Thursday 14 April 2016

The Mysterious Underwater World




1.       Fill in the gaps with the correct word from the box below.

animals   attract   bioluminescent   blue   burglar   chemicals   cloud   defence   empty   energetically   escape   feet   fighting   horn   hypnotize   impact   life   light   ocean   organs   Prize   substrate   swimming   tentacles   tropical   world

A.      Today we have only explored about 3 percent of what's out there in the (1)______________. Already we've found the (2)______________'s highest mountains, the deepest valleys, underwater lakes and  waterfalls. And in a place where we thought no (3)______________ at all, we find more life and diversity and density than the (4)______________ rainforest, which tells us that we do not know much about this planet at all. There is still 97 percent, and either that 97 percent is (5)______________ or just full of surprises. There's fish with glowing, pulsating eyes. It is just fascinating how cephalopods can, with their incredible eyes, sense their surroundings, look at light, look at patterns. When backing into a crevice, they pull their (6)______________ in to make them look just like algae, and disappears right into the background. Sometimes they don't want to be seen when they move, because predators can see them. They can actually slide across the bottom, using the waves and the shadows so as not to be seen.

B.      Usually if people are familiar with bioluminescence at all, it is through fireflies. And there are a few other land-dwellers that can make light -- some insects, earthworms, fungi -- but in general, on land, it is really rare. In the ocean, it is the rule rather than the exception. If you go out in the open ocean environment, virtually anywhere in the world, and you drag a net from 3,000 (7)______________ to the surface, most of the animals -- in fact, in many places, 80 to 90 percent of the (8)______________ that you would bring up in that net -- make light. Some of the colors and patterns are designed to (9)______________.

C.      In the 19th century, the French physiologist Raphael Dubois ground a clam up and he managed to get out a couple of chemicals; one, the enzyme, he called luciferase; the (10)______________, he called luciferin after Lucifer. That terminology has stuck, but it does not actually refer to specific (11)______________ because these chemicals come in a lot of different shapes and forms. In fact, most of the people studying bioluminescence today are focused on the chemistry, because these chemicals have proved so incredibly valuable for developing antibacterial agents, cancer (12)______________ drugs, testing for the presence of life on Mars, detecting pollutants in our waters, etc. In 2008, the Nobel (13)______________ in Chemistry was awarded for work done on a molecule called green fluorescent protein that was isolated from the (14)______________ chemistry of a jellyfish, and it has been equated to the invention of the microscope, in terms of the (15)______________ that it has had on cell biology and genetic engineering. Another thing all these molecules are telling us that, apparently, bioluminescence has evolved at least 40 times, maybe as many as 50 separate times in evolutionary history, which is a clear indication of how spectacularly important this trait is for survival.

D.      For animals that are trying to avoid predators by staying in the darkness, light can still be very useful for the three basic things that animals have to do to survive: and that is find food, (16)______________ a mate and avoid being eaten. Some fish have three headlights on each side of their heads. (17)______________ is the color of most bioluminescence in the ocean because evolution has selected for the color that travels farthest through seawater in order to optimize communication. So, most animals make blue light, and most animals can only see blue (18)______________. Blue luminescence can also be used to attract prey from a long way off. Some fish have two red light organs. So they use the red bioluminescence like a sniper's scope to be able to sneak up on animals that are blind to red light and be able to see them without being seen. A lot of them can release their luciferin or luferase in the water just the way a squid or an octopus will release an ink (19)______________. There are a lot of different animals that can do this: jellyfish, squid, and different crustaceans. Another form of (20)______________ is something called a burglar alarm -- same reason you have a burglar alarm on your car: the honking (21)______________ and flashing lights are meant to attract the attention of, hopefully, the police that will come and take the (22)______________ away. When an animal is caught in the clutches of a predator, its only hope for escape may be to attract the attention of something bigger and nastier that will attack their attacker, thereby affording them a chance for (23)______________.

E.       The viperfish is an extraordinary specimen. It has got a lure on the end of a long fishing rod that it arches in front of the toothy jaw that gives the viperfish its name. The teeth on this fish are so long that if they closed inside the mouth of the fish, it would actually impale its own brain. So instead, it slides in grooves on the outside of the head. It has got a built-in flashlight, jewel-like light (24)______________ on its belly that it uses for a type of camouflage that obliterates its shadow, so when it is (25)______________ around and there is a predator looking up from below, it makes itself disappear. It has got light organs in the mouth, it has got light organs in every single scale, in the fins, in a mucus layer on the back and the belly, all used for different things -- some of which we know about, some of which are still a mystery. Another example is the shining tubeshoulder because it actually has a tube on its shoulder that can squirt out light. What is shocking is not just the amount of light that it can produce, but the fact that it is not just luciferin and luciferase. It is actually whole cells with nuclei and membranes. It is (26)______________ very costly for this fish to do this, and we have no idea why it does it -- another one of these great mysteries that needs to be solved.

2.       Match each heading with the correct paragraph
I.                    Astonishing examples of underwater creatures
II.                  How a living creature makes light
III.                Bioluminescence is essential to many animals
IV.                More common that you would expect
V.                  An unexplored part of the world

3.       Answer the following questions using no more than 3 words from the text.
a)      What do cephalopods use to evade being seen by predators on the bottom of the sea?
b)      Where is bioluminescence not rare?
c)       What does most modern research of bioluminescence concentrate on?

d)      What other underwater creatures use luciferin in the same way that bioluminescent fish do?


Friday 8 April 2016

Learning in the beautiful environment of Edinburgh




The language learning program at ELA is based on Communicative Language Teaching (CLT). While learning outcomes are set in the student handbooks and syllabi, to help learners achieve all four competencies, not simply grammatical or formal linguistic competence, classroom techniques are also designed so that learners must practice interpreting and using oral and written language meaningfully, functionally, and pragmatically to achieve many specific purposes. ELA students are encouraged to use the language structures and strategies being taught in unrehearsed oral and written contexts.


ELA students and their teacher
discussing different types of jewellery and precious stones outside a jewellery store

Pre-planned, materials-supported activities are a great way to introduce or review concepts, but by themselves they cannot produce fluency. As a student advances from beginning to intermediate to advanced levels, unrehearsed instances of language use should become more frequent and sustained. ‘Unrehearsed’ does not mean unrelated to the lesson plan or unrelated to materials used in class; it means that a student is placed in contexts where he/she needs to use the grammar, vocabulary, or language routine being taught in contexts that are not directly prompted by the student texts or workbooks he or she is using in class.







ELA students and teachers visiting the National Museum of Scotland and Surgeon’s Hall
after lessons revolving around the natural world and jobs

ELA teachers are expected to conduct an interactive class in which the students’ use of language is maximized and the teacher’s use of language is minimized. The classes at ELA are designed to be very student centred as opposed to teacher centred. Grammar, Writing, Reading Comprehension and Vocabulary, as well as Listening Comprehension are taught communicatively with a high level of student participation in the process of negotiating grammatical, lexical, idiomatic, contextual and discourse meaning. Our teachers are encouraged to plan some outside of class time specifically for helping students use the language in the environment.  Any timely and appropriate conversation topics are welcome, and teachers are urged to discuss current events and issues in class, and organise inspirational field trips where the students can interact and use the language structures they are currently studying.  


Students and their teacher
discussing freedom and religion at the General Assembly Hall of the Church of Scotland

We believe that language can be more memorable when learnt and/ or practised in its natural context. By learning in the environment we intend both lesson time spent outside of the classroom, and the teaching of functional language that can be put to immediate use both inside and outside the school. The teacher may choose to take the students on a walking tour. Teachers should be sure to include plenty of functional language in their lessons and set as homework authentic tasks drawing on resources in the local environment, host families, friends, etc.


Students and teachers talking about the Heart of Lothian

 This can also be done by setting tasks for the students that require them to interact with members of the public in order to get the answers. Ultimately, we believe in making the language a relevant, useful and fun tool to use when getting to know the Scottish culture and ways.



ELA teacher explaining to students what the various elements of a kilt are

Thursday 7 April 2016

Is Translation an Art or a Math Problem?




The following activities are built around an article from the New York Times:

Gideon Lewis- Krausjune (2015). Is Translation an Art or a Math Problem? In New York Times. Available at http://www.nytimes.com/2015/06/07/magazine/is-translation-an-art-or-a-math-problem.html on 07/04/2016.

Begin by reading the article, either by following the link above or by clicking here.

1.       Below is a summary of the first 5 paragraphs. Complete the sentences by selecting the correct word from the text

In an attempt to solve a problem going back as far as ________________ and Babel, science-fiction has used the ______________ _______________ as a commonplace tool since the ‘60s, when in an episode of ‘Star Trek’, Captain Kirk used one to communicate with ___________ ______________ and to teach it about _______________.  The attitude towards human translators outside the realm of imagination, has sometime been negative, to say the least, with numerous historic instances where the translator was seen as a _________________. The Ottomans refused to learn the languages of the other nations, and employed ______________ ________________ to convey their messages to speakers of other languages. These Greek- Venetian messengers were regarded as cynical and of questionable loyalty, just as computer scientists and engineers working on translation ________________, are seen nowadays by some.

2.       Match the views with the people listed here: David Bellos, Warren Weaver, Lane Schwartz, Yeshoshua Bar-Hillel, Susan Bernofsky, a participant at the Machine Translation Marathon.

NB You may have to use some names more than once

a.       Computational linguists create the impression that translation has nothing to do with art.
b.      World War II generated the possibility of machine translation.
c.       Any text in what is seen as a foreign language, is actually based on a set of coded symbols and algorithms that can be deciphered by a computer.
d.      Machine translation can save lives and money.
e.      Translation has long been associated with betrayal and dishonesty.
f.        Machine translation can only be successful if there is cooperation between advanced automata and knowledgeable linguists.
g.       A translation produced by an automaton or software will never be as elegant and as true to the original artistry, as a translation made by a human being.

3.       Are the following statements True, False or Not Given?

a.       Google Translate and Skype have become very widely used in the fields of meteorology and instruction manual translation.
b.      Most of the researchers and lecturers working in the field of machine translation, are experts in Linguistics and Letters.
c.       The participants at the first Machine Translation Marathon each spoke several foreign languages.
d.      Schwartz believed that machine translation could help American scientists and government officials keep up-to-date with Russian scientific innovations.
e.      IBM specialists put a lot of translation material into a computer and used statistical probability to create a translation system.
f.        Human translators do not care if a person is in danger.
g.       Machine translation would have developed even without the original work of human translators.

Answers
1.       Genesis, universal translator, an alien, love, traitor, the Phanariots, apps
2.       Bernofsky, Schwartz, Weaver, a participant, Bellos, Bar-Hillel, Weaver.

3.       a True, b False, c not given, d true, e true, f not given, g false

Monday 4 April 2016

A Saudi, an Indian and an Iranian walk into a Qatari bar…

Here is a short TED Talk to highlight the humour that comes with a variety of nationalities sharing the same space. After you watch the video, do the following activities.


  • Can you retell the two anecdotes from the video?


  • Fill in the gaps in this text

He loves coming to Doha because it's such an 1________________________   place. He likens it to the United Nations. From the airport you're welcomed by an 2 _________________ lady who shows you where Al Maha Services are, where you are greeted by a 3___________________ lady who sends you to a South African lady who then shows you to a 4______________  who takes you to a Pakistani guy who will carry your bags, and who will take you to the car with a 5_________________. At the hotel check in there is a Lebanese, but then a 6_______________ guy showed him to his room.

  • How do people greet each other in these countries?

Lebanon: 7 ______________ kisses .
Egypt: 8 _____________ kisses
Saudi Arabia 9_______________________________
Qatar: 10 _______________
Iran: 11 ___________________ kisses
Middle Easterners to Americans: 12 ____________________