Unit 7

WORKSHEET – UNIT 7

Task 1 – What criteria do we need to consider when selecting vocabulary?

The basic criteria for selecting vocabulary is the student’s English level. Once the level is determined appropriate words in respect to their frequency of use and relevance to the subject are selected.

Task 2 – What does a student need to know about a vocabulary item? Give examples to clarify your ideas.

Meaning

When to use the word and where the word belongs in the sentence.

How if affects other words (in case it does).

How the word in pronounced.

Task 3 – List 20 vocabulary items that relate to food:

Knife	Fork
Spoon	Napkin
Plate	Glass/cup
Entrée	Appetizer
Dessert	Coffee
Tea	Tea spoon
Breakfast	Lunch
Dinner	Hungry
Full	Thirsty
Meat	Salad

Task 4 – Plan a straight line ESA lesson for a language level of your choice, to cover vocabulary connected with the topic of food:

Language level: Intermediate

Engage:

Bring pictures of food to the class and using the pictures determine the vocabulary.

Study:

Let the students research for themselves all their favorite food items and recipes, determine their vocabulary and prepare a group or pair presentation.

Activate:

Let the groups or pair present their recipes or favorite dishes in from of the class naming the components of the meal or the ingredients to the recipe.

Task 5 – What do students need to know about grammatical structures? Give examples to clarify your ideas.

Meaning

How and when to use.

Were does it belong.

How it interacts or affects other words.

How the word is pronounced.

Task 6 – Plan a boomerang ESA lesson, for a language level of your choice, for the present continuous tense:

Language level: Intermediate

Engage:

Start the lesson talking about time and how it affects people. Then proceed to explain what is the meaning of the Present Progressive, how it is expressed grammatically and how it used in a sentence. Then start naming all the current things you are doing NOW and writing them on the board.

Activate 1:

Generate a either a group activity or an individual activity in which the students write down things they do, the things they see and are happening NOW. Then after they prepare they papers they present them to the class or they do an activity in pairs and one student interviews another.

Study:

The students take all the sentences they did and the material they prepared and try to describe them grammatically, identify the structure and state them.

Activate 2:

Based on what they did before with the grammatical structure of the sentences. The class is divided in groups, and each group prepares a batch of sentences, they write them on the board and the other groups have to identify their grammatical structure in a limited time.

Task 7 – Plan a patchwork ESA lesson for the function of checking into a hotel. Be sure that the function is appropriate for the language level you choose:

Language level: Intermediate

Engage:

Students learn the vocabulary involved in everything “hotel related”.

Activate 1:

Students try to orally express stories they have about hotels.

Engage:

Students learn how to use all the vocabulary, some new vocabulary, sentence structure, how to place the words in sentences and typical hotel expressions.

Study:

Students try to write down all the vocabulary they can find about hotels and their own hotel experiences.

Activate 2:

Students present their experiences to the class.