1. Practice exErcises October 2017
Dra. Jelena Bobkina

2. Practice Exercises
Madrid:
Practice 3,activity 2
CCAA:
Activity 3

3. Madrid practice exercise 3 Activity 2
Use the word given in capitals to build a word that fits in the gap.

4. Many people seem to have (CONSIST)_____________ attitudes towards drink driving. On the one hand, they view it as totally (ACCEPT)________ that someone should through their own selfishness be a danger to other road users. To kill someone while driving under the influence is surely (PARDON) __________, however accidental it may be, and is technically defined as (LAW) ________ killing. Yet at the same time people (RATIONAL) _________ seem to assume that the same laws do not apply to themselves. Taking to the wheel having had a few glasses over the limit doesn’t seem (REASON) ________ when you do it yourself. Surely only a couple of extra drinks is perfectly (PERMIT) _________, you reason. Yet when other people commit offence, it is condemned as (ETHICS) _________ and downright (MORAL) _________. Why these double standards? Surely it makes perfect sense that such a potentially lethal practice be declared (LEGAL) ____________? And yet the die-hards continue to flout the law, continuing to drive even when (QUALIFY)__________.

5. Madrid practice exercise 2 Activity 3
Complete the following text with 15 of the 20 words in the box.
leading substantial coming indicate terms distinguishable invaluable evidence thank herds banks bringing gaps determine coasts behaviour owe proved separate interestingly distinct

6. Dinosaur discoveries
In the late 1830s, a group of (0) leading American scientist seeking dinosaur fossils made some noteworthy finds. Although one of their expeditions discovered no fossils, it nonetheless (1)__________ to be important in (2) _________of the information about dinosaurs it provided. During that historic expedition, which took place along the (3) ________ of the Paluxy river in Texas, something extraordinary was revealed: a dinosaur track, clearly (4) ___________ in the rock. These dinosaur footprints (5) ___________their preservation to the salts and mud that covered them and then hardened into rock, before (6) ___________to light 100 million years later. Tracks like these are (7) ___________ to experts. There have been great (8) ______ in scientists’ understanding of dinosaur (9) ________, and so such footprints are useful since they provide direct (10) _____ of how dinosaurs actually moved. Scientists have used these and other footprints to (11) _______ how quickly different species walked, concluding that many kinds of dinosaur must have travelled in (12) ________ .
leading substantial coming indicate terms distinguishable invaluable evidence thank herds banks bringing gaps determine coasts behaviour owe proved separate interestingly distinct

7. Dinosaur discoveries
(13) ________ , the tracks of four-legged dinosaurs seem to (14) ________ that, in spite of being reptiles, these creatures must have moved in a very similar way to living mammals, such as elephants—a pattern of movement (15) _______ from that of most contemporary reptiles, such as crocodiles. This leads to an interesting question. Might existing mammals have more to teach us about the extinct reptiles that once walked the earth?
leading substantial coming indicate terms distinguishable invaluable evidence thank herds banks bringing gaps determine coasts behaviour owe proved separate interestingly distinct

8. Madrid practice exercise 3 Activity 4
What is the difference between extensive and intensive listening? Give examples of activities which develop each of them.

9. In extensive listening:
the language level is within the students' capacity and they listen for pleasure and interest.
The passages can be long or short.
One of the advantages of extensive listening passages is that they need not be under the direct control of the teacher, but function as back-up material for the pupil to listen to in his own time at his own speed.

10. Extensive listening can be used for two different purposes:
A first use is the representation of already known material in a new environment. It helps pupils considerably as they see language in action in a genuine environment.
Extensive listening can also serve the further function of letting our pupils hear vocabulary items and structures which are as yet unfamiliar to them, interspersed in the flow of language which is within his capacity to handle.

11. Intensive listening is the most widely-used form of listening practice in classrooms.
Students are asked to listen to a passage with the aim of collecting and organising the information it contains.
The type of passages used is usually a little different from that used for extensive listening: it contains more concrete information and often is not so easy for the students to understand on first hearing.
Passages should be short and played several times.
While extensive listening is concerned with the freer, more general listening to natural English, intensive listening is concerned, in a much more controlled way, with just one or two specific points.
Can be divided it into two categories according to its purpose, grammatical or lexical.

12. By raising students' awareness of listening as a skill that requires active engagement, and by explicitly teaching listening strategies, instructors help their students develop both the ability and the confidence to handle communication situations they may encounter beyond the classroom.
In this way they give their students the foundation for communicative competence in the new language.

13. Madrid practice exercise 3 Activity 5
Explain the difference between skimming and scanning.

14. Skimming and scanning are two specific speed reading techniques, which enable you to cover a vast amount of material very rapidly. These techniques are similar in process but different in purpose.

15. SKIMMING is a method of rapidly moving the eyes over text with the purpose of getting only the main ideas and a general overview of the content or the main topics of the text.
SCANNING rapidly covers a great deal of material in order to locate a specific fact or piece of information. In this case, you usually have a specific question in your mind and you read a passage only to find the answer to that question, ignoring unrelated information.

18. CCAA practice exercise 3
El uso de los programas informáticos en el aula de Inglés para el tercer ciclo de Primaria.

19. The purpose of this essay is to ……………….
In order to do this,
I will first provide a description of ……………………………….
Secondly, I will……………………………………………………….
I will sum up…………………………………………………………

21. Information technology contributes with worthy alternatives to the solution of certain teaching problems. The computer, regarded as a teaching device, would comprise experiences of learning "from", "through" or "with" it. Computers are a relatively new device in teaching and can become extremely useful ones. They offer numerous applications, particularly in relation with procedure learning.
Learning with computers is probably the newest way to learn a foreign language. We could say that it is in a developing phase since there are no programs for advanced pupils and they are restricted to certain areas, such as word building, vocabulary, prepositions, transformation of sentences, etc.

22. Although learning with a computer is an additional part of the learning and it offers a wide range of advantages at a personal level, it is highly impractical in conventional schools. It restricts our approach to the language, requires a higher initial investment, and the use is more complicated unless some knowledge on how to operate a computer has been acquired beforehand.
On the other hand, the use of a computer is an excellent way to set remedial work. Not only does the learner have access to it at any time, but has a reliable source. Besides, the computer never gets tired, irritable or impatient. It is particularly good for learners who cannot cope with a more traditional teaching approach. Computer learning makes use of a series of techniques that eases the task and makes it more enjoyable and entertaining. And pupils find that using computers is highly motivating.

23. Computer-Assisted Language Learning (C. A. L. L
Computer-Assisted Language Learning (C.A.L.L.) has been current for about ten years. Nowadays there are programs that help learners to practice all kinds of grammatical constructions as well as to improve their vocabulary. These programs are of various types, from simple matching, gap-filling, sentence correction and multiple choice questions to textual research programs, style and grammar checkers and a full computerised version of Cambridge First Certificate which can be accessed in either test or tutorial mode. Reasoning and inductive skills can be practised using simple adventure games, which make use of the language as a medium for doing something else.

24. The computer can therefore take over the repetitive, essentially non-teaching work. Programs are often attractively presented and available in colour versions, which makes this work much lighter for both pupil and teacher.
In many educational institutions, the computer room is now as much an accepted resource as the cassette recorder or the overhead projector. Some places have self- access computers in waiting areas of libraries so that pupils can try out before or after the class.

25. In recent years the access to the Internet mas meant a massive change in Language teaching. I-teach has become the most useful and ready to use material. Searching the net can provide a wealth of materials that can facilitate the selection of authentic materials for language teachers.
We include a number of examples of web pages that provide a very rich and motivating number of materials for the language teacher: