1. EVSS: Vocab & Speaking
2. Reading & Response
3. Writer’s Workshop
© NTK Learning CenterThis document is for internal use only and
the information contained herein may be subject to change without
notice.
ENGLISHENHANCED VOCABULARY & STRATEGIC SPEAKING G7 – 8SPRING
2015
(S-G7-05)
Student ID:
Student Name:
Teacher:
History of English 1
GLOBALIZATION
PRE-CLASS INSTRUCTIONS
• You have 30 minutes to complete the unsupervised reading and
comprehension tasks on pages 1 – 4.
• You must complete all tasks on pages 1 – 4 before going to the
supervised session with your teacher.
• These tasks are for your own benefit and development as a
learner. Don’t cheat yourself!
HOLISTIC LEARNER
Semiotic function
Elaboration
Lexical input
Active production
Reflection
Passive reception
Skills focus
Presenting
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History of English 1ENHANCED VOCAB & STRATEGIC SPEAKING —
GLOBALIZATION
© 2015 NTK Learning Center
Pre-class
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Main A
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Questions 11 – 15: Write the number for each key word in the box
that gives an example for each word. One box will not be used.
11. Elite (n)
12. Bilingual (adj)
13. Adopt (v)
14. Tribe (n)
15. Rule (v)
Questions 16 – 20: Based on the reading passage, write T (true),
F (false), or NG (not given) next to each statement.
16. The English language is originally from England.
17. Anglo-Saxon is a synonym for Old English.
18. Most of the English language is from foreign languages, not
Old English.
19. English has always been the major language of Britain.
20. English is now the major language of Britain.
Task 3 Individual reflectionWhy do you think English has so
easily taken on words and influences from other languages in its
development? 10 minutes
This is the end of the unsupervised session. The rest of the
booklet will be completed in class.
/ 20
Choose to take up a new idea or approach.
A group of people with blood ties and sharing the same
culture.
Using a Latin root meaning two, this means being able to
speak
two languages fluently.
A group of people with the most power and influence in
society.
Control an area or people.
To take over an area or people.
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History of English 1ENHANCED VOCAB & STRATEGIC SPEAKING —
GLOBALIZATION
© 2015 NTK Learning Center
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Task 9 Task overview Presenting ElaborationYou are going to
present information and ideas, and elaborate on why you think the
information is important and why something must be done about each
item. Pages 7 and 8 contain supporting information and planning
space, and you can use any information from this unit. You may use
any of the target vocabulary from the GLOBALIZATION module, and you
MUST use all of the target vocabulary from this unit. 15
minutes
The druids were a mysterious elite class amongst the Celtic
people. They were priests, poets and lawyers, and were a connection
to nature and their gods.
You are a Celtic druid from ancient times, and you have the gift
of prophecy. From a young age, the Celtic gods have given you the
power to see the future.
As of this moment, kingdoms of your people rule Britain. But the
gods have shown you that your native lands will be invaded by
foreign tribes and powers over the next 1000 years and more.
You must warn your people of the future, so that future
generations may prepare, and so that Britain will remain a purely
Celtic territory for all of time.
© NTK Learning CenterThis document is for internal use only and
the information contained herein may be subject to change without
notice.
ENGLISH
READING AND RESPONSE G5 – 6
SUMMER 2015
S-P5-02
Student ID:
Student Name:
Teacher:
POETRY
© NTK Learning CenterThis document is for internal use only and
the information contained herein may be subject to change without
notice.
ENGLISH
WRITER’S WORKSHOP G8
SUMMER 2015
S-I8-01
Student ID:
Student Name:
Teacher:
Biography
INFORMATIVE WRITING
2
Biography
© 2015 NTK Learning Center
WRITER’S WORKSHOP — INFORMATIVE WRITING
2
Lesson 1Exercise session 1
and homew
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Lesson 3
Task 2Discuss the following lead-in questions as a class, then
read the sample passage that follows.
• Look at the picture. Do you know who this person is?
• What makes a person’s life interesting? Fame? Experience?
Travel?
• Do you think your life will be interesting enough to write a
book about it? Explain.
Below is an excerpt from the biography of Steve Jobs. As you
read, try to identify the key writing features used in this type of
writing.
Adapted from www.biography.com
Steve Jobs was born in San Francisco, California, on February
24, 1955, to two University of Wisconsin graduate students who gave
him up for adoption. Smart but directionless, Jobs experimented
with different pursuits before starting Apple Computers with Steve
Wozniak in 1976. Apple’s revolutionary products, which include the
iPod, iPhone and iPad, are now
seen as dictating the evolution of modern technology. He died in
2011, following a long battle with pancreatic cancer.
Early Life
Steven Paul Jobs was born on February 24, 1955, in San
Francisco, California, to Joanne Schieble (later Joanne Simpson)
and Abdulfattah “John” Jandali, tw o University of Wisconsin
graduate students who gave their unnamed son up for adoption. As an
infant, Steven was adopted by Clara and Paul Jobs and named Steven
Paul Jobs. Clara worked as an accountant, and Paul was a Coast
Guard veteran and machinist. The family lived in Mountain View,
California, within the area that would later become known as
Silicon Valley. As a boy, Jobs and his father would work on
electronics in the family garage. Paul would show his son how to
take apart and reconstruct electronics, a hobby that gave him
confidence and mechanical skills.
While Jobs was always an intelligent and creative thinker, his
youth was filled with frustrations over formal schooling. Jobs was
a prankster in elementary school, and his fourth-grade teacher
needed to bribe him to study. Jobs tested so well, however, that
administrators wanted to skip him ahead to high school—a proposal
that his parents declined.
A few years later, while Jobs was enrolled at Homestead High
School (1971), he was introduced to his future partner, Steve
Wozniak, through a friend of Wozniak’s. Wozniak was attending the
University of California, Berkeley, at the time. In a 2007
interview with PC World, Wozniak spoke about why he and Jobs
clicked so well: “We both loved electronics and the way we used to
hook up digital chips,” Wozniak said. “Very few people, especially
back then, had any idea
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Biography
© 2015 NTK Learning Center
WRITER’S WORKSHOP — INFORMATIVE WRITING
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Section C – Pre-writing 1
Task 6Make a timeline that lists the major events of your life
with supporting details. You can start with your birthdate and work
forward chronologically.
(note: You can include the events you listed in the last
exercise.)
Include one piece of information that is not true. When you are
finished, share your timeline with a partner and see if they can
guess the false event.
Timeline
9© 2015 NTK Learning Center
READING AND RESPONSE — POETRY
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Section C – Poetry commentary 1
Task 10Consider the following prompt.
Which poem’s figurative language did you like best? What did
this language make you feel or imagine as you read? Write a
paragraph about one of the two poems in this lesson, focusing on
why you enjoyed the figurative language it contains. Support your
opinion with examples.
Graphic organizer below will help you plan your response
Poem
Type of figurative language Example from poemWhat this made me
feel or
imagine
Short Response
18 © 2015 NTK Learning Center
READING AND RESPONSE — POETRY
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Lesson 1Exercise session 1
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Lesson 3
Section G - Theme poetry – Contemporary/Modern
Task 18Go through the following background information with your
teacher.
Contemporary or Modern
The single most common characteristic of modern poetry (in the
European and American traditions, at least) is probably open form
and free verse, which is quite different from the fixed forms and
meters of traditional poetry. A reader of high-brow poetry today
sometimes has to look around a bit to find modern sonnets or even
ballads or other poems with regular line length, stanza length,
meter, and end rhyme.
Modern (better call it Modernist) poetry is more predominantly
intellectual/cerebral in its appeal, rather than emotive; Eliot and
Pound would be the examples;
1. It is chiefly imagistic and involves symbolism, often private
in nature;
2. It is often full of allusions of sorts, and inter-textual
references; again Eliot is a great master;
3. It is impersonal, innovative in attitudes and approaches to
life; opposed to the Romanticist poetics of spontaneity and
imagination;
4. It is often lexically, semantically and grammatically
challenging for the uninitiated readership;
5. It rejects traditional versification and metrics to opt for
free-verses and various experimental forms.
Can you identify these famous poets of the Modern Era?
Our new and improved
Aligned to international curricula such as IBMYP, I/GCSE and the
US Common Core Standards
All materials developed by a team of subject specialists and
experienced curriculum developers
Our 3 courses cover a comprehensive range of skills for both
English Language and English Literature
Can be taken individually to target specific skill areas, or in
combination to encourage holistic student development for academic
success
Core English courses
Special features of our Core English courses
Suitable for native English speakers and strong English second
language speakers; developed for grades 5 – 10
Courses are student-focused and cater to different abilities and
needs
Syllabus design and an experienced academic team encourage
active student participation
Logical progression of tasks and activities that is enhanced by
an attractive layout and dynamic instruction
7
WelfareENHANCED VOCAB & STRATEGIC SPEAKING — SOCIETY
© 2015 NTK Learning Center 7
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Your Political Party
Choose a name for your party:
Imagery:
Step 1 – Choose your party’s color:
Step 2 – Choose your party’ symbol:
Task 9 Task overview Negotiating Justification
You are going to take part in a brainstorming session, focusing
on negotiating and justification. Pages 7 and 8 contain sources of
inspiration and a table to help you develop and structure your
ideas. In addition, you may use any of the target vocabulary from
the SOCIETY module, and you MUST use all the target vocabulary from
this unit. 15 minutes
The high scoring of Nordic countries on happiness measurement
surveys on the international scene is putting the Nordic model in
the spotlight. You and your classmates want to form a new political
party that wishes to apply this model to your country. Together
with your team, negotiate what should be your party imagery, your
party slogan and your party platform (the list of the values and
actions that you support). Once your party concept is complete,
present it to the rest of the class and make sure to justify your
choices.
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WelfareENHANCED VOCAB & STRATEGIC SPEAKING — SOCIETY
© 2015 NTK Learning Center8
Pre-class
Prim
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Main A
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Task 10 Main activityIt’s now time to present your party and
your platform to the rest of the class! Remember to use target
vocab from the SOCIETY module and all the target vocab from this
unit. 25 minutes
Message:
Step 3 – Choose your party’s slogan:
Consider the following key phrases to help you create your
slogan.
• Power to the
• Together for
• first!
• Think
• not
• No without
Step 4 – Decide on you party’s platform:
Express what your party stands for by focusing on 5 main ideas
in the area of social and economic policies.
Idea 1:
Idea 2:
Idea 3:
Idea 4:
Idea 5:
Main A
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Teacher feedback 5 minutes
Use of target vocab
Use of speaking skill
Fulfilment of semiotic function
Understanding of concept
Grammatical range and accuracy
Features
1
EVSS: Vocab & Speaking
A CRITICAL THINKING AND VOCABULARY course aligned to the IB that
allows students to study and discuss topical global issues
Target language is linked by theme and continuously recycled to
enhance retention
2
WelfareENHANCED VOCAB & STRATEGIC SPEAKING — SOCIETY
© 2015 NTK Learning Center2
Pre-class
Prim
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Main A
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Head North for Happiness
If you had to be reborn anywhere in the world, would you
consider a place with cool summers and cold winters? A place where
pine trees thrive and palm trees are nowhere to be seen? You might
not see the interest. Well, living in the North does have its fair
share of advantages. Indeed, the Nordic countries are often
referred to as the happiest nations in the world!
The Nordic countries are a geographical and cultural region in
Northern Europe and the North Atlantic. The region consists of five
countries: Denmark, Finland, Iceland, Norway and Sweden; and it
includes three other autonomous regions: Faroe Islands, Greenland
and Åland. The Nordic countries have much in common in their way of
life, history, language and social structure. But what makes these
cold and remote places the best places to live on Earth? Do they
hold the key to happiness?
In fact, in the Nordic countries, long considered to be the most
socially progressive in the world, share a political goal of
fostering social cohesion and equality The Nordic social model is
renowned for the universal nature of its welfare provision, which
is based on the core values of equal opportunities, social
solidarity and security for all. The model promotes social rights,
and the principle that everyone is entitled to equal access to
social and health services, education and culture. This also
applies to care for social outcasts and vulnerable groups in
society. A central goal is to create opportunities for all to take
part in the social life and in the decision-making process in
society. The welfare system is mainly funded by taxes, which are
relatively high in the region.
American expatriate author Ann Jones writes:
In Norway, where I live, all citizens have access to free
education from age 6 through specialty training or university;
funded preschool; unemployment benefits, job-placement and paid
retraining; paid parental leave; old age pensions, and more. These
benefits are not a “safety net” — that is, charitable payments
granted to the needy. They are universal: equally available as a
human right, promoting social harmony. (Los Angeles Times, 11
January 2015.)
In pointing out the advantages of living in Norway, Ann Jones
also hints that “the American Way” might not be the ideal to look
up to anymore. Whilst America’s socio-economic divide seem to be
growing larger and larger, Nordic countries, on their part,
dominate international comparison charts in terms of socio-economic
equality.
Yet, that does not mean that the Nordic model is a ready-made
solution that all countries should resort to. The success of a
welfare state depends on other elements, such as good tax
administration and collection, good economic planning, and, perhaps
most importantly, low levels of corruption.
High employment, free healthcare services, free education and
support of family life are ways that seem to explain, at least in
part, the dominance of Nordic countries on the list of best places
to live in the world. It appears that only when people’s basic
needs are met — when quality time spent with their loved ones
prevails over worries— can they truly access happiness.
Task 2 Reading comprehensionRead the following passage and
answer the comprehension questions on pages 3 and 4. 15 minutes
New module/subject area covered every week
15 target vocabulary words introduced in context every
lesson
IB-style assessment criteria for student feedback
New unit/topic taught every lesson
Interactive speaking activity unique to every lesson encourages
critical thinking, collaboration, and independent study
(taken from a G9 – 10 booklet) Features
2
Reading & Response
An ANALYTICAL READING course that lays the foundations for
literary study, leading on to future studies in English Literature
(including I/GCSE, IB and DSE)
14 © 2015 NTK Learning Center
READING AND RESPONSE — POETRY
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Lesson 1Exercise session 1
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Lesson 3
Section E – Poetry analysis 2
CLARIFY - Re read the line 1.Do you think the poem kicks off
when Emily says ‘The Brain — is wider than the Sky—’? What’s the
interpretation?
DO YOU KNOW?What are stanzas with four lines called as?
INTERPRET Line 9 – ‘The Brain is just the weight of God—‘That’s
a powerful statement.
ANALYZE – The uses of long dash and capitalized words as
rhythmic devices in Emily’s poem. Is it just random, or does it
seem to have a point?
The Brain—is wider than the sky by Emily Dickinson
The Brain—is wider than the Sky— For—put them side by side— The
one the other will contain4 With ease—and You—beside—
The Brain is deeper than the sea— For—hold them—Blue to Blue—
The one the other will absorb—8 As Sponges—Buckets—do—
The Brain is just the weight of God— For—Heft them—Pound for
Pound— And they will differ—if they do—12 As Syllable from
Sound—
Task 14Read the following poem and complete the activities.
1© 2015 NTK Learning Center
READING AND RESPONSE — POETRY
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Section A – Introduction to figurative language
Task 1Read the following information, then as a class, discuss
the answer to the question that follows.
Poetry commonly appears as a sequence of lines arranged in
stanzas rather than a sequence of sentences within paragraphs.
Poetry is ultimately characterized more by how it communicates
than by what it communicates.
• poetry relies on the sound of the spoken language• poetry
relies on figurative language.
Above all, poetry involves aspects of language that appeal to,
and communicate by, sound and sight. It is for these reasons that
we cannot really speak of restating poetry. Indeed, this is one
reason many people find poetry difficult.
Question: What’s the difference between poetry and a
paragraph?
Task 2Consider the following quotes about poetry, and discuss
with your teacher how the examples fit/don’t fit the idea of what
poetry is.
Reading poetry
The French poet Paul Valéry defined poetry as “a language within
a language.”
The sound of the words is raised to an importance equal to that
of their meaning, and also equal to the importance of grammar and
syntax. –Kenneth Koch
Two and two are four.
as an example of non-poetry
Two and twoare rather blue.
as an example of poetry
Introduction to literary devices and concepts to be studied in
each week
Discussions with peers and teacher expose students to multiple
views
Guided materials design troubleshoots potential learner
difficulties
Important features of texts are annotated for further student
discussion as a springboard for guided literary analysis
Exposure to a range of different literary text types
(taken from a G5 – 6 booklet) Features
3
Writer’s Workshop
A TARGETED WRITING course that trains students in both academic
writing and creative writing, relevant to future studies in English
Language (including I/GCSE, IB and DSE)
3
Biography
© 2015 NTK Learning Center
WRITER’S WORKSHOP — INFORMATIVE WRITING
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what chips were, how they worked and what they could do. I had
designed many computers, so I was way ahead of him in electronics
and computer design, but we still had common interests. We both had
pretty much sort of an independent attitude about things in the
world. ...”
Apple Computers
After high school, Jobs enrolled at Reed College in Portland,
Oregon. Lacking direction, he dropped out of college after six
months and spent the next 18 months dropping in on creative classes
at the school. Jobs later recounted how one course in calligraphy
developed his love of typography.
In 1974, Jobs took a position as a video game designer with
Atari. Several months later he left Atari to travel in India. In
1976, when Jobs was just 21, he and Wozniak started Apple Computer.
The duo started in the Jobs family garage, and funded their
entrepreneurial venture by Jobs selling his Volkswagen bus and
Wozniak selling his beloved scientific calculator.
Jobs and Wozniak are credited with revolutionizing the computer
industry by improving technology and making the machines smaller,
cheaper and accessible to everyday consumers. Wozniak conceived a
series of user-friendly personal computers, and—with Jobs in charge
of marketing—Apple initially marketed the computers for $666.66
each. The Apple I earned the corporation around $774,000. Three
years after the release of Apple’s second model, the Apple II, the
company’s sales increased by 700 percent, to $139 million. In 1980,
Apple Computer became a publicly traded company, with a market
value of $1.2 billion by the end of its very first day of trading.
Jobs looked to marketing expert John Sculley of Pepsi-Cola to help
fill the role of Apple’s president.
Just as Steve Jobs created Apple’s success in the 1970s, he is
credited with reviving the company in the 1990s. With a new
management team, altered stock options and a self-imposed annual
salary of $1 a year, Jobs put Apple back on track. His ingenious
products such as the iMac, effective branding campaigns and stylish
designs caught the attention of consumers once again. With the
release of products like the iPod, iPhone and iPad, Jobs positioned
the company to become a market leader in the 2000’s.
On October 5, 2011, Apple Inc. announced that its co-founder had
passed away. After battling pancreatic cancer for nearly a decade,
Steve Jobs died in Palo Alto. He was 56 years old.
Task 3Answer the following comprehension questions in pairs.
1. How much of Apple’s success was due solely to Steve Jobs?
2. How do you think Steve Jobs developed the attitude for his
future success?
3. How important was education to Steve Jobs and his eventual
success?
4. Does this report contain mostly facts or opinions, or both?
How do you know?
13
Biography
© 2015 NTK Learning Center
WRITER’S WORKSHOP — INFORMATIVE WRITING
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Task 8Look at your first draft and tick the items on the
checklist below.
The opening paragraph summarizes the person’s life
The text is mostly written in past tenses.
The text is written in the third person.
The writer focuses on the MAJOR events of the person’s life.
The text is chronological with clear use of dates
The text presents FACT not OPINION.
Task 9After consulting with your teacher and classmates, make
notes on the strengths and weaknesses identified in your first
draft.
Discussion and comprehension prompts help students gain insight
into the genres to be covered each week
Examples of target text type for students to reproduce
Critique of first draft gives students feedback on merits of
their writing
Identification and evaluation of the strengths and weaknesses
allow students to gain appreciation of ways to improve their
writing
(taken from a G8 booklet)
