Active English 5

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Active English (5)

• Unit Two Longitude
• Presented by Song Zening

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Outline
An overview mini oral quiz
Section 1 Comprehen-sive English
Section 2 Enrichment Reading
Section 3 Interactive English

• 1. Take notes
• 2. Interview
• Harrisons son
• 3. Give a presentation

1. Match them up 2. Tell the differences 3. Put
them in groups 4. Find the right navigator

• 1. Get the idea in two minutes
• 2. Play with the suffixes

A review questions and answers
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• An overview

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Unit summary (1) Comprehensive English
1. Understanding the text in general (contents
organization) Before reading / Reading for
general information / Reading for details /
Reading for structure / Writing a summary 2.
Understanding the text in detail (the language)
Working on vocabulary / Paraphrasing / Cross
translation / Reviewing the longitude story 3.
Language in use (the style) Working on
coherence / Genre analyses 4. Supplementary
practice (word power)

Core Text Longitude (Parts 1 2) Suppl.
Text A Book Review
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Unit summary (2) Enrichment Reading

1. Before reading survey the text (scanning) 2.
Reading for general comprehension (skimming) 3.
Reading for information (inferring)
Reading for details / Word inference /
Describing a method 4. Beyond reading Summarizin
g the story / Paraphrasing / Working on
vocabulary 5. Extra reading Reading for gist /
Word inference /Paraphrasing
Core Text From Captain Cooks quandary a dream
is born Suppl. Text Wayfinders
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Unit summary (3) Interactive English

1. Speaking about the text Retelling the text /
Airing your view 2. Speaking beyond the
text Working on structure / Note-taking / Making
a presentation 3. Before you listen 4. While you
listen Note-taking / Working on information /
Working on structure / Writing a summary 5. After
you listen
Core Text Seafaring cultures of the ancient
world
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A mini oral quiz
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Instruction

• The tutor will read out the DEFINATIONS of 15
  key words or phrases in the unit.
• LISTEN to the tutor carefully and WORK OUT the
  word or phrase that matches the definition.
• SHOUT the word/phrase OUT and SPELL it orally.

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Key (1)

• consensus
• take a keen interest in
• decent
• team up with
• set out to do
• mortal
• migratory
• revival

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Key (2)

• convert into
• prevailing
• dispersal
• archaeological
• replica
• eminent
• dire

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Section 1

• Comprehensive English

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Task List
Task 1 Match them up Task 2 Tell the
differences Task 3 Put them in groups Task 4
Find the right navigator
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Task 1 Match them up
Objective To check your overall comprehension of
the text Course tasks covered Task 1 Duration
15 minutes Type Individual work (matching) Aids
The textbook, a pen
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Task 1 Instruction
Please mark the paragraphs in Parts 1 and 2
of Longitude with Arabic numbers, and match
them with the following main ideas accordingly.

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Task 1 Exercise

• Para. 1-5
• Para. 6-7
• Para. 8-10
• Para. 11
• Para. 12-19
• Para. 20-28
• Para. 29-31

• An introduction to Harrison and his preparatory
  steps to solve the problem
• The four stages towards the perfect clock
• A shipwreck in history and its reason
• How longitude helps to locate ones position at
  sea
• The significance of solving the problem with H4
• The establishment of the Board of Longitude
• The difficulty of determining longitude

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Task 1 Feedback

• Para. 1-5
• Para. 6-7
• Para. 8-10
• Para. 11
• Para. 12-19
• Para. 20-28
• Para. 29-31

• An introduction to Harrison and his preparatory
  steps to solve the problem
• The four stages towards the perfect clock
• A shipwreck in history and its reason
• How longitude helps to locate ones position at
  sea
• The significance of solving the problem
• The establishment of the Board of Longitude
• The difficulty of determining longitude

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Task 2 Tell the differences
Objective To review certain rhetorical features
of a historical narrative Course tasks covered
Task 4 Duration 25 minutes Type Pair work
(short answers) Aids The textbook
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Task 2 Instruction
Both The Education of Harry Gold
and Longitude are narratives. But they are
different from each other in the stylistic
features. Look at the following
diagram and find out with your partner the
differences between them in the four specified
aspects.
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Task 2 Exercise

The Education of Harry Gold vs. Longitude
The use of quotations
The use of tenses
The use of language
The use of direct speeches
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Task 2 Feedback (1)

• The Education of Harry Gold the simple past
  tense and simple present tense
• Longitude the simple past tense and past
  perfect tense
• The Education of Harry Gold many direct
  speeches and dialogues
• Longitude no direct speeches

The use of tenses
The use of direct speeches
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Task 2 Feedback (2)

• The Education of Harry Gold a combination
  of the formal and informal language, with many
  short sentences and colloquial expressions
• Longitude a very serious subject matter
  with rather formal language
• The Education of Harry Gold no quotations
• Longitude some quotations from the serious
  historical sources

The use of language
The use of quotations
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Task 2 Feedback (3) --- About the rhetorical
features of historical narratives

• Simple past or past perfect tenses
• Rather formal language
• Infrequent uses of direct speeches
• Quotations from contemporary or historical
  written sources

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Task 3 Put them in groups
Objective To check your skills of classifying
words Course task covered Task 1 Duration 15
minutes Type Pair work (word grouping) Aids
Textbook, a pen
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Task 3 Instruction

• The following table makes a classification of
  words one group is in relation to the sea
  exploration, and the other clock making.
• Please work with your partner to put the
  words into the right categories.

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Task 3 Exercise

• longitude, admiral, mainmast, pendulum,
  barge, grease, lubrication, mechanism, lever,
  peninsula, ashore, latitude, humidity,
  contraption, prime meridian, tick, fleet, atlas,
  friction, submerged, foul, lunar, navigation,
  maritime, mileage

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Task 3 Feedback (1)

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Task 3 Feedback (2) --- About new words

• A good way to memorize new words is to group
  together those on the same topic.

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Task 4 Find the right navigator
Objective To provide some background
information Course task covered Task 1 Duration
15 minutes Type Pair work (blank filling) Aids
The textbook
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Task 4 Instruction
Here are six world famous navigators.
Read the following descriptions and with your
partner relate the particular navigator to each
description.
Magellan
James Cook
Christopher Columbus
Cheng Ho
Sinbad
Da Gama
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Task 4 Exercise (1)

• 1. ( ) As the most famous of all
  navigators, he set sail for Australia and
  discovered the West Indies. His voyages marked
  the beginning of continuous European efforts to
  explore and colonize the Americas.

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Task 4 Exercise (2)

• 2. ( ) The Portuguese navigator was the
  first European to journey by sea to India. He
  rounded the Cape of Good Hope, continued up the
  east coast of Africa, and sailed across the
  Indian Ocean to Calicut(1497-99).

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Task 4 Exercise (3)

• 3. ( ) The British explorer during his
  voyages discovered Antarctic, Hawaii, New
  Zealand, the measurement of the coast line of New
  Zealand and the east of Australia, etc.

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Task 4 Exercise (4)

• 4. ( ) In 1520, he discovered and
  entered the strait which bears his name. Although
  he did not live to complete the journey, he
  provided the skill and determination that took
  the vessels over the great unknown portion of the
  globe. The voyage proved definitely the roundness
  of the earth.

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Task 4 Exercise (5)

• 5. ( ) He was a hero in the Arabian
  Nights. The origin of his tales was uncertain
  probably they were derived from Arab oral
  folktales. His story was introduced to the West
  in the 18th century.

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Task 4 Exercise (6)

• 6. ( ) As a Chinese navigator, he
  sailed from China to many places throughout South
  Pacific, Indian Ocean, Taiwan, Persian Gulf and
  distant Africa in seven epic voyages from 1405 to
  1433 ,some 80 years before Columbus's voyages.

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Task 4 Feedback

• The six navigators are respectively
• Christopher Columbus,
• Da Gama,
• James Cook,
• Magellan ,
• Sinbad, and
• Zheng He (Cheng Ho).

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Section 2

• Enrichment Reading

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Task List
Task 1 Get the idea in two minutes Task
2 Play with the suffixes
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Task 1 Get the idea in two minutes
Objective To check your skills of
skimming Course tasks covered Task 8 Duration
15 minutes Type Individual work (short
answers) Aids The textbook
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Task 1 Instruction

• Only read the first (or the first two sentences)
  sentence of each paragraph in From Captain
  Cooks Quandary a Dream is Born.
• Do you think you can get the main ideas of the
  text by put these sentences together?

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Task 1 Feedback --- About skimming

• Paying attention to the opening sentence of
  each paragraph enables you to
• get the gist of text quickly, and
• obtain an overall picture of the structure of
  text as well as the author's reasoning.

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Task 2 Play with the suffixes
Objective To check your knowledge of
word-formation Course tasks covered Task
2 Duration 15 minutes Type Individual work (gap
filling) Aids The textbook, a pen
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Task 2 Instruction

• Complete each of the following sentences with a
  word derived from the one in the brackets.
• Remember to use the knowledge of suffixes you
  have learned from this unit.

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Task 2 Exercise (1)

• 1. Carelessness in driving often results in
  disastro accidents. (disaster)
• 2. One of his ambition is to become the President
  of the Motor General. (ambitious)
• 3. That night turned out to be a humid night.
  (humidity)
• 4. In 1762, H4 was finally put to a rigorous test
  on a long voyage from England to Jamaica. (rigor)

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Task 2 Exercise (2)

• 5. By the late 1960s, mounting scientific
  evidence began to point toward a much different
  source of origin for the ancient Polynesians.
  (evident)
• 6. His major in the university is archaeolo .
  (archaeological)
• 7. He is believed to be a renaissan man.
  (renaissant)
• 8. The event led to a revival of the culture in
  its language, architecture, spiritualit,
  traditional medicine. (spiritual)

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Task 2 Feedback(1)

• 1. Carelessness in driving often results in
  disastrous accidents. (disaster)
• 2. One of his ambitions is to become the
  President of the Motor General. (ambitious)
• 3. That night turned out to be a humid night.
  (humidity)
• 4. In 1762, H4 was finally put to a rigorous test
  on a long voyage from England to Jamaica. (rigor)

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Task 2 Feedback (2)

• 5. By the late 1960s, mounting scientific
  evidence began to point toward a much different
  source of origin for the ancient Polynesians.
  (evident)
• 6. His major in the university is archaeology.
  (archaeological)
• 7. He is believed to be a renaissance man.
  (renaissant)
• 8. The event led to a revival of the culture in
  its language, architecture, spirituality,
  traditional medicine. (spiritual)

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Task 2 Feedback (3) --- About suffixes

• -ous (for adj.)
• change of stress (for adj. and v.)
• -ce (turning adj. to n.)
• -ity (turning adj. to n.)

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Section 3

• Interactive English

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Task List
Task 1 Take notes Task 2 Interview Harrisons
son Task 3 Give a presentation
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Task 1 Take notes
Objective To reflect on your skills of taking
notes Course tasks covered Task 6 Duration 10
minutes Type Individual work (short-answer
questions) Aids The textbook
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Task 1 Instruction and exercise

• Answer the following questions about your
  note-taking habits.
• 1. Do you tend to write down exactly what you
  hear from the tape?
• 2. Do you separate the main points from the
  supporting points in your notes?
• 3. Are you able to read and understand your notes
  later?
• 4. Do your notes include Roman numbers, capital
  and small letters, or Arabic numbers?
• 5. Do you tend to write down only the key words
  when you take notes?
• 6. Do you tend to miss a lot of information when
  you take notes?

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Task 1 Feedback --- About taking notes

• Give yourself one point for answering YES to
  Questions 2 and 3 and one point for answering
  NO to Questions 1, 4, 5 and 6.
• How many points did you get?

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Task 2 Interview Harrisons Son

• Objective To practice retelling a story
• Course tasks covered Task 1
• Duration 15 minutes
• Type Pair work (interview)
• Aids The textbook

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Task 2 Instruction (1)

• Do the role-play with your partner, one
• acting as an interviewer and the other
• interviewee.
• Interviewer a reporter from a TV station
• Interviewee John Harrisons son, William
• Topic the story of John Harrison

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Task 2 Instruction (2)

• Please cover the following points in your
  interview.
• Harrisons personal information (family,
  education, interest and his early achievements
  as a clock maker)
• Harrisons meetings with Edmond Halley and George
  Graham
• The four stages towards the perfect invention
• How Harrison got his reward at last
• The significance of solving the problem of
  longitude and of Harrisons story

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Task 2 Instruction (3)

• You may start your interview in the way as
  follows
• Hello! I am . Welcome to todays People
  program. Today we have invited the son of John
  Harrison, William, to tell us the story of his
  father, who won the prize offered by the Board of
  Longitude.
• So first of all, William,

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Task 2 Feedback --- About giving an interview

• Cover all the important points.
• Use the clear and simple language.
• Maintain the interest of interviewee by varying
  your speaking speed, volume and pitch of your
  voice.

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Task 3 Make a presentation
Objective To practice making a
presentation Course tasks covered Task
5 Duration 15 minutes Type Pair work ( making a
presentation) Aids The textbook
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Task 2 Instruction (1)
Suppose you are John Harrison, make a
presentation on longitude to a group of people
who are unfamiliar with the topic. Think
about how to structure your first paragraph and
make a three-minute presentation to your partner.
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Task 2 Instruction (2)

• The following points need to be made clear in
  your presentation.
• The importance of longitude
• The difficulty of determining longitude
• How longitude works to help navigators locate
  their positions at sea

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Task 2 Feedback --- About making a
presentation

• When preparing for the presentation, make a list
  of points which you are to cover in the speech.
• Keep to the time limit.
• Pay attention to the clarity, fluency and speed
  of your speech.
• Use the simple language to have your audience who
  may have little idea about the topic understand
  the issue more easily.

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• A review

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checklist of objectives

• Have we accomplished the following objectives?
• To check your overall comprehension of the text
• To review certain rhetorical features of a
  historical
• narrative
• To check your skills of classifying words
• To provide some background information
• To check your skills of skimming
• To check your knowledge of word-formation
• To reflect on your skills of taking notes
• To practice retelling a story
• To practice making a presentation

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Thank you!

• Questions are welcome!