Unit 7

WORKSHEET – UNIT 7

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

When selecting vocabulary to teach, we need to consider the following:

-         Appropriateness to the students

-         Appropriateness to the task or lesson

-         Frequency of use and coverage

-         teachability

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

Meaning – what the word means

Use – how and when it is appropriate to use the word

Pronunciation – how the word is pronounced correctly

Ex: Students need to know that the placing of stress in a word can affect its meaning (REcord – noun; reCORD – verb)

Grammar – where it belongs

Spelling – how the word is written

Ex: Students need to understand that some words are spelled differently in American English and British English (color- AE; colour-BRE).

Interaction – how it relates to other words

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

1.     Fruit

2.     Vegetables

3.     eat

4.     Banana

5.     Tomato

6.     Potato

7.     Boil

8.     Bake

9.     Fry

10.                         Breakfast

11.                         Lunch

12.                         healthy

13.                         Food pyramid

14.                         Junk food

15.                         Pasta

16.                         Rice

17.                         Mango

18.                         bread

19.                         chocolate

20.                         diet

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

Target students: 5-6 year-old kindergarten students

Engage:

Bring fruit flashcards to class and plastic fruit if available. Ask students what their favorite fruit is. Show the flashcards or plastic fruit one at a time and have the students identify them. Elicit other kinds of fruit that are not covered.

Study:

Set up a small group activity using sets of small cards prepared beforehand. Have the students match the correct picture with the correct word.

Put up the flashcards on the board and go over the correct pronunciation of each word. Have the students repeat after the teacher. Drill as a group and individually.

Show one picture and ask the students “Do you like apples?” Students answer with sentences like “Yes, I do” or “No, I don’t”. Check that the students are using the correct structure and pronouncing words correctly.

Activate:

Using a simplified worksheet with pictures and text, have the students do a survey. They go around the class and ask and answer questions about the fruit they like and dislike. In the end, have the students choose one of their classmates and tell the class what kind of fruit this person likes and dislikes.

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

Meaning – what the language means

Use – how and when it is used

Forms and patterns – how the language is formed or structured

Spoken and written forms – if there are any differences in the spoken and written forms.

Ex: use of contractions – in formal written English, we use “I do not want to see a movie’ and in spoken English, we usually say  ‘I don’t want …’  or ‘I don’t wanna…’

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

Target students: Elementary level, 10 students

Engage:

Sentence prompt and sentence chain – Write a prompt on the board. It can be a question or half a sentence. For example, ‘I am ______.” The first student will give his/her sentence (ex: I am sitting down.) and the next student will say ‘Peter is sitting down. I am holding a pen.’ The activity continues until the sentence chain has been completed.

Activate 1:

Have the students complete a word order activity in small groups. They need to unscramble jumbled sentences and arrange the words in order.

Study:

Go over the answers with the class. Write down any mistakes on the board. Have the students correct the mistakes and provide additional explanations.

Activate 2:

Put the students in pairs. Have them complete a spot the differences activity. Each pair, student A and B, gets the same picture but with some differences. They have to talk about what they see happening in their picture without showing their own picture to their partner. The objective is to find all the differences.

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:

Target students –Upper Intermediate

Engage:

Ask the students to give their first thoughts or first words that cross their mind when they hear the word ‘hotel’. Ask them to name the best hotel in their town, city, or country and say why.

Activate:

Have the students role-play a hotel situation based on role cards given by the teacher. Give them time to read through their role and encourage them to ad lib as much as they can. Take note of student errors/mistakes.

Study:

Write the mistakes on the board. Give the students some time to correct their mistakes. Go over the language of checking into a hotel. Ensure correct pronunciation of words.

Activate:

Have another role-play but let the students write out their conversations first then present in front of the class. They should incorporate the corrections and suggestions from the prior role play.

Engage:

Show flashcards showing typical problems at a hotel. Ask students what they hate about staying in hotels and what problems they are likely to encounter in a hotel.

Study:

Students analyze the language structures for complaining, apologizing, offering solutions, and conducting a meeting.

Activate:

Students pretend to be the management team of a big hotel. They conduct a meeting to discuss the problems and guests’ complaints that are hounding the hotel. The meeting comes to an end after they agree on a set of guidelines to address the problems and complaints from hotel guests.