Unit 9

MATEO MEJIA

WORKSHEET – UNIT 9

Task 1 – What are the two receptive skills?

Reading and listening

Task 2 – Describe the different specialist skills needed for reading and listening successfully:

Predictive skills: predicting the meaning the author wants to imply in an article or sentence.

Specific information: when the person look/ listens for specific information he finds interesting.

General idea: read quickly a paragraph or article in search for its general meaning.

Detailed information: when we listen or read carefully in order to fully comprehend everything the sentence, paragraph or text implies. Used generally to follow instruction or procedures.

Deducted from context:

Read the text as a hole and comprehend the meaning of it as a unit and the real meaning of the words in the context in which they are used by the author.

Task 3 – Why is the choice of topic so important?  How can the teacher generate interest in the topic?

The choice of topic is important because it generates interest, motivates students and it is the basis for future task development. The teacher can generate interest in a topic through debate and through TASK DEVELOPMENT. A good and well planned task can get the student involved even if he/she is not interested in the topic.

Task 4 – What does the teacher need to consider when selecting a text or dialogue?

The most important issue for a teacher when selecting a text is the VOCABULARY level of the text. There are generally two kinds of texts Authentic and Non – authentic texts. Authentic texts are books, essays, articles, poems etc. Non – authentic texts are language specific texts designed for the specific language level and subject reviewed in class.

Task 5 – Look at the reading comprehension questions and the gap fill exercise on page 8 of the unit. Numbers 1 to 4 are already given. Provide four more of your own that would check your students understanding of the reading material:

Reading Comprehension:

5) Many people wear __________ and ___________ during the weekend.

6) Men and woman working in offices often wear ___________ clothes.

7) Female swimmers wear ____________ ________ but ladies swimming for fun usually wear ____________.

8) Policemen in most countries wear _____________.

Gap Fill Exercise (please list the ‘gap-words’ separately):

5) Jeans – T-shirt

6) Business

7) All in One swimsuit - bikini

8) uniform

Task 6 – Plan an ESA lesson that makes use of the reading text and sample comprehension exercises on pages 7 and 8 of the unit, giving as much detail as possible in all phases of the lesson:

Language level: Intermediate

	ENGAGE The teacher begins the lesson by showing his students all parts of his outfit. Telling them the names of every single thing he is wearing and comparing it with what the students are wearing. The students themselves participate and name also what they are wearing. Any new words (clothing items) that arise are written on the board. And any unknown are left for them to research. The students build a general picture of how students and teachers dress. Study The students go on for themselves and research the types of clothes worn by different peoples around the world. They proceed to build a detailed description of the different outfits. The students practice the names and the pronunciation of the items orally.
			Activate The class is divided in groups, groups play against each other. One group give the name of their chosen outfit group to the other and the other has to guess and describe the outfit.

 

Task 7 – Plan an ESA lesson that would follow on from the lesson plan in task 6 that makes use of the grammar exercises on pages 9 and 10, giving as much detail as possible in all phases of the lesson:

Language level: Intermediate

	ENGAGE Begin the lesson by comparing the different outfits described by the student in the previous exercise and the different people that wear those outfits. Have the students themselves compare their outfits to each other. Write down all the different words used for comparing items and how and when to use each word.

 

Study

Have the student go deeper in the use of the different comparison words. Research all the different words not given in class, their use and build sentences with them. The teacher reviews the sentences with the students and corrects their recurring mistakes. 

 

	Activate The class is divided in groups and they perform fill in the blanks exercises and possibly writing a paragraph.

 

Task 8 – What are some of the problems that students may encounter with the lessons you planned in tasks 6 and 7?

-         Not interested in the subject.

-         Not interested in the tasks derived from the subject.

-         Explanation of the subject is not clear.

-         They are not having fun.

-         The vocabulary is beyond their level.