Lessons 1 and 2
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading ● read a leaflet
● read an article about the Culture of Peace
Speaking ● discuss mentoring
● talk about respect and tolerance
Topic ● Culture and community
Functions ● make suggestions
Vocabulary aspiration (N), creed (N), delegate (N),
diversity (N), initiative (N),
interfaith (Adj), mentor (N), seminar (N),
tolerance (N)
Student’s Book pages 18 and 19
Present the active vocabulary needed for each activity.
(about 10 mins)
Ask students to read the leaflet. Ask them what the benefits of mentoring might be. Ask students if they have ever been involved in mentoring or voluntary work. (10-15 mins)
a, b and c. Ask the students to read the leaflet and then put the students in small groups to discuss the questions. Allow time for them to think carefully and go round offering some ideas if necessary (see below). Then ask different students to report their ideas back to the class.
How important are these?
the role of culture in the community; cultural impact; bringing people together; helping people learn through culture
Ask the students to consider the questions in their groups again and then to report their ideas back to the class.
(10 mins)
Tell the students to look at the
photograph. Ask to which organisation the logo refers (United Nations) and what the organisation is set up for (to promote international peace). Ask them to look at the headings too, then read out the questions and ask the class to tell you their ideas (accept all answers).
(20 mins)
Tell the students to read the text and the factfile on page 19 and check their answers to the previous questions. Invite the students to ask about any difficult vocabulary. This may include: interfaith,
delegate, exemplar.
Grammar
Present perfect; prepositions [on, amongst, in, for, of, with, at, by]
Unit 2 Respecting cultures
18 MODULE 1: Culture
Mentoring matters
As a mentor, you will have the opportunity to:
●mentor selected pupils from schools, hospitals and nursing homes in your area;
●collaborate on creative projects and learn new skills; ●encourage individual aspirations for education and
employment;
●break down barriers in your community.
“Mentoring opened many doors for me. It made me realise the different ways I could make use of my time and how fun it is to work with others.”
We are looking for successful professionals and students to join our exciting initiative throughout Kuwait.
Look at the leaflet above and discuss these questions.
a Why are they looking for ‘successful professionals and students’?
b Who can benefit from being mentored? Think about these groups: teenagers, young adults, middle-aged and elderly people.
c How can mentoring schemes help build relationships in your community? Look at the photograph below, the Factfile and the
headings of the article on page 19. Don’t read the article yet.
a What does the United Nations’ logo to the right stand for?
b Discuss with a partner the facts about the United Nations in the Factfile. Did you know about any of them? Do you know other information about the United Nations?
c What is the main purpose of the UN?
d What is the topic of the article? What kind of information do you think will be included? Now read the article and the Factfile on page 19 and check your answers to question 2. 5
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Unit 2 Respecting cultures (expressing personal opinions) (20 mins)
Read out the introductory sentence, then put the students in pairs to consider questions a and b. Go round and offer suggestions where needed.
Invite students to share their ideas with the class.
Lesson 3
Workbook pages 10 - 11, Reading
Workbook answer key - see pages 140 - 141
(10 mins)
Ask the students to read the article for a second time, then put them in pairs to decide whether sentences a–d are true or false. Go round and listen to them talking, offering help where needed. Have students justify their answers.
Read out each sentence and check their answers. (10-15 mins)
Read out the first sentence. Ask the students to find the relevant sentence in the article and then tell you what the missing word is (humanity). Tell them to complete the sentences with words from the article.
Put them in pairs to check each other’s answers.
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Unit 2 Respecting cultures
Read the article again. Are these statements True (T) or False (F)? Justify your answer.
a The meeting’s main emphasis was upon the lack of respect and values in the modern world.
.
b More than 70 nations sent delegates to the conference. .
c Kuwaiti citizens have organised conferences for the government. .
d Ban Ki-moon encouraged cultural diversity. .
Complete these sentences using words from the article. Words can be used only once.
a The meeting sought to emphasise our common .
b Kuwait has organised several conferences to raise of moderation and understanding.
c Over 70 countries sent to the meeting.
d It is important to the followers of other .
(expressing personal opinions)
The Culture of Peace meeting aimed to show that everyone should treat each other with respect and tolerance.
a Why is it important to respect and tolerate other people and other faiths?
b What can be done to ensure people treat each other with respect? ● The UN was officially founded on 24th October, 1945. ● At the time it consisted of 51 member states. ● Currently the UN has 192 member states. ● The UN meets to discuss disagreements and to agree on rules and laws through which countries can work together and live harmoniously.
● The meeting for the Culture of Peace was held in New York on the 12th and 13th of November, 2008. ● More than 70 heads of state attended the meeting. Culture of Peace
On the 12th November 2008, world leaders met in New York for a UN General Assembly meeting on the Culture of Peace. This meeting emphasised the need for everyone to respect different cultures, religions and races. It also sought to emphasise our common humanity and shared moral values.
The participants of the meeting have called for the promotion of a culture of tolerance and mutual understanding. They have suggested that the best way this can be achieved is through international, intellectual and interfaith dialogue.
Kuwait’s Role in the Conference
Kuwait was one of over 70 member countries that sent delegates to the conference.His Highness the Amir of Kuwait Sheikh Sabah Al-Ahmad Al-Jaber Al-Sabahaddressed the conference in a speech emphasising the importance of dialogue between different cultures. He called on leaders of all countries and creeds to engage in peaceful dialogue. By the end of the conference, he had also met with
numerous world leaders in private meetings.
What has Kuwait done to further the Culture of Peace?
Kuwait has been a key innovator in furthering the Culture of Peace. Kuwait has organised conferences in London and Washington to promote mutual understanding and respect. Within Kuwait, the government has arranged seminars and programmes to raise awareness and promote respect and understanding amongst Kuwaiti citizens. Kuwait has also sponsored many regional and international conferences about religious tolerance among peoples and respect for the followers of other religions.
With all of these activities, Kuwait is an exemplar of the kind of tolerance, dignity and respect that all people should aspire to in the hope of making the modern world a better place. As Ban Ki-moon, the Secretary-General of the UN has said, “One of the great challenges of our time must now surely be to ensure that our rich cultural diversity makes us more secure — not less.” ords to remember
W
aspiration, creed, delegate, diversity, initiative, interfaith, mentor, seminar, tolerance 5 10 15 20 25 30 35 40 45Student’s Book page
Objectives
Skills At the end of the lesson,
students should be able to:
Reading ●read an article about a
special postage stamp
Writing ●write notes
●write information in a table
Topic A Mark of Respect
Vocabulary adorn (V), commemorate (V),
cursive (Adj), embellish (V), paraphrase (V)
Then write a sentence of your own on the board (e.g. I’ve been to the Grand Mosque.)
c Now, have students use the same structure in dialogue with each other.
● Prepositions [on, amongst, in, for, of, with, at, by]
(15 mins)
a Ask the students to complete the summary of the article on page 19 with the appropriate preposition. After they have completed the task, they may refer back to the article to check their answers, if appropriate.
b Tell students that each preposition has a certain function in the sentence. Ask them to tell you the meaning of the prepositions used in question a.
Quote
Ask students what they know about T.S. Eliot. Have they read any of his poems? Did they like them? Read the quote aloud to the class and ask what T.S. Eliot meant. How can something be communicated before it is understood? Do students agree? Why / why not?
Background: T.S. Eliot (1888-1965) was a poet, dramatist and literary critic. In 1948 he won the Nobel Prize for Literature.
Lessons 4 and 5
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading ● read speech bubbles
Speaking ● talk about interesting experiences
Writing ● write about interesting or unusual
experiences
Grammar ● use present perfect
● use prepositions [on, amongst, in, for, of, with, by]
Topic ● Interesting experiences
Functions ● describe past experiences
Vocabulary calligraphy (N), consistently (Adv),
diverse (Adj), inspirational (Adj), master (V), richly (Adv)
Pronunciation ● listen for stress
Student’s Book pages 20 and 21
Present the active vocabulary needed for each activity.
● Present perfect (10-15 mins)
Tell the students that they are going to look at four sentences taken from the article on page 19.
a Ask them to read all four sentences, then put them in pairs to find the difference between the sentences (sentence 1 describes what happened and when it happened, while sentences 2-4 only describe what happened.)
b Ask students to write their own sentences, then to share them with the class.
(10 mins)
Read out the paragraph. Then ask the class question a (...which has run for over
30 years) and question b
(...since at least the 7th century). On the board, write two headings: for and since. Invite the class to suggest words or phrases that could follow each word. Ask different students to write correct suggestions on the board under the appropriate heading.
for since a long time a minute three years a century two weeks my whole life a day yesterday 3 o’clock my birthday he was born last Friday this morning lunchtime (about 20 mins)
a Ask the students to think for a few minutes about two or three special experiences that they have had related to Islamic culture. Tell them to read through the list of suggestions.
b Ask the students to write sentences about the experiences they have chosen, using the present perfect as in the examples. Go round and offer help where needed.
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O Present perfect Grammar reference pages 125–126
Look at sentences 1–4 from the article on page 19.
a What is the difference between sentence 1 and sentences 2-4?
1 On the 12th November 2008, world leaders met in New York.
2 They have suggested that the best way this can be achieved is through dialogue.
3 Kuwait has organised conferences in London and Washington.
4 Kuwait has also sponsored many regional and international conferences.
b Write two sentences telling only that something happened and two sentences telling that something happened and when it happened.
We can use the present perfect to say how long someone has done something for. The term ‘Islamic art’ refers not only to religion, but to the richly diverse Islamic culture as well. Islamic art such as architecture, calligraphy and literature has been inspirational to many other artists throughout the world and has been consistently produced since at least the 7th century. You can find out more information about Islamic art this week at the Kuwait Book Fair, which has run for over 30 years.
a Which sentence in this paragraph introduces a length of time?
b Which sentence introduces a particular time?
a Think about any interesting experiences you have had related to Islamic culture. For example:
◗ a famous mosque you have visited or seen
◗ different kinds of food you have eaten during Ramadan
◗ experiences of Islamic culture in other countries
◗ difficult skills you have mastered
b Write sentences like this:
I’ve seen a rare copy of the Holy Qur’an. I’ve visited the largest mosque in Europe.
c Now use them to make conversations with a partner.
O Prepositions [on, amongst, in, for, of, with, at, by] Grammar reference page 126
a Complete the sentences with the correct prepositions.
(1) the 12th November 2008, world leaders met (2) New York (3) a UN General Assembly (4) the Culture
(5) Peace. Kuwait took part (6) the meeting.
(7) the end of the conference, his Highness the Amir Kuwait Sheikh Sabah Al-Ahmad Al- Jaber Al-Sabah had also met (8) numerous world leaders in order (9) raise awareness of respect and understanding
(10) Kuwaiti citizens.
b What difference in meaning does each preposition have? Quote“Great art can communicate before it is understood.”
T.S. Eliot
Unit 2 Respecting cultures Explain the general rule: we look at something when we pay attention to it (like listen to); we see something when our eyes receive the picture (like hear); we watch
something that moves (like the pictures on a TV screen,
or a race). Watch can also be used with something that is changing (like someone’s behaviour). Read out the first sentence and ask the students to provide the missing verb (Look at). Then tell them to complete the sentences with the missing verbs. When they are ready, ask them to compare answers with a partner.
(5-10 mins)
Tell the students to think about (but not write) the missing verbs. Then put them in pairs and small groups to discuss when we use each of the verbs and to try to complete the task. Read out each sentence in turn and ask the students for the answers. Have students write the correct verbs in the appropriate spaces.
(10-15 mins)
(2.1) Play recording 2.1. Ask the students to listen to
where emphasis (stress) is placed in these sentences. Emphasis is used to show extra emotion in the sentence. This extra stress can actually change the meaning of the
sentence. Play the recording again and ask the students to repeat the sentences, stressing the underlined words.
Listening script 2.1 – see page 132
(2.2) Play recording 2.2, pausing for the
students to repeat each sentence. Note where the tone is raised to change the meaning.
Listening script 2.2 – see page 132
Lesson 6
Workbook pages 12 – 13, Language practice
Workbook answer key – see page 141
Objectives
Skills At the end of the lesson,
students should be able to:
Grammar ● use present perfect: for /
since
● use prepositions
Functions ● use expressions
of gratitude / congratulations / greetings / wishes Verbs with similar meanings
(15 mins)
On the board, write listen to and hear. Then say
Listen to me. Give the class some very simple
instructions (e.g. stand up, wave your arms, smile, sit
down, shake your head…). Do not demonstrate the
actions: they have to listen carefully.
Then ask While you were listening to me, what did you hear? (They probably heard people laughing, maybe some furniture moving, some traffic outside, etc.).
a Ask the students to discuss questions 1 and 2 with their partners. Then check their answers.
b Ask the students to look at the first picture and read out the sentence. Ask them about the missing verb (hear). Then put them in pairs to complete the task.
(10-15 mins)
Write look at, watch and see as headings on the board. Then write the following words underneath:
a football match, an accident, a painting. Ask the
students to decide with their partners how to match the verbs with the nouns (watch a football match; see an accident; look at a painting).
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Unit 2 Respecting cultures
Verbs with similar meanings
Answer these questions about listen (to) and hear.
a Which verb means:
1 to receive a sound in your ears? listen (to) / hear
2 to pay attention to a sound? listen (to) / hear
b Complete these people’s words with the correct form of hear or listen (to).
Complete these sentences with the correct form of look at, watch or see.
a those people over there. What are they doing?