Showing posts with label Listening. Show all posts
Showing posts with label Listening. Show all posts

Saturday, May 12, 2012

Ted Talk for Listening

Website for task: http://www.ted.com/talks/robert_wright_on_optimism.html

Cloze:
Ted Talk – Optimism by Robert Wright

I’ve got apparently 18 minutes to ___________ you that history has a direction—______ arrow. That in some fundamental sense, _________ good; that the arrow points to ______________ positive. Now, when the TED people __________ approached me about giving this upbeat _________— that was before the cartoon of Muhammad ___________ triggered global rioting. It was before the _______ flu had reached Europe. It was __________ Hamas had won the Palestinian election, _____________ various counter-measures by Israel. And ________ be honest, if I had known __________ I was asked to give this ___________ talk that even as I was ____________the upbeat talk, the apocalypse would _________ unfolding I might have said, “Is ________ okay if I talk about something _________?” But I didn’t, OK. So we’re _________. I’ll do what I can. I’ll ___________ what I can.

I’ve got to ___________ you: the sense in which my ____________ is upbeat has always been kind __________subtle, sometimes even elusive.  The sense _________ which I can be uplifting and ____________—I mean, there’s always been a _________ of a certain grim dimension to the _________ I try to uplift, so if ____________ inspiration—if grim inspiration is not a ______________ in terms, that is, I’m afraid, ___________ most you can hope for. OK, _____________—that’s if I succeed. I’ll see ______________ I can do. OK?

Now, in ____________ sense, the claim that history has a _______________is not that controversial. If you’re ________________ talking about social structure, OK, clearly __________________ gotten more complex a little over the ______________ 10 thousand years—has reached higher ___________ higher levels. And in fact, that’s ________________ sustaining a long-standing trend that ______________________ human beings, OK, that biological evolution _________ doing for us. Because what happened ___________ the beginning, this stuff encases itself in a ____________, then cells start hanging out together in ________________. Eventually they get so close, they ___________ multicellular organisms, then you get complex _______________ organisms; they form societies.

But then ________ some point, one of these multicellular _______________ does something completely amazing with this ___________, which is it launches a whole _____________ kind of evolution: cultural evolution. And ________________, that evolution sustains the trajectory that ________________ evolution had established toward greater complexity. By _____________ evolution we mean the evolution of _____________. A lot of you have heard the term “______________.” The evolution of technology, I pay a ___________ of attention to, so, you know, ___________ of the first things you got ___________ a little hand axe. Generations go __________, somebody says, hey, why don’t we _____________ it on a stick?  Just absolutely _______________ the little ones. Next best thing to a ____________ game.

Further lesson ideas - cruise, Burgoyne Woods, etc.


Activity: Princess Cruise

Reading: Pamphlets, other historical information, fine details/ boat, routes, general water system

Writing: Post-cruise – journal/diary

Speaking: what should they know before going? Money, time, travel details, etc.

Listening: Teacher gives a mini-lecture on the history of the Great Lakes
            ▪ Fishing history          
            ▪ military issues
            ▪ size
            ▪ uses
            ▪problems



            Students to complete a quiz on the information given



Activity: Niagara Falls

Writing: ▪brainstorming, what do you already know?

                ▪ compare with an attraction in their country (paragraph),

                ▪ caption contest for photos, write a brochure or ad (bonus marks)
                ▪ journal
                ▪ Restaurant review

Speaking:
Pre
▪ prepare questions to ask people, work on greetings, phrases and introductions
▪ group work, use brochures to create “dream itinerary

Post
▪short speech (bonus presentation) talk about what they saw
▪interview classmates for rating trip. What did you like? Ect. (could also be done before to get expectations from pamphlet).

Reading:
▪Brochure reading


Activity: Toronto

Listening:
▪ video

Speaking:
▪ itinerary, schedule, present.


Writing:
▪ write what they already know about that place


Reading/speaking: Provide a lot of information (maps) of locations/activities that they can do in Toronto.
▪CN tower: skim/scan for information based on tourist attraction

Grammar:
▪Sentences with structures (context: Toronto)

Possible visits:
▪ waterfront activities (islands ect.)
▪ CN tower
▪ museums
▪ show (i.e. Phantom, etc).

Activity: Sports

Reading:

▪ News Paper clips, Brock teams/Canadian teams and athletes
▪ History of sport: Canadian

Writing:
▪ write about sporting event (after watching or participating)
▪ create a sport (new rules)
▪ Describe/compare sports

Listening:
▪Listen to hockey commentators
▪Sports news broadcast

Speaking:
▪ Create a sportscast
▪ Describe sports experience to class
▪ Talk about favorite sport/athlete with partner

Grammar:
▪ Use as exercise content
▪ Describe a sport using modals



Activity: Burgoyne Woods

Writing:
▪ write a paragraph about their experience of picnicking
▪ write a post card about the picnic
▪ show students pictures from the picnic and have them create a story description

Speaking:
▪ discussion
▪ cultural sharing conversations
▪ class chart/song

Reading:
▪ find material from website/Jackie A. have them read about the activities that will be available
▪ funny stories (picnic disorders)

Listening:
▪ U-tube picnic disasters (Comprehension, predicting)
▪ teacher reads a story

Grammar:
▪ Expansion exercise (any of the above).




Lesson ideas - Toronto


Possible classroom activities for the Toronto trip




Reading


-        scanning using the map/ quiz on the information in the map

-        in pairs or groups, Ss will do some research (information, statistics, history, etc ) on the places on the tour using the Internet, and present to the class



Speaking


-        in groups of three or four, Ss will prepare a tour (an ideal tour, or imaginary tour plan) of Toronto and present it to the class (listing places, how to get there, which subway line they need to take, which restaurant to try, which stores are good for what? etc)                                  

                  - Prize for the best possible tour (students decide who wins)

-        practice giving locations and directions using the Toronto map

-        present a short speech about the trip after the actual trip



Listening


-        After the trip, T will give a quiz on the information from the tour (to check how much they comprehended and remembered)



Writing

-        write about the trip

-        write recommendations to tourists or friends/family of place(s) in Toronto