Session 1 Review Study Records and warm-up conversation. Check Study Path: Study from more than one unit in each session. Their study should include some lessons from Module 6. Review Study Score. Provide coaching information. Stress the importance of frequent practice. Expansion Activity: Vocabulary -- Health and Medicine Focus on health and medicine terms like: mad cow disease, SARS, HIV, etc. Main Activity 1: Discussion Topic Technology and Change: Good and Bad Main Activity 2: Adaptation Explain how life forms such as viruses and bacterium adapt. Expansion Task: Vocabulary -- Health and Medicine Discuss 5-10 terms such as: sore throat, fever, headache, rash, cough, diarrhea, tumor, cancer, heart attack, stroke, diseases (pneumonia, flu), food poisoning, kidney failure, constipation, blood test, x-ray, MRI, vaccination, antibiotic, virus, bacterial infection, mad cow disease, HIV, SARS, epidemic, aspirin, cold medicine, etc. Which diseases are the most dangerous? What health problems threaten our future? Main Activity 1: Discussion Topic Technology and Change: Good and Bad. Discuss questions like these: What are some of the benefits of modern technology? In what ways has modern technology reduced the quality of life? How has the world changed since you were born? What changes have most affected your life? What changes are you most against? What changes are the most dangerous for the future of the world? What changes are needed for the future? Main Activity 2: Adaptation Explain how life forms such as a virus or bacterium adapt to a changing environment. Why are bacteria becoming stronger? What do you think about evolution and 'survival' of the fittest? Do you think science and research should be controlled by governments? What about the Internet? Should it be open and free, or controlled? Can you believe what you find on the Internet? How do you check the authenticity of the sources of your information? Where do you get your information about health and health products? Epidemic 010_EX7_002.PDF Written Exercises A-D Epidemic 010_TG7_002.PDF This Unit focuses on listening for specific points of information in a presentation. Students are asked to listen for the main idea or a supporting idea as indicated by a prompt at the top of the screen. This is followed by a comprehension task before continuing the presentation. As the Shuffler level increases, the listening prompts will change. It is necessary to go through each lesson at least three times to cover the different listening prompts. In each of the four presentation sections, the target language models and vocabulary are presented. When these lessons are completed, students should do the Sentence Reordering lesson. This lesson helps students better understand how sentences are linked and organized in a presentation. Highlighted words in the text show how sentence order is indicated. Goals: (1) To be able to listen for specific points in a presentation. (2) To be able to summarize the main points in a presentation. (3) To be able to recognize the difference between the main idea and supporting ideas. (4) To be able to make a short, well-organized presentation. Session 2 Review Study Records and warm-up conversation. Check Study Path: Study from more than one unit in each session. Their study should include some lessons from Module 6. Review Study Score. Provide coaching information. Stress the importance of frequent practice. Language Activity: Descriptive Clauses Focus on clauses like: (who) enjoys eating, (that) harm the environment, (that) attacks the nervous system, etc. Main Activity 1: Presenting an Issue A presentation should include: (1) Statement of the problem or issue (2) Illustration or example of why it is important (3) Consequence of not dealing with it. Main Activity 2: Dictation Global catastrophe: Asteroid hits the Earth. Language Activity: Descriptive Clauses Use descriptive clauses to complete the following sentences: (1) I'm the kind of person who (enjoys being with friends) (2) I like people who (are considerate of others, don't care what others think, etc.) (3) I don't like to do things that (hurt others, harm the environment, etc.) (4) I enjoy discussing issues which (are controversial, people care about, are current, etc. Polio is a viral disease 'that' attacks the nervous system. ) Main Activity 1: Presenting an Issue Present a global, national, or local issue of importance. The presentation should include the following: a. Statement of the problem or issue: e.g., Pollution, Population, Bullying, Crime and safety, Global warming, Sources of energy, Racism, International relations, Cloning, Genetic engineering, Globalization, Terrorism, Religious conflicts, etc. Example: Sooner or later, as our Earth travels around the sun, we are certain to be hit by an asteroid or comet. b. Illustration or example of the problem to show why it is important: Example: According to scientists, if an asteroid a mile in diameter hit the earth, it could wipe out all life on Earth. c. Consequence of not dealing with the problem and recommendations for what to do. Example: Though the probability of this happening soon is very small, there is a chance that it could happen within our lifetime. Now that we have the technical capability, we should begin to prepare for such an event, etc. For the above presentation, students should use sources such as the Internet, newspapers, or other reference materials to find the facts necessary to support their presentation. Main Activity 2: Dictation and Discussion Dictation: (1) Sooner or later, our planet is certain to be hit by an asteroid or comet. (2) According to scientists, if an asteroid a mile in diameter hit the earth, it could wipe out most forms of life. (3) Though the probability of this happening soon is very small, there is a chance that it could happen within our lifetime. (4) Now that we have the technical capability, we should begin to prepare for such an event. (5) If we survey the skies and take appropriate action, we may be able to prevent this from happening. Correct the dictation and have the student summarize the dictation. Then ask follow-up questions like: Were you aware of this possibility? What actions do you think could prevent an asteroid from hitting us? Do you think the nations of the world can work together to prevent such global catastrophes? Epidemic 010_EX7_002.PDF Written Exercises A-D Epidemic 010_TG7_002.PDF This Unit focuses on listening for specific points of information in a presentation. Students are asked to listen for the main idea or a supporting idea as indicated by a prompt at the top of the screen. This is followed by a comprehension task before continuing the presentation. As the Shuffler level increases, the listening prompts will change. It is necessary to go through each lesson at least three times to cover the different listening prompts. In each of the four presentation sections, the target language models and vocabulary are presented. When these lessons are completed, students should do the Sentence Reordering lesson. This lesson helps students better understand how sentences are linked and organized in a presentation. Highlighted words in the text show how sentence order is indicated. Goals: (1) To be able to listen for specific points in a presentation. (2) To be able to summarize the main points in a presentation. (3) To be able to recognize the difference between the main idea and supporting ideas. (4) To be able to make a short, well-organized presentation. Session 3 Review Study Records and warm-up conversation. Check Study Path: Study from more than one unit in each session. Review Study Score. Provide coaching information. Stress the importance of frequent practice. Extension Activity: Dictation The spread of diseases. Main Activity 1: Organizing Ideas Focus on the sentence order of the above dictation. Main Activity 2: Discussion Topic: Technology and Change How has technology changed our lives in the past 150 years? Extension Activity: Dictation and Discussion Dictation: (1) Throughout history, humans have had to deal with a wide variety of diseases. (2) Periodically, epidemics have broken out, killing millions of people. (3) In the 14th century, for example, the bubonic plague swept through Europe. (4) A century later, Europeans brought diseases such as smallpox and measles into the Americas. (5) The native populations had no defenses against these diseases, so the results were catastrophic. (6) By 1568, the population of Mexico had fallen from about 17 million to less than 5 million. Check for accuracy and then have the student summarize the dictation. Then ask follow-up questions like: What diseases were introduced into the Americas? How? Why wasn't there any defense against these diseases? What are some recent examples of diseases that have become epidemics? How are diseases spread? What can we do to prevent the spread of a disease such as the flu? When was the last time you were vaccinated? What do you think the word 'catastrophic' means? Main Activity 1: Organizing Ideas Discuss the order of the sentences in the above dictation and ask whether the sentences can be rearranged in any other order. Which words in the sentences determine the order? (e.g. 'for example', 'these') Which sentences must follow previous sentences? (e.g. A century later...) Why can't sentences (1) and (2) be reversed? Main Activity 2: Discussion Topic: Technology and Change Think about how technology has changed our lives in the past 150 years. Give reasons and examples why you think our lives have gotten better or worse. Epidemic 010_EX7_002.PDF Written Exercises A-D Epidemic 010_TG7_002.PDF This Unit focuses on listening for specific points of information in a presentation. Students are asked to listen for the main idea or a supporting idea as indicated by a prompt at the top of the screen. This is followed by a comprehension task before continuing the presentation. As the Shuffler level increases, the listening prompts will change. It is necessary to go through each lesson at least three times to cover the different listening prompts. In each of the four presentation sections, the target language models and vocabulary are presented. When these lessons are completed, students should do the Sentence Reordering lesson. This lesson helps students better understand how sentences are linked and organized in a presentation. Highlighted words in the text show how sentence order is indicated. Goals: (1) To be able to listen for specific points in a presentation. (2) To be able to summarize the main points in a presentation. (3) To be able to recognize the difference between the main idea and supporting ideas. (4) To be able to make a short, well-organized presentation.