Ideas & Issues - Advanced [antikvár]

ArticlesWhat is special about Ideas and Issues Advanced^It offers a broad range of interesting, provocative and relevant topics that increase students' awareness of global issuesIt contains challenging authentic texts as a springboard for debateThe texts balance personal opinions with well-researched factsIt gives students the opportunity to debate relevant issues through guided discussion questionsIt allows students to personalise and share information about themselves, their country, and their cultureThere are challenging writing tasks as a follow upIt provides an information resource for students, as well as a guide to further researchIt is creating, stimulating and fun - for both students and teachersAll the reading texts are authentic. A variety of sources has been used - including newspapers, magazines and websites, so that students can experience a variety of styles, not just broadsheet newspapers, but also tabloid and magazine articles. While the majority of articles have come from the UK, articles are also included from other English speaking countries, including pieces from the US, Canada and New Zealand. All the articles have been chosen for their youth appeal and because the topics covered will remain relevant for years to come. Some issues are controversial as befits a book on modern-day issues. So issues such as drug control, AIDS and racism are explored. Care has been taken to balance the journalists' point of view with factual information on the issue so that a balanced argument is presented. Also, any intrusive discussion questions have been avoided. However, it is up to the teacher to decide what questions might be unsuitable for the class and these can be ignored. All units relate to broader issues, so that if one line of discussion fails, another can be explored. Units such as Global control focus on political issues, while others such as Home, sweet home and Marriage focus on issues from a more personal angle.Objectives ofIdeas and Issues AdvancedClass planning and managementThe aim of Ideas and Issues is to encourage learners to explore different issues through a variety of sources and to transfer their reading skills to speaking skills. Students are encouraged to process information from different sources to back up their opinions in a discussion or debate. To facilitate this, there are phrases presented on easy-to-use flaps that enable students to present their opinions and back up their ideas. By using stimulating articles on a variety of topics that students might read in their own language, the book encourages self-expression. Students are encouraged to explore the moral dimensions behind fundamental global issues. The book enables students to explore other cultures, not just those of the UK and Europe and cross-cultural comparison is encouraged.Selection of articlesEach article has been specifically chosen to arouse students' interests and provoke lively debate. The subject matter ranges fi-om the serious, such as News blackout and Global control, to the more light-hearted Fashion statement and Home, sweet home. Each topic can be approached from different angles, with ample opportunity to explore the moral and philosophical dmiensions of each topic. Some issues are controversial and it is up to the teacher to decide what material can be covered in class. The articles are suitable for upper-intermediate to advanced students.0Each unit is two pages long. No unit needs to be covered in its entirety in any one class. If the issue is especially complex, then it could be covered over two or even three classes. For example, the role-play could be left until the next session and the Networking section could be used for project work. As a rough guide each unit could take up to one and a half to two hours.As Ideas and Issues Advanced has been written as a supplementary resource book, preparation can be minimal, but in order to get the most out of each unit, teachers could consider the following points before each class.Check what sort of a linguistic challenge the article is going to pose for students.Look at the comprehension questions to familiarise yourself with the answers. Think about the students' knowledge of the subject area - do they need extra help?Will you set research tasks before the lesson so students can bring more factual knowledge to the discussion questions? Or will the students do this in follow-up lessons?Think of points to make yourself in order to warm the class up if they are slow to provide ideas - and also set any supplementary questions that might be appropriate.Are there any discussion questions you might want to miss out on grounds of sensitivity?Finally, think about what you expect from the class. How will they cope linguistically? Are there any structures (such as language of agreement or disagreement) that need covering before using this book? (The language