Reading
Reading exam tip
speaking Which event in history would you like to understand more about? How could you find out about this?
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In 4-option multiple-choice reading activities for a long text, remember … Read the whole text first to understand the topic and general meaning. Then identify which section(s) of the text relate to each question. 1 Read the text quickly. Is the text focused on (a) the museum, (b) the accident on the Titanic or (c) understanding history? 2 Read the answers and choose the best answer. 1 How did Ella feel about museums? speaking A It’s difficult to learn anything. B It depends on the museum. C Museums are usually too busy. D There are too many objects to see. 2 Ella said the photographs helped her to understand … A what people wore at the time. B how cold it was in the water. C how people managed to be saved. D what kind of jobs people had. 3 Why did Ella find the life jacket interesting? A It represented someone who survived. B It showed how many people were in the water. C It looked different from what she expected. D It was surprising to see it in an exhibition. 4 Ella thinks the items from the ship should be … A sent to the UK. B in museums in the US.
• EXPLORE • LEARN • CONNECT • JOURNEYS INTO HISTORY
Objects from the Titanic Sixteen-year-old Ella talks about a visit to a museum. Normally, I’m not very interested in going to museums. Often, I think they’re boring and there are always too many people so you can’t see everything properly. But I had a different view recently when our class went to the National Museum of American History in Washington and we saw some amazing items that had been saved from the Titanic – the ship that sank in 1912. Many of the items we saw were actually photographs taken by people who arrived to help shortly after the ship sank. There are photographs of people who were saved and who are wearing clothes they borrowed after leaving the Titanic . It’s amazing to look at these photos because they make you wonder what happened to these people after the disaster. A 17-year-old on another ship, Bernie Palmer, took a photograph of the actual iceberg that sank the ship. You can see lots of other small icebergs so you can imagine how icy the sea must have been! One other interesting thing which was saved was a life jacket from the ship. I already knew that they were made from very heavy material – cork – so they weren’t very good. It was very dirty and I imagined who was wearing it and whose life it saved. So, what’s really fascinating about the exhibition is that it’s about the survivors and their stories of how people made it off the ship or out of the sea. My class has also been reading about other items from the ship that they have managed to get from the bottom of the sea. These show how different life was then and that many of the people on the ship were very wealthy. There is now a discussion about where all these items should be sent. I think some should be shared because the UK is where the ship was built but the passengers were from lots of different places. I wish I could actually see inside the ship so I hope that soon they can take a webcam down into the sea and show us. What it showed me was that when you see something in a museum and you can understand the context then it becomes much more real and actually helps you to understand how people lived.
institutions in your country A basic introduction to
Virtual Classroom Exchange
3 Think about … Digital skills
1 Starting point Look back at the Culture exchange text about UK government on page 110. At the moment, do you know enough to write a similar text about institutions in your country? speaking 2 Project task A UK school is doing some research. They want to know basic information about institutions in your country. Search the Internet for information to answer them. Prepare one of these: A a poster C a video message B a presentation speaking D an information leaflet. Research areas • the type of government • the current Prime Minister/President/ leader … • famous Prime Ministers/Presidents/leaders from the past • how elections work • how the government/parliament works
Every web page has its own address or URL containing some initial information about the website. For example: .fr, .au = the country where the website is based .edu (US), .ac.uk (UK) = academic institutions .gov = a government agency .org = a non-profit organisation .com, .co.uk = commercial organisations or companies Academic skills When you find information, it’s important to separate facts (e.g. dates and statistics) from opinions (subjective beliefs and ideas). In this project, you are asked to write a factual text like the one on page 110. Collaboration When you work in a team, it’s essential to listen to everyone and let everyone contribute. The best teams have a balance between everybody, even the quieter members of the team. Useful language That’s a good idea. But what do you think, (Ana)? Let’s listen to (Ivan). Who hasn’t spoken? It’s (Robert’s) turn to speak. Intercultural awareness How easy is it to find information about your country’s institutions that is aimed at teenagers? Project time Do the project. Then present it to the class. 5 Evaluation Give each project a mark from 1 to 5 (5 = very good) for these categories. Content Design Presentation Language 4 speaking
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C divided between different locations. D used to show how rich people were. 5 What might Ella write in her diary about the trip?
A The museum was great! It’s made me realise it’s fascinating to understand how people used to live. B I loved the museum but I was surprised we didn’t see more of the objects they found. C I think I’ve changed my mind about museums after this trip but the Titanic is quite boring. D What a fantastic museum! I’ll recommend this to friends who are interested in big ships.
Exam success
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Listening, Speaking and Writing
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