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Integrated Skills Assignments
Integrated Skills Assignments
First Assignment: Come to class & Bring the Textbook
First Assignment: Come to class & Bring the Textbook
Your first assignment is to come to the classroom at PUK. Remember to bring your textbook. Our textbook is Impact Issues 2 - 3rd edition.
Second Assigment: Unit 11 - International Relationships
Second Assigment: Unit 11 - International Relationships
UNIT OVERVIEW
• Read and listen to Akane talking to her good friend Claire about her big news, then check your understanding and do some follow-up exercises.• Listen to opinions about the situation from three people and then exchange your own opinions with a partner.• Explore the topic by taking a survey on some advantages and disadvantages of an international marriage and exchanging views with your classmates.• Watch a sample presentation on why a woman wants an international marriage and answer questions about the presentation. Give your reaction to the content. Then prepare to give your own presentation on the same topic, to a partner or to a larger group.The IssueIn this unit, Akane is talking with her friend Claire about an exciting change in her life. A young man from Finland, Lukus, asked Akane to marry him. Akane is happy and excited. She says she is going to get married and live in Finland. However, Claire is worried that Akane is making a bad decision because of love. If she marries Lukus and lives in Finland, Akane will have to give up the career and great income she has now. In addition, her parents will not get to see much of their only daughter. There is a lot to consider about an international marriage.Questions Raised• What would you give up for love? • Can international relationships be successful?• What are the advantages and disadvantages of international marriages?Get ReadyStudent Book page 50Estimated time: 5 minutes
EngageStudent Book page 50A READ AND LISTENEstimated time: 10-15minutes
B GLOSSARYEstimated time: 5 minutes
Understand†the SituationStudent Book page 51A CHECK YOUR COMPREHENSIONEstimated time: 5 minutes• Students work in pairs to answer questions about the SITUATION.1. Lukus is returning to Finland soon. 2. Lukus doesn’t want to live in Japan. 3. Akane doesn’t want to move to Finland. 4. Akane’s parents agree with her decision to marry Lukus. 5. Akane wants to marry Lukus as soon as possible. B DRAMATIC READINGEstimated time: 5†minutes• Students work in pairs to re-enact the conversation out loud.
C LANGUAGE PUZZLEEstimated time: 5 minutes
Think about the IssueStudent Book page 51A LISTEN (audio file)Estimated time: 5 minutes
B THINKEstimated time: 5 minutes
C SHAREEstimated time: 5 minutes
Explore the TopicStudent Book page 52A ON YOUR OWNEstimated time: 5-10 minutes
B GROUP EXCHANGEEstimated time: 10-15 minutes
Student Book page 53A WATCH(video file)Estimated time: 5 minutes
Presentation Script Zoe My topic today is international marriage. I want to have an international marriage. It’s been my dream for a long time. But it’s a little complicated. I would like to marry someone from another country but live in my country. That way, even if I have cultural problems and other stresses with my partner, I can be near my family and friends, so I can feel more comfortable. Also, when I have children, or if I have children, I can get help from my parents, and maybe my brother and sister, too. And, as for travel… I would like to travel to my partner’s country often, and of course I want to meet the family and enjoy their culture. Oh, and language—I’m hoping to find someone who speaks English. He doesn’t have to be a native speaker, but he should speak English well. Otherwise, it’s too difficult to communicate. Please wish me good luck!
Content questions1. Zoe wants to marry someone from another country. 2. Zoe does not want to have children. 3. Zoe wants to marry someone who speaks English well. 4. Zoe is not interested in her future husband’s culture. YOUR REACTIONThere are no “correct†answers” to these questions. Anything you mention is valid.
B BRAINSTORMEstimated time: 5 minutes.
C ORGANIZEEstimated time: 5-10 minutes
D PRESENTEstimated time: 5 minutes
E FEEDBACKEstimated time: 5 minutes• Listen to your partners’ presentations and give feedback on how the presentation affected you.SUPPLEMENTARY RESOURCESOptional VideosThese videos are an opportunity to hear natural speech and current ideas about the unit topic and issues, in this case about international relationships.Recommended Videos● 6 CHALLENGES OF INTERNATIONAL RELATIONSHIPSURL: https://www.youtube.com/watch?v=vagJzPGB3FM● WHAT IT’S REALLY LIKE BEING IN AN INTERNATIONAL RELATIONSHIPURL: https://www.youtube.com/watch?v=izP_vL0nSXI● DID PARENTS DISAPPROVE?URL: https://www.youtube.com/watch?v=sTcm3UD6ZicVocabulary ReviewEach unit features about ten target vocabulary structures for the students to learn. There are free pre-made Quizlet© exercises for each unit. Students can use these for “fun practice,” for homework, or to prepare for quizzes and Unit Tests.To use the Quizlet resource, provide the students the url. https://quizlet.com/Impact_Issues/folders/impact-issues-level-2/setsUnit 11 Vocabularyfinance = the money that an organization or person has, and the way that they manage itfrom time to time = sometimes, but not regularly or very oftengo out = have a romantic relationship with someoneincome = money that you earn from your work or that you receive from investments or from the governmentland on your feet = get into a good situation again, after having problemslove is blind = people who are in love do not see problems with their romantic relationshipmatter = be important to you, or have an effect on what happensold-fashioned = not modern or fashionable any morequit = leave a job, school, or other organization, especially without finishing it completelystudio = a room where a painter or photographer regularly workssupport = provide enough money for someone to pay for all the things they need
Unit TestTests encourage learning, in addition to evaluating learners’ effort and performance. These tests focus on understanding the language and unit content. About 15 minutes to complete the Test.
EngageStudent Book page 50A READ AND LISTENEstimated time: 10-15minutes
B GLOSSARYEstimated time: 5 minutes
Understand†the SituationStudent Book page 51A CHECK YOUR COMPREHENSIONEstimated time: 5 minutes• Students work in pairs to answer questions about the SITUATION.1. Lukus is returning to Finland soon. 2. Lukus doesn’t want to live in Japan. 3. Akane doesn’t want to move to Finland. 4. Akane’s parents agree with her decision to marry Lukus. 5. Akane wants to marry Lukus as soon as possible. B DRAMATIC READINGEstimated time: 5†minutes• Students work in pairs to re-enact the conversation out loud.
C LANGUAGE PUZZLEEstimated time: 5 minutes
Think about the IssueStudent Book page 51A LISTEN (audio file)Estimated time: 5 minutes
B THINKEstimated time: 5 minutes
C SHAREEstimated time: 5 minutes
Explore the TopicStudent Book page 52A ON YOUR OWNEstimated time: 5-10 minutes
B GROUP EXCHANGEEstimated time: 10-15 minutes
Student Book page 53A WATCH(video file)Estimated time: 5 minutes
Presentation Script Zoe My topic today is international marriage. I want to have an international marriage. It’s been my dream for a long time. But it’s a little complicated. I would like to marry someone from another country but live in my country. That way, even if I have cultural problems and other stresses with my partner, I can be near my family and friends, so I can feel more comfortable. Also, when I have children, or if I have children, I can get help from my parents, and maybe my brother and sister, too. And, as for travel… I would like to travel to my partner’s country often, and of course I want to meet the family and enjoy their culture. Oh, and language—I’m hoping to find someone who speaks English. He doesn’t have to be a native speaker, but he should speak English well. Otherwise, it’s too difficult to communicate. Please wish me good luck!
Content questions1. Zoe wants to marry someone from another country. 2. Zoe does not want to have children. 3. Zoe wants to marry someone who speaks English well. 4. Zoe is not interested in her future husband’s culture. YOUR REACTIONThere are no “correct†answers” to these questions. Anything you mention is valid.
B BRAINSTORMEstimated time: 5 minutes.
C ORGANIZEEstimated time: 5-10 minutes
D PRESENTEstimated time: 5 minutes
E FEEDBACKEstimated time: 5 minutes• Listen to your partners’ presentations and give feedback on how the presentation affected you.SUPPLEMENTARY RESOURCESOptional VideosThese videos are an opportunity to hear natural speech and current ideas about the unit topic and issues, in this case about international relationships.Recommended Videos● 6 CHALLENGES OF INTERNATIONAL RELATIONSHIPSURL: https://www.youtube.com/watch?v=vagJzPGB3FM● WHAT IT’S REALLY LIKE BEING IN AN INTERNATIONAL RELATIONSHIPURL: https://www.youtube.com/watch?v=izP_vL0nSXI● DID PARENTS DISAPPROVE?URL: https://www.youtube.com/watch?v=sTcm3UD6ZicVocabulary ReviewEach unit features about ten target vocabulary structures for the students to learn. There are free pre-made Quizlet© exercises for each unit. Students can use these for “fun practice,” for homework, or to prepare for quizzes and Unit Tests.To use the Quizlet resource, provide the students the url. https://quizlet.com/Impact_Issues/folders/impact-issues-level-2/setsUnit 11 Vocabularyfinance = the money that an organization or person has, and the way that they manage itfrom time to time = sometimes, but not regularly or very oftengo out = have a romantic relationship with someoneincome = money that you earn from your work or that you receive from investments or from the governmentland on your feet = get into a good situation again, after having problemslove is blind = people who are in love do not see problems with their romantic relationshipmatter = be important to you, or have an effect on what happensold-fashioned = not modern or fashionable any morequit = leave a job, school, or other organization, especially without finishing it completelystudio = a room where a painter or photographer regularly workssupport = provide enough money for someone to pay for all the things they need
Unit TestTests encourage learning, in addition to evaluating learners’ effort and performance. These tests focus on understanding the language and unit content. About 15 minutes to complete the Test.
Third Assignment: Unit 12 - Create another future
Third Assignment: Unit 12 - Create another future
UNIT OVERVIEW
In this unit, students will:• Read and listen to a visitor from the year 2200 talking to the leaders of the world, then check their understanding and do some follow-up exercises.• Listen to opinions about the situation from three people and then exchange their own opinions with a partner.• Explore the topic by taking a survey on changes they could make to their lifestyles to improve the environment and exchanging views with their classmates.• Watch a sample presentation on ways to save the environment and answer questions about the presentation. Students will also give their reaction to the content. Then students will prepare to give their own presentation on the same topic, to a partner or to a larger group. The IssueIn this unit, a visitor from the year 2200 comes to warn world leaders that this year is their last chance to save Earth. According to her, in the future humans are unable to live on Earth anymore because they have destroyed their environment, and so they are drifting in space, with nowhere to go. If people change their lifestyles now, she says, there is still hope humans can create another future. This unit suggests that people should realize how much damage they are doing to the planet and change their lifestyles to save their future.Questions Raised• What will the environment be like in 100 years?• Why do humans do so many things that destroy their environment?• How should we change our lifestyle to protect our home planet? Get ReadyStudent Book page 54Estimated time: 5 minutes• Introduces the topic and gets students thinking about their ideas and opinions.• Students ask and answer basic questions to connect with the topic.These questions will help activate the students’ ideas about Earth’s environment. 1. Have students ask each other these questions in pairs. Answer any questions concerning vocabulary. Or do the exercise as a “whole class” activity: Ask one student to read a question aloud. Then solicit some sample answers from students.2. (optional) Ask additional questions if you like, such as “Do you do anything to improve the environment” EngageStudent Book page 54A READ AND LISTENEstimated time: 10~15 minutes
B GLOSSARYEstimated time: 5 minutes Understand the SituationStudent Book page 55A CHECK YOUR COMPREHENSIONEstimated time: 5 minutes
Answers may vary1. According to the visitor, what did people do wrong in the twentieth century?2. What happened in the year 2100?3. Why did people need to leave Earth?4. What does the visitor think people need to do to save Earth? B DRAMATIC READINGEstimated time: 5 minutes C LANGUAGE PUZZLEEstimated time: 5 minutes Think about the IssueStudent Book page 55A LISTEN (audio streaming at english.com/activate )Estimated time: 5 minutes B THINKEstimated time: 5 minutes
C SHAREEstimated time: 5 minutes Explore the TopicStudent Book page 56A ON YOUR OWNEstimated time: 5~10 minutes B GROUP EXCHANGEEstimated time: 10~15 minutes Present Your IdeasStudent Book page 57A WATCH(video streaming at english.com/activate )Estimated time: 5 minutes
Presentation Script Lara Are you ready for this? I’ve thought of two brilliant ideas for improving the environment.First, we need to get people to recycle more. Here’s my idea: people return emptyplastic bottles to shops and get a small amount of money back. Soda companies payback the shops. That way, a lot of bottles will be recycled. Many places already dothis. It’s called a deposit system.People like to participate in this, because it’s kind of like a game. We should apply thisto many different products, like all kinds of containers, sports equipment, clothes, andeven chopsticks.Secondly, we need to develop easy and cheap solar batteries to create electricity. Werecharge them just by leaving them under the sun. Instead of burning coal or oil, weshould use the sun to create all of our electricity. That would cause less pollution.
CONTENT 1. Lara thinks we can recycle more.2. Lara suggests we stop buying drinks.3. Lara suggests using solar batteries.4. Lara thinks solar energy can be expensive. YOUR REACTION There are no “correct answers” to these questions, anything the students mention isValid. Possible answers are provided.1. Was Lara’s presentation interesting to you? What point was most interesting?Example answers: Her ideas about recycling were interesting.2. Lara talks about ways of helping the environment. What do you think of her ideas?What do you think are good ways to protect the environment in the future?Example answers: I liked her ideas. I think we should stop using plastic packages inthe future.I don’t agree with her ideas. I don’t think solar power will work.3. What was effective about Lara’s presentation style?Example answers: She made eye contact. She stood up straight. She lookedConfident. She got excited about her ideas. B BRAINSTORMEstimated time: 5 minutes . C ORGANIZEEstimated time: 5~10 minutes D PRESENTEstimated time: 5 minutes E FEEDBACKEstimated time: 5 minutes SUPPLEMENTARY RESOURCES1 Optional VideosTo explore the topic of the unit further, consider using these videos. These videos arean opportunity to hear natural speech and current ideas about the unit topic and issues,in this case about how human activity is impacting the planet ÆYou may wish to use these for projects, homework, or extra practice. You may wish toask about words or ideas or impressions that the students understood or foundinteresting.Recommended Videos● HUMAN BEINGS ARE A DISEASEURL https://www.youtube.com/watch?v=IM1-DQ2Wo_w● 10 REASONS HUMANS WILL BE EXTINCT IN 1000 YEARSURL https://www.youtube.com/watch?v=lUlgYjDqIG8● ARE HUMANS A PARASITE TO EARTH?URL https://www.youtube.com/watch?v=5WLQ6JizsiUImpact Issues 2 3e TM Unit 12 Create another future p.11 2 Vocabulary Review
Unit 12 Vocabularyatmosphere = the mixture of gases that surrounds the Earthcarbon-based energy = energy that comes from coal, gas, or petroldisaster = a sudden event such as a flood, storm, or accident which causes great damage or sufferingextract = remove an object from somewhere, especially with difficultyfood shortage = a situation where there is not enough foodinconvenience = problems caused by something which annoy or affect youincreasing = becoming bigger in amount, number, or degreeinvent = make, design, or think of a new type of thingplanet = a very large round object in space that moves around the sun or another starpollution = damage caused to air, water, or soil by harmful chemicals and wastepossessions = (usually plural) something that you own or have with you at a particular timepredict = say that something will happen, before it happensrequire = used to say that something is necessaryshortage = a situation in which there is not enough of something that people needspace = the area beyond the Earth where the stars and planets arethe Arctic = a large area of land surrounding the North Pole 3 Unit Test
15 minutes for the class to complete the Test.
B GLOSSARYEstimated time: 5 minutes Understand the SituationStudent Book page 55A CHECK YOUR COMPREHENSIONEstimated time: 5 minutes
Answers may vary1. According to the visitor, what did people do wrong in the twentieth century?2. What happened in the year 2100?3. Why did people need to leave Earth?4. What does the visitor think people need to do to save Earth? B DRAMATIC READINGEstimated time: 5 minutes C LANGUAGE PUZZLEEstimated time: 5 minutes Think about the IssueStudent Book page 55A LISTEN (audio streaming at english.com/activate )Estimated time: 5 minutes B THINKEstimated time: 5 minutes
C SHAREEstimated time: 5 minutes Explore the TopicStudent Book page 56A ON YOUR OWNEstimated time: 5~10 minutes B GROUP EXCHANGEEstimated time: 10~15 minutes Present Your IdeasStudent Book page 57A WATCH(video streaming at english.com/activate )Estimated time: 5 minutes
Presentation Script Lara Are you ready for this? I’ve thought of two brilliant ideas for improving the environment.First, we need to get people to recycle more. Here’s my idea: people return emptyplastic bottles to shops and get a small amount of money back. Soda companies payback the shops. That way, a lot of bottles will be recycled. Many places already dothis. It’s called a deposit system.People like to participate in this, because it’s kind of like a game. We should apply thisto many different products, like all kinds of containers, sports equipment, clothes, andeven chopsticks.Secondly, we need to develop easy and cheap solar batteries to create electricity. Werecharge them just by leaving them under the sun. Instead of burning coal or oil, weshould use the sun to create all of our electricity. That would cause less pollution.
CONTENT 1. Lara thinks we can recycle more.2. Lara suggests we stop buying drinks.3. Lara suggests using solar batteries.4. Lara thinks solar energy can be expensive. YOUR REACTION There are no “correct answers” to these questions, anything the students mention isValid. Possible answers are provided.1. Was Lara’s presentation interesting to you? What point was most interesting?Example answers: Her ideas about recycling were interesting.2. Lara talks about ways of helping the environment. What do you think of her ideas?What do you think are good ways to protect the environment in the future?Example answers: I liked her ideas. I think we should stop using plastic packages inthe future.I don’t agree with her ideas. I don’t think solar power will work.3. What was effective about Lara’s presentation style?Example answers: She made eye contact. She stood up straight. She lookedConfident. She got excited about her ideas. B BRAINSTORMEstimated time: 5 minutes . C ORGANIZEEstimated time: 5~10 minutes D PRESENTEstimated time: 5 minutes E FEEDBACKEstimated time: 5 minutes SUPPLEMENTARY RESOURCES1 Optional VideosTo explore the topic of the unit further, consider using these videos. These videos arean opportunity to hear natural speech and current ideas about the unit topic and issues,in this case about how human activity is impacting the planet ÆYou may wish to use these for projects, homework, or extra practice. You may wish toask about words or ideas or impressions that the students understood or foundinteresting.Recommended Videos● HUMAN BEINGS ARE A DISEASEURL https://www.youtube.com/watch?v=IM1-DQ2Wo_w● 10 REASONS HUMANS WILL BE EXTINCT IN 1000 YEARSURL https://www.youtube.com/watch?v=lUlgYjDqIG8● ARE HUMANS A PARASITE TO EARTH?URL https://www.youtube.com/watch?v=5WLQ6JizsiUImpact Issues 2 3e TM Unit 12 Create another future p.11 2 Vocabulary Review
Unit 12 Vocabularyatmosphere = the mixture of gases that surrounds the Earthcarbon-based energy = energy that comes from coal, gas, or petroldisaster = a sudden event such as a flood, storm, or accident which causes great damage or sufferingextract = remove an object from somewhere, especially with difficultyfood shortage = a situation where there is not enough foodinconvenience = problems caused by something which annoy or affect youincreasing = becoming bigger in amount, number, or degreeinvent = make, design, or think of a new type of thingplanet = a very large round object in space that moves around the sun or another starpollution = damage caused to air, water, or soil by harmful chemicals and wastepossessions = (usually plural) something that you own or have with you at a particular timepredict = say that something will happen, before it happensrequire = used to say that something is necessaryshortage = a situation in which there is not enough of something that people needspace = the area beyond the Earth where the stars and planets arethe Arctic = a large area of land surrounding the North Pole 3 Unit Test
15 minutes for the class to complete the Test.
Fourth Assignment: Unit 13 - Ben and Mike
Fourth Assignment: Unit 13 - Ben and Mike
The Issue
In this unit, Ben and Mike discuss rumors they have heard about their relationship. Someone named Tim has said he doesn’t want to hang out with Mike and Ben because he thinks that they are gay. Mike and Ben are best friends, and are bothered by this rumor because it’s discrimination to avoid someone because they are gay. Mike is angry about this and wants to talk to Tim, but Ben thinks he shouldn’t worry about the problem.
Questions Raised
• What should you do when you hear rumors about yourself? What about when you hear rumors about other people?
• What kinds of discrimination do people suffer from?
• How should we deal with rumors?
Engage
Student Book page 58
A READ AND LISTEN
Understand the Situation
Student Book page 59
A CHECK YOUR COMPREHENSION
Answer Key
Answers may vary*
1. Why is Mike upset? Tim won’t work with him because of a rumor
2. What is the relationship between Mike and Ben? They are best friends and roommates
3. What does Mike mean by “intolerant thinking”? Not accepting people or things that are different
4. What does Ben think Mike should do? Not†worry†about†the†situationÆ
* There may be more than one correct answer. For example¨Mike is upset because Tim won’t work with him. But ¨on another level¨ he is also upset because he feels this is discrimination.
Think about the Issue
Student Book page 59
A LISTEN
Present Your Ideas
Student Book page 61
A WATCH
Fifth Assignment: Unit 14 - Government Control
Fifth Assignment: Unit 14 - Government Control
UNIT OVERVIEW
The Issue
In this unit, Leanne is talking to Lim about a government program that pays women to stay home and have children. Leanne feels that the government is trying to control people’s lives, but Lim feels that the program is necessary because the population is decreasing. Leanne argues that the government is treating women as though taking care of children is all that women do. Lim feels that the extra money will be good for families. Leanne and Lim have quite different views about the government program, and about the government’s attitude towards women.
Questions Raised
• Should the government spend money to make it easier for people to have children?
• Does the government and society treat women fairly?
• What kind of support do families need?
SUPPLEMENTARY RESOURCES
1 Optional Videos
To explore the topic of the unit further, consider using these videos. These videos are an opportunity to hear natural speech and current ideas about the unit topic and issues, in this case about roles of women and governmental control. You may wish to use these for projects, homework, or extra practice. You may wish to ask about words or ideas or impressions that the students understood or found interesting.
Recommended Videos
● I DON’T WANT CHILDREN – STOP TELLING ME TO CHANGE MY MIND!
URL: https://www.youtube.com/watch?v=A_xXC37CDSw
● STAY AT HOME OR WORKING MUM?
URL: https://www.youtube.com/watch?v=bP5ZrKTJyjA
● YOUR SOCIAL CREDIT SCORE
URL: https://www.youtube.com/watch?v=xuqbx8tyW1Y
