Preliminares de idioma moderno

Manuales Universitarios de Teleformaciﾃｳn Seguridad y Control de Riesgos

ﾃ］geles Rodrﾃｭguez Herrero

Idioma Moderno

2015

22

Manuales Universitarios de Teleformación Grado en Seguridad y Control de Riesgos

22 • Idioma Moderno

© del texto: Ángeles Rodríguez Herrero © de la edición: Vicerrectorado de Profesorado y Planificación Académica UNIVERSIDAD DE LAS PALMAS DE GRAN CANARIA

Primera edición, 2015 ISBN: 978-84-9042-176-5

Depósito Legal: GC 30-2015

Diseño y maquetación: Servicio de Publicaciones y Difusión Científica UNIVERSIDAD DE LAS PALMAS DE GRAN CANARIA

Impresión: Servicio de Reprografía, Encuadernación y Autoedición UNIVERSIDAD DE LAS PALMAS DE GRAN CANARIA

Impreso en España. Printed in Spain

Queda rigurosamente prohibida, sin la autorización escrita de los titulares del «Copyright», bajo las sanciones establecidas por las leyes, la reproducción parcial o total de esta obra por cualquier medio o procedimiento, comprendidos la reprografía y el tratamiento informático.

Índice

PRESENTACIÓN ..................................................................................................................................11 INTRODUCTION OF THE SUBJECT ....................................................................................................13 LEARNING UNIT 1. DESCRIPTIONS ..............................................................................................19 PRESENTATION OF THE TOPIC ..........................................................................................................21 SPECIFIC OBJECTIVES ........................................................................................................................21 CONTENTS ..........................................................................................................................................22 GLOBAL CONTENT OUTLINE ..........................................................................................................23 INTRODUCTION ..................................................................................................................................24 1. Descriptions ..................................................................................................................................24 1.1. People: Physical appearance ................................................................................................24 1.1.1. How to describe people................................................................................................24 1.1.2. Parts of the body ..........................................................................................................25 1.2. Description of Objects ........................................................................................................27 1.2.1. How to describe objects and tools..............................................................................27 1.3. Description of Places ..........................................................................................................28 1.3.1. How to describe Places ................................................................................................28 2. Focus on Grammar ......................................................................................................................29 2.1. Comparison of adjectives....................................................................................................29 2.2. Types of questions................................................................................................................31 3. Reading: Help !! I am lost............................................................................................................33 4. Listening: Identity Theft..............................................................................................................34 5. Writing: Descriptions ..................................................................................................................35 SOLUTIONS TO EXERCISES ................................................................................................................37 SELF-ASSESMENT EXERCISES ............................................................................................................40 SOLUTIONS TO SELF-ASSESMENT ......................................................................................................41 CHECK YOURSELF ..............................................................................................................................42

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STRATEGIES FOR YOUR PROGRESS ....................................................................................................42 GLOSSARY ..........................................................................................................................................43 BIBLIOGRAPHY ..................................................................................................................................44 LEARNING UNIT 2. HEALTH AND FIRST AID ............................................................................47 PRESENTATION OF THE TOPIC ..........................................................................................................49 SPECIFIC OBJECTIVES ........................................................................................................................49 CONTENTS ..........................................................................................................................................50 GLOBAL CONTENT OUTLINE ..........................................................................................................51 INTRODUCTION ..................................................................................................................................52 1. Emergency or urgency ................................................................................................................52 2. Injuries, illnesses and accidents ..................................................................................................52 2.1. Learn how to ask for essential information......................................................................53 2.2. Learn what to say in all these cases ....................................................................................54 3. Listening: 9-1-1 call ......................................................................................................................55 4. Focus on grammar ......................................................................................................................57 4.1. Present Simple and Present Progressive............................................................................57 5. Reading ..........................................................................................................................................59 5.1. First Aid Tips ........................................................................................................................59 5.2. First Aid Techniques ............................................................................................................60 6. Focus on grammar ......................................................................................................................63 6.1. Imperative: Giving Orders and Warnings..............................................................................63 7. Writing: Summary ........................................................................................................................64 SOLUTIONS TO EXERCISES ................................................................................................................66 SELF-ASSESMENT EXERCISES ............................................................................................................70 SOLUTIONS TO SELF-ASSESMENT ......................................................................................................71 CHECK YOURSELF ..............................................................................................................................72 STRATEGIES FOR YOUR PROGRESS ....................................................................................................72 GLOSSARY ..........................................................................................................................................73 BIBLIOGRAPHY ..................................................................................................................................74 LEARNING UNIT 3. ACCIDENTS ....................................................................................................75 PRESENTATION OF THE TOPIC ..........................................................................................................77 SPECIFIC OBJECTIVES ........................................................................................................................77 CONTENTS ..........................................................................................................................................78 GLOBAL CONTENT OUTLINE ..........................................................................................................79 INTRODUCTION ..................................................................................................................................80

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1. Hobbies and sports: Sport Accidents........................................................................................80 2. Focus on grammar ......................................................................................................................81 2.1. Indirect Questions ................................................................................................................81 3. Listening: Sailing solo ..................................................................................................................82 4. Focus on pronunciation ..............................................................................................................83 4.1. Intonation of questions ......................................................................................................83 5. Reading: Traffic ............................................................................................................................85 5.1. Type of roads ........................................................................................................................85 5.2. Types of traffic signs............................................................................................................86 5.3. Driving....................................................................................................................................90 5.4. Types of vehicles ..................................................................................................................91 5.5. Car accidents..........................................................................................................................91 6. Listening: A Train Crash ............................................................................................................92 7. Focus on grammar ......................................................................................................................93 7.1. Modal verbs: Should and Must ..........................................................................................93 SOLUTIONS TO EXERCISES ................................................................................................................96 SELF-ASSESMENT EXERCISES ............................................................................................................99 SOLUTIONS TO SELF-ASSESMENT ....................................................................................................100 CHECK YOURSELF ............................................................................................................................101 STRATEGIES FOR YOUR PROGRESS ..................................................................................................101 GLOSSARY ........................................................................................................................................102 BIBLIOGRAPHY ................................................................................................................................103 LEARNING UNIT 4. SECURITY ....................................................................................................105 PRESENTATION OF THE TOPIC........................................................................................................107 SPECIFIC OBJECTIVES ......................................................................................................................107 CONTENTS ........................................................................................................................................108 GLOBAL CONTENT OUTLINE ........................................................................................................109 INTRODUCTION ................................................................................................................................110 1. Crimes and penalties ..................................................................................................................110 1.1. Types of Criminal Offences ..................................................................................................110 2. Writing: Questionnaire ..............................................................................................................111 3. People related to law ..................................................................................................................113 3.1. Vocabulary ..........................................................................................................................113 4. Listening: immunity for italian politicians ..............................................................................114 5. Focus on grammar ....................................................................................................................115 6. Immigration ................................................................................................................................117

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6.1. Countries and Nationalities ..............................................................................................117 7. Reading: immigration law..........................................................................................................119 7.1. Two problematic questions about Immigration ............................................................120 8. Focus on grammar ....................................................................................................................121 8.1. Expressing preference: “Rather than...” “Instead of...” ................................................121 9. Focus on pronunciation ............................................................................................................123 9.1. Vowel sounds. /Schwa/ ....................................................................................................123 SOLUTIONS TO EXERCISES ..............................................................................................................124 SELF-ASSESMENT EXERCISES ..........................................................................................................128 SOLUTIONS TO SELF-ASSESMENT ....................................................................................................129 CHECK YOURSELF ............................................................................................................................130 STRATEGIES FOR YOUR PROGRESS ..................................................................................................130 GLOSSARY ........................................................................................................................................131 BIBLIOGRAPHY ................................................................................................................................132 LEARNING UNIT 5. NATURAL DISASTERS ................................................................................133 PRESENTATION OF THE TOPIC........................................................................................................135 SPECIFIC OBJECTIVES ......................................................................................................................135 CONTENTS ........................................................................................................................................136 GLOBAL CONTENT OUTLINE ........................................................................................................137 INTRODUCTION ................................................................................................................................138 1. Natural disaster: some recommendations ..............................................................................138 2. Focus on grammar ....................................................................................................................139 2.1. Conditional clauses ............................................................................................................139 3. Reading: earthquake in Japan....................................................................................................142 4. Listening: Floods threaten Asia................................................................................................144 5. Writing: Essay ............................................................................................................................145 SOLUTIONS TO EXERCISES ..............................................................................................................146 SELF-ASSESMENT EXERCISES ..........................................................................................................149 SOLUTIONS TO SELF-ASSESMENT ....................................................................................................150 CHECK YOURSELF ............................................................................................................................151 STRATEGIES FOR YOUR PROGRESS ..................................................................................................151 GLOSSARY ........................................................................................................................................152 BIBLIOGRAPHY ................................................................................................................................153

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LEARNING UNIT 6. FIRE ..............................................................................................................155 PRESENTATION OF THE TOPIC........................................................................................................157 SPECIFIC OBJECTIVES ......................................................................................................................157 CONTENTS ........................................................................................................................................158 GLOBAL CONTENT OUTLINE ........................................................................................................159 INTRODUCTION ................................................................................................................................160 1. Prevent fire ..................................................................................................................................160 2. Protect yourself ..........................................................................................................................160 3. Focus on grammar ....................................................................................................................161 3.1. Passive Voice........................................................................................................................161 4. Listening: Forest fire in Spain ..................................................................................................163 5. Reading: Fire extinguishers ......................................................................................................164 6. Writing: Formal and informal language ..................................................................................167 SOLUTIONS TO EXERCISES ..............................................................................................................168 SELF-ASSESMENT EXERCISES ..........................................................................................................171 SOLUTIONS TO SELF-ASSESMENT ....................................................................................................172 CHECK YOURSELF ............................................................................................................................173 STRATEGIES FOR YOUR PROGRESS ..................................................................................................173 GLOSSARY ........................................................................................................................................174 BIBLIOGRAPHY ................................................................................................................................175

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Presentación

Hace mil años se fundaron las primeras universidades en Europa y algunas de ellas aún perduran, demostrando su capacidad de pervivencia y adaptación a lo largo del tiempo. La Universidad de Las Palmas de Gran Canaria, sin embargo, no es una institución de enseñanza superior que hunda sus raíces en el Medievo. Desde su creación en 1989, la ULPGC se ha convertido en una universidad pública consolidada, en cuyas aulas se pueden estudiar todas las grandes áreas del saber, como muestra la amplia oferta académica de títulos de grado, posgrado y doctorado.

La relativa juventud de la Universidad de Las Palmas de Gran Canaria le ha permitido avanzar con paso decidido en la implantación de las Tecnologías de la Información y la Comunicación (TIC). Mientras otras universidades españolas con mayor tradición aún no han hecho más que tímidos avances en la incoporación de las TIC como apoyo a la enseñanza presencial, nuestra Universidad, desde hace ya varios años, no sólo ha apostado por su utilización, sino que incluso, ha sabido aprovechar estos progresos tecnológicos para ofertar algunas enseñanzas en modo no presencial.

El resultado es ya bien conocido por los cientos de estudiantes, tanto nacionales como extranjeros, que están cursando algunas de las titulaciones oficiales que la Universidad de Las Palmas de Gran Canaria oferta a través de su Estructura de Teleformación. En la actualidad, la ULPGC oferta titulaciones oficiales en la modalidad no presencial, que han permitido acercar nuestra Universidad a aquellos estudiantes que, por razones geográficas o por falta de disponibilidad horaria, no pueden acercarse de forma presencial a nuestras aulas. Paralelamente, se ha ido incrementando la oferta de estudios de posgrado y los títulos propios, también en la modalidad de enseñanza no presencial.

A pesar de los avances tecnológicos en el acceso a la información por parte de los estudiantes, somos conscientes de que los manuales y las guías docentes constituyen una pieza clave en el sistema de enseñanza universitaria no presencial. Nuestra Universidad ha sabido apostar por la edición de estos materiales didácticos, realizados por los expertos universitarios que imparten estas materias en el Campus Virtual de la ULPGC. No quiero dejar pasar la oportunidad para agradecer a sus autores la profesionalidad y el empeño que han puesto en la realización de estas obras.

Nadie puede asegurar cuántas de las universidades actuales pervivirán, no ya dentro de mil años, sino siquiera dentro de unas decenas de años. Pero no me cabe la menor duda de que, en el inmediato futuro que nos aguarda, aquellas instituciones universitarias que no sepan

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rentabilizar la utilización de las Tecnologías de la Información y la Comunicación, pueden comprometer seriamente su desarrollo inmediato. En este sentido, desde la Universidad de Las Palmas de Gran Canaria, podemos sentirnos satisfechos por el trabajo realizado hasta la fecha, aunque somos conscientes de que el camino por recorrer en los próximos años es prometedor.

José Regidor García RECTOR

Introduction of the subject

ACADEMIC GUIDE INTRODUCTION OF THE SUBJECT “Modern Language” is a 6-credit course, which is taught in the second semester of the first year of the “Degree in Security and Risk Management”. Integrated in the first year as a core subject, aims to provide a solid initial training in the English language.

Much has been said about the importance of the English language today; we know that it is the international language of business, technology and international relations. It is a way to create ties with other countries and cultures as well as being a vital tool for communication, and widening our knowledge. We must enhance that Knowledge is a very important factor in professional competition. To all this we must add that, in an emergency situation, be able to understand and give information, without intermediaries, shorten response time and, therefore, is more effective in resolving incidents.

In emergencies, the effectiveness of the answer depends on many factors: specific training programs, effective coordination of human resources and equipment and personal preparation thereof. This course aims to extend this preparation, giving the opportunity to learn to communicate in English with anyone who is in a critical situation, seeking our help.

The subject starts from of an intermediate level of English, so it is essential that students possess that level of the language.

It is divided into 6 Learning Units. Each of them develops the necessary content that will enable the student to acquire the minimum vocabulary and skills to solve the most common emergency situations. Each learning unit is presented as a “tutored guide” of specific emergency facts, which the student can use as a source of information in similar situations. From here a practical part with exercises and questions on what they have learned are developed to finish with a self-evaluation in order that each student can measure his progress.

GENERAL OBJECTIVES The objectives of this course are presented in a general way at the beginning of this Guide and, specifically, at the beginning of each Learning Unit.

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The general objectives of the course are related to the learning methodology (descriptors and their scales) specified in the CEFR (Common European Framework of Reference for Languages: Learning), Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Strasbourg: Council of Europe, 2001.

Therefore, the objectives of this course will be collecting Framework level B1, adapted to the purpose of this subject and the specificity of the users to whom it is addressed.

In relation to the users, it is directed to students who will mediate and solve conflicts related to the field of emergency and, therefore, the purpose is to provide these students with the necessary communication tools to use in future real situations. It is important to note that the descriptors apply to the issues taken up this subject, and that have to do with the professional field of these students. We present a specialized area, or subcategory of the grammar and vocabulary, rather than an exhaustive one.

These are the level B1 global scales descriptors based on the four skills of language and summarized from a bank of ‘illustrative descriptors’ developed and validated for the CEFR. DESCRIPTORS: BLOBAL SCALE Common Reference Levels: Reading/Writing LEVEL B1 Independent user of the language

Can Understand and interpret the main points of clear standard input language, if they are related to familiar READING situations (either professional or personal level).

WRITING Use a basic repertoire of language to write essays and reviews on a particular topic It is able to produce written texts using the correct English structure and word-order.

Common Reference Levels: Speaking The student is able to produce simple speeches on topics that are familiar and have a particular interest.

Students can describe people, places and objects as well as work-related events.

They can briefly give reasons, opinions and make questions using appropriate vocabulary.

LEVEL B1 Independent user of the language LEVEL B1

Students can communicate and talk about issues and SPEAKING common themes of personal and professional interest.

Independent user of the language

SPEAKING

They can check and confirm information and face situations related to their field of study.

They can express and use more specific issues related to their professional field ...(learning units 1-6).

Students use the appropriate sound, rhythm and intonation aspects according to the models presented in each unit.

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They know how to ask, and communicate information.

LEVEL B1 Independent user of the language

The student is able to keep his speech, though with SPEAKING obvious pauses, but doing longer stretches of free production using specific emergency vocabulary.

Can initiate, maintain and close face to face conversations related to the topics on this manual.

Common Reference Levels: Listening

LEVEL B1 Independent user of the language

Students understand the main points of many radio or TV programs on current affairs or topics if they are short, clear, simple messages on personal or professional interest.

LISTENING They can understand the main points of clear standard speech on familiar matters regularly encountered in work. They can select and record specific information related to authentic material related to their professional field and staff speeches.

CONTENTS In order to achieve the above objectives, the contents of the subject “Modern Language” are divided into 6 units. Each of them raises a basic issue in emergencies, from which related thematic vocabulary, grammar and phonetic, are developed. All learning units will include the following framework.

DESCRIPTION OF CONTENT FOCUS ON GRAMMAR READING LISTENING WRITING The “SPEAKING” Skill will be developed in different activities during the course.

In order to be able to deal with routine situations on their professional area students are supposed to learn situations likely to arise when facing emergency situations. This is why we have focused each leaning unit on the different domains and situations in which learners will face with and operate in their future work.

• Learning Unit 1: Descriptions.

• Learning Unit 2: Health and First Aid. • Learning Unit 3: Accidents.

• Learning Unit 4: Security.

• Learning Unit 5: Natural Disasters.

• Learning Unit 6: Fire.

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TEACHING STRATEGIES Taking into account that the subject “Modern Language” will be the only subject of English language that students are having in this degree, the educational purpose of this manual is to provide students with a general roadmap likely to be extended independently, if desired. Thus the theoretical content, whether grammatical, lexical or phonetic, is focused on providing the student “patterns” or role models in emergencies, which may be repeated in real situations and expand to other similar.

With this manual, the student will have enough linguistic elements to cope with sufficient autonomy on issues related to their professional field. That is, the student will have the necessary elements to achieve linguistic, communicative and discursive competence that has to do with: • Linguistic competence: regarding language proficiency on vocabulary and grammar correction. This manual will provide the student with the basic specific vocabulary and resources to express themselves correctly, at both, written and oral level.

• Communicative competence: students must show their ability to communicate, for example, repeating the learned models in the manual, making significant use of them with proper pacing and intonation.

• Discursive competence: the student must show the ability to use different language resources to develop a text or discourse appropriate to the rules of cohesion in context.

In addition to the theoretical content, students will have, through the different tasks and activities, the means to achieve skills related to grammatical correctness, fluency, pronunciation and all other general qualitative aspects related to the use of spoken and/or written language.

They are divided into: • Reading / Writing Comprehension: referring to the semantic comprehension, interpretation of the text and its message, and produce written texts with reasonable accuracy.

• Listening / Speaking Expression: related to the ability to understand the whole idea of a spoken message and oral fluency and flexibility when speaking.

The Teaching strategies will be aimed at developing these tasks and learning activities as realistically as possible. This is a guide to apply in specific situations, both their daily lives and their daily professional lives. It pretends to enable the student to easily achieve the aims and objectives set out in this Manual.

We describe the type of tasks and activities included in this manual that students must develop both individually and on-line: Tasks to be undertaken by the student.

• Related with READING: Practical exercises related with READING are designed for the student to strengthen and revise the contents of that unit and facilitate the learning of specific vocabulary after the reading activities.

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1. Gap-filling activites.

2. Multiple Choice activites.

3. True/False, or answering questions related to the text.

• Related with LISTENING: Exercises related with LISTENING skills are designed to expand their listening comprehension skills: 1. After listening: gap filling, summaries...

2. Cd in the manual: listen and repeat exercises.

3. Linguistic immersion: recommended webs, radio and TV programs.

• Related with SPEAKING: SPEAKING exercises are to reinforce their fluency, improve their pronunciation and therefore their communication ability: 1. Listen and repeat activities.

2. Speaking only English in class and with their classmates.

• Related with WRITING: Finally WRITING exercises pretend to improve students´ writing and grammatical correctness: 1. Written exercises, compositions.

2. Reflections on the topics of each unit.

Each learning unit includes a self-assessment exercise that allows students to assess their learning and strengthen those aspects that need improvement. It also has learning strategies that will help them improve their skills.

In addition to the activities in each unit the teacher will provide a series of additional exercises on-line to check the level of knowledge acquired by the student. These tasks will be related to the 4 skills of the language.

Finally, there is a glossary at the end of each unit. The students may, according to their needs and curiosity, continue and expand this glossary with their own vocabulary.

DIDACTIC MATERIAL The essential didactic material to get the objectives and required knowledge is the manual of the subject (on paper and / or online). The manual contains supplementary exercises for each unit that are considered essential to acquire the knowledge developed by each Learning Unit Furthermore, in some specific cases, and at the end of each learning unit, some “links” are provided for network access materials that expand or revise specific elements of the unit.

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This manual is complemented by a CD that includes audio recordings of the texts and pronunciation exercises that will help the student to improve their oral expression.

Finally, throughout the course, web links with exercises will be recommended to reinforce and supplement their learning. Online activities offer the opportunity to develop the skills of Listening and Speaking together with Reading and Writing. The classroom sessions will guide the student in performing these activities.

BIBLIOGRAPHY Bibliographic references are recommended to the student at the end of each learning unit.

Thus, it is intended to provide students with specific material for each topic.

ASSESMENT The evaluation of the subject will be done according to the guidelines stipulated by “Estructura de Teleformación of ULPGC” for all subjects and also taking into account the “Common European Framework of Reference for Languages: (MCER)”.