activities include horse-riding, football training - and there's even a circus school at one Club Med resort!

Most teenagers thought that the other side of the world was more interesting than anything to be found in Europe. And the destination on most wish lists was Australia. Those who had visited Down Under claimed it was the best holiday they had ever experienced, with or without their parents. Teenagers might visit later, in their gap year, so why not see what it's like before they go by themselves?

A final word on holidays to avoid. A big thumbs down from teenagers for walking, fishing or cycling holidays. Or any holiday with 'leisurely' mentioned anywhere in the brochure. And if you are planning a holiday to improve your teenagers' minds, forget it. They also rejected any holiday that claims to be cultural, romantic, scenic or relaxing.

Wherever you decide to go this year, I hope you all enjoy it – as a family!

Work it out!

Find these words and phrases in the article and underline them. Can you work out what they mean from the context?

adolescence • resent • interference • peers • laid-back • compatible •

guarantee • typical

Have your say!

Do you agree with this statement?

'Travel broadens the mind.'

Supplement 6

Monitoring and Maintaining the Intellectual Challenge

Sarah Villiers

Tim Ward

Learners need to feel intellectually challenged and to experience the feeling of achievement and success in order to be stimulated and sustain their learning. This process can be enhanced by encouraging learners to be more autonomous and independent (which can boost confidence), by promoting self-esteem (which adds further motivation), and by providing more opportunities for self-assessment (which increases awareness of learning strategies, learning to learn and, thereby, competence in learning).

Developing learner autonomy