Unit 11

WORKSHEET – UNIT 11

Task 1 – What are the two receptive skills?

Reading and listening.

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

a.     Predictive skills – predicting or guessing the content of a text or article from the headline or title.

b.     Scanning for specific information – sometimes, we read or listen to find out specific information only. For example, we don’t have to read everything or listen to everything if we just want to know the results of a game or the weather for tomorrow.

c.      Skimming  for general idea – we don’t have to focus on every word or try to understand every single word but try to just have a general idea or understanding of the text or listening material.

d.     Reading and listening for detailed information – if we need to understand something for a purpose, we need to read carefully or listen carefully so we can be sure to achieve that purpose.

e.      Deductive skills – our understanding of words and phrases should go beyond what is obvious. Sometimes, we need to read or listen between the lines in order to deduce the real meaning of what people are writing and saying.

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

The choice of topic is very important because it would be counter-productive to teach a topic that the students are not interested in or consider a boring one. If students are interested in the topic, they are more likely to be very participative and motivated to learn more in class. Teachers should never assume that because they find a particular topic interesting that it would automatically hold true for the students.

However, if the teacher can get the students engaged or interested in the activities, there is a good chance that the students will be more receptive to the lesson even if they did not like the topic originally. The teacher can generate interest by using pictures or flashcards, jokes, body language, video and audio clips, discussing the topic, predicting the content of the text or how the story ends, and other fun engage activities.

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

It is very important for the teacher to carefully select which text or dialogue to use in a class. The level of the students should be considered. Texts or dialogues should neither be too easy or too difficult for the students. Students should be challenged in a good way so they will become more confident. It’s also important to think about the interests of the students when selecting a text/dialogue to work on. There should also be a variety of materials including authentic and non-authentic texts. In addition, it’s also important to stay away from topics that are culturally-insensitive or considered taboo for the students.

Task 5 – Look at the reading comprehension questions and the gap-fill exercise on page 7 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 questions:

5) What do men and women wear in a business environment?

6) Compare what men and women wear when they are swimming in a competition and when they are having fun.

7) What do women wear to enhance their business-wear?

8) How is the uniform of a policeman in England different from the uniform of a police woman?

Gap-fill exercise (This should be in the form of four sentences with a separate list of  ‘gap-words’):

5) Police officers in England can carry guns if they have special ______.

6) Women sometimes use ______ like silk shawls to enhance their business-wear.

7) Ladies usually wear _______ if they swim for fun.

8) Some police officers ride horses on the street and the horses wear a special ______ and _______.

List of words: saddle, coat, training, bikinis, accessories

Task 6 – Using the blank lesson plan that you should have received, plan an ESA lesson that makes use of the reading text and sample comprehension exercises on pages 6 and 7 of the unit.

Please include your aims, context, expected number of students, anticipated problems and solutions, and all the other boxes at the top of the blank lesson plan form, as well as the procedure.

Task 7 – Using the second blank lesson plan that you should have received, plan an ESA lesson that would follow on from the lesson plan in task 6, which makes use of the grammar exercises on pages 8, 9 and 10.

Again, include your aims, context, expected number of students, anticipated problems and solutions, and all the other boxes at the top of the blank lesson plan form, as well as the procedure.