Getting_To_Know_Yourself

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					                        Getting to Know Yourself
            Level: 2nd of Bachillerato
            Grammar: Revision of uses of the gerund or the infinitive. Verbs
            that are used with gerund or infinitive. Phrasal verbs with “make”.
            Expressions with "too" and "enough".
            Functions:      Talking about oneself,           describing     people's
            personalities and abilities at length.
            Vocabulary: Psychology and science. Vocabulary used to talk
            about describing people's personality. Astrology and zodiac signs.
            Phonetics: Intonation of interrogative sentences.

       This unit is made up of three parts that approach the topic of personality analysis
 and self-knowledge by means of a variety of scientific or pseudo-scientific techniques
 and tests. The choice of the topic has to do with the fact that most students (and people
 in general), find it interesting and motivating, regardless of the reliability of the scientific
 observations in themselves.
        Although the texts and exercises can easily be used independently (there isn't a
 unifying story) we strongly recommend to use the different exercises in the order
 suggested because of the increasing difficulty of the activities and the fact that the final
 part of the unit revises all the grammatical points and many of the structures and
 vocabulary.
        By using the menu, which is accessible from any activity, students may access
 any other part of the unit when needed. By clicking the "Help" icon they can access a
 chart which revises the main grammar points.
       As 2nd year Bachillerato students, our pupils are expected to be able to
 understand the instructions in English, so this is the only language used in both tasks
 and grammar help screens.
       Please remind your students to read the instructions shown by clicking the task
 button before they start any exercises, since the instructions are not always on the
 screens.
        The structure of the unit is as follows:

INTRODUCTORY SCREEN
      Through this screen you can access the menu, the credits screen and this
 document. If you want to start the unit, click on “Start”.



PART 1 - DOODLING
 1. Text: How do you doodle? - This first text introduces the topic of self- knowledge by
 means of the analysis of our own unconscious drawings (doodles). There is a main page
 where students can read about doodling interpretation in general and then they can read
 on by clicking on the picture (or pictures) they choose from the ones drawn under the
 text. When they do so, a small pop out window will provide them with some more
 specific information on the interpretation of that doodle.
 They can listen to the reading if they push the button on top of the page. Remind your
 students to use the glossary if necessary, since the vocabulary used in the text is
 somewhat specific and they may have some trouble reading it.

 2. Vocabulary - This is a drag-and-drop exercise where students may recycle some of
 the words from the previous text. Take into account that some are well known by them
 while others may be new, but it is a very important exercise because the same words
 will be used in some exercises afterwards. They can clear and start again or check the
 answers when necessary.

 3. The Gerund Form I - Rather than an activity, this is an explanatory page on the use
 and form of gerunds. Students should read the explanation and click on the green button
 on top ("here") if they need to revise the spelling of gerunds or the "go for some practice"
 button at the bottom of the page to go for some practice.

 4. The Gerund Form II - This screen gives examples of the explanation from the
 previous screen. Students should pay special attention to the sentences and how each
 gerund is used, then they will click on the "go to the exercise" button. That will lead them
 to another screen where they will have to write sentences using the idea given in the
 pictures and the vocabulary.
        If they check the answers and they make mistakes, a "show the answers" button
 is added to the exercise; this is of course to encourage their trying at least once.

 5. The Intonation of Questions - This screen deals with the correct intonation of yes/no
 questions and wh-questions. Pupils must read the explanation and the examples. When
 they click on the audio icon, they will listen to the correct intonation of the examples
 given.

 6. Intonation: Recording - This is a pronunciation exercise to revise the previous topic.
 Students should click on the model sentences, listen, record their own reading and
 compare them again.


PART 2 - GRAPHOLOGY
 1. Text: Graphology - This second text goes on with the main topic, dealing with a
 necessarily short description of graphology and encouraging students to observe their
 own writing. As in previous exercises, you can listen to the reading by clicking on the
 button on top. This text introduces the main topic (use of the infinitive) as well as the
 phrasal verbs with "make".

 2. Phrasal Verb: make - This is a very complete activity, in fact it's a set of exercises in
 itself. First, students read the examples including “make” as the core of some phrasal
 verbs, then they click on each phrasal form of "make" and read its meaning and an
 illustrative example as they appear on the small square underneath. Next, they will click
 on the "go for some practice" and find another screen with an exercise. They must
 replace the expression given in green with the appropriate form of the phrasal verbs with
 "make".

 3. The Infinitive I - This is a theoretical explanation on the form and uses of the infinitive
 in English. Students should click on the green button to read the notes on the infinitive.

 4. The Infinitive II - This is an exercise to practise the previous ideas. Students have to
 use the correct form of the verbs given under the sentences. There are Check and Clear
 buttons as in other exercises.

 5. Infinitive of Purpose - This screen and exercise revises an apparently very simple
 use of the infinitive with "to", which somehow seems to puzzle students too often - its
 use to express purpose. First, they have to read the explanation and example and then
 they should complete the sentences given to revise the main points. There are again
 Check and Clear buttons, and they also have to try at least once before the "show
 answers" button is used.

 6. Too / enough - This set of exercises revises the use and form of “too” and “enough”
 owing to the fact that they are often followed by an infinitive with to. Students are first
 given a short explanation, then an example, and finally a set of five sentences to
 practise both structures. As in previous exercises the "show answers" button is added
 after a first checking.


PART 3 - COLOURS
 1. Dialogue: Colours - In this text, two young people talk about an imaginary
 personality test based on colours (such things exist, though), and what they think about
 it. Students may click on the button on top to listen to the dialogue.

 2. Role Play - Students choose to play the part of the boy or the girl from the previous
 dialogue by clicking on the picture of the character they have chosen, then they can
 record their own voice reading that part and listen to the conversation with the other
 character as if it were a real one.

 3. Verbs followed by infinitive or gerund - This exercise deals with verbs which can
 be used with either infinitives, gerunds or both and how this affects their meaning.
 When students click on one of the verbs highlighted in blue, the square under the
 explanation will add some specific information on that word plus examples.
        When they click on the practice button, students will find another exercise where
 they have to complete sentences with the appropriate form of the verbs given under the
 sentences. There are Check and Clear buttons, too.

 4. Choose an option - This is a multiple choice exercise where students revise the
 previous grammar points. There are three screens on the whole.

 5. Rewriting - This exercise consists of rewriting the sentences given using an infinitive
 or a gerund. There are Check and Clear buttons, too.
 6. Writing: Astrology - To finish up, students are given the opportunity to practise some
 writing. There is a first screen on zodiac signs which will lead them to another one when
 they click on their zodiac sign.Then, they will read a short description of the people
 under that sign and write about that topic, comparing that description with their own
 opinion about themselves. There is a Print button so they can have a copy on paper of
 their composition.


ENDING
                          How things work - Answer key
PART 1 - DOODLING
 2. Vocabulary
    1. sociable     2. self-assertive     3. independent     4. shy
    5. affectionate     6. stubborn      7. ambitious    8. unsure
 3. The Gerund Form I
    1. playing 2. watching        3. doing     4. cooking      5. telling
    6. hunting  7. travelling     8. flying    9. phoning      10. saying
 4. The Gerund Form II
    1. Mary loves meeting foreign people.
    2. A spade is used for digging.
    3. Doing exercise keeps your body fit.
    4. He is good at writing terror stories.
    5. Fiona hates studying until late.
    6. Using mobile phones is forbidden here.


PART 2 - GRAPHOLOGY
 2. Phrasal Verb: make
    1. to make your mind up (to make up your mind)          2. to make up for    3. make for
    4. to make up    5. to make after  6. make out           7. to make up
 3. The Infinitive I
    To-infinitive: 1. Are you ready to go?
                   2. It’s a pleasure to hear from you.
                   3. She promised not to say it again.
                   4. Would you like to drink something?
                   5. I’m not old enough to drive.
                   6. We went to the shop to buy bread.
    Bare infinitive: 1. You mustn’t walk on the grass / I’m tired. I’d rather go to bed now. /
                         Will you help me with my luggage?
                     2. I saw Monica take an umbrella. / He lets his pupils use a dictionary.
 4. The Infinitive II
    1. think     2. not to buy / to spend       3. win      4. to forget
    5. to remind      6. open       7. to hear / to know       8. stay
 5. Infinitive of Purpose
     1. to repair the chair.  2. to take the photographs.      3. to keep warm.
     4. to catch the murderer.     5. to eat that fruit. 6. to celebrate my birthday.
 6. Too / enough
    1. I’m too old to go skiing.
    2. She was not fast enough to catch the bus.
    3. That watch is too expensive to buy it.
    4. The book was not interesting enough to make a film.
    5. My car is too small to carry all of us.
PART 3 - COLOURS
 3. Verbs followed by infinitive or gerund
    1. dancing / to dance    2. visiting   3. leaving          4. to wear
    5. biting     6. to buy   7. taking    8. to tell
 4. Choose an option
    1. correcting    2. to have     3. lift    4. walking     5. to understand
    6. eat    7. being     8. to make       9. carry    10. flying
    11. taking    12. to get     13. go      14. designing       15. to make
 5. Rewriting
    1. She refused to accept my credit card.
    2. I don’t mind doing all the cooking at home.
    3. I clearly remember giving him my phone number.
    4. He has got a plan to steal the painting from the museum tomorrow.
    5. My mum doesn’t let me stay awake after ten.
    6. He suggested watching a film on TV.
                       How things work – Audio Scripts
PART 1 - DOODLING
 1. Text: How do you doodle?
       Maybe it would be a good idea to start explaining exactly what a doodle is. Well, a doodle
   can be anything, any small (or big) picture you draw while you are doing something else, and
   without paying much attention to it. Haven't you ever attended a terribly boring class or meet-
   ing and started doodling? This is something everybody does, choosing a variety of shapes,
   sizes and even colours. According to many experts, doodles can reveal a lot about a person's
   temperament and personality, because they are expressions of the subconscious mind, even
   if you are no good at drawing and your picture has no artistic value in itself.
      There are several factors to be taken into account before analysing the doodle itself.
      The size and position of the doodle on the page is important. For example, if you draw a
   very large doodle in the centre of the page, this would indicate how important you think you
   are, one who doesn't mind being the centre of attention, while a very small doodle in the mar-
   gins or corners of a page means you as a very quiet, probably shy person.
     Starting a doodle at a certain place can also be relevant; if you prefer to start on the left
   and work to the right, you are more intuitive than rational. If you start on the right and work to-
   wards the left you are more based on logic.
      The intensity of the ink or pencil marks can also indicate how the person feels. Lighter
   strokes indicate pleasant feelings while dark, heavy strokes can signal depression or a very
   stubborn personality.
      Which of these symbols do you prefer drawing? Click on each one and get to know your-
   self a little more.


PART 2 - GRAPHOLOGY
 1. Text: Graphology
      Is your handwriting small and hard to read? Do people find it difficult to make out what you
   write?
      Maybe it is round, without angles.
      If the latter, a graphologist would say you are sincere and easy going, but if you are diffi-
   cult to read you probably don't want people to find out much about you, or even tend to lie.
       Critics, of course, say you cannot consider graphology a true science, but the fact is that
   it's used in such serious matters as court testimony, employment selection or medical dia-
   gnosis.
     The elements to take into account are innumerable, of course, but here are some of the
   most important. Take a sample of your own handwriting and pay attention to the following:
      1) The size of your letters indicates how modest or introverted you are (if they are small)
   or, if they are narrow, they will show you are a loner.
     2) The fact that you always write the same or change your handwriting at different times
   means you are either immature or indecisive, one of those people who really find it hard to
   make their minds up.
      3) Pay special attention to your " f " and " g ". If the upper part of your " f " is big, you are
   philosophical and spiritual, while large lower parts in your g's indicate a strong sexual drive.
      4) Do you dot your i 's? If you don't, you are probably one of those people who very often
   leave things unfinished and you are not usually worried about details.
     5) What about margins? They show how easy you find it to be with other people: wide
   margins show you are very independent or shy, narrow margins show you are not afraid of
   people or relationships.
      So watch out, you say more than you think you are saying when you write!


PART 3 - COLOURS
 1. Dialogue: Colours
      Dan: What are you doing? You've been playing with that computer for two hours!
      Sheila: I'm not playing. I'm visiting a fascinating website called "Getting to Know Yourself"
      Dan: Is it interesting?
      Sheila: It's great! It's on personality tests, graphology and doodling, and there is also a
              section on how to find out about people's personality and emotions by studying
              their choice of colours.
      Dan: Let me guess: if you're sad, you tend to choose black. If you're happy, you prefer to
           choose yellow. I'm wearing a yellow T-shirt, so I'm happy!
      Sheila: You big fool! It's not that simple: according to this, males prefer red or colours
              which include red, such as orange or purple.
      Dan: Why?
      Sheila: Because they are more aggressive. Let's try this test: select these colours by click-
              ing on them with the mouse. You will have to do it twice. Keep clicking until you
              have selected them all. Press enter and wait for the on-line interpretation.
      Dan: This is it: "You're intelligent and active, a man of action, imaginative and very attract-
           ive ". You're right, it works!
      Sheila: Well, maybe colour testing is not that scientific after all...

 2. Role Play
      Dan: What are you doing?
      Sheila: I'm visiting a website called "Getting to Know Yourself"
      Dan: Is it interesting?
      Sheila: It's on personality tests. Look, there is a section about colours.
      Dan: Let me guess: if you're sad, you choose black. If you're happy, you choose yellow.
      Sheila: It's not that simple. Try this test.
      Dan: This is the interpretation: "You're smart, imaginative and very attractive".
      Sheila: Well, maybe colour testing is not that scientific after all...

				
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posted:12/23/2010
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