idioma moderno

22

Idioma Moderno

2015

Ángeles Rodríguez Herrero

Manuales Universitarios de TeleformaciónSeguridad y Control de Riesgos

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 AcadémicaUNIVERSIDAD 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 CientíficaUNIVERSIDAD DE LAS PALMAS DE GRAN CANARIA

Impresión:

Servicio de Reprografía, Encuadernación y AutoediciónUNIVERSIDAD 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 sancionesestablecidas por las leyes, la reproducción parcial o to tal de esta obra por cualquier medio o procedimiento,comprendidos la reprografía y el tratamiento informático.

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 ............................................................................................................40SOLUTIONS TO SELF-ASSESMENT ......................................................................................................41

CHECK YOURSELF ..............................................................................................................................42

Índice

ÍSTRATEGIES FOR YOUR PROGRESS....................................................................................................42

GLOSSARY ..........................................................................................................................................43

BIBLIOGRAPHY ..................................................................................................................................44

LEARNING UNIT 2. HEALTH AND FIRST AID ............................................................................47



CONTENTS ..........................................................................................................................................50


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


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



CONTENTS ..........................................................................................................................................78


INTRODUCTION ..................................................................................................................................80

Ángeles Rodríguez Herrero6 I

ÍÍndice

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


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

I 7

Í6.1. 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


CHECK YOURSELF ............................................................................................................................130


GLOSSARY ........................................................................................................................................131

BIBLIOGRAPHY ................................................................................................................................132

LEARNING UNIT 5. NATURAL DISASTERS ................................................................................133



CONTENTS ........................................................................................................................................136


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




CHECK YOURSELF ............................................................................................................................151


GLOSSARY ........................................................................................................................................152

BIBLIOGRAPHY ................................................................................................................................153


ÍÍndice

LEARNING UNIT 6. FIRE ..............................................................................................................155



CONTENTS ........................................................................................................................................158


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




CHECK YOURSELF ............................................................................................................................173


GLOSSARY ........................................................................................................................................174

BIBLIOGRAPHY ................................................................................................................................175

I 9

Hace mil años se fundaron las primeras universidades en Europa y algunas de ellas aúnperdu ran, demostrando su capacidad de pervivencia y adaptación a lo largo del tiempo. LaUni versidad de Las Palmas de Gran Canaria, sin embargo, no es una institución de enseñanzasuperior que hunda sus raíces en el Medievo. Desde su creación en 1989, la ULPGC se haconvertido en una universidad pública consolidada, en cuyas aulas se pueden estudiar todaslas grandes áreas del saber, como muestra la amplia oferta académica de títulos de grado, pos-grado y doctorado.

La relativa juventud de la Universidad de Las Palmas de Gran Canaria le ha permitidoavanzar con paso decidido en la implantación de las Tecnologías de la Información y la Comu -nicación (TIC). Mientras otras universidades españolas con mayor tradición aún no han hechomás 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, sinoque incluso, ha sabido aprovechar estos progresos tecnológicos para ofertar algunas enseñanzasen modo no presencial.

El resultado es ya bien conocido por los cientos de estudiantes, tanto nacionales comoextran jeros, que están cursando algunas de las titulaciones oficiales que la Universidad de LasPalmas 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 acercarnuestra Universidad a aquellos estudiantes que, por razones geográficas o por falta de dispo-nibilidad horaria, no pueden acercarse de forma presencial a nuestras aulas. Paralelamente, seha ido incrementando la oferta de estudios de posgrado y los títulos propios, también en lamo dalidad de en señanza no presencial.

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

Nadie puede asegurar cuántas de las universidades actuales pervivirán, no ya dentro de milaños, 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

Presentación

Prentabilizar la utilización de las Tecnologías de la Información y la Comunicación, puedencomprometer seriamente su desarrollo inmediato. En este sentido, desde la Universidad deLas Palmas de Gran Canaria, podemos sentirnos satisfechos por el trabajo realizado hasta lafecha, aunque somos conscientes de que el camino por recorrer en los próximos años es pro-metedor.

José Regidor García

RECTOR

Presentación10 I

ACADEMIC GUIDE

INTRODUCTION OF THE SUBJECT

“Modern Language” is a 6-credit course, which is taught in the second semester of thefirst year of the “Degree in Security and Risk Management”. Integrated in the first year as acore 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 itis the international language of business, technology and international relations. It is a way tocreate 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 inprofessional competition. To all this we must add that, in an emergency situation, be able tounderstand 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 trainingprograms, effective coordination of human resources and equipment and personal preparationthereof. This course aims to extend this preparation, giving the opportunity to learn tocommunicate 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 studentspossess that level of the language.

It is divided into 6 Learning Units. Each of them develops the necessary content that willenable the student to acquire the minimum vocabulary and skills to solve the most commonemergency situations. Each learning unit is presented as a “tutored guide” of specific emergencyfacts, which the student can use as a source of information in similar situations. From here apractical part with exercises and questions on what they have learned are developed to finishwith 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 Guideand, specifically, at the beginning of each Learning Unit.

Introduction of the subject

AThe general objectives of the course are related to the learning methodology (descriptors

and their scales) specified in the CEFR (Common European Framework of Reference forLanguages: 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 tothe 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 relatedto the field of emergency and, therefore, the purpose is to provide these students with thenecessary communication tools to use in future real situations. It is important to note that thedescriptors apply to the issues taken up this subject, and that have to do with the professionalfield of these students. We present a specialized area, or subcategory of the grammar andvocabulary, rather than an exhaustive one.

These are the level B1 global scales descriptors based on the four skills of language andsummarized 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

READING WRITING

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

LEVEL B1

Independent user of the language

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.

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

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.

SPEAKING

LEVEL B1


Common Reference Levels: Speaking

AIntroduction of the subject I 13

They know how to ask, and communicate information.

The student is able to keep his speech, though with 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.

SPEAKING

LEVEL B1


LEVEL B1


LISTENING

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. 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.

Common Reference Levels: Listening

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 relatedthematic vocabulary, grammar and phonetic, are developed. All learning units will include thefollowing 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 aresupposed to learn situations likely to arise when facing emergency situations. This is why wehave focused each leaning unit on the different domains and situations in which learners willface 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.

ATEACHING STRATEGIES

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

With this manual, the student will have enough linguistic elements to cope with sufficientautonomy on issues related to their professional field. That is, the student will have the necessaryelements to achieve linguistic, communicative and discursive competence that has todo with:

• Linguistic competence: regarding language proficiency on vocabulary and grammarcorrection. This manual will provide the student with the basic specific vocabulary andresources to express themselves correctly, at both, written and oral level.

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

• Discursive competence: the student must show the ability to use different languageresources 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 andactivities, the means to achieve skills related to grammatical correctness, fluency, pronunciationand 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, interpretationof the text and its message, and produce written texts with reasonable accuracy.

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

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

We describe the type of tasks and activities included in this manual that students mustdevelop 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 strengthenand revise the contents of that unit and facilitate the learning of specific vocabularyafter the reading activities.


AIntroduction of the subject

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 listeningcomprehension 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 andtherefore 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 grammaticalcorrectness:

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 theirlearning and strengthen those aspects that need improvement. It also has learning strategiesthat will help them improve their skills.

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

Finally, there is a glossary at the end of each unit. The students may, according to theirneeds 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 manualof the subject (on paper and / or online). The manual contains supplementary exercises foreach unit that are considered essential to acquire the knowledge developed by each LearningUnit 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.

I 15

AThis 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 reinforceand supplement their learning. Online activities offer the opportunity to develop the skills ofListening and Speaking together with Reading and Writing. The classroom sessions will guidethe 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)”.


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