Do you think it is necessary for the English teachers to use audio-visual technologies in their lessons? Yes No Teachers need the use of audio-visual… [309659]

Appendix 1

QUESTIONNAIRE FOR STUDENTS

How old are you?

16

17

18

19

[anonimizat]?

[anonimizat]’ language skills

to focus on real life communication

others:

[anonimizat]?

[anonimizat], diagrams

Posters

CD player/recordings

Laptop

PowerPoint

Mobile phone

TV set

Video projector

Smartboard (interactive whiteboard)

[anonimizat]?

Always

Often

Sometimes

Rarely

Never

Are they correlated to your lesson?

[anonimizat]?

Yes

No

They are efficient because they

help students focus their attention on the topic.

encourage communication.

make the lessons more interactive.

allow learners to absorb information more easily.

increase students’ motivation and participation in the class.

I do not consider them efficient.

[anonimizat]. (optional)

Appendix 2

QUESTIONNAIRE FOR TEACHERS

SECTION 1 – General information

Country:

Sex: Male Female

How long have you been teaching English?

1-5 years

5-10 years

10-20 years

more than 20 years

What levels do you teach?

primary

secondary

high school

SECTION 2 – [anonimizat]

1. [anonimizat]?

Yes

No

2. [anonimizat]?

Always

Often

Sometimes

Rarely

Never

3. [anonimizat]?

[anonimizat], diagrams

Posters

CD player/recordings

Laptop

PowerPoint

Mobile phone

TV set

Video projector

Smartboard (interactive whiteboard)

Others:

4. [anonimizat]?

[anonimizat]’ language skills

they focus on real life communication

others:

5. [anonimizat]?

as a warm-[anonimizat] a lesson based on a [anonimizat]:

6. [anonimizat]?

from the textbook

your own choice

both

7. [anonimizat]?

8. How do you cope with/ overcome those problems?

Appendix 3 (for lesson 1)

Pictures representing some mysteries of the world

The lost city of Atlantis Bermuda Triangle

Nazca Lines Stonehenge

The Overtoun Bridge WOW! Signal

Flight MH 370 Voynich Manuscrit

The Taos Hum Aluminium Wedge of Aiud

Jack the Ripper The Loch Ness Monster

The Mystery of Maya

1. Read the text and put the paragraphs in the correct order. The first paragraph has already been selected for you.

[1] A lost world lines hidden deep within the rainforests of Central America. Hundreds of cities and towns stand among the trees. These used to be home to millions of Native Americans know as the Maya, who lived in the Central American jungle for approximately 3,000 years. They built an incredible civilization which was successful for about 750 years. For many of the settlements, the good times ended about 1,000 years ago. Today the Maya’s cities are empty. Trees and vines embrace the once proud temples and palaces, which are now in ruins.

[2] I learnt a different story in another place that I visited the great city of Tikal. About 55,000 people lived there once, and the city had roughly 3,000 major buildings. Tikal remained a lovely city for decades after Cancun was destroyed, but eventually it was also abandoned. Why? Archaeologists think the city suffered a drought that made it hard to grow corn, beans, squash and the other foods which were important in the diet of the Maya. Warfare may also have weakened the society as the people of Tikal battled with neighbouring cities. This drought and warfare probably shook the people’s faith in their king. The Maya thought of their rulers as gods. When the king couldn’t bring rain or victory, though, people may have stopped listening to him, and their community then fell apart.

[3] So what happened to those people? Their disappearance is considered one of the biggest mysteries in archaeology. Did they abandon their beautiful cities, or did some disaster wipe them out? For decades, archaeologists have been trying to discover what happened, and there is still no agreement. Theories range from the invasion of foreign forces and migration, to disease and the collapse of an overpopulated society. For example, some think a natural disaster like an earthquake or a volcanic eruption occurred. Others think that an epidemic caused thousands of deaths. New evidence has recently come to light from an investigation into the layers of mud at the bottom of a lake in the region. This suggests that a long-lasting drought was an important factor in their disappearance. However, there are so many possibilities that many researchers now believe that it was a combination of two or more of these things that marked the end for those people.

[4] Whatever the cause of the Maya’s disappearance, their downfall will continue to capture people’s imagination for many years to come. During my visit, it certainly captured mine. While I was among the pyramids and temples at Tikal, I imagined the people living there in the city’s last days. I could picture them hungry, tired and scared, running from their homes. Like the Maya in many places in the rainforests of Central America, they left behind a great city and a great mystery.

[5] To examine some of the theories about what happened to the Maya, I went to Central America. I visited Mayan cities and talked to the archaeologists who were studying them. One very hot day, I stood on a riverbank near the ruins of Cancun, which was once a successful city. Thousands of Maya used to live there and rich people from other cities would go there for holidays. But that fact changed 1,200 years ago. Archaeologists think that invaders came suddenly, probably by canoe. They may have battled with soldiers by the river before heading into the city centre. I followed the path they would have taken and came across an amazing palace next to the ruins of a large pool. It was decorated with red tiles and had once held drinking water for the city. Then, it became a tomb. The invaders killed the city’s leaders and threw their bodies into the water. The invasion must have been quick and terrifying. The city’s people were probably so scared that they ran away into the rainforest.

2. Read the text again and match the definitions below with the words in bold from the text.

thick forests in tropical areas where there is a lot of rain ……………………………

a type of vegetable with solid yellow flesh and a hard skin; pumpkin …………………

destroyed or very damaged ………………………………

a sudden violent movement of the earth's surface, sometimes causing great damage ………………………

a long period when there is little or no rain ………………………………

places where people come to live and build their homes ……………………………

destroy smth completely, kill ………………………………

a large number of people suffering from the same disease at the same time …………

made people doubt what they believe ………………………………

all the people who live in a place ………………………………

with too many people ………………………………

the activity of fighting in a war ………………………………

a large grave ………………………………

a person who enters a country by force with an army ………………………………

the climbing plants that produce grapes as their fruit ………………………………

3. Find synonyms for the highlighted words in the text.

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

4. Ideas Focus: Answer the following questions.

Why do you think people are so fascinated by mysteries?

Are you interested in mysteries? Why? / Why not?

Do you think there must be a logical explanation for every mystery? Why? / Why not?

Do you like films about aliens and mysterious incidents? Why? / Why not?

Do you think scientist should waste time looking into strange phenomena? Why? / Why not?

Would you like to visit the location of a famous mystery? Why? / Why not?

Are there any famous mysteries in your country?

KEYS

The correct order of the paragraphs is: [1], [3], [5], [2], [4].

The definitions of the words in bold from the text:

a thick forest in tropical areas where there is a lot of rain rainforests

a type of vegetable with solid yellow flesh and a hard skin; pumpkin squash

destroyed or very damaged in ruins

a sudden violent movement of the earth's surface, sometimes causing great damage earthquake

a long period when there is little or no rain drought

places where people come to live and build their homes settlements

destroy sth completely, kill wipe sth out

a large number of people suffering from the same disease at the same time epidemic

made people doubt what they believe shook the people’s faith

all the people who live in a place community

with too many people overpopulated

the activity of fighting in a war warfare

a large grave tomb

people who enter a country by force with an army invaders

the climbing plants that produce grapes as its fruit vines

Synonyms for the highlighted words in the text.

embrace = cover

fell apart = collapsed

disappearance = vanishing

evidence = proof

downfall = failure, destruction

to come across = found by chance

Ss’ own answers.

Appendix 4 (for lesson 2)

Warm-up: Examples of questions/responses on the slips of paper

How would you feel if the headmaster asked to see you?

How do you feel when you have to speak in public?

How do you feel when you think someone is following you?

How would you feel if your mobile phone were stolen?

How does skydiving make you feel?

What do you do when you feel impatient?

How do you react when you’re embarrassed?

How would you feel if your favourite television programme were cancelled?

How would you feel if an airplane landed on the road outside your house?

How would you feel if you won a large sum of money?

How would you feel if an aggressive dog were following you?

How do you feel when you win the first prize?

How would you feel if your favourite football team won the World Cup?

How would you feel if your parents bought you an expensive brand new car?

How does bungee jumping make you feel?

How would you feel if your favourite singer kissed you?

How would you feel if your mobile phone were stolen?

How would you feel if your best friend talked behind you?

I get butterflies in my stomach.

My heart starts pounding.

It gives me a rush of adrenaline.

I begin to drum my fingers on the table.

My face turns red.

I feel very nervous.

I hate this dull weather, it makes me feel depressed.

Pre-listening activity: Pictures representing people’s body language

Picture 1: hug Picture 2: pull/hair

Picture 3: smile Picture 4: scratch/head

Picture 5: yawn Picture 6: clench / fist

Picture 7: frown Picture 8: stroke / chin Picture 9: bite / nails

How do you think the people in the pictures feel?

e.g. Picture 1: The children are hugging, so they must be happy/ pleased.

Picture 2: ………………………………………………………………………………..

Picture 3: ………………………………………………………………………………..

Picture 4: ………………………………………………………………………………..

Picture 5: ………………………………………………………………………………..

Picture 6: ………………………………………………………………………………..

Picture 7: ………………………………………………………………………………..

Picture 8: ………………………………………………………………………………..

Picture 9: ………………………………………………………………………………..

While-listening activity

Listen and match the descriptions of different kinds of therapy (A-F) to the speakers (1-5). There is one extra therapy which you do not need to use.

A dealing with your problems while listening to music Speaker 1: …..

B relaxing and thinking about your emotions Speaker 2: …..

C explaining your problems to your family Speaker 3: …..

D working out your problems through films Speaker 4: …..

E discussing problems in groups Speaker 5: .….

F expressing feelings through drawing

The audio script for the listening exercise

Speaker 1

I have always found that bringing my patients together is very helpful. They realise that they are not alone and I think that it does wonders for their self-confidence. They feel like they are helping others as well as themselves and they also gain hope from seeing how the other patients improve. Working in this way gives my patients a safe environment in which they can discuss their problems with others, and that, after all, is what therapy is all about.

Speaker 2

This type of therapy is based on the idea that people can visualize and create things from their thoughts and emotions. Patients who have problems putting their problems into words can often express themselves by painting or drawing. I find that it works especially well with children but it can be used with patients of any age. It is really a journey of self-discovery, as the patients relax and learn more about themselves from the pictures that they create.

Speaker 3

We live in a busy and stressful world and many of us have no time to think about how we feel. Avoiding our emotions though, only leads to bigger problems in the end. I think that the best thing I can do for my patients is to teach them how to relax and think about their lives. By letting themselves go and focusing on who they really are, my patients find that they feel more alive. This can help them deal with problems at work or at home and lets them really live life to the fullest.

Speaker 4

It may sound strange at first. Certainly when most people go to take in the latest blockbuster, they don’t think of it as therapy. For many of my patients, though, it can lead to a real breakthrough. They find that they can really connect with the characters and plots and this can give them inspiration and hope when it comes to dealing with real life. Whatever problems my patients have, I find that I can almost always recommend something on the big screen that will help them to look at their life in a new way.

Speaker 5

The beauty of this form of therapy is that you can do it anywhere. On the way to work, in the gym, or at home. It can help us to relax, improve our mood and reduce stress. I call it the Mozart effect but of course the composer or performer doesn’t really matter. The important thing is to find a piece that creates an emotional response in the patient. It’s amazing what a great effect a simple, everyday activity like this can have. (Bob Obee, Virginia Evans – Upstream Upper Intermediate B2+, Student’s Book, Express Publishing House, EU, 2003:241)

KEYS

Pre-listening activity

How do you think the people in the pictures feel?

e.g. Picture 1: The children are hugging, so they must be happy/ pleased.

Picture 2: He is pulling his hair, so he must be angry.

Picture 3: They are smiling, so they must be happy/ pleased.

Picture 4: He is scratching his head, so he must be unsure/ confused.

Picture 5: The baby is yawning, so she must be tired.

Picture 6: She is clenching her fist, so she must be angry.

Picture 7: She is frowning, so she must be confused.

Picture 8: He is stroking his chin, so he must be thoughtful.

Picture 9: She is biting her nails, so she must be worried/ angry/ impatient.

While-listening activity

Speaker 1 E (discussing problems in groups)

Speaker 2 F (expressing feelings through drawing)

Speaker 3 B (relaxing and thinking about your emotions)

Speaker 4 D (working out your problems through films)

Speaker 5 A (dealing with your problems while listening to music)

Extra therapy: C

After-listening activity

Why do people go to a therapist?

Suggested answers:

Therapy offers people support when they

are going through difficult times

have difficulties at work/ school

feel depressed, worried, shy, stressed, sad

have eating disorders

have attention problems, learning problems

have an illness

have family troubles: divorce, death of a loved one

get rid of a vice, a bad habbit

want to bulid their self-confidence

find difficulties in making friends, etc.

Appendix 5 (for lesson 3)

JOB INTERVIEW

1. a) Complete the dialogue. Use the words and phrases in the list.

Do you have any relevant experience?

Have a seat

when can you start

Thanks for coming in.

tell me a bit about yourself

A: Hello. You must be John Brown.

B: Yes, good morning.

A: 1) ……………………………….. , John. I’m Tim Marti.

B: Nice to meet you.

A: So, 2) ……………………………….. , John.

B: Well, I’m 20 years old, I’m a university student and I want a part-time job to help with my living expenses.

A: Okay. Why should I consider you for this job?

B: Well, I’m hardworking and efficient and I work well in a team. I’m also cheerful and friendly.

A: I see. 3) ……………………………….. ?

B: Yes. Over the last two summers I worked as a waiter for a catering company at a variety of events. I have a letter of recommendation here.

A: Thank you. Should I offer you the job, 4) ……………………………….. ?

B: Right away!

A: OK. 5) ……………………………….. . I’ll be in touch.

B: Thank you very much. I hope to hear from you soon.

b) Take roles and read the dialogue aloud.

2. Your local supermarket is advertising for part-time shop assistants. In pairs use the language in the box to act out a job interview. Use the dialogue in Ex. 1 as a model.

MAKING COMPARISONS

3. Which professions can you see in the photographs? What are some of the ways in which they differ? Choose the correct words to complete the paragraph.

1) Both/ As doctors and taxi drivers have interesting jobs 2) but/ in spite their jobs differ in many respects. 3) Although/ Despite no special skills are required for being a taxi driver, becoming a doctor requires years of training. Both jobs require working nights and weekends. 4) However,/ Also, doctors have a safer job compared to taxi drivers who are often the victims of crime. Both jobs can be very stressful 5) but/ despite a doctor’s job is more rewarding 6) as/ on the other hand they change people’s lives for the better. 7) In addition,/ Nevertheless, doctors earn more money than taxi drivers.

4. Look at the pictures below. Use the phrases in the language box and the ideas below to compare the two professions.

KEYS

1. a)

Have a seat

tell me a bit about yourself

Do you have any relevant experience

when can you start

Thanks for coming in.

b) Ss work in pairs, take roles and act out the dialogue.

2. Suggested answer

A: Hello, you must be Frank Green.

B: Yes, good afternoon.

A: Please have a seat, Frank. I’m Emma Smith.

B: Pleased to meet you.

A: So, tell me about yourself, Frank.

B: I’m 23 years old, I’m studying at university and I need a job to help with living expenses.

A: What should we employ you?

B: Well, I’m reliable, enthusiastic and I work well with others.

A: Do you have any relevant experience?

B: Yes, I worked Saturdays in a clothing shop in the city centre last summer.

A: OK. If I offer you the job, when could you start?

B: Next week.

A: OK, thanks for coming in. I’ll be in touch.

B: Thank you for your time. I hope to hear from you soon!

3.

Both

but

Although

However

but

as

in addition

4.

Both bakers and firefighters have interesting jobs, but their jobs differ in many ways.

To start with, a baker’s job is not as dangerous. A firefighter’s job is hazardous and risky. Although once mastered there are no new skills to be learned being a baker, working as a firefighter requires constant training. Also, a baker has a happy work environment whereas a firefighter can witness people getting hurt. In addition, a baker must work long hours every day compared to a firefighter, who does shift work. Also, a firefighter has financial security because he gets paid well. A baker, on the other hand, can be poorly paid.

Appendix 7 (for lesson 5)

FOOD QUIZ

1. Name three essential ingredients of salad.

______________________________________________

2. Stilton, Brie, Camembert and Edam are all kinds of what?

_________________________________________________________________________

3. What is the difference between 'biscuits' and 'cookies'?

_________________________________________________________________________

4. Name three kinds of seafood.

_________________________________________________________________________

5. Name two important ingredients used in Thai food.

_________________________________________________________________________

6. What's the difference between a pie and a tart?

_________________________________________________________________________

7. Spaghetti, macaroni, penne, and ravioli are all kinds of what?

_________________________________________________________________________

8. What's the difference between French fries, chips and crisps?

_________________________________________________________________________

9. Which countries do these famous dishes come from?

Paella ____________________

Falafel ____________________

Tiramisu ____________________

Borshch ____________________

Wurst ____________________

Chicken tikka ____________________

10. Think of:

a food for a picnic _________________________________________

a food for health _________________________________________

a food for the rich and famous _________________________________________

a food for romance _________________________________________

a food that reminds you of your childhood _________________________________________

a food for a wedding _________________________________________

a dish for a first date _________________________________________

a food for a business meeting _________________________________________

a food that reminds you of travelling _________________________________________

a food for Christmas _________________________________________

Pictures representing the smelliest fruit

Durian fruit Century Eggs

Natto Hongeo

Stinky Tofu Limburger Cheese

Lutefisk Surströmming

Hákarl Kusaya

Kiviak Iru

WORKSHEET

The Smelliest Fruit

Before watching

A Work with a partner and answer these questions.

The durian fruit smells extremely unpleasant, but it is eaten by people in South Asia. Why do you think they eat it?

Can you think of food in other cultures which have a unique taste or smell?

B Match the following words with their meanings.

bear fruit

bedspreads

charcoal

nationwide

be on the front lines

rotten

smuggle

to take things or people to or from a place secretly and illegally

decayed

a decorative cover put on a bed

in all parts of a particular country

be on a constant watch

produce fruit

a hard, black substance similar to coal

While watching

C Watch the video clip and decide if these statements are true or false. Write T for True and F for False.

It is easy to say what the durian fruit smells like. ……….

Many Asian strongly dislike the smell of cheese. ……….

A durian fruit is worth a lot of money. ……….

The bad odour of durian fruit can get into furnishings. ……….

Hotels in Borneo check every guest for durian fruit. ……….

In Borneo, you are not allowed to eat durian fruit outdoors. ……….

After watching

D Complete the summary of the video with the missing information.

In Malaysian Borneo, hotels staff watch for durian fruit. Even though it is unwelcome in many places, it is loved by people nationwide. Its smell can be described as anything from (1)………………………………………… fish and custard, to a rubbish dump, blue cheese or even a dead dog! Other cultures love foods that smell (2) …………………………………………, like cheese which is popular in the west, but it is considered offensive in Asia.

(3) ………………………………………… its bad smell, durian is precious in Southeast Asia. Durian trees sometimes take 15 years to (4) ………………………………………… fruit and a single durian fruit can cost up to 50 US dollars. But in Kuching, hotels managers are on a (5) ………………………………………… watch to keep the fruit out. Durians are bad business for hotels. One smelly fruit can scare off all their customers. Some people (6)………………………………………… durians into rooms and the hotels have to deal with the consequences.

The smell gets into curtains, (7)…………………………………… and carpets. Some hotels use charcoal which absorbs the odour (8)……………………………………, and other use an ionizer which can remove the contaminating smell in less than three hours.

In Borneo, visitors can decide for themselves if this fruit is delicious or disgusting, as (9)………………………………………… as they eat in the (10)………………………………………… air.

Ideas Focus

Which foods do you think have an unpleasant smell? Would you try them? Why? / Why not?

Do you think there are any foods or drinks that should be banned from public places?

What do you think is totally unacceptable to consume?

KEYS

The video clip with the smelliest food – The countries they come from are:

Durian Fruit – South Asia

Century Eggs

Natto – Japan

Hongeo – Korea

Stinky Tofu – China, Taiwan

Limburger Cheese – Germany

Lutefisk – Norway

Surströmming – Sweden

Hákarl – Iceland

Kusaya – Japan

Kiviak – Greenland

Iru – Nigeria

Food quiz – answers

1. Lettuce, cucumber, tomato.

2. Cheese.

3. Biscuits (British English) and cookies (N American English).

4. Prawns, crab, shrimp, lobster, clams etc.

5. Chilli, lemon grass, coconut milk, lime juice, fish sauce etc.

6. A pie usually has a pastry covering; a tart does not.

7. Pasta

8. French fries (N American English), chips (British English equivalent of French Fries) and crisps (British English equivalent of N American 'chips')?

9. Which countries do these famous dishes come from and what are their ingredients?

10. Ss’ own answers.

Worksheet – The Smelliest Fruit

A. Ss’ own answers.

B. 1 – f, 2 – c, 3 – g, 4 – d, 5 – e, 6 – b, 7 – a.

C. 1– F, 2 – T, 3 – T, 4 – T, 5 – F, 6 – F.

D. 1– rotten, 2 – strongly, 3 – Despite, 4 – bear, 5 – constant, 6 – smuggle, 7– bedspreads,

8 – slowly, 9 – long, 10 – fresh.

E. Ss’ own answers.