2 TECNOLOGÍAS DE ÚLTIMA MILLA MÁS USADAS PARA SERVICIO DE ACCESO A
2.4 IMPACTO AMBIENTAL DE LAS TECNOLOGÍAS DE ÚLTIMA MILLA
Summary
Topic: Museums and their exhibits Reading: Saved or stolen?
Vocabulary: Compounds with participles Grammar: Verb patterns
Communication worksheet 3A: A wide-ranging
discussion Lead-in 1
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Tell students that they are going to learn about the British Museum, one of the most famous museums in the UK. Ask them to discuss the following questions in pairs or groups:How often do you visit museums?
Do you prefer specialist museums or general museums? Can you name any famous museums in your own country or other countries?
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Ask a few students to share their ideas with the rest of the class.2
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Write the following on the board:an Egyptian mummy, the Rosetta Stone, sculptures from the Parthenon, a statue from Easter Island
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Ask students to work in pairs or groups to discuss what links them. (They are all exhibits in the British Museum.) Students may guess that the items are all of historical or cultural importance, which is true, but encourage them to think of one place in particular that links these things.•
If no one can guess the answer, tell students to open their books and read the first line of the article.Culture note: The British Museum
The British Museum has several controversial objects in
its collections and there are ongoing disputes with various countries demanding the return of their artefacts.
As well as those mentioned in the article, there are also the Benin Bronzes claimed by Nigeria; the Ethiopian Tabots claimed by Ethiopia; and many manuscripts, paintings and relics from the Mogao Caves, claimed by China.
In 2006, after a twenty-year-long dispute with Australia, the British Museum agreed to return the ashes of Aboriginal ancestors to Tasmania.
The term ‘Elginism’, although not in most dictionaries, is used to describe an act of ‘cultural vandalism’ and refers to the British Museum’s custody of the Elgin Marbles. Exercise 1 page 36
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Go through the discussion questions with students. Point out that the first question is specifically about national museums and remind students about the discussion that they listened to in 3C. Elicit the meaning of encyclopaedia. From this, students should be able to deduce that an encyclopaedic museum is a museum that includes objects representing a wide range of subject areas.•
Students discuss the questions in pairs. They then read the first two paragraphs of the article and compare their ideas with those in the article.Exercise 2 page 36
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Students read the article to identify the key information in each paragraph. Remind them that the first one or two sentences in each paragraph usually give a good indication about the topic of that paragraph. Discourage students from trying to understand every word in order to do this matching activity.•
Check answers as a class. A 6 B 2 C 3 D 4 E 1V insight Compounds with particles
Compound adjectives are adjectives made of two or three words. They usually have a hyphen between them. Many compound adjectives have these patterns: adjective/adverb + present/past participle (e.g. fast-paced) noun + present/past participle (e.g. sun-kissed)
Exercise 3 page 36
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Give students a minute to find the words in the article and decide what kind of compounds they are. Ask:Are the highlighted words compound nouns? (no) Do they describe a verb or a noun? (a noun)
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Remind students, if necessary, that regular past participles end in -ed and present participles end in -ing.•
Check answers as a class.They are compound adjectives.
adjective + past participle: broad-minded
adverb + past participle: well-earned, well-documented,
well-known
adjective + present participle: wide-ranging adverb + present participle: never-ending
noun + present participle: self-defeating, breathtaking
Exercise 4 page 36
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Go through the words with students and ask them to identify the nouns (heart, thought, mind), the adverbs (highly, well, much) and the adjective (fast).•
Then ask them to identify the present participles in the sentences (provoking, breaking, blowing) and the past participles (anticipated, known, felt, respected, paced).•
Students work in pairs to complete the sentences.•
Check answers as a class.1 much, well 2 thought, heart 3 heart, highly 4 fast, mind
Exercise 5 page 36
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Demonstrate the activity by telling students a little about an exhibition you recently went to, e.g. Last week I wentto an exhibition of thought-provoking paintings by the well-known artist Jackson Pollock. It was a mind-blowing collection.
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If students are struggling to think of an exhibition or museum they have visited, they could practise using the compound adjectives to discuss a film or book.Extra activity: Further discussion
In groups, students discuss the following questions:
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In the UK, most large museums do not charge an entrance fee. Do you think this is a good idea? Why / why not?•
Imagine you could set up an exhibition at the BritishMuseum. What would you include in your exhibition? Why?
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In what ways do you think museums help to educatepeople about culture? How could they be improved?
Exercise 6 page 36
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Go through the verbs in 1–5 and make sure that students understand the meaning.•
Give them two minutes to match the verbs to the patterns and then ask them to work in pairs to find examples in the text.•
Refer students to the Grammar reference in the Workbook to find more verbs for each pattern and to see examples of the meaning changes for pattern e.•
Check answers as a class. a 2 b 1 c 5 d 3 e 4Exercise 7 page 37
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This exercise focuses on verbs which are followed either by the infinitive or an -ing form. Tell students to read the sentences carefully and think about the meaning before they complete the sentences.•
Check answers as a class. 1a to read (you should read)1b reading (I remember reading this in the past)
2a to talk (he stopped in order to talk)
2b talking (he was no longer talking)
3a taking (as an experiment)
3b to take (I attempted to take)
4a to see (I should have seen)
4b seeing (I’ll never forget this experience)
5a to inform (to give bad news)
5b informing (to be sorry for doing)
6a to describe (the guide described Ice Age art after …)
6b describing (the guide continued to describe Ice Age art)
Grammar reference and practice 3.3 Workbook page 114 1 1 singing 2 wearing 3 to listen, to persuade
4 switching 5 to walk 6 to have
Exercise 8 page 37
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With a weaker class, tell students to refer back to their answers in exercise 6 to help them with this exercise.•
Students compare their answers in pairs.•
Check answers as a class.1 to go 2 to explore 3 visiting 4 to look 5 focusing 6 being 7 to think 8 (to) realize
Additional vocabulary
The following words are from the article Saved or stolen?:
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acquire (v) /əˈkwaɪə(r)/ to gain something by your own efforts, ability or behaviour•
trophy (n) /ˈtrəʊfi/ an object that you keep to show that you were successful in something•
decree (n) /dɪˈkriː/ an official order from a ruler or a government that becomes the law•
loan (n) /ləʊn/ the act of lending something; the state of being lent•
crucial (adj) /ˈkruːʃl/ extremely important, because it will affect other things•
legacy (n) /ˈleɡəsi/ a situation that exists now because of events, actions, etc. that took place in the past Exercise 9 page 37•
Students discuss the questions in pairs. They could look at the website of a famous national museum in their country and make a list of some of the artefacts that come from other countries. Alternatively, they can brainstorm examples of national treasures.•
Circulate and monitor, helping with vocabulary if necessary. Vocabulary bank: Objects in a museum page 136 1 1 mummy 2 tablet 3 coins 4 statue 5 vase6 helmet 7 sculpture 8 weapons 9 jewels 10 pottery 11 mask 12 tools
2 1 sculpture 2 vase 3 helmet 4 tools 5 sculpture 6 weapons 7 pottery 8 tablet 9 jewels 10 coins 11 mummy 12 mask
3 Students’ own answers
DVD extra Museums Learning outcome
Ask students: What have you learned today? What can you
do now? and elicit answers: I can understand an article about the British Museum. I can use different verb patterns. I can use compound adjectives with participles. I can talk about a country’s museums and what kind of artefacts they should have.
3E Writing
A story
Summary
Topic: Fiction
Reading: Lost and found
Grammar: Ordering events in a story Writing: A short story
Lead-in 1
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Tell students that they are going to write a short story in this lesson. Ask them to work in groups and discuss the following questions:Do you ever read short stories?
Which of these things do you think are most important when you read a short story: an exciting plot, romance, believable characters or a fast pace?
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Write the first four sentences from the story Lost and found (page 39) on the board:Having found it, I wasn’t sure what to do with it. At first I looked around me. Perhaps the owner wasn’t far away? Realizing they’d probably gone, I slipped it into my backpack and decided to hand it in at the next stop.
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Ask students to get into groups and discuss possible answers to the following questions:What has the writer found? Where is the writer?
What is the writer going to do next?
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Give students a few minutes to discuss their ideas in groups. Then ask a few students to share their group’s ideas with the rest of the class. Write notes on the board so that students can check their predictions later, when they read the whole story.Exercise 1 page 38
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Demonstrate the activity. Tell students a true story about yourself, or use this idea: Last week, I missed my stop on thebus. I got off at the next stop, but then I realized I’d forgotten my basket. It had my cat in it! Fortunately, someone on the bus had noticed, so they got off at the next stop with the basket and managed to find me. I was so happy to see my cat again!
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Students work in pairs to make up a story about whenthey lost something or to tell a true story. Exercise 2 page 38
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Give students time to read parts 1 and 2 of the story and check their predictions in lead-in activity 2.•
Go through the questions with students and elicit answers.•
Ask students to suggest an ending for the story. Accept all suggestions and write them on the board. Explain that students will find out how the story ends a little later.•
Check answers as a class.A smooth black folder with drawings was lost.
It was a shock to the owner because she only found out during her interview. However, she didn’t panic.
Students’ own answers
Exercise 3 $ 1•17 page 38
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Play the recording for students to check their ideas.•
Check comprehension by asking the following questions:What did Sarah see when she got off the train? (a poster) Where was the folder? (under Mark’s desk)
When did Sarah arrive at the exhibition? (at 7 p.m.)
What was the boy looking at? (her black and white drawings)
Audio script
Lost and Found: Part 3
A few days later, Sarah was travelling back to St Martins for a second interview. As she got off the train, she saw a poster. The poster was advertising an exhibition of lost and found artwork on London transport. It was in Hoxton Square, which wasn’t that far away. Sarah thought about her portfolio and decided to go that evening.
Later that day, Mark was on the same train, and looking up, he read the same advert. It reminded him of the black folder that was still in a heap of clutter under his desk at home. He decided he must make time to return it. That evening, after finishing college, he went back home.
At around 7 p.m., Sarah turned up at the exhibition. There were a lot of photos, some sculptures, and of course, there were drawings, too. Having searched through some of them, she noticed a boy. He was looking at some black and white pictures and all at once she realized they were the drawings from her portfolio. Sarah walked over to him: ‘Interesting, aren’t they?’ she said. ‘Yes, they’re great,’ he replied. ‘I hope they find their owner.’ Sarah smiled and said: ‘I’m sure they will.’ Exercise 4 page 38
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Go through the strategy with the class. Ask students to give you an example of a first person text (e.g. a diary).•
Give students three or four minutes to read the story again and to answer the questions. Play part 3 of the story again, if necessary.•
Check as a class.1 Parts 1 and 2 are told in the first person. Part 3 is told in the third person. The first person narrative in parts 1 and 2 allows the reader to experience the story from the girl and boy’s perspective. The third person narrative in part 3 is used when their stories meet.
2 Part 1 uses a hook at the beginning. It doesn’t immediately tell us what the narrator found and this makes us want to keep on reading.
3 Part 2 starts in the middle of the action, by describing the protagonist rushing somewhere because she is late.
4 Suggested answers: bored, annoyed, frustrated He probably doesn’t enjoy his journey to college.
5 Sarah sees lots of books, drawings and photographs, and two people who are older than her. This shows that she is probably nervous and wants to make a good impression on the people in the room.
6 Part 3 tells us that Sarah has found her photos. We don’t know if she will meet Martin, or if the boy in Part 3 is him.
Exercise 5 page 38
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Explain to students that the sentences are examples of ways in which we can put events in order. Two of the sentences describe a sequence of events – one event happens after another event. The other two sentences describe events that happen at the same time.Additional writing activity Write a story with this beginning:
It was early in the morning – very early. I was still lying in bed when I heard footsteps coming up to my door. I waited for the knock but there was none. Just a pause, and then the footsteps disappearing again. I rolled out of bed and stumbled to the door. When I opened it, I saw …
Learning outcomes
Ask students: What have you learned today? What can you do now? and elicit answers: I have learned how to write a story.
I can order events. I can use strategies for telling a story.