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En esta tarea realizarás la descripción de una foto de un lugar exótico y presentarás una propuesta para reformar un parque temático.
Para poder realizar esta tarea, deberás consultar los contenidos de la Unidad 6 "Tourist Information" ya que en ella encontrarás todo el material necesario para realizar los distintos ejercicios.
Con esta tarea se contribuye a alcanzar los resultados del aprendizaje descritos en la imagen abajo.
Con esta tarea alcanzarás los siguientes objetivos:
Hoy en día, el cliente encuentra a su disposición una gran cantidad de destinos turísticos. En esta tarea nos centraremos en dos: destinos exóticos y parques temáticos.
En esta tarea trabajaremos las cuatro destrezas para, al final, describir un paraje exótico, haciéndolo atractivo para el cliente, y realizaremos una propuesta de rehabilitación para un parque temático.
1. Read the text and answer the questions below.
The fascinating stories behind Britain's forgotten theme parksTheme parks are a mainstay of British childhoods, up there with sand-filled socks from seaside trips and beanbag-heavy sportsdays. But many of these smaller bastions of fun have closed down over the years, unable to keep up with behemoths like Alton Towers and Thorpe Park. Devoid of candyfloss and merriment, many were left to fall into ruin, while others have vanished without a trace. From classical seaside attractions to the sets of long-running soap operas, the hills of Britain are littered with the ghosts of amusement parks long gone. Here are the stories behind a few of them. 1. Camelot, Lancashire Opened in 1983, Camelot theme park was once a hive of activity, with a 100ft roller coaster - the Knightmare - as one of the main attractions. Yet in 2012 the 140 acre site near the village of Charnock Richard closed down, claiming bad weather and the 2012 Olympics were behind dire visitor numbers. Now, it lies forgotten, many of its rides left to rust and moulder - a far cry from the park's illustrious origins. Themed around the story of King Arthur and the Knights of the Round Table, the park took inspiration from the local area, which used to be submerged by the largest lake in England: Martin Mere.The water was drained in 1692 by Thomas Fleetwood of Bretherton, but before it lost its waters legend has it that Arthurian knight, Sir Lancelot's parents, King Ban of Benwick and his queen Elaine, sought sanctuary in this part of Lancashire. King Ban fell by the lake, and Elaine set the young Lancelot down by the shore as she went to help him. Poor Lancelot was promptly abducted by the nymph Vivian who vanished into the waters of the lake with him. The rest, as they say, is history and Martin Mere has been locally known as the 'Lost Lake of Sir Lancelot' ever since. 2. Frontierland, Lancashire Opened in 1906, Morecambe's Frontierland theme park came close to a century of operations, but unfortunately officially closed in 2000. Originally West End Amusement Park, the park was bought in 1909 by the Thompson family (who also own Blackpool Pleasure Beach) and became Morecambe Pleasure Park. Visitor rates went up and down in rollercoaster-like surges, though the Thompsons tried many tactics to keep numbers up. One such was a 150 foot high big wheel, aptly named 'The Big Wheel', which again proved popular until complaints about peeping Toms being able to see into bedrooms from the ride saw it taken down. In a final fling, the park became Frontierland in 1987: 'the UK's premier western theme park'. It worked for a time and people flocked to have a go on rides like the Texas Tornado and meet the park's gun-slinging mascot, Frontier Fred. Eventually the novelty wore off, and not even a visit from Margaret Thatcher, who named one of the horses on the rides after herself, could save it. The Thompsons began to dismantle, sell and ship the rides to other theme parks all over the world, before selling the site to Morrisons. In spite of this, to this day the site remains a wasteland, its buildings left empty: a Wild West ghost town. 3. Belle Vue Gardens, Manchester Manchester's lost pleasure gardens have a 140-year history behind them. Opened in 1836 by John Jennison, a Stockport entrepreneur, it was the first privately financed zoo in England, though it originally started with just a small collection of birds (Jennison ran an aviary at home). By 1856, the range of animals had expanded hugely, including the addition of Maharajah the elephant, bought from Edinburgh Zoo. After tearing the roof off the compartment of his train transportation, poor Maharajah and his trainer had to walk to Manchester from the Scottish capital (a journey which took 10 days), supposedly having an argument at a toll gate about the correct charge for an elephant along the way. The park remained open during the wars, with animals surviving both air raids and rationing - the latter involving animal meat being dyed a lurid green to clearly mark it. In 1925, the business was sold to Belle Vue Ltd, and grew to mammoth proportions, with an amusement park, circus, exhibition hall, boating lake, hotels and restaurants all available for visitors. Jimi Hendrix, The Who, The Rolling Stones and Led Zeppelin played at the gardens's concert hall, as part of its roaring heydey in the Fifties and Sixties. Despite its fame, the park took a downturn in the Seventies, closing in 1977 with losses of more than £100,000 a year. Today its cinema and snooker hall are the only traces left.
Rhyl's Ocean Beach funfair opened in the 1890s, and became a classic example of Victorian seaside attractions. Though other carousels and arcades have continued in faded glory at destinations like Brighton and Blackpool, this Welsh town unfortunately lost its own in 2007, when the painted horses and vintage toy set were all dismantled to make way for an £85million redevelopment project. The project never materialised and the site was left to ruin, though in recent years a new retail park has been built over its remains. At its height the park was so popular it had to relocate from its Marine Lake home to a bigger location on the town promenade in 1954, and had Britain’s first ever tubular steel rollercoaster and the world's last surviving circular water chute. 5. Granada Studios, Manchester Those outside the British isles may not understand the allure of Granada Studios, but for British television fans this is the source of many of the country's most loved shows. The oldest working production studios in the UK, it's brought The Jeremy Kyle Show, Countdown, Take Me Out and Coronation Street - the longest running soap opera in the world - to screens. In 1988, the studio opened its backlot and soundstages to the public, creating a studio park in the vein of Universal Studios Hollywood, with rides and attractions alongside the famous sets. By the late Nineties, visitor numbers had waned, and the Studio tour closed in 2001, along with its replica of Times Square and the House of Commons. Proving the enduring power of Coronation Street, the set of the TV show re-opened in 2014, and stayed open until 2015. As the production company has since moved to MediaCityUK, the site has since been sold and converted into flats and office space. As for the new Coronation Street sets at MediaCityUK, they're now open to the public for a cool £32 a head. 6. Once Upon a Time, Devon The Mortehoe and Woolacombe railway station was opened in 1874 to serve the nearby villages of the same name, and went on to be the location of photographer Ivo Peters' first steam train photograph in 1925 and the subject of British comedy duo, Flanders and Swann's 1964 song 'Slow Train'. What few people know is the stations brief stint as the amusement park, Once Upon a Time. When the branch closed in 1970, it lay derelict until in the early Nineties it was transformed into a children's theme park. Four redundant British Railways coaches were wedged between platforms by crane, while the old railway cars were filled with fairytale animations. The surrounding station and area were then peppered with rides for small children. Alas, the lure of property proved too much, and in 2004 the park was sold to a developer, before closing in 2005. 7. Dreamland, Margate Britains oldest amusement park opened in the seaside town of Margate in 1880, though did not become known as Dreamland until 1920. The same year the park's now iconic wooden rollercoaster was unveiled. Though Victorian in origin, the park was at its zenith in the Sixties, when the helter skelter was never empty and jellied eels were as popular as the candyfloss. The jellied eels lost their allure, as did the park, and in 2003 the park shut and was left to rot, with the giant wooden rollercoaster serving as a sad reminder of what once was. The grounds became so eery, they were captured in a series of Victorian tintype photographs by Rob Ball, and went on to be both exhibited and immortalised in the book, Dreamlands. The faded park was almost turned into a retail and commercial development, but in a happier ending was renovated and reopened in 2015, after lobbying from local campaign group, Save Dreamland. Now a wonderland of Sixties nostalgia, the original scenic railway - now Grade II-listed - is once again available for rides. Text adapted from www.thetelegraph.co.uk |
1.1. Find in the text words or expressions with the following definitions. (1 point)
a) Appeal
b) Location for filming
c) Diminished
d) Lasting
e) Machine used for moving heavy objects
f) Sprinkled
g) Snake-like fish
h) Spoil
i) Empty, lacking
j) Worn
1.2 Now write a brief summary for 5 of the theme parks in the text. (1 point)
2. Listen to this audio about celebrating St. David and answer the questions below. (2 points)
3. Rewrite each sentence using an idiom. (1 point)
a) Marta felt out of place because she didn’t speak the language.
b) I have a sore throat but it’s not serious.
c) I got a promotion and I feel great.
d) He gets nervous every time she sees Janet.
e) My wedding is in two weeks’ time but I am unsure now.
f) Jason works out every day.
g) Mary never lies, you can trust her.
h) I am annoyed for no specific reason.
i) Do not feel ashamed because you are having difficulties.
j) After working all day, I’m exhausted.
4. Rewrite each sentence using zero, first or second conditional clauses. (0,5 points)
a) I work night shift. Therefore, I can’t go to the hotel’s party.
b) Steve isn’t tall so he can’t be a good basketball instructor for the resort.
c) We might have some extra tickets. If so, we want to give them to our clients.
d) I think you should call a taxi now. The alternative is to walk all the way to the Promenade.
e) Sarah wants to ask her Manager for a day off. She’s worried he will get angry.
5. Change the following direct questions into indirect questions. (0,5 points)
a) How did you get your job at the resort?
b) How important is that promotion for your supervisor?
c) When is the last shuttle to the airport?
d) What does ‘all-inclusive’ mean?
e) What is your preference for breakfast?
6. WRITING - PHOTO DESCRIPTION. Upload a photo of an exotic destination which you have always wanted to go to and, following the guidelines in Session 3, describe the photo. (2 points).
7. SPEAKING: You have a project to bring back to life one of the theme parks presented in the Reading text. Present your project. (2 points).
Aquí tienes distintos recursos que te pueden servir de ayuda para completar la tarea:
Esta tarea no contiene plantilla, pero recuerda que se valorará la forma en la que presentes la información. El archivo lo enviarás a través de la plataforma de la forma establecida para ello. Se nombrará siguiendo las siguientes pautas:
Apellido1_Apellido2_Nombre_ING_Tarea6
Recuerda que si optas por colgar tu trabajo en alguna red social o web colaborativa, sólo deberás subir un documento de texto donde figure la URL de tu trabajo. En este caso, para evitar los plagios por parte de otras personas, asegúrate de que esté publicada de forma oculta para que sólo pueda verlo tu profesor/a. Si no fuera posible, no le pongas un nombre que haga que pueda buscarse y relacionarse fácilmente con esta tarea: no incluyas tu nombre y apellidos, ni el nombre del módulo o de la tarea.
Se recuerda que la fecha límite de entrega de esta tarea será el día 31/03/2020 a las 23:55. Siguiendo los criterios generales de evaluación no se aceptarán envíos ni reenvíos posteriores a esta fecha.
Recuerda que siguiendo los criterios establecidos tendrás la posibilidad de entregar la solución de esta tarea un máximo de 2 veces siempre que la primera entrega tenga una nota inferior a 5 y superior a 1 sobre 10. El segundo intento tiene un plazo máximo de entrega de 7 días naturales después de que el profesor/a haya calificado como suspensa la tarea. Este segundo intento debe ajustarse siempre a la fecha obligatoria de entrega indicada y en el mismo deberás indicar qué modificaciones has incluido para su corrección.
Recuerda que no está permitida la copia total y/o parcial de tareas ni entre miembros del alumnado ni de una fuente externa.
RA1 – Reconoce información profesional y cotidiana contenida en todo tipo de discursos orales emitidos por cualquier medio de comunicación en lengua estándar, interpretando con precisión el contenido del mensaje:
a) Se ha identificado la idea principal del mensaje.
b) Se ha reconocido la finalidad de los mensajes radiofónicos y de otro material grabado o retransmitido pronunciado en lengua estándar identificando el estado de ánimo y el tono del hablante.
c) Se ha extraído información de grabaciones en lengua estándar relacionadas con la vida social, profesional o académica.
d) Se han identificado los puntos de vista y las actitudes del hablante.
e) Se han identificado las ideas principales de declaraciones y mensajes sobre temas concretos y abstractos, en lengua estándar y con un ritmo normal.
f) Se ha comprendido con todo detalle lo que se dice en lengua estándar, incluso en un ambiente con ruido de fondo.
g) Se ha extraído las ideas principales de conferencias, charlas e informes, y otras formas de presentación académica y profesional lingüísticamente complejas.
h) Se ha tomado conciencia de la importancia de comprender globalmente un mensaje, sin entender todos y cada uno de los elementos del mismo.
RA2 – Interpreta información profesional contenida en textos escritos complejos, analizando de forma comprensiva sus contenidos:
a) Se ha leído con un alto grado de de independencia, adaptando el estilo y la velocidad de la lectura a distintos textos y finalidades y utilizando de forma comprensiva sus contenidos.
b) Se ha interpretado la correspondencia relativa a su especialidad, captando fácilmente el significado esencial.
c) Se han interpretado, con todo detalle, textos extensos, y de relativa complejidad, relacionados con o no con su especialidad, siempre que pueda volver a leer las secciones difíciles.
d) Se ha relacionado el texto con el ámbito del sector a que se refiere.
e) Se ha identificado con rapidez el contenido y la importancia de noticias, artículos e informes sobre una amplia serie de temas profesionales y decide si es oportuno un análisis más profundo.
RA3 – Emite mensajes orales claros y bien estructurados, analizando el contenido de la situación y adaptándose al registro lingüístico del interlocutor:
b) Se ha expresado con fluidez, precisión y eficacia sobre una amplia serie de temas generales, académicos, profesionales o de ocio, marcando con claridad la relación entre las ideas.
RA4 – Elabora documentos e informes propios del sector o de la vida académica y cotidiana, relacionando los recursos lingüísticos con el propósito del mismo:
a) Se han redactado textos claros y detallados sobre una variedad de temas relacionados con su especialidad, sintetizando y evaluando información y argumentos procedentes de varias fuentes.
b) Se ha organizado la información de manera coherente y cohesionada.
d) Se ha cumplimentado documentación específica de su campo profesional.
e) Se han aplicado las fórmulas establecidas y el vocabulario específico en la cumplimentación de documentos.
g) Se han utilizado las fórmulas de cortesía propias del documento a elaborar.
h) Aplica actitudes y comportamientos profesionales en situaciones de comunicación, describiendo las relaciones típicas características del país de la lengua extranjera.
RA5 – Aplica actitudes y comportamientos profesionales en situaciones de comunicación, describiendo las relaciones típicas características del país de la lengua extranjera:
a) Se han definido los rasgos más significativos de las costumbres y usos de la comunidad donde se habla la lengua extranjera.
b) Se han descrito los protocolos y normas de relación social propios del país.
d) Se han identificado los aspectos socio-profesionales propios del sector, en cualquier tipo de texto.
e) Se han aplicado los protocolos y normas de relación social propios del país de la lengua extranjera.
La tarea se valorará sobre un máximo de 10 repartidos de la siguiente forma:
Rúbrica de expresión escrita | |||
Indicadores | Observaciones | Puntuación | |
Adecuación Hasta 1 punto | El texto tiene la extensión solicitada. Usa, además, las fórmulas adecuadas al contexto comunicativo según el formato solicitado. | ||
Coherencia Hasta 1 punto | Escribe sobre el tema concreto que se propone, organizando las ideas adecuadamente. | ||
Riqueza léxica Hasta 2,5 puntos | Incluye vocabulario avanzado y con cuidada ortografía. | ||
Cohesión Hasta 2,5 puntos | Usa diferentes mecanismos de cohesión: conectores, pronombres o adverbios, sinónimos, hipónimos, hiperónimos, giros, puntuación correcta, etc. | ||
Estructuras gramaticales Hasta 3 puntos | Uso avanzado de diferentes estructuras gramaticales: tiempos verbales, orden oracional, preposiciones, etc. | ||
TOTAL |
|
Rúbrica de expresión oral | |||
Indicadores | Observaciones | Puntuación | |
Adecuación Hasta 1 punto | El formato del archivo es apropiado e incluy material de calidad. | ||
Realiza el discurso de forma espontánea, sin leer y durante el tiempo necesario. | |||
Pronunciación Hasta 4 puntos | Pronuncia las palabras y las oraciones adecuadamente. | ||
Claridad, entonación y fluidez Hasta 1 punto | Habla alto y claro, vocalizando y prestando especial atención a la entonación de las oraciones y a la fluidez del discurso. | ||
Coherencia Hasta 1 punto | Trata el tema concreto, organizando las ideas correctamente. | ||
Léxico, estructuras gramaticales y cohesión. Hasta 3 puntos | Usa diferentes estructuras gramaticales y de vocabulario avanzadas. Incluye también diferentes mecanismos de cohesión (conectores, sinónimos, pronombres o adverbios, etc.) | ||
TOTAL |
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