DETAILED LESSON OUTLINE SUBJECT: READING STUDENT VERSION        Course: Reading Course book: Interactions (Silver Edition) Lecturer: Chapter 1: Education and Student Life (pp.1-11) Topic : Education: A Reflection of Society Skill practiced : Reading Skill Focus: - Previewing the topic and vocabulary - Identifying the topic and main idea - Skimming for the topic and main idea - Predicting content of a reading  Pre – reading: Previewing the topic: Students look at the photos and answer the questions: - Where is each scene taking place? - What might be similar about education in these countries? - What might be different about education in these countries? Getting Meaning from Context: - one the one hand / one point of view - on the other hand / another point of view - compulsory / required - rural / country - egalitarian / equal - discipline / self-control - entire / whole - determine / decide While reading: Identifying the main ideas: Students are asked to read the passage silently within a time limit (10 – 15 minutes): - From paragraph A: The educational system is a mirror that reflects the culture - From paragraph F: It is clear that each educational system is reflection of the larger culture – both positive and negative aspects of its economy, values, and social structure Understanding reading structure: Students are required to look back at the reading on pages – and find out the topic of each paragraph - Conclusion: Education as a reflection of society (paragraph F) - A country that places a lot of importance on education and makes students take difficult exams (paragraph C) - A country that offers education to everyone but also has problems in its schools (paragraph E) - A country where equality and national unity are important (B) - A country where social class is very important (D) - Introduction: Education as mirror of a culture (a) Checking vocabulary: Write words or expressions that fit the definitions - a paper containing the laws that a country is based on: constitution - Indians: native / indigenous people - far away from town or cities: isolated - a school for job training: vocational Page of 27 Organizing Information: Using a T-chart: Fill out the positive and negative aspects of the countries in the reading Positive Aspects Negative Aspects Mexico: Education is free, compulsory, Difficult to provide in rural areas; not enough universal; supports national unity; leads to schools or teachers; some Indians groups not improvement of people send children to school Japan: Education is free and egalitarian; 88% Students needs discipline; must give up hobbies, finish high school; children with high test scores sports, social life to study for exams bring high status to family Britain United States - Post reading: Students are required to answer these questions about their own country Are there both private schools and public schools? Is public education free, or students need to pay tuition? Do most students go to secondary school? Do most students complete high school? Do many students go to college or university? What are some advantages of the educational system? Disadvantages? ================ Page of 27 DETAILED LESSON OUTLINE SUBJECT: READING STUDENT VERSION        Course: Reading Course book: Interactions (Silver Edition) Lecturer: Chapter 1: Education and Student Life (pp.12-21) Topic : Campus Life is Changing Skill practiced : Reading Skill Focus: - Skimming for the topic and main idea - Understanding Pronoun Reference  Pre – reading: Previewing the topic: Explaining the differences between the topic and main idea of a paragraphs While reading: Skimming for the topic and the main idea: Reading A: Topic: Changes in the United States College population Main idea: Traditional college students are being replaced by nontraditional students who have different needs and expectations of colleges Reading B: Topic: Learning styles of nontraditional students Main idea: Nontraditional students prefer the sensing styles of learning, or getting experience first and the ideas later Reading C: Topic: Learning styles of traditional students Main idea: Traditional students prefer intuitive style of learning or getting theory before practice Reading D: Topic: Preference of college professors Main idea: Most college professors prefer the intuitive style so nontraditional or sensing students are at a disadvantage Reading E: Topic: Changes in interests of students Main idea: Students went from being politically active to being interested in making money, but now they are a combination of the two Reading F: Topic: Changes in technology on Campus Main idea: Advances in technology allow students to performs many tasks online, for example, send applications, register, take classes, researches, take exams, contact professors Page of 27 - Understanding Pronoun Reference: Explain the difference between nouns (the name of a person, place or thing) and pronouns (word that takes the place of a person, place or thing) Example: boy = he, girl = she chair = it cars = they we / you they (Paragraph A, line 2) = most undergraduate students they (Paragraph A, line 8) = non-traditional students them (Paragraph A, line 15) = non-traditional students their (Paragraph D, line 37) = students in the sensing group their (Paragraph E, line 41) = students in the 1980s them (Paragraph F, line 55) = professors Post reading: Students are required to answer these questions about their own country Are students today different from students in the past? If so how are they different? How has technology changed campus life in your country? ================ Page of 27 DETAILED LESSON OUTLINE SUBJECT: READING STUDENT VERSION        Course: Reading Course book: Interactions (Silver Edition) Lecturer: Chapter 2: City Life Topic : A City That’s Doing Something Right Skill practiced : Reading Skill Focus: - Previewing the topic and vocabulary - Getting meaning from context - Identifying the main idea - Identifying supporting details  Pre – reading: Previewing the topic: - Think of adjectives to describe your city? - What are the five best features of your city? - What are the five worst problems in your city? Getting Meaning from Context: - predict: say in advance that something will happen - gridlock: traffic that doesn’t move - commute: go from home to work and back - affluent: rich - priorities: list of what was most important - trash: garbage - produce: fruit and vegetables (oranges and potatoes) - recycling plant: factory or place where glass bottles, plastic and cans are made into new products - mass-transit: a system of transportation for many people - agricultural operation: farm - cultivate: grow - urban dwellers: city people While reading: As you read, think about the answer to this question: What is the city Curitiba, Brazil doing right? Identifying the main idea - Paragraph B: The city of curitiba, Brazil, proves that it’s possible for even a city in developing country to offer a good life to his residents - Paragraph G: Curitiba is truly, as Lewis Mumford once said of cities in general, a “Symbol of the possible.” Identifying supporting details: Mai idea Details Curitiba created a “Green Exchange” cleans the streets of trash to help the city exchange trash for fresh produce Recycle two-thirds of garbage Gives jobs to poor people Curitiba created an unusual decreases traffic mass-transit system to deal makes commuting more pleasant with traffic helps solve problems of air pollution Page of 27 - Post reading: Students are required to answer these questions about their own country What is the population of the major cities in your country? Is overcrowding a problem? What are some problems in your city? Are there homeless people in your city? If so, is there a program to help them? What programs are there to protect the environment in your city? ================ Page of 27 DETAILED LESSON OUTLINE SUBJECT: READING STUDENT VERSION        Course: Reading Course book: Interactions (Silver Edition) Lecturer: Chapter 2: City Life Topic : Sick-Building syndrome Skill practiced : Reading Skill Focus: - Identifying topic sentence and main idea - Understanding pronoun reference  Pre – reading: Previewing the topic: - Making predictions: Causes of outdoor air pollution Causes of indoor air pollution - motorcycles, cars, buses, trucks - smoking cigarettes, cigars, pipes trains, ships - fire for cooking, heating, stoves - factories, industrial complexes, - chemicals in household cleaners - plants that produce electricity natural gas, petroleum, nuclear power While reading: Skimming for topic and main idea: Paragraph A: Topic: Sick-building syndrome Main idea: Some buildings create their own indoor air pollution Paragraph B: Topic: Indoor air pollution Main idea: The air inside some buildings is full of pollutants Paragraph C: Topic: Types of indoor air pollution Main idea: Many products give off chemicals we can’t see but breathe in Paragraph D: Topic: How indoor air becomes polluted Main idea: Some products release chemicals into the air and lack of ventilation makes the situation more serious Paragraph E: Topic: Solutions to sick-building syndrome Main idea: Experts must determine the causes and workers must remove it Paragraph F: Topic: Plants as a solution Main idea: Some plants remove pollutants from the air Paragraph G: Topic: More research is necessary Main idea: Plants may offer an important pollution control system for 21st century Page of 27 Understanding Pronoun Reference - they (paragraph A, line 4): teachers and students - they (paragraph C, line 26): people - them (paragraph C, line 31): chemicals - these (paragraph D, line 37): sources - these (paragraph E, line 50): solutions - they (paragraph E, line 53): workers - they (paragraph G, line 73): plants - Post reading: Students are required to answer these questions about their own country Is there a problem with smog in your city? When is it the worst? What are the causes? Have you ever experienced sick-building syndrome? If so, what were your symptoms? How many possible pollutants can you find in your home and classroom? In your home country, people usually houseplants? Why or why not? In your opinion, why wasn’t sick-building syndrome a problem in the past? ================ Page of 27 DETAILED LESSON OUTLINE SUBJECT: READING STUDENT VERSION        Course: Reading Course book: Interactions (Silver Edition) Lecturer: Chapter 3: Business and Money Topic : Banking on Poor Women Skill practiced : Reading Skill Focus: - Getting meaning from context - Using parts of speech to understand vocabulary  Pre – reading: Previewing the topic: - Think about these questions - What might people be doing in the photo of the bank? - What is necessary in order to get a business loan (to borrow money) from a bank? - What are the problems of very poor people? - What are the possible solutions for them? Getting meaning from context: - entrepreneurs: people who own and run their own small businesses - peer pressure: group members make sure that each person pays back his / her loan - social ills: violence and lack of education Using parts of speech to understanding vocabulary: - lift (v): bring / carry - eradication (n): elimination / removal - subsidiary (adj): side, minor - fund (n): account, group, money - grant (n): not loans, money given - plow (v): put, return While reading: Think about the answer to the question: How can banks help poor women to change their lives? Post reading: Organizing ideas using a Venn diagram Grameen Bank Common goals How does it work? - lend money - borrowing groups - 98% repayment rate character capacity helps women ============= Page of 27 Global Fund for women How does it work? gives grants solutions to social ills no payment necessary DETAILED LESSON OUTLINE SUBJECT: READING STUDENT VERSION        Course: Reading Course book: Interactions (Silver Edition) Lecturer: Chapter 3: Business and Money Topic : Consumerism and the Human brain Skill practiced : Reading Skill Focus: - Identifying the topic and main idea - Understanding pronoun reference  Pre – reading: Previewing the topic: - Think about these questions - Who are consumers? What they do? - What are some reasons that people choose one brand of a product instead of a similar brand of the same product? - How does advertising influence people? While reading: Identifying the topic and main idea: Paragraph A: Topic: Consumerism Main idea: We buy products based on marketer’s successful use of psychology Paragraph B: Topic: Human fears Main idea: Our fears of offending people is greater than logic Paragraph C: Topic: Need for good self image Main idea: Our need for a good self-image leads us to irrational decisions about products Paragraph D: Topic: Identical products Main idea: Even though products are the same, people choose one based on sensory information Paragraph E: Topic: Self-fulfilling prophecy Main idea: When we buy products, we believe what advertising say about them, and it comes true Paragraph F: Topic: Making choices Main idea: We may not make choices independently, marketers may make them for us Page 10 of 27 Cause Effect Employers’ need to hold costs down more temporary jobs Outsourcing Cause Effect Well-educated workforce (in India) Salaries are lower outsourcing to India Educated people fluent in English - Are you a workaholic? Is job-hopping popular in Vietnam? How has technology changed the way in which you live and work? ================ Page 13 of 27 DETAILED LESSON OUTLINE SUBJECT: READING STUDENT VERSION        Course: Reading Course book: Interactions (Silver Edition) Lecturer: Chapter 4: Jobs and professions Topic : Looking for work in the 21st Century Skill practiced : Reading Skill Focus: - Skimming for the topic and main idea - Understanding pronoun reference  Pre – reading: Previewing the topic: - Where people usually find out about job openings? Make a list of the places - How people prepare for a career? What steps they need to take? While reading: Identifying the topic and main idea: Paragraph A: Topic: Finding a job Main idea: In the past, finding a job was a simple process with only a few steps Paragraph B: Topic: Job hunting now is more complex Main idea: Now you have to go through more complicated steps to find a new job Paragraph C: Topic: Career counselors Main idea: People go to career counselors who tell them to find a job they love Paragraph D: Topic: Job hunting on the Internet Main idea: Many employers advertise jobs online and many people apply for them Paragraph E: Topic: Job hunting on job boards Main idea: People post their resume on the Internet, and some companies can the interview online as well Post reading: Understanding Pronoun Reference - they (paragraph A, line 2): people - them (paragraph B, line 11): kind of job - it (paragraph C, line 32): their dream job - them (paragraph D, line 36): job board - this (paragraph E, line 45): their next step - it (paragraph E, line 50): job hunting Page 14 of 27 Answer these questions - Have you ever gone job hunting? If so, what steps did you take? - Do you already know what your “dream job” is? If so, what will you need to to get it? - Have you ever visited an online job board? ================ Page 15 of 27 DETAILED LESSON OUTLINE SUBJECT: READING STUDENT VERSION        Course: Reading Course book: Interactions (Silver Edition) Lecturer: Chapter 5: Lifestyle around the world Topic : Trendspotting Skill practiced : Reading Skill Focus: - Skimming for the main idea - Getting meaning from context - Finding detail  Pre – reading: Previewing the topic: - What are fads and trends? What are the differences? - Why are they important? - Previewing the reading: What is the topic of the whole reading? + Spotting, or Trends - What are the seven subtopics? + Urban lifestyle, Fads, The Essence of a Fad, The reason for Fads, Fads and Trends, Trenspotting, Popular Culture and the University While reading: Post reading: Finding the main idea: - Trends, which are basically long-lasting fads, are important for both social and business reasons Getting Meaning from Context: - Lifestyle: a way of living including fashion, food and exercise - Fads: fashion that changes quickly or doesn’t last long - Essence: the central quality - Profit: money that companies keep after their expenses are paid - Slang: words or phrases that change in meaning - Trend: a fad that last a long time and sometimes becomes an important part of our lives - Trendspotting: the ability to identify a trend at an early state - Competitive edge: an advantage over the companies - Distinguish: to tell the difficult - Enroll: to sign up to take a class Finding details Trends Fads Slang words groovy, boss, awesome, rad, tubular Interest in health aerobic, exercise, kickboxing, organic vegetables, special diets Page 16 of 27 Current Fads Clothing Jeans / boots Long skirts Natural fabrics Green peace Swimsuit (old fad) Hairstyles Sunglasses on head Shaved heads earnings Food White wine / sushi French water, pasta Gourmet coffee, Thai food Organic vegetables Special diets ================ Page 17 of 27 Music Beethoven / bread Activities Jog several miles Exercising at health clubs Bicycling skateboarding Tooth tunes Aerobic exercise, kickboxing Computer games (old trend, but now part of life DETAILED LESSON OUTLINE SUBJECT: READING STUDENT VERSION        Course: Reading Course book: Interactions (Silver Edition) Lecturer: Chapter 5: Lifestyle around the world Topic : Fads and Trends in the 21st Century Skill practiced : Reading Skill Focus: - Skimming for the topic and main idea - Organizing information  Pre – reading: Previewing the topic: - What are some fashions or forms of body decoration that are popular with teenagers these days? - What fashions teenagers and their parents disagree about? - What sports are especially popular these days? While reading: Identifying the topic and main idea: Paragraph A: Topic: Voluntary simplicity Main idea: People n the voluntary simplicity movement take various steps to make their lives both simpler and more enjoyable Paragraph B: Topic: Fads from India Main idea: Wearing mehndi is a harmless fad, but smoking bidis is harmful Paragraph C: Topic: Popularity of aromatherapy Main idea: Aromatherapy is a fad that uses floral and fruity scents to make people feel better Paragraph D: Topic: Dangerous sports Main idea: People variations of traditional sports that are dangerous but they make people feel focused and alive A B Post reading: Organizing Information Topic Main idea Voluntary People in this movement are trying Simplicity to make their lives simpler Fads from India Wearing mehndi is harmless but smoking bidis is harmful Page 18 of 27 Important details Work less Move close to work Walk or use a bike Plant a veg garden Buy less Stop buying stuff they don’t need Tattoos are permanent Parents are horrified C Popularity of Aromatherapy uses scents to make Aromatherapy people feel better D Dangerous Sports People dangerous sports that make them feel focused and alive Young people like them Mehndi is temporary Young people like bidis Parents worry about this Perfume attract people We remember smells Floral scents are pleasant People feel better It’s a good business Sports are made dangerous Snowboarding, mountain biking Thrill seekers like them Extreme sports created Sky-surfing, water-fall- running Feel focused and alive Answer these questions - Do you have a tattoo? - Do young people have tattoos in Vietnam? ================ Page 19 of 27 DETAILED LESSON OUTLINE SUBJECT: READING STUDENT VERSION        Course: Reading Course book: Interactions (Silver Edition) Lecturer: Chapter 6: Global Connections Topic : Global Trade Skill practiced : Reading Skill Focus: - Previewing the topic - Finding the main idea - Understanding the literal and figurative meaning of words - Checking vocabulary  Pre – reading: Previewing the topic: - What might be some reasons for the economic success of some cities? - What might be some reasons for economic failure in other countries? - How can geography help or hurt a country’s economy? While reading: - The topic of the whole reading: Global Trade - Five subtopics: Open trade, “Leaking Boats”, The influence of Geography, Protectionist policies, A way out Post reading: Finding the main idea: - Open trade has advantages for both developed and developing countries - Tropical countries without access to the ocean are usually a disadvantage in the global economy - Some countries have more economic success than others because of their governments’ policies Understanding the literal and Figurative meanings of words - Driving: providing the power for - Fall: lose power - Corners: distant places - Root: cause - Key: something that helps to find an answer - Wash: cause to be carried off by water - Climate: condition, situation - Path: way Checking vocabulary: - advantages: benefits - as a result: in turn - things that people buy: goods - something that produces heat or power: fuel - make less: reduce - movement of the ocean toward the beach and away from the beach: tide - area of water where ships and boats are safe: harbor - difference: gap - area with no access to an ocean: landlock Page 20 of 27 - natural chemicals that help plant grow: nutrients - something that prevent success: obstacles - obviously (idiom): It goes without saying - governmental plans that give special help to a country’s own people: protectionist policies - money that the government gives people so that they can sell their products at a low cost: subsidy ================ Page 21 of 27 DETAILED LESSON OUTLINE SUBJECT: READING STUDENT VERSION        Course: Reading Course book: Interactions (Silver Edition) Lecturer: Chapter 6: Global Connections Topic : Global Travel Skill practiced : Reading Skill Focus: - Identifying the main ideas - Understanding Idioms  Pre – reading: Previewing the topic: - What are some different types of travel? List as many as you can - Do you like to travel? Where in the world would you like to go? - What are some obstacles to traveling? While reading: Identifying the main idea: Paragraph A: Main idea: Global travel offers more variety now than it did in past years Paragraph B: Main idea: Train travel can offer educational and adventure, in addition to transportation Paragraph C: Main idea: A popular form of travel, called ecotourism, is for people who are interested in nature Paragraph D: Main idea: There are exciting opportunities for people who want to study and volunteer abroad Paragraph E: Main idea: Courier flights and freighters are two ways to get to another country cheaply Paragraph F: Main idea: Trips into space will soon be possible – but expensive Post reading: Understanding idioms - stop the progress or movement of: hold (someone) back - alone; not with a group: one one’s own - looking for; hoping to find: in the market for - travels; goes: runs - on a train: on board - detective: private eye - look for and find: track down Page 22 of 27 - mystery: whodunit - arrived in: pulled into - travel in a simple and not comfortable way: rough it - go from place to place: get around - with direct and active participation: hands-on experience - travel slowly: take (one’s) time Answer these questions - What kinds of travel are most interesting to you? Why? - Think of a country that you know well Is tourism important there? If so, what kind of tourism? If not, why not? ================ Page 23 of 27 DETAILED LESSON OUTLINE SUBJECT: READING STUDENT VERSION        Course: Reading Course book: Interactions (Silver Edition) Lecturer: Chapter 7: Language and Communication Topic : If we could talk with animals Skill practiced : Reading Skill Focus: - Identifying the topic and subtopics - Getting the main ideas - Getting meaning from context - Finding details  Pre – reading: Previewing the topic: - What might be some ways in which these animals communicate? - In your opinion, what is the difference between communication and language? - Do you think animals can learn language? Can they learn grammar? While reading: Post reading: Finding the main idea: - Some animals communicate by producing odors for other animals to smell - With their vocalizations, prairie dogs can warn each other of specific dangers - Chimps can understand much more vocabulary and grammar than researchers previously thought they could Getting Meaning from Context: - Making something clear: shedding light on - Return: head back - Movements that communicate meaning: gestures - Moving a tail: wagging - Straight up; standing on two feet: upright - A proud walk, from side to side: swagger - A smile: grin - Make someone feel better: reassure - Make sounds: vocalize - An animal that another animal hunts: prey - Group of whales: pod - Animals of the same type: species - Rapid “talk”: chatter - Says; expresses an opinion: claims - Male or female: gender - Animals with warm blood: mammals - Get; obtain; learn: acquire - In the part of the body with which we think: brain Finding details Types of communication Examples Smell Smells have different meanings: to attract a mate, send a warning, mark a territory, or communicate where to find food Page 24 of 27 Body language Vocalizations Chatter (by prairie dogs) Symbols (used by dolphins) Symbols (used by primates) Body language can show direction to food or flowers, to express emotions or desires or to demonstrate status Vocalizations can locate or identify objects or communicate with member of a group Chatter can alert members of a group to danger or distinguish among creatures as to degree of danger Symbols like hand signals can be used to give commands to animals that they learn to follow Symbols like ASL and lexigrams can also be used for communication between chimps and humans ================ Page 25 of 27 DETAILED LESSON OUTLINE SUBJECT: READING STUDENT VERSION        Course: Reading Course book: Interactions (Silver Edition) Lecturer: Chapter 7: Language and Communication Topic : Parentese Skill practiced : Reading Skill Focus: - Identifying the main ideas - Getting meaning from context  Pre – reading: Previewing the topic: - In your opinion, who talks more – men or women? - In school, who is better at language skills – boys or girls? - Do parents talk differently with their sons than they with their daughters? Do mother talk differently to their children than their fathers do? If so, how? - What kinds of toys parents usually give to their sons? What kinds of toys parents usually give to their daughters? - In your opinion, what is more important in determining what we are – genetics (biology) or our educational and environment? While reading: Identifying the main idea: Paragraph A: Main idea: Men and women have different styles of talking, which may begin in childhood Paragraph B: Main idea: A research study found that parents talk differently to their sons and daughters Paragraph C: Main idea: Parents who talk more to their baby girls are responding to the fact that girls are a little more developed at birth than boys are Paragraph D: Main idea: The toys that parents give their son or daughter may influence the child’s language ability Paragraph E: Main idea: Biology influences language ability, but environment also does, so parents need to give both their boys and girls a variety of types of toys Post reading: Getting meaning from context - connected with the use of spoken language: verbal - sticky liquid that joins things together: glue - feelings: emotions - understand and believe: realize Page 26 of 27 - to act in return or in answer: respond - it seems that: apparently - biology: nature - environment and education: nurture - proof; support for a belief: evidence ================ Page 27 of 27 ... SUBJECT: READING STUDENT VERSION        Course: Reading Course book: Interactions (Silver Edition) Lecturer: Chapter 4: Jobs and professions Topic : Changing Career Trends Skill practiced : Reading. .. animals communicate? - In your opinion, what is the difference between communication and language? - Do you think animals can learn language? Can they learn grammar? While reading: Post reading: ... SUBJECT: READING STUDENT VERSION        Course: Reading Course book: Interactions (Silver Edition) Lecturer: Chapter 2: City Life Topic : Sick-Building syndrome Skill practiced : Reading