Campo magn´etico y corrientes
22.1 Ley de Biot-Savart
c Write the different parts of the hotel on the picture below:
Work with a partner. Describe your favourite building in Kuwait.
(3.2)Listen and repeat these words. Where is the stress?
a cultural c governmental e confidential
b commercial d environmental f residential (3.3) Now listen and repeat the words in sentences.
ords to remember
W
chic, governmental, modernistic, public, residential, spacious, state, sturdy, substantial
a b
c d
Student’s Book page
Objectives
Skills At the end of the lesson,
students should be able to:
Grammar ● use comparatives and
(3.4) (5–10 mins)
Play the recording again. Have the students compare the language that each speaker uses.
Listening script 3.4 – see page 133
(20 mins)
Tell the students that they are going to perform a role-play. Ask them to look at the Useful Language box, then put them in groups of three. Tell them to imagine that they are students in the area near Al Wafra who have met to discuss the three points.
a Tell them to choose one person in each group to note down the main points of the discussion, then allow time for them to discuss their ideas. Go round and listen to the groups. Prompt them to use the language in the Useful Language box when appropriate.
b Tell the groups to choose one person to present one of the points listed in question a, then EITHER put groups together to present ideas to each other OR have each group present their ideas to the class.
Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading ● read a formal report
Listening ● listen to a conversation
Speaking ● discuss plans for a new airport
● present ideas and suggestions
Writing ● write a formal report
Topic ● A new airport
Functions ● express likes and dislikes
● make suggestions
● agree / disagree with a suggestion ● state one’s purpose
● give reasons
Vocabulary advocate (V), apprehensive (Adj),
benefit (V), council (N), detrimental (Adj), influx (N), objective (N), profitable (Adj), voice (V)
Student’s Book pages 28 and 29
Present the active vocabulary needed for each activity.
Discussing plans for a new airport
(5-10 mins)
Tell the students to look at the picture and ask them to describe it. Then put them in small groups to discuss questions a and b. Go round and listen to their discussions, joining in and / or giving prompts. Ask somebody from each group to summarise their ideas for the rest of the class. Then have a vote (with a show of hands) to see how many people would like to live there.
(3.4) (10 mins)
Tell the students they are going to hear a conversation between three people who live in the area near Al Wafra. Read out the two questions, and tell them to listen for the answers while you play recording
3.4.
Put them in pairs to tell each other what they think the answers are (if they know), then play the recording again.
Ask the class to tell you the answer to question 1 (They’re planning to build a new airport through the area.) and question 2 (500 metres from the area; the other side of the oilfield). Play the recording once more to check.
Listening script 3.4 – see page 133
28
Discussing plans for a new airport
This picture provides a view of Al Wafra in Kuwait. Discuss these questions:
a What do you know about Al Wafra?
b Would you like to live there? Why or why not?
(3.4) You are going to hear a conversation among three people who live in this area. As you listen, answer these questions.
a What is the bad news?
b What two locations are mentioned?
(3.4) Listen again. What suggestion does the speaker make? How does the other speaker
reply?
Work in groups. You are going to discuss the new airport location and make your own suggestions.
a Talk about the points below. Use expressions from the Useful Language box.
◗ The advantages of building a new airport
◗ The disadvantages of building a new airport
◗ The needs of people who live in this area.
One student in each group should make a written note of the best ideas.
b Present your ideas and suggestions to another group or to the rest of the class. Each member of the group should talk about one point from question a.
c Finally, have a class vote to nominate the best ideas.
USEFUL LANGUAGE
Making suggestions
They could … Do you think it would be a good idea to …? What about …? I / We suggest that ... I / We recommend that ...
Agreeing with a suggestion
That’s a good idea. / That sounds good. / Why not? / Brilliant idea! / I agree.
Disagreeing with a suggestion
No, I don’t think so. I’m not so sure. I don’t think that’s a very good idea.
I’m not really keen on that idea.
Quote“He is happiest, be he king or peasant, who finds peace athome.” Johann Wolfgang Von Goethe
Unit 3 Inspiring architecture
c Ask the note takers from each group to tell you what they think are the best ideas from their discussions. Then hold a class vote for the best ideas.
Quote
Ask students what they know about Johann Wolfgang Von Goethe. Have they read any of his works? Read the quote aloud to the class and ask what Goethe meant. Do they agree? Ask them to justify their answers.
Background: Goethe (1749-1832) was a German who worked in a huge range of areas, including poetry, drama, literature, science and painting. He was considered one of the greatest thinkers of his time, and had a huge influence on German philosophy.
A formal report
Remind students about the previous lesson’s role-play discussions. Tell them that they are going to write a formal report about the new airport, and that, as before, they are to imagine that they live in the affected town.
Ask them to imagine the location with airport buildings and a large runway.
Unit 3 Inspiring architecture
29
A formal report
This is a report by a group of local business people who want the airport to be located in Al Wafra, near the town.
a As you read the report, match these headings with the appropriate sections of the report.
◗ Conclusion / recommendations ◗ The reason for writing
◗ The benefits ◗ The worries of a minority
To The Ministry of Transport
From The Al Wafra Council
Subject The proposed new airport
1
The objective of this report is to comment on the eӽect that the new airport development will have on Al Wafra.
2
The majority of the council believe that the new airport is a proӾtable idea. They think it will create a valuable commuter link to other Gulf countries and strengthen the economic growth of Al Wafra. This will beneӾt all the inhabitants. In addition to this, people will be able to commute to Kuwait City in 10 minutes by helicopter. Currently this journey takes one hour by car.
3
A small group of people in the area are apprehensive about the eӽect the airport will have on their lives. In particular, they think the school will be badly aӽected. Some of the senior citizens have also voiced the concern that the airport will bring an unwelcome inӿux of traԀc to the region.
4
This group welcomes the building of the new airport and looks forward to the beneӾts it will generate. However, we realise that the noise from the runway may have a detrimental eӽect on the local school. For this reason, we advocate that a new school be built in another location.
b Work in pairs. Look at the report again. What can you say about:
◗ its appearance? ◗ the language: verb forms, etc.?
◗ the beginning and the ending?
Now plan a report to the Ministry of Transport, giving your group’s opinions.
◗ Decide what your section headings will be.
◗ Think about the ideas your group previously discussed.
a Write your report in about 150-170 words, using your plan and the business report.
b Check spelling, grammar and punctuation carefully.
USEFUL LANGUAGE
Stating one’s purpose
The purpose of this report is ... This report will consider ...
Giving reasons
For this / these reason(s) … Because of this, …
task
task
You are going to write a formal report to send to the city council about building a new airport near to your town.
ords to remember
W
advocate, apprehensive, benefit, council, detrimental, influx, objective, profitable, voice
Student’s Book page
(about 15 mins)
Tell the students that they are first going to read a report written by a group of local businessmen, who are in favour of the airport plans.
a Read out the four headings and check that students know all the vocabulary. Ask them to read the report and decide where the headings should go. While they are reading, go round and answer any questions.
b Ask the students to read the three questions, then put them in pairs to discuss their answers. Go round making suggestions where necessary.
Invite different students to tell the class their ideas.
(15 mins)
Ask the students to return to the groups they were in for the speaking activity in the previous lesson. Tell the note takers to have their notes ready. Tell them to plan their reports, using the ideas from their previous discussions. Tell them to decide on the section headings for their reports and then to note down the main ideas.
(20-25 mins)
a Ask students to read the Useful Language box, then allow time for them to write their reports, using their notes from exercise 2. Go round while they are working and offer help and suggestions where necessary.
b Tell them to check their spelling, grammar and punctuation very carefully, then to read another student’s report. Do they express the same point of view?
Collect in the reports for correction – then you could ask students to produce word- processed copies for a class display.
Lesson 9
Workbook pages 20 – 21, Writing Workbook answer key – see page 142
Objectives
Skills At the end of the lesson,
students should be able to:
Reading ●read extracts from a report
Writing ●write a description of
local traffic
Functions ●describe
●persuade Preparation for the project
Tell the students they will be working on a project called Planning a cultural holiday at the end of the module. Ask them to work in pairs. They should brainstorm what they think a cultural holiday is and find out about it. What are popular locations? How do people spend their time? Tell them to look in books, magazines, on the Internet, etc. and to collect suitable pictures which they would like to use. Ask them to bring these pictures to the next lesson.
Focus
on
Focus
on
30
Traditional Dress in Kuwait
Traditional dress has always been important within Kuwait and still continues to be so. Kuwaitis take pride in their country and its traditions and this is expressed through the clothes they choose to wear. This article talks about the traditional clothes of Kuwait.
The Ghutra
The Ghutra is a square scarf made of cotton, and is worn folded into a triangular shape with the fold in the front over the Gahfiah. Whilst the Ghutra is worn in a variety of colours throughout the Middle East, in Kuwait it is generally white. Not only is the Ghutra worn formally but also it can be worn casually, depending on the wearer’s desire.
The Igal
Igal is a doubled black cord that is used to secure the Ghutra in place. It is usually made from tightly woven black goat-hair and sheep’s wool.
The Gahfiah
The Gahfiah is a small white cap which is worn underneath the Ghutra. It helps to keep the Ghutra from slipping, is always white and comes in a variety of styles. In some countries the Gahfiah is worn by itself without the Ghutra, and when it is, it can come in a variety of colours. In Kuwait however, it is more usual for it to be worn underneath the Ghutra.
Dishdasha
The Dishdasha is a loose garment which covers the whole body down to the ankle. The Dishdasha is an important symbol of equality and is so suited to the climates of the Middle East that its design has changed little in hundreds of years. In hotter months, men tend to wear white robes, whereas during winter many people don Dishdasha made from wool, which are often darker in colour. They are usually worn with loose white trousers underneath called Sirwal mekassar. The Dishdasha is sometimes also accompanied by a Bisht. This loose robe is worn on top of the Dishdasha, especially in colder weather. Bishts are either made of cotton or camel / sheep wool and are always trimmed with beautiful golden embroidery.
Paired Conjunctions
Paired conjunctions are often used in both spoken and written English to make a point, give an explanation or discuss alternatives. Their structure is strict! (e.g. I would love to take both my laptop
and my cell phone.)
Match the sentence halves to make a complete sentence.
a Both Anwar 1 but we also have enough money. b Not only do we want to go 2 neither true nor realistic. c Either Omar will have to work 3 not only wise to listen to your
more hours parents but also interesting.
d That story was 4 and I are coming next week. e Students who do well not only 5 either his career or his hobby. study hard
f In the end he had to choose 6 but also use their instincts if they do not know the answer. g Sometimes it is 7 or we will have to hire
somebody new.
Find in the text two sentences that have paired conjunctions.
Choose another two sentences from the text and rewrite them using paired conjunctions.
5
10
15
20
Student’s Book page
Student’s Book page 30
Traditional Dress in Kuwait Pre-reading (5 mins)
Point to the photo. Ask students what the man is doing. Ask some general questions to guide them through their answers to the topic of the text: Traditional Dress in
Kuwait.
Point to any vocabulary you think students may find difficult.
Reading (20 mins)
Students read the text silently.
When they have finished, ask them some questions to check their comprehension. For example:
1 How many items of clothing are