PROFESORA DRA JELENA BOBKINA LISTENING COMPREHENSION Listen to
PROFESORA DRA. JELENA BOBKINA
LISTENING COMPREHENSION. Listen to Melissa Marshall´s Talk nerdy to me and complete the following activities: You can download the listening file here: https: //abracadabra 9. webnode. es/notas-examenes/
1. ANSWER THE FOLLOWING QUESTIONS o -How did the speaker feel when she was told the task she should carry out? o -Why was the speaker amazed once she started to have conversation with the students? o -Which are some of the suggestions that the speaker gives to the scientist and engineers for them to be able to communicate us their ideas? o -Why is Eistein mentioned?
2. -COMPLETE THE FOLLOWING GAPS: So I think these are just a few keys that can help the rest of us to open that door and see the _______ that is science and _______. And because the engineers that I've worked with have taught me to become really _______ my inner nerd, I want to summarize with an _______. Take your science, subtract your bullet points and your _______, divide by relevance, meaning share what's relevant to the audience, and _______ it by the passion that you have for this _______ work that you're doing, and that is going to equal incredible _______ that are full of understanding. And so, scientists and engineers, when you've solved this equation, by all means, talk nerdy to me. Thank you.
§ 3. -Try to provide definitions or synonyms for the following words according to their meanings in the recording: § -Jargon: § -Challenges: § -Equation: § -Wonderland:
o Jargon: words and phrases used by particular groups of people that are difficult for other people to understand. Some synonyms can be lexicón or vocabulary. o Challenges: something difficult that tests your ability. Some possible synonym can be demand or difficult task. o Equation: a mathematical statement in which you show that two amounts are equal using mathematical symbols. A definition can be mathematical statement. o Wonderland: a place that is especially attractive or beautiful.
§ 1. -Complete the following text with one of the words in the box. There are extra words.
§ Around 10 million students across Spain will stay home for at least two weeks in a _______ to contain the spread of the new coronavirus. The measure affects children in kindergartens, early, primary and secondary education, as well as university students. § Regional governments, which have powers over education, made the decision after Prime Minister Pedro Sánchez recommended it in a news conference on Thursday following a special Cabinet meeting to address the growing health and economic emergency in Spain. § Madrid and La Rioja, two _______ areas, were early adopters of school closures. They have since been followed by Catalonia, Galicia, Basque Country and the Canary Islands, which are _______ schools on Friday, and by Murcia, Navarre, the Balearic Islands, the Valencia region, Cantabria, Andalusia and Castilla-La Mancha, which will_______ the closure on Monday. patients bid shutting down enforce spread disease country hightransmission infections lockdown put up with cope with
§ Spain is one of the countries that’s been hardest hit by the SARS-Co. V-2 coronavirus, with 3, 142 _______ (of these, 189 _______ have been discharged after being declared officially cured) and 84 deaths by the latest count on Friday morning. § On Friday, Madrid Mayor José Luis Martínez-Almeida said he is considering the possibility of closing bars and restaurants to limit the _______ of the disease as the regional healthcare system struggles to _______ the spike in new cases. Sidewalk cafés have already been closed on municipal orders. § Meanwhile, Madrid officials this week sought to allay concerns that the entire region might be placed on _______, following the example of Italy. § “I want to say that Madrid will not be shut down, at least not on orders from the regional government, ” said the regional premier, Isabel Díaz Ayuso, of the conservative Popular Party (PP), in statements on Wednesday. “And the central government has not relayed any decision that might be interpreted as the closure of Madrid. ” patients bid shutting down enforce spread disease country hightransmission infections lockdown put up with cope with
§ 2. Define the following words: o Bid: o Allay: o Measure: o Kinderdarden:
§ -bid: an attempt to do something good. § -allay: to make less. § -measure: something that is done so that a bad situation is stopped. § -kindergarten: in the UK, a school for children aged under five. In the US, a class in school for children aged five or six.
§ 3. - Write the phonetic transcription of the following words from the text: o -Closure: o -Regional: o -Struggle: o -Emergency:
§ -Closure: /ˈkləʊʒər/ § -Regional: /ˈriːdʒənəl/ § -Struggle: /ˈstrʌgəl/ § -Emergency: /ɪˈmɜːrdʒənsi/
§ 4. -Define the concept of compounding. Find four words in the text which are formed by this process.
§ 5. -Write four words related to the semantic field of health.
§ USE OF ENGLISH § 1. -For questions 1 12, read the text below and decide which answer (A, B, C or D) best fits each gap. There is an example at the beginning (0).
§ Music in the great outdoors § Outdoor entertainment has a long history in countries with a warm (0). . . In ancient Greece, for example, plays were (1). . . in large open arenas. Today, audiences enjoy concerts of classical, opera, pop and rock music in outdoor (2). . . These are usually less formal and restrictive for the listeners than a stuffy concert hall, and a warm, starry night (3). . . a unique atmosphere. § Music heard inside a building is (4). . . . to different acoustics. Sound vibrations are (5). . . . from a musical instrument or voice to the eardrum and the buildings structure can (6). . . these vibrations, which we then experience as an echo. Obstructions such as pillars can (7). . . . vibrations, and hard surfaces resonate or vibrate, (8). . . the sound, while carpets and curtains may (9). . . . and deaden voices and music. 1 A performed B shown C executed D held 2 A localities B circumstances surroundings D backgrounds C 3 A builds B forms C composes D creates 4 A liable B subject C related D adapted 5 A transmitted B played C directed D broadcast 6 A reflect B exhibit C produce D register 7 A harm B halt C impede D prevent 8 A twisting B bending C distorting D adjusting 9 A absorb B attract C withdraw D detain
§ The music at open-air concerts, on the other hand, must often compete with the noise of traffic, bird song or wind and thunder. A (10). . . wind can carry the sound away and a sudden summer storm can drown out the music altogether. In addition, if there is any risk of rain, all instruments and sound equipment must be housed under (11). . . . to avoid the danger of electrocution. Once these problems are (12). . , outdoor concerts allow people the opportunity to enjoy a wide range of live music in the fresh air. 10 A firm B strong C forceful D rough 11 A enclosure B shade C wrapper D cover 12 A defeated B overcome C cleared D handled
§ 2. -Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and six words, including the word given.
§ 1. -My brother now earns far less than he did when he was younger. NEARLY § My brother …………………. much now as he did when he was younger. § 2. -They are demolishing the old bus station and replacing it with a new one. PULLED § The old bus station is …………………. with a new one. § 3. -The number of students now at university has reached an all-time high, apparently. THE § The number of students now at university is …………………. been, § § § apparently 4. -I’m disappointed with the Fishers’ new album when I compare it to their previous one. COMPARISON I think the Fishers’ new album is ………………. . their previous one. 5. -Anna got the job even though she didn’t have much experience in public relations. SPITE Anna got the job ………………. . of experience in public relations. 6. -‘I must warn you how dangerous it is to cycle at night without any lights, ’ said the police officer to Max. DANGERS Max received a ………………. . at night without any lights from the police officer
§ PEDAGOGIC QUESTION § 1. -What should the teacher evaluate when dealing with play activities?
§ According to The Organic Law of Education 2/2006, of the 3 rd May, the new Organic Law on the Improvement of Quality in Education 8/2013, of the 9 th of December (LOMCE), the new Royal Decree 126/2014, which establishes the Basic Curriculum for Primary Education nationwide according to LOMCE, and B-CURRI (the one for each autonomous region), we, as English teachers, need to make our students communicative competent. To do it, we need resources that foster acquisition. Play Activities are some of these resources that provide our students with acquisition.
§ In relation to play activities, first of all we need to differentiate two concepts assessment and evaluation. § “Assessment is the process of collecting information or evidence of student learning”. (Curriculum Developed Council, 2010 cited in Adamson, B. and Morris, P. 2010: 130). § When we evaluate, we reflect on whether the activity has worked well or not in order to make the necessary adjustments. When putting into practice play activities we do not assess students but evaluate the process in order to make adjustments if necessary. § Evaluating play activities is necessary, practical and useful. In order to avoid mistakes, we should bear in mind the following aspects: o Evaluation is not only assessment. We have to go deeper, find mistakes and consider other options. o Evaluation is not only grading. In fact, we should not grade play activities. o Evaluation should reflect different opinions, not only the teacher’s one. o We should know what, when and how to evaluate the activity. o It is not only about collecting data. We should select the most relevant information.
§ When we evaluate we have to consider three aspects: o Activity goals achievement. o Teacher’s role. o Possible interferences in the activity. § In order to analyze the first aspect (activity goals accomplishment), we use the evaluation criteria. Evaluation criteria are the main reference to evaluate as they point out the concepts, procedures or attitudes a child should learn/put into practice through the activity. They are directly related to the main aims of the activity.
§ Evaluating is a continuous process. § According to this statement, there should be: o Initial evaluation: we evaluate at the beginning of the process in order to adapt the activity to the children needs (diagnosis) o Procedural evaluation: this kind of evaluation is carried out during a period of time (didactic unit, term or year). During this time the teacher collects data, analyzes them and makes decisions about the process. In case of difficulties, he/she will try different scaffolding techniques. o Final evaluation: It is carried out at the end of the process considering all data collected. We will bear in mind the initial evaluation results in order to evaluate students’ improvement. § It is important to remember that the main aim of play activities evaluation is not grading students but support their learning process.
§ We also need to think about the evaluation instruments we are going to use. For play activities we can use the same instruments as in class. In fact, we usually monitor the activity and collect information from it in order to adjust materials, time, space, and other aspects that may influence the final results. We have to evaluate children individually and as a group. In order to do so, we can use: § Observation: § o Direct observation: We can observe the process and take notes of it using the teacher’s notebook, activity register, rating scales, checklist or rubrics. We can use recordings if necessary. § o Indirect observation: Through group work products or pictures taken during the activity, for instance. § Interview: § o Formal interview: The interview is prepared beforehand. § o Informal interview: Spontaneous meeting.
§ Questionnaires: we can use them to check the process and add information to our evaluation instruments. They include self-assessment questionnaires which are very valuable. One example of self-assessment questionnaires is the ‘can do’ chart. This assessment tool is a kind of checklist with ‘I can do’ statements that children have to fulfill at the end of the activity/unit/term/year. It is based on the children’s impressions of what they themselves ‘can do’ in the foreign language. “Through self-assessment you instruct the students to assess their own improvement and to recognize their own strengths and weaknesses as a learner” (Hasselgreen 2003: 58). Among other competences, this tool promotes children’s autonomy which, according to Kohonen (as cited in Hasselgreen 2003: 570), is “an approach whereby teachers guide their students to enhance their learning, development and awareness in three inter-related areas: personal awareness (…), process and situational awareness (…) and tasks awareness (…)”
§ All the data collected through these tools may be reflected on different instruments, such as: § �Teacher’s notebook: We can take notes of the process in our notebook. Here we will write § § down relevant information about the activity: Is it working or not? Are children participating? , Is there any problem or not? , did we have to make some adjustments or not? , … �Activity register: We can fulfill a chart about the activity. This chart may contain information such as location, schedule, number of participants, difficulties, unexpected events, and so on. �Rating scale: We can register children’s performance through this instrument. �Checklist: It is a tool used to monitor specific students, skills. We tick a skill when it is observed. �Rubric: “The term "rubric" refers to a scoring guide used to evaluate the quality of students” according to James, W. (1997: 72).
1. LISTENING COMPREHENSION. Listen to the following speech What happens in your brain when you pay attention? by Medhi Ordikhani-Seyedlar. You can download the listening file here: https: //abracadabra 9. webnode. es/notas-examenes/
§ 1. -Complete the following questions: § -Which are the two ways we direct our attention? § -What does the speaker say about himself? § -What does the experiment the speaker mentions consists of? § -What is missing in people with ADHD?
§ 2. -Decide if the following sentences are true or false: o - Attention is all only about what we are focusing on. o - Brain patterns are important for us because based on them we can recognize how well our brain functions. o - The filtering ability of the brain is a secondary aspect in relation to attention. o - The front part of your brain is responsible for lower cognitive functions as a human.
3. -Complete the following text: So a person with _______ cannot inhibit these distractors, and that's why they can't focus for a long time on a single task. But what if this person could play a specific computer game with his brain connected to the computer, and then train his own brain to inhibit these _______? Well, ADHD is just one example. We can use these cognitive _______ interfaces for many other _______ fields. It was just a few years ago that my grandfather had a stroke, and he lost complete ability to speak. He could understand everybody, but there was no way to respond, even not writing because he was _______. So he passed away in silence. I remember thinking at that time: What if we could have a computer which could speak for him? Now, after years that I am in this field, I can see that this might be possible. Imagine if we can find _______ patterns when people think about images or even letters, like the letter A generates a different brainwave pattern than the letter B, and so on. Could a computer one day communicate for people who can't speak? What if a computer can help us understand the _______ of a person in a coma? We are not there yet, but pay close attention. We will be there soon.
§ 1. -Complete the following text with one of the words in the box. There are extra words.
§ The internet today § James Baxter reviews two books about the internet: Rewire by Ethan Zuckerman, and Untangling the Web by Aleks Krotoski. Open a street map of any city and you see a diagram of all the possible routes one could take in traversing or exploring it. Superimpose on the street map the actual traffic flows that are observed and you see quite a different city: one of flows. The flows show people actually travel in the city, as distinct from how they could. This helps in thinking about the internet and digital technology generally. In itself, the technology has vast possibilities, as several recent books emphasise, but what we actually wind up doing with it is, at any point in time, largely unknown. § Ethan Zuckerman is excited by the possibilities the web provides for linking far-flung populations, for sampling different ways of life, for making us all digital cosmopolitans. His central thesis, however, is that while the internet does, in principle, enable everyone to become genuinely cosmopolitan, in practice it does nothing of the kind. As the philosopher Anthony Appiah puts it, true cosmopolitanism ‘challenges us to embrace what is rich, productive and creative’ about differences; in other words, to go beyond merely being tolerant of those who are different. Much of the early part of Rewire is taken up with demonstrating the extent to which the internet, and our use of it, fails that test. § ‘We shape our tools, ’ said the philosopher Marshall Mc. Luhan, ‘and afterwards they shape us. ’ This adage is corroborated every time most of us go online. We’ve built information tools (like search and social networking systems) that embody our biases towards things that affect those who are closest to us. They give us the information we think we want, but not necessarily the information we might need. § Despite all the connectivity, we are probably as ignorant about other societies as we were when television and newspapers were our main information sources. In fact, Zuckerman argues, in some ways we were better then, because serious mainstream media outlets saw it as their professional duty to ‘curate’ the flow of news; there were editorial gatekeepers who determined a ‘news agenda’ of what was and wasn’t important. But, as the internet went mainstream, we switched from curation to search, and the traditional gatekeepers became less powerful. In some respects, this was good because it weakened large multimedia conglomerates, but it had the unanticipated consequence of increasing the power of digital search tools – and, indirectly, the power of the corporations providing them. §
§ Zuckerman – a true cosmopolitan who co-founded a web service dedicated to realising the net’s capacity to enable anyone’s voice to be heard – provides an instructive contrast to excessively optimistic narratives about the transformative power of networked technology, and a powerful diagnosis of what’s wrong. Where he runs out of steam somewhat is in contemplating possible solutions, of which he identifies three: ‘transparent translation’ – simply automated, accurate translation between all languages; ‘bridge figures’ – bloggers who explain ideas from one culture to another; and ‘engineered serendipity’ – basically, technology for enabling us to escape from filters that limit search and networking systems. Eventually, the technology will deliver transparent translation; cloning Ethan Zuckerman would provide a supply of bridge figures, but, for now, we will have to make do with pale imitations. Engineering serendipity, however, is a tougher proposition. § Aleks Krotoski might be able to help. She is a keen observer of our information ecosystem, and has been doing the conference rounds with an intriguing contraption called the ‘Serendipity Engine’, which is two parts art installation and one part teaching tool. Untangling the Web is a collection of 17 thoughtful essays on the impact of comprehensive networking on our lives. They cover the spectrum of stuff we need to think about – from the obvious (like privacy, identity and the social impact of the net) to topics which don’t receive enough attention (for example, what medics, with a sniff, call ‘cyberchondria’ – how the net can increase health anxieties). § Although she’s a glamorous media ‘star’ (having fronted a TV series about the internet), people underestimate Krotoski at their peril. She’s a rare combination of academic, geek, reporter and essayist, which her chapter on the concept of friendship online exemplifies: she’s read what the key social theorists say on the subject, but she’s also alert to what she experiences as ‘emotional anaemia’ – ‘the sense that…. . you might not feel the online love from the people you should, because your nearest and dearest may be drowned out in the ocean of sociability. ’ Which, in a way, brings us back to Zuckerman’s thoughts about the difference between what networked technology could do and what it actually does. § Source: https: //www. cambridgeenglish. org/images/167804 -cambridge-english-advanced-handbook. pdf §
§ § § 31 The reviewer starts with the metaphor of a city map in order to illustrate A the difficulty in understanding the complexity of the internet. B the degree to which the internet changes as time passes. C the difference between potential and real internet use. D the importance of the internet in people’s lives today. § § § 32 What do the words ‘that test’ in line 13 refer to? A providing more widespread access to information B connecting in a substantial way with other cultures C establishing principles for developing the internet D accepting that not everyone in the world is the same § § § 33 What point is made about the internet in the third paragraph? A People often struggle to find what they are looking for on it. B It influences how people relate to family and friends. C All users have some responsibility for its evolution. D The way in which it works is far from neutral.
§ § § 34 What does the reviewer suggest about Zuckerman in the fifth paragraph? A His recommendations are less impressive than his analysis. B He uses terms that are harder to understand than need be. C He has the same failings that he identifies in other people. D His account of important developments is too negative. 3 § § § 35 Which of the following words is used to suggest disapproval? A rounds (line 36) B contraption (line 36) C stuff (line 38) D sniff (line 40) § § § 36 What does the reviewer suggest about Aleks Krotoski in the final paragraph? A Her insight into the nature of online friendship is perceptive. B She has been influenced by Ethan Zuckerman. C People are often misled by her academ D She takes on too many different roles.
§ USE OF ENGLISH § 1. -For questions 28 37, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning (0).
§ Aerial photography § Photography has many forms and (0). . . Of all of them, the practice of taking pictures of earth from the air has had the most value for geographers (28). . . § Photography was still in its (29). . when, in 1858, French artist Felix Tournachon took the first aerial photograph from a hot-air balloon. From these crude (30). . , aerial photographs have been taken from (31). . higher vantage points and now cameras on satellites can capture images of earth from space. This would have been (32). . in 1858. Today, such images provide a wealth of detailed information and (33). . they have made an enormous contribution to our understanding of the Earths atmosphere and weather patterns. They are also invaluable to (34). . and those monitoring urban (35). . . § Although aerial photographs and maps both present a birds eye view of the Earths surface, they are valuable in different ways. In terms of (36). . , maps will always provide a more reliable representation of the surface of the Earth. However, aerial photography has become the more (37). . as a means of documenting the worlds changing landscape andecosystems.
§ 2. -Fill in the correct words from the list below.
§ Something funny happened when a middle aged woman was taken to a hospital on Monday. It helped a group of scientists to discover why people laugh. It seems that different types of laughing are “all is well” signals which tell others when a 1 ___________ or confusing situation is safe. The woman arrived at an Indian hospital with a head 2__________ which appeared to give her straight reaction to pain. Every time a doctor stuck a pin in her hand, she laughed uncontrollably. According to Dr. Ramachandran, neuroscientist at the University of California at San Diego, the region of her 3__________ involved in sending messages about pain has been 4_________. Part of it was saying “Look, That hurts” while the other part was saying “There’s no problem!” As a result the brain sent out an OK signal and she started laughing. There’s no other 5___________ that makes sense. Why we laugh is one of the great mysteries of human 6_________. But Dr. Ramachandran believes he has found the answer. “Laughter is just an expression of surprise; it is also 7_________ connected to feelings of relief, “he told members of a conference in Los Angeles. He 8__________ that laughter was a form of communication which helped our 9__________ save energy and resources. If, for instance, 10 __________ hunters were surprised by a sound in the bushes, their immediate instinct would be fear. Adrenalin levels would go up fast and they would prepare to fight or run away. But if the sound turned out to be a rabbit and not a danger, the natural 11__________ would be to laugh – sending out a signal to the whole group that they could relax. 1 threatening – damaging – bullying – humorous 2 disease – pain - injury – cure 3 mind – head – intellect – brain 4 divided - disconnected – linked – cut off 5 method – theory – science – guess 6 behavior – society – actions – manners 7 absolutely – generally – finally – strongly 8 quarreled – argued – responded – ignored 9 predecessors – successor – ancestors – heirs 10 ancient – antique – prehistoric – medieval 11 surprise - action - reaction – achievement
§ PEDAGOGIC QUESTIONS: § 1. -Explain the different roles that the teacher can play in the dealing with methodology. §
§ In relation to the role of the teacher when dealing with methodology, Harmer (1983) distinguishes six main roles: § a) Controller. § Teachers are totally in charge of the class. This role is clearly visible at the presentation stage that normally uses a sequence instruct-cue-nominate. This is the most effective role that teachers may adopt. However, this role is only adequate during the accurate reproduction stage, being wholly inappropriate during the production stage. § b) Assessor. § Teachers may correct and organise feedback. During the presentation stage, where teachers also act as controllers, they normally correct the students’ mistakes. In doing so, they show incorrectness and help students to realise about the mistake, without making them feel ashamed. On the other hand, organising feedback is a major part of assessing the students’ performance. The teacher waits until an activity or task has been completed and then he tells the students how well they did. This feedback may be: content feedback, assessing how well the students have performed the activity as an activity rather than as a language exercise; and form feedback, giving students information on how well they performed in terms of the accurate use of language. § c) Organiser. § The teacher’s main aim when organising an activity is to tell students what they are going to talk, listen, write or read about, what they are going to do. In addition, teachers must also get the activity going, solving any initial problems and finally organising feedback.
§ The organisation of an activity may be divided into three stages: lead-in, consisting of a brief discussion of the topic in order to start thinking about; instruction, explaining what the students must do; and finally initiation of the activity. § d) Prompter. § Teachers sometimes need to encourage the students to participate or help them to work out an activity. This role has to be performed with discretion. § e) Participant. § It may be interesting for teachers to participate with the students in the activity, especially in simulations. If teachers do not dominate, students are given an opportunity to practise English with someone who speaks it better than they do. § f) Resource. § Teachers should be ready when students need help. However, this help should only be given when a previous effort has been made by the students.
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