Download Exercise #2

Corrector’s Control Sheet
Date: ________________________
Reading number:
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Student’s name: ______________________________________________________________
Title: _______________________________________________________________________
Next reading, focus on: _________________________________________________________
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Special word:
Sounds like:
Special word:
Sounds like:
_________
Your objectives and corrections are recorded on: Side A / Side B
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Corrector: ___________________________________
Prep. & Verb Combinations / Materials / Lesson 6
The DL Method
1
HURRICANES
(Tape 4/Track 4)
1. Hazel, Camille, Agnes, Hugo and Andrew: names that bring instant recognition. High winds,
torrential rain, large waves: killer storms called hurricanes. Born over tropical waters, a
hurricane begins as a tropical disturbance. Fuelled by energy from a warm ocean, it becomes a
tropical depression. More energy is picked up as the storm moves. It can build into a rotating
tropical storm with winds of more than seventy-four miles per hour. Now the storm becomes a
hurricane. It’s a terrifying experience to meet one at sea.
2. A yachtsman was once trapped in an Atlantic storm.
“Do you know that you cannot breathe with a hurricane blowing full in your face? You cannot
see either. The impact on your eyeballs, of spray and rain flying at over a hundred miles an
hour, makes seeing quite impossible. You hear nothing except the scream and booming of the
wind which drowns even the thunder of the breaking seas, and you cannot move except by
dent of terrific exertions. To stand up on deck, is to get blown away like a dead leaf. You
cannot even crawl; you have to climb about twisting your arms and legs around anything solid
within reach.”
3. On August 24th 1992, Hurricane Andrew slammed into the tip of Florida with winds estimated
at two hundred miles an hour. No one knows for sure, because the wind gauge at the National
Hurricane Center in Corral Gables was knocked out by the storm. A security guard at a
warehouse remembered the night.
“The wind started roaring. I’ve never heard anything like that before. It started
taking the roof off. Then those big beams crashed down. Pretty soon, the concrete
walls started falling. I wanted to get out but, the wind was too strong.”
4. Andrew quickly cut across south Florida slicing out a sixty-mile-wide path of destruction.
The storm then headed into the Gulf of Mexico and focused its fury on Louisiana. In the dark
hours before dawn on August 26th, Andrew tore through barrier islands and began pounding
the mainland. One frightened resident heard nails pop from the roof of his mother’s home and
got out just before it exploded.
“I ran towards my neighbour (p¹) and saw the walls of his house expanding like
they were breathing.”
5. Today, thanks to weather satellites and elaborate warning systems, most people in the
path of a hurricane have at least a few hours warning of the storm’s approach.
(p¹): neighbour can also be spelled ‘neighbor’
THE END
Prep. & Verb Combinations / Materials / Lesson 6
The DL Method
2
Lesson 6, Step 1
Vocabulary: Hurricanes
Paragraph 1:
recognition: In this context, it means that everyone knows what is being talked about.
disturbance: agitation
fuelled: activated
to pick up (2-word verb): to accumulate, to increase
Paragraph 2:
yachtsman: (pronounced ‘yats-min’): owner or user of a yacht
scream: a high-pitched sound; a yell
booming: the sound of boom-boom-boom
(to) drown: to kill due to submersion
(sound or water, etc.)
(a) dent: a push, a pressure
terrific: great, huge, impressive
exertion: effort
(to) crawl: to move slowly
Prep. & Verb Combinations / Materials / Lesson 6
The DL Method
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Paragraph 3
(to) slam: to bang, to hit, to stride
gauge: instrument to measure
(to) roar/roaring: a very loud sound like that of a wild and dangerous animal (lion)
beam(s): a long, large piece of timber which is used for reinforcement
pretty soon: fairly rapidly, not long afterwards
concrete wall: wall made of concrete (Do not confuse it with the French word.)
Paragraph 4
(to) slice/slicing: to cut out a limited surface on two sides
(to) head: to go forward; to lead
fury: anger, violence
dawn: sunrise
to tear/tore (past): to rip
barrier islands: islands forming a barrier or protection zone that breaks waves and slows the
storm for the mainland
(to) pound/pounding: to hit repeatedly; to strike over and over again
Paragraph 5:
path: a way, a route
a few hours: a small number of hours (versus ‘few hours’ meaning ‘not enough hours’_
warning: caution (Do not confuse ‘caution’ with the French meaning)
Prep. & Verb Combinations / Materials / Lesson 6
The DL Method
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Lesson 6, Step 2
USE THE ‘LITANY’ OF PREPOSTIONS TO FILL IN THE BLANKS.
Exercise #2
Office politics are known to take place ________ the water fountain or
__________ the photocopier machine. Inevitably, some of us cannot resist the
temptation of getting deep ________ a conversation ___________ a subject or
another. There is always someone ready to fill someone else ______ ______ news.
__________ the information going around it is sometimes difficult to distinguish
____________ fact and rumour. Still, there are times when you hear it __________
the horse’s mouth right there _________ the watering hole. If your desk happens to
be _________ or __________ one of these ‘work’ areas, you surely don’t have to
walk ___________ the cafeteria too often to hear the latest.
Vocabulary: Prepositions Exercise #2
Office politics: rumours and gossip (Do not confuse this with ‘office policies’)
(to) fill (someone) in on: This is a 3-word verb which means ‘to inform’. 2 and 3 word verbs
don’t apply the regular meaning of the verb or/nor the regular meaning of the preposition. You
must learn and remember the special definition of each 2-3 word verb, one at a time.
(to) hear it from the horse’s mouth: This is an idiom (an expression) which means to hear the
news or information directly from the person who knows the truth or this situation best. It is a
popular business expression.
(the) watering hole: It used to be the saloon, or the river, lake, pond and trough in cowboy days.
Nowadays, it can be the cafeteria, restaurant, pub, bar, water fountain, coffee machine, etc.,
anywhere where people meet to drink, socialize and exchange information.
Prep. & Verb Combinations / Materials / Lesson 6
The DL Method
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Scenario #2 / Prepositions and Verb Combinations
Objectives:
1. Use as many verb pictures/images as you possibly can to tell your personal story about
your learning experience of English. Record 10 to 12 sentences.
2. We encourage you to use all the pictures (verb tenses) as you follow the time line.
3. Choose either Past Perfect or Past perfect Continuous (according to your comfort zone)
to draw attention to your story.
4. Use Simple Past to give facts and details.
5. Choose either Present Perfect or Present Perfect Continuous (according to your comfort
zone) to bring the listener from past into present.
6. Choose Simple Present and Present Continuous according to long or short-term impact.
7. Differentiate your use of Future Intent and Simple Future.
8. Deliberately use Past Continuous and Future Continuous to emphasize simultaneousness.
9. Choose either Future Perfect or Future Perfect Continuous (according to your comfort
zone) to establish what you predict will likely happen in sequence in the future.
Note to the corrector:
1. Do comment on the participant’s ability to meet the objectives above.
2. Specifically note which verb tenses were not used.
3. Use the Time Line as a guide.
Prep. & Verb Combinations / Materials / Lesson 6
The DL Method
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NOM/NAME A) ________________________ B) ______________________________
TITRE/TITLE __________________________________ DATE: __________________
You said
You should say
NOTES: _____________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
AUTHOR: ________________________________
Prep. & Verb Combinations / Materials / Lesson 6
The DL Method
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NOM/NAME A) ________________________ B) ______________________________
TITRE/TITLE __________________________________ DATE: __________________
You said
You should say
NOTES: _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
AUTHOR: ________________________________
Prep. & Verb Combinations / Materials / Lesson 6
The DL Method
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NOM/NAME A) ________________________ B) ______________________________
TITRE/TITLE __________________________________ DATE: __________________
You said
You should say
NOTES: ______________________________________________________________________
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______________________________________________________________________________
_____________________________________________________________________________
AUTHOR: ________________________________
Prep. & Verb Combinations / Materials / Lesson 6
The DL Method
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