EP Vol 9 Lesson Plans

8/13/2019 EP Vol 9 Lesson Plans

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English Passport Lesson Plans Vol. 9 i

ENGLISH PASSPORT Vol. 9 Lesson Plans

PAGES

Level 1

Mass TransitSports Illustrated 2 2-4Sprint FasterSports Illustrated Kids 6 5-8

Level 2

The Moment: SnowpocalypseTime 13 9-11

Ice Cream DreamsTime back cover 12-15

Level 3

Gadget GluttonyFortune 15 16-18

Magic MushroomsTime 22 19-21

Level 3 BUSINESS

VWs Grand PlanFortune 41 22-26Cheesecake Factorys Winning FormulaFortune 42 27-30

Level 4

The Voice of a New MachineFortune 3 31-34

Have Wiki, Will TravelTime 33 35-38

Level 4 BUSINESS

Gadget GluttonyFortune 15 39-42The Voice of a New MachineFortune 31 43-46

Level 5Ground ControlTime 21 47-50

Cheesecake Factorys Winning FormulaFortune 42 51-54

Level 6

To 3-D or Not to 3-D?Time 8 55-58

Frances Labor ParadoxTime 14 59-62

Level 7

Green JeansTime 16 63-65Confessions of a MultitaskerHealth 20 66-71

Level 8

Is Anybody Out There?Time 24 72-75

Digging Deep for Smarter HeatTime 26 76-79


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English Passport Lesson Plan Level 1:Mass Transit Page 1 of 3

ENGLISH PASSPORT Vol. 9 Mass Transit

LEVEL 1 PAGES 23

Activity What to Do

Step 18 MIN.

Pre-Reading Write the title of the article on the board.

Ask:

What do you think of when you see/hear the term, mass transit?

Present individual words or terms (as needed):

a lot of people, cars, busestogethermass(of people)

moving people/goods from one place to another(in) transit

highways are part of the mass transitsystem

Have students open their magazines to pages 2-3.

Ask:

What do you see in the photo? (Usenaming to present, e.g.,

river, park, bridge)

What city is this?

What season is it? Whats the weather like?

Who / What is on the bridge?

Present (as needed):

What are the people on the bridge doing? running

Are a lot of people running on the bridge?a lot of runners

How far...? 10 km? 30 km? (42 km)a marathon

What do we call the runner who finishes the marathon first?

winnerWas Spain the winner of the 2010 (Football) World Cup? (Yes)

They were the championschamps

Step 212MIN.

Reading I Write 3:15:20 on the board.

Ask:

What does it mean?running time3 hrs 15 min. 20 sec.

What question do you ask for someone's running time?

How fast? Brainstorm: informationquestion words (based on photo):

Who? What? Where? Wherefrom?Which? When? (Why?) How many? etc.

Distribute the Worksheet.

Set the scene: Read the article quickly. Look for facts: names,

numbers, dates. Write 5 questions, but dont write the answers

you are making a quizfor a classmate (P1: for me). You haveabout 10 minutes to do this.

Go around the room and assist with vocabulary as needed.

Ask students to exchange their quizzes.


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Activity What to Do

Step 310MIN.

Reading II Take a Quiz Set the scene: Read through the article again, but this time answer

the questions on the quiz you received. Only write notes or short

answers (not full sentences). You have 5 minutes to do this.

Call on pairs (i.e. students who exchanged quizzes) to read one of

the questions and to give their answer. After each pair, you may

want to ask: Who has another question / a different question? so

that students dont read the same question more than once.

Continue until most of the factual information in the article hasbeen covered, or there are no more new questions.

As students are speaking, note any common errors for correction.

Step 4

10MIN.

Post-Reading Go over corrections, focusing on usage of new terms/question forms.

DiscussionDo you like sports? Which ones? Do you like running?

Is there a marathon in your city? When is it?

Do you know of any other (famous) marathons?

Would you like to run in a marathon?

Extension Activity(time permitting)

Plan a courseTell students to imagine they are planning a new marathon for their

(this) city. Where should the marathon start and finish? What places

should the runners pass or see while they are running?

Write students' ideas for start / finish and points in between on the

board. Then have students try to put the places they mention in

order, to create a course. (Note: the actual length of the course is not

important for this task).

Homework(optional)

WritingA friend of yours would like to run in a marathon. Make a list of

things he should (not) do before, during, and after the marathon.

Internet

Search the Internet for more information about the New York Mara-thon. You might try the official website,http://ingnycmarathon.org

(ING is the major sponsor), or another site (like Wikipedia). Write

down 3 or 4 interesting facts, and share them at the next class

meeting.
http://ingnycmarathon.org/http://ingnycmarathon.org/http://ingnycmarathon.org/http://ingnycmarathon.org/


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Worksheet for Engli sh Passport Vol. 9 Level 1: Mass Transit

Quiz

Write 5 questions about the information in the article. Do not write the answers to your questions.

When you are finished, give your quiz to someone else in the class.

Q 1 ________________________________________________________________________

A 1 ________________________________________________________________________

Q 2 ________________________________________________________________________

A 2 ________________________________________________________________________

Q 3 ________________________________________________________________________

A 3 ________________________________________________________________________

Q 4 ________________________________________________________________________

A 4 ________________________________________________________________________

Q 5 ________________________________________________________________________

A 5 ________________________________________________________________________

--------------------------------------------------------------------------------------------------------------------------------------

Worksheet for Engli sh Passport Vol. 9 Level 1: Mass Transit

Quiz

Write 5 questions about the information in the article. Do not write the answers to your questions.When you are finished, give your quiz to someone else in the class.

Q 1 ________________________________________________________________________

A 1 ________________________________________________________________________

Q 2 ________________________________________________________________________

A 2 ________________________________________________________________________

Q 3 ________________________________________________________________________

A 3 ________________________________________________________________________

Q 4 ________________________________________________________________________

A 4 ________________________________________________________________________

Q 5 ________________________________________________________________________

A 5 ________________________________________________________________________


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English Passport Lesson Plan Level 1: Sprint Faster: What Doc Eats Page 1 of 4

ENGLISH PASSPORT Vol. 9 Sprint Faster: What Doc Eats

LEVEL 1 (sidebar) PAGE 6

Activity What to Do

Step 17 MIN.

Pre-Reading Ask / Present terms (as needed):

(walk very slowly) Are you a slowwalker?OR (walk quickly) Are you a fastwalker?

Show the photo of the sprinter on page 6.

Ask:

Is this man walking? (N)running

Is he running fast?sprinting

Whats his name? (Doc Patton)

What nationality is he? (AmericanAmerican flag on name tag)

Does he sprint in the Olympics? (Y)an Olympic sprinter

Are there sprinting competitions at the Olympics?races

What do you thinkdo sprinters eat a lot or a little?How many meals do they eat every day?

Do they eat before their races? pre-racemeal

Do they eat after a race?post-racemeal

What kinds of food do they eat? (Write student responses on the

board)

Step 28MIN.

Reading I Present:

beverage: A drink. Orange juice, tea, cola, water are beverages.

treat: Something special, (here) STyou dont eat every day.

I dont eat cheesecake every day. Cheesecake is a treat.

Distribute Worksheet. Go over food terms. Present any that areunfamiliar:

nuts: peanuts, hazelnuts, walnuts, etc. Give an example of a food

with nuts, e.g., Nutella is a chocolate and hazelnut spread.

mixed nuts: different nuts togetherHere is a bowl of mixed nuts.

trail mix: a mix of foods, similar to muesli, made with nuts,

dried fruit, coconut, seeds, grains, and/or chocolate, but people

eat it without milk

brownie: a thick, flat chocolate cake; it sometimes has nuts,chocolate chips, or candy baked inside

Point out the sidebar of the article.

Ask students to read this to find out what Doc eats before and aftera race, and to mark foods and beverages mentioned in the articleon their Worksheet.

Call on students to say what Doc does / doesnt eat:

Doc eats but he doesnt eat

He drinks but he doesnt drink


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Activity What to Do

Step 315MIN.

Reading II Point out Task 2 on the Worksheet: Interviewing Docpair work(P1, student is reporter, instructor is Doc).

Tell students they are reporters who will be interviewing Doc aboutwhat he eats and drinks. Ask them to read the article again, andwrite at least 6 questions.

Pair up the students and assign them to be either partner A or B:

Partner A is the reporterfirst and Partner B is Doc.

Reporters ask Doc their questions, and note the answers.When they finish, they change roles.

Listen and note any common errors students make, either in

formulating questions or in their answers. Only focus on errors

students should not be making at this stage of language learning.

Step 410MIN.

Post-Reading Whats wrong with this sentence/ question?Using the common errors noted during Task 2, give the incorrect

form and allow students to try to correct them. Briefly review andpractice any items students were not able to correct.

Discussion (time permitting)

Which foods on Docs list do/ don't you like?

What food or beverage is a treat for you?

Do you usually have a snack between meals? When? What?

Extension Activity

(time permitting)

Plan a days meals

Set the scene: You are going on an all-day boat trip. You're leavingat 7 oclock in the morning, and getting home at 9 p.m.You're

taking your food for the day with you. There is no restaurant or

snack bar on the boat. Make a list of two things you would like forlunch, two snacks, two beverages, and a treat.

Call on volunteers to share their lists.

OR: Group memory game:

Call on a student to say what he / she is having for lunch, e.g.,Student 1 (Alex): Im having a sandwich and an apple for lunch.

The student to the right then says what S1 is having, then says what

he / she is having, e.g.,

Student 2: (Alex) is having a sandwich and an apple for lunch, andIm having fried chicken and potato salad.

The next student says what the previous two are having, then addsto the list.

Continue until everyone has had a turnor, switch to other items

when someone cant remember what came before.


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Activity What to Do

Homework(optional)

Writing

Do you watch the Olympics? Do you like the Summer or the WinterOlympics? Which sports do you like to watch? Which ones dont

you watch?

InternetSearch the Internet for more information about Doc Patton

(http://docpatton.com) or another Olympian. Write down 2 or 3interesting things, and share them at the next class meeting.

Answer Key for Engli sh Passport Vol. 9 Worksheet Level 1: Sprint F aster: What Doc Eats

Task 1

Yes No

bacon X

brownie X

chicken X

coffee X

eggs X

fish X

fruit X

hamburger X

ice-cream X

milk X

nuts Xorange juice X

pancakes X

steak X

toast X

trail mix with chocolate X

trail mix with no chocolate X

turkey X

water X

Task 2

Questions will vary.
http://docpatton.com/http://docpatton.com/http://docpatton.com/http://docpatton.com/


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Worksheet for Engli sh Passport Vol. 9 Level 1: Sprint F aster: What Doc Eats

Task 1

Yes No

bacon

brownie

chickencoffee

eggs

fish

fruit

hamburger

ice-cream

milk

nuts

orange juice

pancakes

steak

toast

trail mix with chocolate

trail mix with no chocolate

turkey

water

Task 2

Are you?

Do you?

What do you?

When do you?

and?

or ?

before

after

like

often

meat

beverage

Write 6 (or more) questions to ask Doc. Try to use the questions and words in the box.

1. _____________________________________________________________________________?

2. _____________________________________________________________________________?

3. _____________________________________________________________________________?

4. _____________________________________________________________________________?

5. _____________________________________________________________________________?

6. _____________________________________________________________________________?

_______________________________________________________________________________?

_______________________________________________________________________________?


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English Passport Lesson Plan Level 2: The Moment: Snowpocalypse Page 1 of 3

ENGLISH PASSPORT Vol. 9 The Moment: Snowpocalypse

LEVEL 2 PAGE 13

Activity What to Do

Step 18 MIN.

Pre-Reading Show the photo on page 13.

Ask:

What season is it? Whats the weather like?

Is there a little snow or a lot of snow?What happens to air travel when there is a lot of snow?

Present:

Do some flights leave late?Flights are delayed.

Do some flights never leave?canceled

Step 212MIN.

Reading I Have students open their magazines to page 13.

Distribute the Worksheet. Point out the vocabulary box.

Ask them to find the words in the left column in the article andunderline them. Then circle the meaning on the Worksheet and

complete the sentences using one of the words from the article.

Give them about 10 minutes to do this.

Call on students to check their answers.

Present and briefly practice any terms that were incorrectly

defined, or incorrectly placed in the sentences.

Step 3

10MIN.

Reading II Correct the teacher

Tell students you are going to read a few sentences, each withsome incorrect information. They are to read the article to find the

correct information. The first person to identify and correct the

mistake gets a point.

Read the sentences aloud (incorrect information is underlined,correct information is in parentheses). Repeat if necessary:

1. In early December, there was a series of winter storms. (late)

2. Parts of Eastern Europe were shut down. (Western)

3. The airport in Moscow was working as usual. (immobilized)

4. The northwestern part of the US was buried under snow.

(northeastern)

5. All three New York airports were open. (were closed)6. Half of all US flights go through New York. (One-third)

7. Hundreds of flights were canceled. (Thousands)

8. Chek Lap Kok airport is in Atlanta. (Hong Kong)

9. Passengers flying from Londons Heathrow to New York wereable to travel. (were stranded)

Tally up the points and congratulate the winner(s).


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Activity What to Do

Step 410MIN.

Post-Reading DiscussionDo you ever fly in winter?

Was there ever a lot of snow when you were traveling?

Was your trip ever delayed? Canceled? Why?(If No) Do you know anyone whose trip was delayed / canceled?

What happened? Were you (they) stranded at the airport?

Did the airline give you a hotel room? When were you able to leave?


Dos and Donts

Imagine you are stranded at an airport. You dont know when your

flight will leave. The airline says all the flights are full. What should

you do? What shouldnt you do? Make a list, and then compare lists

with the rest of the people in your group.

As a whole class, choose the top 3 Dos and the top 3 Donts.

Homework(optional)

WritingIts winter. You were planning to fly from London to New York, and

then to Los Angeles today. You were at Heathrow earlier, waiting

for your flight Then you heard an announcement: all flights are

canceled because there is a big snow storm in New York. Youre in

a hotel now, but some friends are waiting for you in LA. Send ane-mail to them, tell them what happened.

InternetSearch the Internet for tips on what to do when a flight is canceled

(for example, trywww.airportbug.org). Write down three or four tips

to share at the next class meeting.

Answer Key for Engli sh Passport Vol. 9 Worksheet Level 2:The Moment: Snowpocalypse

global a.national, local b. worldwide

marvel a.a terrible thing b. a wonderful thing

planet a.flower, tree b. globe, satellite of a sun, world

series a. a chain, a row, a sequence b.one and only one

shut down a. to close b.to turn off

immobilized a. caused not to move; stopped b.moved

buried a. covered b.uncovered

stranded a.free to go b. stuck, unable to go anywhere

1.Dr. House is our favorite TVseries; we watch it almost every day.

2. My dog burieda bone in the garden.

3. Robinson Crusoe wasstrandedon an island for many years.

4. In some countries, SatNav is called aglobalpositioning system, or GPS.

5. The Earth is the thirdplanetfrom the Sun; Mars is the fourth.

6. Many hotels near the seasideshut downin winter.

7. There was a problem with Johns knee, so the doctor immobilizedhis leg.

8. I love spring. The way everything suddenly turns green is a marvelto me.
http://www.airportbug.org/http://www.airportbug.org/http://www.airportbug.org/http://www.airportbug.org/


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Worksheet for Engli sh Passport Vol. 9 Level 2: The Moment: Snowpocalypse

The words on the left were taken from the article. Find them in the article, underline them, andcircle the meaning below. Then use the words to complete the sentences.

global a.national, local b. worldwide

marvel a.a terrible thing b.a wonderful thing

planet a.flower, tree b.globe, satellite of a sun, world

series a.a chain, a row, a sequence b.one and only one

shut down a.to close b.to turn off

immobilized a.caused not to move; stopped b.moved

buried a.covered b.uncovered

stranded a.free to go b.stuck, unable to go anywhere

1.Dr. House is our favorite TV __________; we watch it almost every day.

2. My dog __________ a bone in the garden.

3. Robinson Crusoe was __________ on an island for many years.

4. In some countries, SatNav is called a __________ positioning system, or GPS.

5. The Earth is the third __________ from the Sun; Mars is the fourth.

6. Many hotels near the seaside __________ in winter.

7. There was a problem with Johns knee, sothe doctor __________ his leg.

8. I love spring. The way everything suddenly turns green is a __________ to me.


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English Passport Lesson Plan Level 2:Ice Cream Dreams Page 1 of 4

ENGLISH PASSPORT Vol. 9 Ice Cream Dreams

LEVEL 2 BACK COVER

Activity What to Do

Step 18 MIN.

Pre-Reading Write ice creamon the board.

Ask/ Present(as needed):

Do you like ice cream?What kind?

Do you like chocolate ice cream? Vanilla?What flavors...?

Where do you buy ice cream? ice cream store (restaurant)?

ice cream parlor

Do you buy (gesture) scoopice cream?

Does scoop ice cream come out of a machine?soft ice cream

Have students lookat the photo on the back cover.

Ask:What is this man doing?

Where is he? Is he a customer or a worker?

What kind of ice cream is this?What flavor do you think it is?

Present (if necessary)

Sugar, chocolate, candy, bananassweet

When Im sleeping, I see stories dreams / Im dreaming

Point out the photo caption.

Ask:

Whats the name of the ice cream parlor? (Sweet Dreams)

When do we say Sweet Dreams in English? (When someone isgoing to bed)

Step 215MIN.

Reading I Distribute a copy of the Worksheet to each student.

Point out the terms in the box above the puzzle:

These wordsor very similar, related wordsare in the article.

Look quickly for these words in the article.

Underline (circle) them when you find them.You have 5 minutes.

Ask students which words they were able to find.

Go over the clues on the Worksheet. Present (briefly) any termsthat are unfamiliar to students.

Students complete the puzzle, using the words from the box.

Give students no more than 5-7 minutes for this. Call on students togive their answers. Briefly present and practice mismatched terms.

Have students make up their own sentences using the puzzle terms

on the Worksheet.


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Activity What to Do

Step 310MIN.

Reading II Correct the teacherTell students you are going to read a few sentences, each with

some incorrect information. They are to read the article to find the

correct information. The first person to identify and correct themistake gets a point.

Read the sentences aloud (incorrect information is underlined,correct information is in parentheses). Repeat if necessary:

1. Inzozi Nziza means ice cream shop. (Sweet Dreams)2. There are lots of ice cream parlors in Rwanda. (only one, so far)

3. Ms. Katese is the manager of Blue Marble Ice Cream. (Inzozi

Nziza/Sweet Dreams)

4. Blue Marble Dreams helps pay for ice cream machines andingredients. (English lessons and training)

5. The ice cream shop in Rwanda sells scoop ice cream. (soft-serve

ice cream)6. They sell vanilla and chocolate ice cream. (sweet cream and

strawberry)

7. Blue Marble wants to open more shops in New York. (in other

countries)

Tally up the points and congratulate the winner(s).

Step 47MIN.

Post-Reading Group SummaryWith articles covered, call on students one at a time to give a piece

of information they remember from the article. Encourage studentsto expand on each others contributions.

Ask:

What was this article about?

Do you think this ice cream shop is a good idea?

Can they help a lot of people with this shop?

Do you know any other businesses that help poor people?


Create a sign

Set the scene: The article says the ice cream shop has a hand-

painted banner. This means one of the workers (probably) made the

sign. Now, imagine you are making a new sign for Sweet Dreams

Ice Cream Parlor.Ask:

What do you want it to look like?

What information would you put on the sign?

Have students work in pairs or groups. They can either draw a sign

or just make notes describing their signs. Once students have a rough

sketch/several notes, call on pairs/groups to share their ideas.


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Activity What to Do

Homework(optional)

Writing

What brings you pleasure and happiness? Make a list of 5 items andwrite one sentence about each item. Be ready to share your list at the

next class meeting.

InternetSearch the Internet for more information about Rwanda, Sweet

Dreams, Blue Marble Ice Cream, or Blue Marble Dreams. Writedown 3 or 4 interesting facts, and share them at your next class

meeting.

Answer Key for Engli sh Passport Vol. 9 Worksheet Level2: I ce Cream Dreams

A small (usually

expensive) shop B O U T I Q U Efrom here, not imported

from another placeL O C A L

plan to, want to I N T E N D

The money you get for

workingI N C O M E

Go around and around in

a circleS W I R L

Everything thats in the

food we eatI N G R E D I E N T S

Another word for beinghappy, happiness

P L E A S U R E

A hard stone; a small

glass ballM A R B L E

The people who start a

companyF O U N D E R S

Not rich; has very little

or no moneyP O O R

To give P R O V I D E

Another word for country N A T I O N

Work, jobs E M P L O Y M E N T

You cant live without

water. You need waterS U R V I V E


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Worksheet for Engli sh Passport Vol. 9 Level 2: I ce Cream Dreams

boutique

employment

founders

income

ingredients

intend

local

nation

marble

pleasure

poor

provide

survive

swirl

CLUES:A small (usually

expensive) shopI

from here, not imported

from another placeC

plan to, want to E

The money you get for

workingC

Go around and around in

a circleR

Everything thats in thefood we eat

E

Another word for being

happy, happinessA

A hard stone; a small

glass ballM

The people who start a

companyD

Not rich; has very little

or no moneyR

To give E

Another word for country A

Work, jobs M

You cant livewithout

water. You need waterS


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English Passport Lesson Plan Level 3: Gadget Gluttony Page 1 of 3

ENGLISH PASSPORT Vol. 9 Gadget Gluttony

LEVEL 3 PAGE 15

Activity What to Do

Step 18 MIN.

Pre-Reading WriteElectronic Deviceson the board and add some examplese.g.,Xbox, cell phone, e-reader.

Present:Xbox is a devicewe use to play games.A cell phone is a device we use to make calls.

Have students give an example of their own, using the term deviceto define it.

With students, brainstorm a list of more electronic devices.

Present:

Do people have a lot of electronic devices?a lot of gadgets

Have students look at the photo on page 15 in their magazines.

Ask:

What is all this stuff in the center of the picture?

Are these items new? old and unusable? obsolete

So, is this trash/garbage? electronic garbage?electronic

waste e-waste

The article we are going to read is about e-waste.

Step 212MIN.

Reading I Distribute the top half of the Worksheet.

Tell students that the words in the box come from the article andthe sentences are similar to those in the article. Have students lookover the sentences. Present terms briefly (as needed).

Ask students to skim through the article to find the words in thebox, and then write each word next to the sentence that containsthe boldfaced word or phrase with the same meaning.

After 5-6 minutes, call on students to say which words they

matched with which sentences. For any mismatched items, giveone or two examples of usage in context.

Step 3

10MIN.

Reading II Memory Game

Set the scene: There are lots of numbers and statistics in this article.That is what you have to try to remember. You will have 4 minutesto study the information, and then I will ask you to close yourmagazines.

After 4 minutes, ask students to close their magazines and distributethe bottom half of the Worksheet. Give students 4 minutes to writetheir answers. Then call on students to give their answers, and havethem count how many they got right.


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English Passport Lesson Plan Level 3: Gadget Gluttony Page 3 of 3

Worksheet for Engli sh Passport Vol. 9 Level 3: Gadget Glu ttony

Reading 1: Find the Synonym

1. __________ Electronic Recyclers International earns its (1) income from recycling e-waste.

2. __________ E-waste is put into a (2) machine that cuts things into small pieces.

3. __________ Millions and millions of computers and phones are (3) thrown away.

4. __________ Around the world, people throw out millions of tons of e-waste (4) every year.

5. __________ Many (5) obsoletegadgets end up in a (6) place where trash and garbage are

6. __________ collected.

7. __________ Lead (Pb) and mercury (Hg) are (7) substances that can cause illness or death.

8. __________ Many places have (8) regulationsto control electronic waste and recycling.

9. __________ Other places (9) give financial supportfor recycling projects.

-----------------------------------------------------------------------------------------------------------------------------

Reading 2: Memory Game

1. What is the annual revenue of Electronic Recyclers International (ERI)?

2. In what year does ERI expect sales to double?

3. How many computer products are discarded in the US every year?

4. How many phones do Americans throw away each year?

5. How many tons of e-waste is produced worldwide every year?

6. What percentage (%) of heavy metal in landfills comes from e-waste?

7. What percentage of electronic gadgets is recycled?

8. How many US states have electronics recycling laws?

annually landfill revenue

discarded laws shredderfund outdated toxins


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English Passport Lesson Plan Level 3:Magic Mushrooms Page 1 of 3

ENGLISH PASSPORT Vol. 9 Magic Mushrooms

LEVEL 3 PAGE 22

Activity What to Do

Step 15 MIN.

Pre-Reading Draw a picture of a mushroomon the board.

Ask:(Pointing to the picture) What is this? (Present, if necessary.)

Do you like mushrooms?Are mushrooms expensive?Do you know of any very expensive mushrooms?

Show the photo on page 22. Cover the prices in the subtitle andthe sidebar.

Present:

These mushrooms are called truffles. Truffles are very, veryexpensive.

Today we are going to read an article about truffles.

Step 213MIN.

Reading I Have students form pairs or groups of three.

Distribute the Worksheet, and draw students attention to the firstreading task.

Tell students that all the words on the left are in the article and thateach set of words is in a different column of the article. (Point outthe three columns of the article.)

Have them read the article, with their partner(s), and find the wordson the Worksheet.

Tell them to match each word with its definition. Give them about10 minutes to do this.

When time is up, call on pairs/groups to say how they matched upthe terms and definitions. Briefly present any mismatched terms.

Step 310MIN.

Reading II Point out the second reading task on the Worksheet.

Have studentsquickly read through the article again, looking forthis information and circle the answer that correctly completes

each sentence.

When most students are finished, call on students to give theanswers.

Ask:Was anything in this article surprising to you? What?Do you already know what truffles taste like? Do you like them?If students havent had truffles before:

After reading this article, are you interested in tasting truffles?


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Activity What to Do

Step 412MIN.

Post-Reading Luxury MenuPairwork or group work

Brainstorm other luxury (or expensive) food items and list them on

the board.Have students organize items into categories, e.g., fruits, meats,

vegetables, beverages, desserts.

Set the scene: You work for a luxury catering company (a companythat makes food for special occasions, celebrations). The king andqueen of Arcania would like you to create a luxury menu for themand their weekend guests. With your partner(s), create a menuusing several of the items on the board. This can be a breakfast,lunch, or dinner menu.

Whenpairs/groups have two or three items on their menus, call onthem to share what they have. Time permitting: Students take on

the role of the king and queen, and vote on the menu they wouldmost like to have.


DiscussionAt the very beginning of the article, the writer says that whitetruffles are worth $2000 a pound.

Ask:Do you agree?

Would you pay that much for a food item?Imagine you can choose between the truffles and the $2000.Which would you take?What would you do with the truffles / money?

Homework(optional)

WritingWrite a short paragraph (5 or 6 sentences) about a food you like, buteat rarelyfor example, just on special occasions. What is it? Is itexpensive? Where does it come from? Describe the foods taste andaroma.

Internet

Search the Internet for more information about where truffles grow,the animals they use to find them, or truffle prices. Note 5 or 6

things you find interesting, and share them at the next class meeting.

Answer Key for Engli sh Passport Vol. 9 Worksheet Level 3:Magic Mushrooms

Reading 1:1. d 2. b 3. e 4. f 5. a 6. c |7. i 8. j 9. g 10. h |11. k 12. o 13. l 14. n 15. p 16. m

Reading 2:1. a 2. b 3. b 4. a 5. b 6. b 7. a 8. a 9. b


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Worksheet for Engli sh Passport Vol. 9 Level 3: Magic Mushrooms

Reading 1:Match the words with their meanings.

Column 1 (paragraphs 1-2)

1. to peak a. a (nice) smell2. sliver b. a very thin slice

3. rarity c. dirt, earth

4. to forage d. reach a high point

5. aroma e. something unusual, uncommon, hard-to-find

6. soil f. to look for, to hunt for


7. delicate g. a want, a need, a desire to have

8. to wonder h. fall, go down

9. demand i. fine, light, not strong-smelling /-tasting

10. to slip j. to think about, question


11. fungicide k. a chemical that kills mushrooms, other fungi

12. to fake l. greenhouse, building (made of glass) for growing plants

13. hothouse m. mildew, mold, mushrooms, yeast

14. inferior n. not as good as

15. to cultivate o. to copy, to duplicate

16. fungi p. to grow, to farm

Reading 2: Complete the sentences.

1. White truffles can cost over $2000 __________. a. per pound b. per kilo

2. The peak season for white truffles is in __________. a. summer b. fall (autumn)

3. White truffles are __________. a. common b. uncommon

4. White truffles grow in one part of __________. a. Italy b. France

5. Truffle-hunters use __________ to find them. a. dogs and cats b. dogs and pigs

6. Demand for truffles is __________. a. decreasing b. increasing

7. Every year there are __________ white truffles. a. fewer and fewer b. more and more

8. You can grow __________ in a hothouse. a. black truffles b. white truffles

9. Black truffles are __________ white ones. a. better than b. not as good as


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English Passport Lesson Plan Level 3 BUSINESS:VWs Grand Plan Page 1 of 5

ENGLISH PASSPORT Vol. 9 VWs Grand Plan

LEVEL 3 BUSINESS PAGE 41

Activity What to Do

Step 15 MIN.

Pre-Reading Ask:Who do you think is the number 1 automaker in the world?

- is rankednumber 1 / - is the highest rankingautomaker

Write VW / Volkswagenon the board.

Ask:What do you know about Volkswagen?What was its most famous car? (Beetle)

When was the VW Beetle the most popular? heydayIs VW a big automaker?Where do you think their sales are the strongest? the weakest?

Have students open their magazines to page 41.

Call on a student to read the title and subtitle.

Present: conquer= take over, dominate

Ask:According to the title, what is VWs big plan?

(to be the biggest automaker in the world)What does the subtitle suggest about VWs U.S. market?

(VW must sell more in the U.S., and that's not going to be easy)

Step 212MIN.

Reading I Distribute the Worksheet.

Present / review vocabulary on the Worksheet (as needed):emerging markets new and growing markets(for the auto

industry: BRICs (Brazil, Russia, India,

China), Mexico, and South Africa)revenue a companys earnings, incomeestimate (make an) educated guessNote: Contrast pronunciation of verb and noun forms.

Annual once a year, for a period of a yearLoss opposite of profit; negative resultDecline go down, decrease

Set the scene: As you can see on this Worksheet, we are going toskim the article for information about (a) VWs current position in

the world, and (b) VWs performance in the U.S. market. Thisinformation is in the 2nd, 3rd, and 4th paragraphs. Circle thecorrect information for part A. Fill in the missing figures for partB, and then decide whether VWs sales and revenues have beenincreasing or declining.

Split the class into two groups, and assign each group one part.Give them about 5 minutes to complete their tasks.

Call on students in each group to share their answers.


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Activity What to Do

Step 315MIN.

Reading II Ask:Why do you think VW is not doing so well in the U.S.?

Present / review:Should cars work when you need them? dependable

Do car makers make changes to their cars every year? modify

Do they make different cars for different markets? make carsto suitdifferent markets

Do some car manufacturers make parts in one factory and put the

parts together in another one?assemble cars in another

plantassembly plant

Point out Task C on the Worksheet.

Set the scene: This time read through the article to note what VW

is doing to reach its goals and what it still needs to do. Information

about VWs goals is near the beginning of the article . Theinformation you need is primarily in paragraphs 5 and 6.You have about 6-7 minutes to write your notes.

Go over the answers with students.

Ask:Why is each of these steps important for VW to reach its goals?Which do you think is the most important?

Step 48MIN.

Post-Reading Create a questionnaire (pairwork)

Ask students what things they think about before buying a car.For

example:quality reliability pricesize economy environmental-friendliness

Set the scene: Imagine you are doing some market research for

VW. They want to know why their cars dont sell better in the U.S. They have asked you to help write a questionnaire to help themunderstand American consumers.

Divide students into pairs and have each pair come up with 5 or 6questions they think should be on the survey.

After calling on pairs to share their questions, have class decidewhich 10 questions must be on the survey.


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Activity What to Do


Discussion

PresentAre the car markets in Europe, Japan, and the U.S. emerging

markets? mature markets Ask:

In a mature market, do sales increase, decrease, or remain fairlystable?

What can car makers do to maintain sales in mature markets?Are the demands of consumers in mature markets different from

those of consumers in emerging markets? In what ways?Do you think quality standards are the same for both types of

market?Should they be? Why (not)?

Homework(optional)

WritingDo you have a car? If so, what kind of car do you have? If not, is itbecause you dont want one, or are you planning to buy one later?Is a car a necessity or a convenience where you live? What are theadvantages and disadvantages of having a car?

Internet

Visit Volkswagens corporate site (www.volkswagenag.com;youcan switch the language from German to English). Learn more aboutVolkswagen Groups 2018 strategy, Volkswagens history, or any

other topic you find on their website. Note any information you findinteresting and share it at the next class meeting.

OR:

Find out more about the so-called BRICs (Brazil, Russia, India, andChina) and their part in the automobile market. Do people in thesecountries want the same types of cars? How big are the markets?Who are the biggest automakers in these markets? Share yourfindings at the next class meeting.
http://www.volkswagenag.com/http://www.volkswagenag.com/http://www.volkswagenag.com/http://www.volkswagenag.com/


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Answer Key for Engli sh Passport Vol. 9 Worksheet Level 3 BUSINESS:VWs Grand Plan

A. VWs current market position around the world

Worldwide ranking (number of automobiles produced) # 2Europe ranking #1China ranking (foreign automakers) #1Brazil ranking #2Emerging markets (% of VW sales) 50%US market (VW cars only, % of total US car sales) 2%

B. VWs sales performance in US

1970: 569,696cars sold (7%of market)2000: 358,429cars sold2009: 213,454cars sold2009 revenue: $15.2 billionEstimated annual losses since 2003: $600 million / year

Sales and revenues in the U.S. have been: declining

C. Reaching the goal

Goals: To become global leader by 2018(year).To increase U.S. sales by 300 %. (triple sales)

Answers may vary slightly.

What VW needs to do What VW is doing / has done

improve quality, dependability need to modify designs to suit US customers spend more time understanding US consumer

creating larger, cheaper models opening assembly plant in Tennessee named former GM, Ford exec Jonathan

Browning to run North American operations


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Worksheet for Engli sh Passport Vol. 9 Level 3 BUSINESS: VW' s Grand Plan

A. VWs current market position around the world

Worldwideranking (number of automobiles produced) #1 #2 #3

Europeranking #1 #2 #3

Chinaranking (foreign automakers) #1 #2 #3

Brazilranking #1 #2 #3

Emergingmarkets (% of VW sales) 25% 50% 75%

USmarket (VW cars only, % of total US car sales) 2% 7% 10%

B. VWs sales performance in US

1970 _______________ cars sold ( __________ % of market)

2000 _______________ cars sold

2009 _______________ cars sold

2009 revenue $_______________

Estimated annual losses since 2003 $_______________ / year

Sales and revenues in the U.S. have been: increasing declining

C. Reaching the goal

Goals: To become global leader by __________ (year).

To increase U.S. sales by __________ %.

What VW needs to do What VW is doing / has done


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English Passport Lesson Plan Level 3 BUSINESS:Cheesecake Factory's Winning Formula Page 1 of 4

ENGLISH PASSPORT Vol. 9 Cheesecake Factory's Winning Formula

LEVEL 3 BUSINESS PAGES 4243

Activity What to Do

Step 17 MIN.

Pre-Reading Draw a right triangle with labels a (height), b (base), c(hypotenuse) on the board and write the formula for finding thelength of c:

a2+ b2= c2

Present:Does this tell us how to find how long c is? (Y)

is the formulaIs there a formula that tells us how to win (at business)?

winning formula

Have students open their magazines to pages 42-43. Ask them tolook at the photo on page 42 and to read the title and subtitle.

Ask:Who is this man? (David Overton)What is the name of his company? (Cheesecake Factory)What kind of company is The Cheesecake Factory? (restaurant)

Present (if needed):

Is there just one or are there lots of Cheesecake Factory

restaurants?

restaurantchain

Is the company successful?What kind of business do you think his parents had?What do you expect we will read about in this article?

Step 213MIN.

Reading I Distribute the Worksheet. Point out the first reading task and tellstudents they are going to use the article to create a list ofThe Cheesecake Factory milestones.

Ask questions to check studentsfamiliarity with terms used in the

table. Briefly present any unfamiliar terms.Did the Overtons sell cakes directly to customers or to stores and

restaurants? to stores, restaurants wholesaledirect to customers retail

Where did Mrs. Overton bake her cakes? (basement= roomunder house)

Did David think the company would do better if they had arestaurant? (progress)

Did Mr. and Mrs. Overton stop working completely afteropening more restaurants? (No. Still worked a little

semiretired)

b

ac


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Activity What to Do

Did the company start selling shares on the stock exchange?

(go/went publi c)

Ask:

What information in the article will you search for to completethis chart? (years, dates)What will you need to do if you see 5 years later? (need to

add 5 to the year that was mentioned before that)

Have students read either paragraphs 1-4 (up to ...$125,000.) orparagraphs 5-8 and complete the corresponding half of the table.

Give them about 8 minutes, and then call on students to say whatthey have written on the chart.

Step 310MIN.


Tell students that each of the sentences contains some finance-related information about David Overton and the CheesecakeFactory, but each sentence also has a mistake. Give them about 7minutes to skim the article to find the correct information, andmake the changes on their Worksheet.

After 7 minutes, call on students to give the correct information.

Step 410MIN.

Post-Reading DiscussionThinking about how David Overton took his parents successfulproduct and made the business even more successful:

What do you think David Overtons winning formula is?Is it enough to just have a good product?What do you need to make a good product a successful one?Do you think you could do what he did?


Launching a new business? Ask:

Have you ever thought about going into business for yourself?Have you ever had a good idea for a new product (or a better

version of an existing one)? What was it?

Brainstorm several ideas for new products (or services). Then have

students choose one (or two) that they like.

Ask:Where would you sell this product (service)?Who would your customers be?Would you be a wholesaler or a retailer?How would you sell it?What would you have to do before you start your new business?


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Activity What to Do

Homework(optional)

WritingDavid Overton didnt originally plan to work in his parents business

or to become a restaurateur. He wanted to be a rock star! What aboutyou? What did you want to be when you were a child and a young

adult? Write one or two paragraphs describing what you wanted tobe, and how your job / career plans changed as you got older.

InternetLearn more about The Cheesecake Factory by visiting its website(www.thecheesecakefactory.com). Note any additional informationyou find interesting. Share your findings at the next class meeting.

________________________________________________________________________________________

Answer Key for Engli sh Passport Vol. 9 Worksheet Level 3 BUSINESS:Cheesecake

Factory's Winn ing Formu la

Reading 1: Cheesecake Factory milestones

1. 1950s 3. 1972 5. 1978 7. 19922. 1967 4. 1975 6. 1983 8. 2011 (also accept 2012)

Reading 2: Some financial figures

1. As a child, David Overton earned 10 cents for each cake box he folded.As a child, David Overton earned 1 cent(or:1 penny) for each cake box he folded.

2. Bill Klings clients and family members raised $25,000 to invest in Mr. Overtons business.Bill Klings clients and family members raised $125,000to invest in Mr. Overtons business.

3. It cost $265,000 to open the first Cheesecake Factory restaurant.It cost $256,000to open the first Cheesecake Factory restaurant.

4. Today, it costs 65-75 million dollars to open a new Cheesecake Factory restaurant.Today, it costs 6.5-7.5million dollars to open a new Cheesecake Factory restaurant.

5. When the company went public, the opening price of the stock was $30.When the company went public, the opening price of the stock was $20.

6. The price per share rose to $27.50 on the first day.The price per share rose to $27.25on the first day.

7. From 1992 to 2005, the companys annual growth in revenues was 28%.From 1992 to 2005, the companys annual growth in revenues was 27% .

8. In 2009, the company's revenues were 4% higher than in 2010.In 2010, the company's revenues were 4% higher than in 2009.

Or:In 2009, the company's revenues were 4% lowerthan in 2010.
http://www.thecheesecakefactory.com/http://www.thecheesecakefactory.com/http://www.thecheesecakefactory.com/http://www.thecheesecakefactory.com/


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Worksheet for Engli sh Passport Vol. 9 Level 3 BUSINESS: Cheesecake Factory's

Winning Formula

Reading 1: The Cheesecake Factory milestones

1. Oscar and Evelyn Overton begin wholesale cheesecake business from basement of theirDetroit home; Evelyn makes cakes during day, Oscar delivers at night.

2. David Overton moves to San Francisco (to be close to music scene).

3. Oscar and Evelyn move to L.A., open small wholesale cheesecake business

4. David moves to L.A. to help parents; thinks opening a restaurant will help businessprogress.

5. First Cheesecake Factory restaurant opens in Beverly Hills.

6. The company opens 3 more restaurants in California and 1 in Washington, D.C.;Oscar and Evelyn Overton semiretire.

7. The company goes public.

8. The company plans to open 69 new restaurants.

Reading 2: Some financial figuresCorrect the mistakes.

1. As a child, David Overton earned 10 cents for each cake box he folded.

2. Bill Klings clients and family members raised $25,000 to invest in Mr. Overtons business.

3. It cost $265,000 to open the first Cheesecake Factory restaurant.

4. Today, it costs 65-75 million dollars to open a new Cheesecake Factory restaurant.

5. When the company went public, the opening price of the stock was $30.

6. The price per share rose to $27.50 on the first day.

7. From 1992 to 2005, the companys annual growth in revenues was 28%.

8. In 2009, the company's revenues were 4% higher than in 2010.


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English Passport Lesson Plan Level 4: The Voice of a New Machine Page 1 of 4

ENGLISH PASSPORT Vol. 9 The Voice of a New Machine

LEVEL 4 PAGE 31

Activity What to Do

Step 15 MIN.

Pre-Reading Write Communications: F2FB2BM2Mon the board.Ask students if they know what these abbreviations mean.

Present (as needed)

F2F: face-to-face (communications)

B2B: business-to-businessM2M: machine-to-machine

Ask:

What do you think M2M communications are?

What kind of information are machines sending to each other?

Present:

Do machines / computers in different locations collect and send

data to a central location (a headquarters)?telematics

Ask:

Can you think of an example of telematics / M2M

communications?

Step 28MIN.

Reading I Have students open their magazines to page 31.Ask students to describe what they see in the illustration.

(Point out the text bubbles): Look quickly at these textbubbles.

Ask:

Which bubble is about companies and their deliveries? (Fleet

Telematics)

Which one is about drivers and their cars? (Consumer

Telematics)

Which is about doctors and patients? (Health)

Which talks about police and parking tickets? (Meter reading)

Write f leet, meter, consumeron the board.

Set the scene: Each of these words has more than one meaning. I

will ask you some questions about how the words are used in thisarticle. Tell me which meaning is correct here (underlined).

Ask:

Does fleet in this article mean the navy's ships or a group ofvehicles?

Does meter mean a unit of length (approximately 3 feet) or a

device for measuring how much of something is used?

Is a consumera person who eats something or a person who

buys and uses something?


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Activity What to Do

Step 312MIN.

Reading II Distribute the Worksheet. Go over the tables, and present terms as

needed:

sensor: device for measuring, detecting

relay:send, communicatetransmit:send

alert: tell, warn

monitor: watch, check, observe

detect: notice, find, discover

Assign each student one of the text bubbles. Have students read theassigned section and complete the corresponding table.

Go around the room and assist with additional vocabulary asneeded.

Go through the tables one at a time and call on students to give

their answers.

Step 415MIN.

Post-Reading Other devices.(pairwork or group work)

Have students look at the topics covered in Level 4 (e.g., look at

the Table of Contents in the Student Book).

Ask:

In what other ways could M2M devices be used to

-- manage personal finances, investments?

-- help when you are traveling / on vacation?

-- help organize, reduce errands?

-- reduce your commuting time?

-- improve your home safety / security?-- improve your personal health / safety?

Have pairs / groups pick one or two topics and brainstorm as manydevices / uses as they can.

Call on pairs/groups to share their lists.

Have the class vote on the top three best ideas.

Extension Activity

(time permitting)

Discussion

According to the article, M2M communications is growing fast.

Do you like the idea of machines monitoring us and

communicating with each other?

In what ways could this make our lives better?

Can you think of any reasons why it could make our lives worse?

Would you like to have such devices in your home, car, office?

Why (not)?


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Activity What to Do

Homework(optional)

WritingThe M2M applications in this article are based on mobile techno-logy. Think about the mobile applications that are available to you

right nowon your cell phone, your computer, iPad, etc. Whichapplications do you use the most? What do you use them for? Whichdo you consider unnecessary? Where is mobile technology headed?

InternetFind out more about the ways M2M communication is used. You

might start your search with keywords like: M2M, telematics. Make

a list of three or four different applications (uses) and a shortdescription of each. Share your list at the next class meeting.

Answer Key for Engli sh Passport Vol. 9 Worksheet Level 4:The Voice of a New Machine

Reading 2

Fleet Telematics

Where is the remote sensor? in commercial vehicles

What type of information do the sensors collect? travel times, road conditions

Where is the information sent? a central computer

What happens then? information sent to other trucks in fleet

Meter Reading

Where is the remote sensor? in parking meters

What information do the sensors transmit? when parking time has expired

Where is the information sent? police officers mobile phone

What happens then? police officer finds car and writes a ticket

Health

Where is the remote sensor? Inpatients monitor

What information do the sensors monitor? (abnormal) vital signs like heart rate, blood pressure

Who is alerted when abnormal data is detected? patients doctor and/or family

What happens then? doctor/family check on patient

Consumer Telematics

Where is the remote sensor? in the consumers carWhat information do the sensors collect? car location, problems with electrical system

When is the information relayed? in an emergency


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Worksheet for Engli sh Passport Vol. 9 Level 4: The Voice of a New Machine

Reading 2

Fleet Telematics

Where is the remote sensor?

What type of information do the sensors collect?

Where is the information sent?

What happens then?

Meter Reading


What information do the sensors transmit?


What happens then?

Health


What information do the sensors monitor?

Who is alerted when abnormal data is detected?

What happens then?

Consumer Telematics


What information do the sensors collect?

When is the information relayed?


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English Passport Lesson Plan Level 4:Have Wiki, Will Travel Page 1 of 4

ENGLISH PASSPORT Vol. 9 Have Wiki, Will Travel

LEVEL 4 PAGE 33

Activity What to Do

Step 17 MIN.

Pre-Reading Write the names of 2 or 3 well-known guidebooks on the board,

e.g.,Lonely Planet, Berlitz, Fodor's,Baedeker, Lets GoAsk students what these are, what they are for.

Present (as needed)

When you travel, do you take a book with information about

your destination with you?guidebook

Do guidebooks have tips, suggestions about where to go, what

to see?pointers

Who writes these books?many people contributeinfo

Does someone check, change their contributions?edits...

editor

Ask:What are some problems with paper (printed) guidebooks?

outdated, old/incorrect information

Write Wikipediaon the board.

Ask students what they know about Wikipedia.(online encyclo-pedia; anyone can create, add, change information on the website)

Write Wikitravelon the board.

Ask:

What do you think Wikitravel is?

Do you think there is a connection between Wikipedia and

Wikitravel? What?

Step 212MIN.

Reading I Distribute the Worksheet, and go over the items on theFact Sheet.

Present unfamiliar terms (as needed):

found (a company) start; Ray Kroc foundedMcDonald's.

entry record, item; The word a is the first entryin my dictionary; zygote is the last entry.

editorial cycle how often print material is updated, revised.

The editorial cyclefor a phonebook is oneyear.

Ask students to skim the article for numbers, names, dates, and key

words to complete the fact sheet about Wikitravel.

Call on students to give the answers (in full sentences).


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Activity What to Do

Step 313MIN.


Ask students to find and underline the bolded words and phrases,

in the specified paragraphs, and to read the sentences with thewords and the sentences around them. Then have them decide

whether the pairs of bolded terms have the same or differentmeanings.

Call on students to give their answers.

Encourage them to say what they think the words and phrasesmean and why they think they have the same / different meanings.

Present any terms students were unable to guess the meanings of:

neophytebeginner

expertprofessional

blurbvery short text; a few words to a short paragraph

full guidelong text; a whole article, bookno longer existedclosed forever, will never open again

shut down(for the summer)temporarily closed (until the end of

summer), will reopen

tip = pointersuggestion, advice

swank restaurantexpensive, stylish, up-market (restaurant)

budget placecheap, inexpensive, no frills (place, restaurant)

Step 4

8MIN.

Post-Reading Discussion

Do you use guidebooks when you are traveling? What kind?

Do you look up information about your destination before you go?

Have you ever tried to visit a place only to discover it was closed?Have you ever seen incorrect information in a guidebook?

Whats the best tip youve ever had during one of your trips?

Do you think you will try out Wikitravel in the future? Why (not)?


Summary: Interview

Set the scene: You are a reporter. You are going to interview EvanProdromou and Michele Ann Jenkins, the founders of Wikitravel.

Look at the fact sheet you created earlier.

Ask:

What questions would you ask to get this information?What other questions could you ask?

Write up questions as students give them. Encourage students to use the key facts and key terms on their Worksheet.

Then tell students to close (or cover) their magazines; call on

students to answer the questions listed on the board.


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Activity What to Do

Homework(optional)

WritingA friend is coming to visit you. This is her first visit to your city.Write a short letter to her and suggest three or four places she should

see while she is in town. Share your letter at your next class meeting.

InternetChoose a place you would like to visit, and then go to the Wikitravel

website (http://wikitravel.org). What do they say about thedestination you chose? What places should you / would you like to

see? Are there any places they dont recommend? Beprepared to

give a summary about your virtual tour at the next class meeting.

Answer Key for Engli sh Passport Vol. 9 Worksheet Level 4:Have Wiki , Will Travel

Reading 1: Wikitravel Fact Sheet

Year the website founded: 2003

Names of the site creators: Evan Prodromou, M ichele Ann Jenki ns

Number of contributors: 40,000

Number of entries (on English site): 24,000

Cost to use the Wikitravel site: nothing, its free

Year the site was sold to Internet Brands: 2006

Name of company that sells Wikitravel guidebooks: Wiki travel Press

Cost of Wikitravel guidebooks: under $20

How often Wikitravel guidebooks are updated: every f ew months

Editorial cycle of other printed guidebooks: every 3 - 5 years

Reading 2: Same or different?

same different

The article writer is a travel neophyte. (paragraph 1)X

Guidebook writers are travel experts. (paragraph 4)

Some people write just a singleblurb. (paragraph 2)X

Other people write full cityguides. (paragraph 2)

The hotel no longer existed. (paragraph 3)X

The spaghetti restaurant was shut down for the summer. (paragraph 5)

Business travelers give tips. (paragraph 4)X

Backpackers give pointers. (paragraph 4)

Some contributors write about swankrestaurants. (paragraph 4)X

Others write about budgetplaces. (paragraph 5)
http://wikitravel.org/http://wikitravel.org/http://wikitravel.org/http://wikitravel.org/


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Worksheet for Engli sh Passport Vol. 9 Level 4: Have Wik i, Will Travel

Reading 1: Wikitravel Fact Sheet

Year the website founded

Names of the site creators

Number of contributors

Number of entries (on English site)

Cost to use the Wikitravel site

Year the site was sold to Internet Brands

Name of company that sells Wikitravel guidebooks

Cost of Wikitravel guidebooks

How often Wikitravel guidebooks are updated

Editorial cycle of other printed guidebooks

Reading 2: Same or different?

same different

The article writer is a travel neophyte. (paragraph 1)

Guidebook writers are travel experts. (paragraph 4)

Some people write just a singleblurb. (paragraph 2)

Other people write full cityguides. (paragraph 2)

The hotel no longer existed. (paragraph 3)

The spaghetti restaurant was shut down for the summer. (paragraph 5)

Business travelers give tips. (paragraph 4)

Backpackers give pointers. (paragraph 4)

Some contributors write about swankrestaurants. (paragraph 4)

Others write about budgetplaces. (paragraph 5)


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English Passport Lesson Plan Level 4 BUSINESS: Gadget Gluttony Page 1 of 4

ENGLISH PASSPORT Vol. 9 Gadget Gluttony


Activity What to Do

Step 18 MIN.

Pre-Reading WriteElectronic Deviceson the board and add some examplese.g., cell phone, projector, e-reader.

Present:A cell phone is a devicewe use to make calls.A projector is a device we use to show images on a screen.

Have students give an example of their own, using the term deviceto define it.

With students, brainstorm a list of more electronic devices.

Present:

Do people have a lot of electronic devices?a lot of gadgets

Have students look at the photo on page 15 in their magazines.

Ask:

What is all this stuff in the center of the picture?

Are these items new? old and unusable? obsolete

So, is this trash/garbage? electronic garbage?electronic

waste e-waste

The article we are going to read is about e-waste.

Step 212MIN.

Reading I Distribute the top half of the Worksheet.

Tell students that the words in the box come from the article andthe sentences aresimilar tothose in the article. Have students lookover the sentences. Present terms briefly (as needed).

Ask students to skim through the article to find the words in thebox, and then write each word next to the sentence that containsthe boldfaced word or phrase with the same meaning.

After 5-6 minutes, call on students to say which words they

matched with which sentences. For any mismatched items, giveone or two examples of usage in context.

Step 3

10MIN.

Reading II Memory Game

Set the scene: There are lots of numbers and statistics in this article.That is what you have to try to remember. You will have 4 minutesto study the information, and then I will ask you to close yourmagazines.

After 4 minutes, ask students to close their magazines and distributethe bottom half of the Worksheet. Give students 4 minutes to writetheir answers. Then call on students to give their answers, and havethem count how many they got right.


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Activity What to Do

Step 410MIN.

Post-Reading DiscussionDid any of the statistics or other figures in the article surprise you?Is the product life cycle for electronic devices getting longer or

shorter? Why?

Is this good for companies that manufacture electronic goods?If the life cycle is getting shorter, what happens to the amount of

e-waste we produce?Should companies that manufacture electronic products also be

responsible for recycling them?What other solutions are there to the e-waste problem?


Debate Present: Do you think product manufacturers want customers to

replace older products with their latest products as quickly and asoften as possible? To do this, do companies plan for their products

to become obsolete?In English, this is called planned obsolescence.

Split the class into two teams and distribute the Role Cards. Goover the positions and tell the teams to come up with 2-3 reasonsand / or examples to support their team's position.

When teams are ready, have one team present its position and oneargument, and then allow the other team to present its position andgive a counter argument. Continue with rebuttals.

At the end have the class decide who won the debate.

Homework(optional)

WritingYour company has decided to start a reduce and recyclecampaign.Draft a letter to the office staff telling them about the campaign. Inyour letter, suggest several ways they can reduce the amount ofglass/paper/metal/plastic that is thrown away, and say where therecycling bins will be located.

InternetVisit Electronic Recyclers Internationals website

(http://electronicrecyclers.com)and learn more about the companyand the products they recycle, or search the Internet for moreinformation about e-waste and e-waste disposal in general (try key

words: e-waste; electronics recycling; WEEE recycling). Note someof the things you find interesting, and share them at your next classmeeting.
http://electronicrecyclers.com/http://electronicrecyclers.com/http://electronicrecyclers.com/http://electronicrecyclers.com/


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Answer Key for Engli sh Passport Vol. 9 Worksheet Level 4:Gadget Gluttony


1. revenue 3. discarded 5. outdated 7. toxins 9. fund2. shredder 4. annually 6. landfill 8. laws


1. $50 million 3. 206 million 5. 50 million 7. 15% - 20%2. 2012 4. 140 million 6. 70% 8. 23

Role Cards for Engli sh Passport Vol. 9 Level 4:Gadget Gluttony

Team A

Your company produces a product which, in theory, could last for 20 years. But every year, thecompany comes up with a new, improved, better version of the product. You think this is a goodthing. It keeps sales turnover high because customers always want the latest product. You see no

reason to change your manufacturing policy.

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Team B

Your company produces a product which, in theory, could last for 20 years. But every year, thecompany comes up with a new, improved, better version of the product. You think this is a badthing. Customers like to buy the latest product, but they just throw away their old ones, which then

end up in landfills. You think the manufacturing policy should be changed, so products are usedfor a longer period of time before they are disposed of.

----------------------------------------------------------------------------------------------------------------------------

Team A

Your company produces a product which, in theory, could last for 20 years. But every year, thecompany comes up with a new, improved, better version of the product. You think this is a goodthing. It keeps sales turnover high because customers always want the latest product. You see noreason to change your manufacturing policy.

----------------------------------------------------------------------------------------------------------------------------

Team B

Your company produces a product which, in theory, could last for 20 years. But every year, thecompany comes up with a new, improved, better version of the product. You think this is a badthing. Customers like to buy the latest product, but they just throw away their old ones, which thenend up in landfills. You think the manufacturing policy should be changed, so products are usedfor a longer period of time before they are disposed of.


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Worksheet for Engli sh Passport Vol. 9 Level 4: Gadget Glu ttony


1. __________ Electronic Recyclers International earns its (1) income from recycling e-waste.

2. __________ E-waste is put into a (2) machine that cuts things into small pieces.

3. __________ Millions and millions of computers and phones are (3) thrown away.

4. __________ Around the world, people throw out millions of tons of e-waste (4) every year.

5. __________ Many (5) obsoletegadgets end up in a (6) place where trash and garbage are

6. __________ collected.

7. __________ Lead (Pb) and mercury (Hg) are (7) substances that can cause illness or death.

8. __________ Many places have (8) regulationsto control electronic waste and recycling.

9. __________ Other places (9) give financial supportfor recycling projects.

-----------------------------------------------------------------------------------------------------------------------------


1. What is the annual revenue of Electronic Recyclers International (ERI)?

2. In what year does ERI expect sales to double?

3. How many computer products are discarded in the US every year?

4. How many phones do Americans throw away each year?

5. How many tons of e-waste is produced worldwide every year?

6. What percentage (%) of heavy metal in landfills comes from e-waste?

7. What percentage of electronic gadgets is recycled?

8. How many US states have electronics recycling laws?

annually landfill revenue

discarded laws shredderfund outdated toxins


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English Passport Lesson Plan Level 4 BUSINESS: The Voice of a New Machine Page 1 of 4

ENGLISH PASSPORT Vol. 9 The Voice of a New Machine


Activity What to Do

Step 15 MIN.

Pre-Reading Write Communications: F2FB2BM2Mon the board.Ask students if they know what these abbreviations mean.

Present (as needed)

F2F: face-to-face (communications)

B2B: business-to-businessM2M: machine-to-machine

Ask:

What do you think M2M communications are?

What kind of information are machines sending to each other?

Present:

Do machines / computers in different locations collect and send

data to a central location (a headquarters)?telematics

Ask:

Can you think of an example of telematics / M2M

communications?

Step 28MIN.

Reading I Have students open their magazines to page 31.Ask students to describe what they see in the illustration.

(Point out the text bubbles): Look quickly at these textbubbles.

Ask:

Which bubble is about companies and their deliveries? (Fleet

Telematics)

Which one is about drivers and their cars? (Consumer

Telematics)

Which is about doctors and patients? (Health)

Which talks about police and parking tickets? (Meter reading)

Write f leet, meter, consumeron the board.

Set the scene: Each of these words has more than one meaning. I

will ask you some questions about how the words are used in thisarticle. Tell me which meaning is correct here (underlined).

Ask:

Does fleet in this article mean the navy's ships or a group ofvehicles?

Does meter mean a unit of length (approximately 3 feet) or a

device for measuring how much of something is used?

Is a consumera person who eats something or a person who

buys and uses something?


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Activity What to Do

Step 312MIN.

Reading II Distribute the Worksheet. Go over the tables, and present terms as

needed:

sensor: device for measuring, detecting

relay:send, communicatetransmit:send

alert: tell, warn

monitor: watch, check, observe

detect: notice, find, discover

Assign each student one of the text bubbles. Have students read theassigned section and complete the corresponding table.

Go around the room and assist with additional vocabulary asneeded.

Go through the tables one at a time and call on students to give

their answers.

Step 415MIN.

Post-Reading Other devices.(pairwork or group work)

Have students look at the topics covered in BUS. 4 (e.g. look at theTable of Contents in the Student Book).

Ask:

In what other ways could M2M devices be used to

-- track product information, performance?

-- manage business finances, budgets?

-- help organize your time more efficiently?

-- help when you are traveling on business?

-- improve office safety / security?-- improve the health / safety of you and your co-workers?

Have pairs / groups pick one or two topics and brainstorm as manydevices / uses as they can.

Call on pairs/groups to share their lists.Have the class vote on the top three best ideas.


DiscussionAccording to the article, M2M communications is growing fast.

Do you like the idea of machines monitoring us and the work wedo?

In what ways could this make business better?

Can you think of any way this might hurt business?

Would you like to have such devices in your workplace?

Why (not)?


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Activity What to Do

Homework(optional)

WritingThe M2M applications in this article are based on mobile techno-logy. Think about the mobile applications that are available to you

right nowon your cell phone, your computer, iPad, etc. Whichapplications do you use the most? What do you use them for? Whichdo you consider unnecessary? Where is mobile technology headed?

InternetFind out more about the ways M2M communication is used. You

might start your search with keywords like: M2M, telematics. Make

a list of three or four different applications (uses) and a shortdescription of each. Share your list at the next class meeting.

Answer Key for Engli sh Passport Vol. 9 Worksheet Level 4 BUSINESS:The Voice

of a New Machine

Reading 2

Fleet Telematics

Where is the remote sensor? in commercial vehicles

What type of information do the sensors collect? travel times, road conditions

Where is the information sent? a central computer

What happens then? information sent to other trucks in fleet

Meter Reading

Where is the remote sensor? in parking meters

What information do the sensors transmit? when parking time has expired

Where is the information sent? police officers mobile phone

What happens then? police officer finds car and writes a ticket

Health

Where is the remote sensor? Inpatients monitor

What information do the sensors monitor? (abnormal) vital signs like heart rate, blood pressure

Who is alerted when abnormal data is detected? patients doctor and/or family

What happens then? doctor/family check on patient

Consumer TelematicsWhere is the remote sensor? in the consumers car

What information do the sensors collect? car location, problems with electrical system

When is the information relayed? in an emergency


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Worksheet for Engli sh Passport Vol. 9 Level 4 BUSINESS: The Voice of a New Machine

Reading 2

Fleet Telematics


What type of information do the sensors collect?


What happens then?

Meter Reading


What information do the sensors transmit?


What happens then?

Health


What information do the sensors monitor?

Who is alerted when abnormal data is detected?

What happens then?

Consumer Telematics


What information do the sensors collect?

When is the information relayed?


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English Passport Lesson Plan Level 5: Ground Control Page 1 of 4

ENGLISH PASSPORT Vol. 9 Ground Control

LEVEL 5 PAGE 21

Activity What to Do

Step 18 MIN.

Pre-Reading Have students open their magazines to page 21.Tell them to look at the photo and read the caption.

Present (as needed):

Whats this a picture of? (a salad)

Whats in the salad? (e.g., peas, flowers (violets), asparagus,

lettuce)ingredients

Can you eat everything on the plate? (Y)Everything is edible

Does this salad look more like a salad or a garden?

Do most garden plants grow in air?grow in soil/ dirt

What is the soil in this salad made of? (mushrooms)

What else do you often find mixed in soil? small rocks/stones?

pebbles

When wood or paper is burned, what is left when the fire goesout?ash

Ask:

What do you think this article is about?

What do you expect to read about in this article?

What kinds of people and places will be mentioned?

Step 212MIN.

Reading I Distribute the Worksheet.

Set the scene: The words in the box are all cooking terms found in

the article. Skim through the article and circle or underline the

words. Once youve done that, try to match the terms with theirdefinitions. To help you, there is also a table with a list of foods

and what they are below the cooking terms.

After 5 minutes, go over the answers. For any mismatched items,

give brief examples of usage, e.g.,

Do you like whipped cream?

Have you ever charred food on the grill by accident?

What do most people eat for Thanksgiving, roasted turkey or

fried chicken?

Do you prefer frozen yogurt or ice cream?

Is sauerkraut pickled cabbage?

Have you ever eaten sun-dried tomatoes?

Which do you like better, fresh salmon or smoked salmon?

Brainstorm: other items that are prepared using these methods.


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Activity What to Do

Homework(optional)

WritingWhat is the most unusual food / meal youve ever eaten? Where didyou eat it? How did you like it? Write a short narrative describing

your experience.

InternetVisit the website of two or more of the restaurants mentioned in the

article. To search for them, enter the restaurants name and the wordrestaurant (e.g., enterNoma restaurantas a search term, not just

Noma). Of the restaurants you looked at, which one would you most

like to go to? Why?

Answer Key for Engli sh Passport Vol. 9 Worksheet Level 5:Ground Control

Reading 1: Preparation methods

1. whipped beaten, stirred very quickly until light and foamy

2. charred cooked over an open flame until the outside turns black

3. roasted cooked slowly in an oven

4. smoked preserved by cooking in smoke

5. frozen preserved by keeping at a very cold temperature6. pickled preserved by putting in vinegar or salt water7. dried preserved by removing all water

Reading 2: Complete the table

Restaurant Location chef soil ingredients served with

1. Noma Copenhagen Rene Redzepi dried mal t andbeer

a radish

2. Shakuf Tel Aviv Eldad Shem-Tov chi ckpeas smoked quai l eggs3. Marlowe San Francisco Jennif er Puccio dried olives pick led radishes,

wh ipped chvre4. Gilt Manhattan Justin Bogle soil: mushroom

ash: charred onionpebbles: fr ozenfoi e gras

summer salad;stri p loin (beef)

5. Manresa Los Gatos, CA (not mentioned) potato, parsnip,roasted chi cory

dish of 30 seasonalvegetables


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Worksheet for Engli sh Passport Vol. 9 Level 5: Ground Control

Reading 1: Preparation methods

1. _______________ beaten, stirred very quickly until light and foamy

2. _______________ cooked over an open flame until the outside turns black

3. _______________ cooked slowly in an oven

4. _______________ preservedby cooking in smoke

5. _______________ preserved by keeping at a very cold temperature

6. _______________ preserved by putting in vinegar, lemon juice, or other acidic liquid

7. _______________ preserved by removing all water

Some food definitions

chvre D a cheese made from goats milk

chickpeas V similar to pea, yellow in color; main ingredient in hummus

chicory V a lettuce with tightly-packed white leaves with yellow tips

foie gras M enlarged (fattened) duck or goose liver, usually served as a pt

malt G germinated cereal grains (e.g. barley, corn, wheat, rye) that have been

dried; used especially in the making of alcohol

parsnip V a root vegetable, looks like a long white carrot

quail M a small game bird; quail eggs are very small and speckled

radish V a spicy, red and white (or white) root vegetablestrip loin M a good cut of beef

NOTE: V = vegetable; M = meat, D = dairy,

Documents

EP Vol 9 Lesson Plans