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INTEGRATED ENGLISH PRACTICE II an Intermediate Coursebook for Undergraduate English Teacher Education in Cuba

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INTEGRATED ENGLISH PRACTICE II an Intermediate Coursebook for Undergraduate English Teacher Education in Cuba INTEGRATED ENGLISH PRACTICE II An intermediate coursebook for undergraduate English teacher education in Cuba Authors Dr. C. Alfredo A. Camacho Delgado (Project Coordinator) MSc. Marisol Patterson Peña MSc. Matilde L. Patterson Peña MSc. Consuelo Mora Lorenzo MSc. Alfredo Sánchez Sánchez MSc. Diana R. Morales Rumbaut MSc. Luis González Pérez MSc. Jesús Díaz de Villegas Cruz MSc. Juan Carlos Pellón Hernández MSc. Iraida Herrera Bermúdez MSc. Milton Bosch Izquierdo Dr. C. Eida de la Paz Gálvez Contributions Dr. C Isora Enríquez O´Farril Lic. Guillermo Godoy Becerra Lic. Rigoberto Hernández Yánez 1 Acknowledgements: We would like to thank all those who helped us along the process and contributed their expertise to the completion of this project: Dr. C. Isora Enríquez O‘Farrill Dr. C. Alberto Zayas Tamayo Dr. C. Luis Mijares Núñez Dr. C. Bertha Salvador Jiménez MSc. Idelse Alvarez Céspedes Prof. Hilary Spicer, from Simon Fraser University in Canada Special thanks to: MSc. Antonio Morales Calvo, for the invaluable work that he carried out in the English Department from the Félix Varela University of Pedagogical Sciences during the 1980´s and 1990´s, which greatly contributed to the professional development of many of the participants in the writing of this book. Thank you indeed Tony! To the ―Félix Varela Morales‖ Pedagogical University for the material support and encouragement, especially to Dr.C. Yakelyn Gómez Morales, our Dean of Humanities, and all our colleagues and family from the Foreign Languages Department in this university. Thank you all! The authors. 2 CONTENT MAP OF THE UNITS The following content map includes the communicative functions you will find in each unit of this course- book. You will also find the grammar and pronunciation associated with the functions in each unit. 3 Table of contents (agregar página) Unit 1: School experiences Listening (Classroom-prepared text): Welcome Back to West High Pronunciation: The rhythm of English Proverb: Absence makes the heart grow fonder Speaking Project 1: The School where you do your practicum Reading: Learning to teach Vocabulary section: Derivation Writing: The five-paragraph essay: basic organization Have fun: Song ―Penny Lane‖ by The Beatles Learn about: The Beatles Learn about: West Indies, Antilles or Caribbean? Listening (Authentic text): Radio Broadcast: Trivia Question: ―What two colors are found on the flag of the United Nations?‖ Getting ready to teach: Addressing students´needs Unit 2: School people and places Listening (Classroom-prepared text): Good Teachers Pronunciation: English intonation Proverb: Anger is the one thing made better by delay Speaking Project 2: Schools are the most important institutions in a community Reading: A charismatic teacher Vocabulary section: Compounding Writing: The descriptive essay Have fun: Song ―My Little Town‖ by Paul Simon and Art Garfunkel Learn about: Simon & Garfunkel Learn about: Caribbean People Listening (Authentic text): Radio Broadcast: Trivia Question: ―In what city was the first lone-ranger radio program heard?‖ Getting ready to teach: Vocabulary teaching and learning 4 Unit 3: Current activities, long- term processes and developments Listening (Classroom-prepared text): Better World Pronunciation: The vowel sounds ǀΛǀ, ǀǝǀ , ǀɝǀ and ǀɤǀ Proverb: He who wills the end wills the means Speaking Project 3: Things we should never forget Reading: ―The Pencil Box‖ by Doris Sanford Vocabulary section: Conversion Writing: The narrative essay Have fun: Song ―Stayin‘ Alive‖, by The Bee Gees Learn about: The Bee Gees Learn about: The Climate in the Caribbean Listening (Authentic text): Radio Broadcast: Trivia Question: ―What orbited the Earth every 96.2 minutes?‖ Getting ready to teach: Conveying the meaning of new words to your students (1) Unit 4: Past events and circumstances Listening (Classroom prepared text): Chocolate Pronunciation: The vowel sounds ǀἰǀ , ǀɪǀ, ǀɛǀ, ǀæǀ and ǀaǀ Proverb: The pen is mightier than the sword Speaking Project 4: Teachers are inspiring souls Reading: My Best Friend, by Karen Tucker White. Vocabulary section: Shortening Writing: Writing the Thesis Statement and the Introduction Have fun: Song ―I shot the sheriff‖ by Bob Marley Learn about: Bob Marley Learn about: Biodiversity in the Caribbean Listening (Authentic text): Radio Broadcast: Weather Forecasts Getting ready to teach: Conveying the meaning of new words to your students (2) 5 Unit 5: What other people do to you: services, preferences, dislikes and advice. Listening (Classroom-prepared text): Fortune teller Pronunciation: The vowel sounds ǀɑǀ, ǀɔǀ, ǀuǀ and ǀυǀ Proverb: Two wrongs don‘t make a right Speaking Project 5: Teachers do make a difference in students' lives Reading: Tutankhamen: The Curse of a Pharaoh (excerpt), By Sarah Coles Vocabulary section: The suffix-ing Writing: The Cause and Effect Essay and the Body Have fun: Song ―Papa Don‘t Preach‖ by Madonna Learn about: Song Madonna Learn about: Economy of the Caribbean Listening (Authentic text): Radio Broadcast: Fund-Drive for Cancer Getting ready to teach: Getting teenagers to use English in class Unit 6: Past events and states, and recent changes Listening (Classroom-prepared text): Alive or Dead? Pronunciation: The consonant sounds ǀpǀ, ǀtǀ, ǀkǀ, ǀbǀ, ǀdǀ and ǀɡǀ Proverb: Liars need good memories Speaking Project 6: Those who love to teach Reading: Science, Technology and the Arts Vocabulary section: The suffixes–ist, -er, -ian Writing: The Expository Essay and the Conclusion Have fun: Song ―Heal The World‖ by Michael Jackson Learn about: Michael Jackson Learn about: Rastafarianism Listening (Authentic text): Conversation with a Canadian about kinds of containers and recycling Getting ready to teach: Connecting our teaching with global issues (1) Unit 7: Criticism and alternatives Listening (Classroom-prepared text): Environmental problems 6 Pronunciation: The consonant sounds ǀfǀ, ǀvǀ, ǀsǀ, ǀzǀ, ǀθǀ, ǀðǀ, ǀʃǀ, ǀʒǀ and /h/ Proverb: Constant occupation prevents temptation Speaking Project 7: Teaching makes you grow personally and professionally Reading: Is there a way to solve the world‘s environmental problems? Vocabulary section: The suffix -al Writing: The Problem/Solution Essay Have fun: Song―Through the Years‖ by Kenny Rogers Learn about: Kenny Rogers Learn about: Jamaica Listening (Authentic text): Radio Broadcast: Warnings against drinking while driving Getting ready to teach: Connecting our teaching with global issues (2) Unit 8: Criticism with relation to past actions, and alternatives Listening (Classroom-prepared text): Dr. Hilda Pronunciation: The consonant sounds ǀtʃǀ and ǀdʒǀ Proverb: No man is an island Speaking Project 8: Voices from the inside Reading: Testing or Assessing? Vocabulary section: The prefixes re- and dis- Writing: The Definition Essay and Proofreading Have fun: Song ―Woman‖ by John Lennon Learn about: John Lennon Learn about: Barbados Listening (authentic text): Radio Broadcast: Trivia Question: ―In what country was the fishing rod and reel invented?‖ Getting ready to teach: Taking action on campus for a better world Appendixes Appendix from the Classroom-prepared text Listening Section 7 Appendixes from the Pronunciation section Appendix from the Authentic- text Listening Section Appendixes from the Vocabulary section Appendix with additional reading material Appendixes from the Writing section 8 INTRODUCTION Dear teacher educators and student-teachers: INTEGRATED ENGLISH PRACTICE II is an intermediate coursebook for undergraduate English teacher education in Cuba. This book is part of a series which provides systematic practice in listening, speaking, reading and writing, as well as in pronunciation, vocabulary and grammar. It also includes opportunities to learn about the foreign language and through the foreign language, particularly about the culture in which this language is used. For all these purposes this book is complemented by a workbook. INTEGRATED ENGLISH PRACTICE II embraces a communicative approach to language teaching and learning and intends to respond to the particular needs of the education of teachers of English in Cuba: The need to be competent in English in order to teach this language and to use it for academic and other professional purposes; The need to continue learning how to learn a foreign language and how to develop professionally and personally; The need to contribute to teaching how to teach; The need to experience how learning a foreign language must be linked to cross-curricular content, aimed at reinforcing values education; The need to count on a model of communicative language teaching, which is realized through the inclusion of lots of authentic samples of oral and written language; the integration of form, meaning and use; the provision of meaningful practice of grammar, vocabulary and pronunciation; the adoption of a top-down, task-based and process- oriented approach to the teaching of reading and listening; and the adoption of an approach to the teaching of writing which provides models and puts an emphasis both on the process and the product of writing. We believe that a book is as good as the teacher who uses it. For this reason, we expect that you make your own adaptation and complementation of this book, as you embark on the wonderful journey of teaching and 9 learning English, in order to serve with commitment in the education of the future generations of youths in revolutionary and socialist Cuba. 10 Detailed content map of the units for Speaking Unit Communicative functions Grammar
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