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UNIT FOUR

Language learning activities. Purpose, procedures and sequencing. Structured activities and meaningful practice. Teaching reading for older learners. Teaching listening for older learners.

Language learning activities

REFLECTIVE TASK 1

What should we determine first: the kind of communicative activity we are going to give a class or the purpose of the activity?

Is sequencing of activities important? Why Yes / No?

What procedures would you say are more efficient to conduct their completion?

Can you mention some of the communicative activities more commonly used in our classes?

Dimensions of language learning activities

When we select or design classroom activities to achieve specific teaching and learning purposes a number of decisions must be made. These relate to the following dimensions: purpose, procedures, sequencing, transition, resources, grouping, learning strategies, language level, timing, results and assessment. Purpose of an activity When teachers select an activity they should clearly know what the purpose of the activity is, that is to say they have to decide why they are using a particular activity. Examples:

LESSON 1

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Let’s suppose in our reading class the purpose is to develop reading comprehension. However we use reading aloud as a regular classroom activity. There is a conflict here between our purpose and the activity used to achieve it, since reading aloud requires students to focus on the form of a text, the pronunciation of the words, the correct intonation rather than concentrating on its meaning. Another example of mismatching activities with purposes can be found in a writing class when we want to develop our students’ ability to use drafting and revision skills and the classroom activities we most commonly use involve copying and making some changes to model paragraphs. I do not mean to say that reading aloud, copying, making changes to model paragraphs are not useful tasks. I just want to point out the mismatch between purpose and activity. For example, I’d like you to complete the following multiple-choice activity.

A- The teacher asks his students to repeat a sentence progressively beginning with the last word and every time adding another one. What’s the purpose? 1. To practise connected speech. 2. To practise individual sounds. 3. To practise a grammar pattern.

B- The teacher starts the lesson by distributing a crossword and asking her

students to complete it in 1 minute. What’s the purpose? 1. To elicit new vocabulary. 2. To encourage reading instructions. 3. To brush up familiar vocabulary.

C- The teacher asks the students to make groups of four. She distributes

cards which they need to sort out in three piles. What’s the purpose? 1. To encourage picture description. 2. To encourage higher-order thinking skills. 3. To introduce a new grammar pattern.

D- The teacher shows her students a poster of a bedroom for 1 minute. She

covers the poster and asks them to write as many sentences as they can about the picture. What’s the purpose? 1. To practise there is/are 2. To promote writing. 3. To pay attention to word order.

E- The students are asked to brainstorm ideas about MY IDEAL HOUSE.

What’s the purpose? 1. To stress the use of connectors in spoken English. 2. To activate creativity. 3. To make students notice one specific grammar rule.

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(MOST LOGICAL) ANSWERS: A 1 – B 3 – C 2 – D 1 – E 2

Purpose, procedures and sequencing

How to communicate purpose

How can communicate to our

students the purposes of an activity? There are several possibilities.

We may begin an activity without explaining its purpose or we may explain why we are using it. Some activities are very familiar to students and teachers often assign them without explaining what their purpose is: dictation, choral i/ individual repetition.

But sometimes the teacher may choose a particular strategy to communicate the aims of an activity. For example: a) saying students will enjoy the activity b) saying students will benefit from the act c) describing what students will learn from the activity d) saying the activity will prepare them for a test e) explaining how it relates to previous learning f) asking students to do the activity and after they have done it , asking them

what they thought the purpose of the activity was.

VIDEO TASK 1

Complete the following activity. What’s the purpose of these three exercises?

1. You are going to watch a video about Argentina produced by Discovery Education.

In the first column (A) order the items as you think they will appear.

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A B C

a. Official language.

b. Gaucho activities for tourists.

c. Size of Argentina.

d. Colonisation.

e. Main geographical regions.

f. Capital city.

g. Fiesta de la Tradición.

h. Gauchos in culture.

i. Neighbouring countries.

j. Climate features.

2. Now, watch the video at https://www.youtube.com/watch?v=BGs5ePbd6-E and

order the items as they are mentioned.

3. Watch the video again. In column C, write at least one fact related to each item

mentioned in the video.

Procedures in the classroom

After we have explained an activity to our class, and checked comprehension of instructions, let us now consider how we can guide procedures for completing an activity successfully.

We have several options. Let us look into some examples:

If students are asked to write a short note or message, should they gather information from their books or folders and take notes, or should they study a model text and then prepare a first draft or, alternatively should they

go straight into a first draft? Justify your decision.

LESSON 2

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When reading a text, should they quickly skim through the text first or should they begin by reading the text carefully? Justify your approach

Bear in mind that the more the students understand what procedures they must follow in order to complete an activity, the more effective their performance will be. Sequencing activities

How were the activities in VIDEO TASK 1 sequenced? Most lessons do not consist of a single activity, the teacher plans a sequence of activities so that he / she can attain the aims of the lesson he / she establishes a kind of class format when planning the lesson

As we have already discussed the sequence of classroom activities moves from presentation to controlled practice, less controlled practice to free practice. But this sequencing ought to be carefully devised.

As an example: In a process writing lesson activities move from pre writing to drafting to revising. In a reading lesson the teacher can divide the lesson into several activities which focus on prediction, reading for global comprehension, reading for detailed comprehension, giving and getting feedback and summarizing, in a listening comprehension class activities move from introduction to the topic, pre-listening activities , listening, giving feedback on the listening, writing activities on the listening and so on. Does this sequencing ring a bell? We hope so! Effective sequencing

There are some basic principles which can help us sequence activities:

simple activities should come before complex ones

activities involving receptive skills should precede those that involve productive skills

accuracy focused activities should precede fluency – focused ones.

There should be a progression from mechanical activities (drills) to meaningful –based activities.

Timing

Deciding how much time to allocate to each sub-activity is a very important issue that is why we insist you should make this decision while planning a lesson.

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We must decide how much time should be spent on each activity we give our class. We should also let our students know the time allotted for the activity, so that they make the best use of the time at their disposal.

It is up to the teacher to decide when it is time to bring a task to completion and move on to another activity. Noticing students’ attention begins to fade is a good indicator a change is needed. Transition

In dividing a lesson into different activities or sub-activities, the teacher also needs to consider the transitions between one sub-activity and another within a lesson.

Experienced teachers mark transitions clearly, and minimize the loss of time during these changes in activities. Effective transitions help maintain students’ attention during transition times and establish a link between one activity and the next. How to handle transition times Some examples We can write an assignment for an exercise on the board so that some students

can start the assignment while others are still getting their books.

Another possibility is to write the aims for the lesson on the board so students can see how the different activities in the lesson are connected.

Resources

The resources required depend largely on the type of activity. For listening activities the most basic piece of equipment is the tape recorder with suitable taped materials.

Perhaps we should give some thought to the possibility of borrowing records, tapes, films, projectors for use in our schools. In a reading class resources may include magazine or newspaper articles, textbooks or teacher –produced materials and the sufficient number of photocopied material.

Timing, resources and grouping arrangements must be taken into account as they greatly influence the development and outcome of activities. The outcome of the activity

Activities vary in the extent to which they lead to a particular learning outcome or product.

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For some activities, the actual completion of it is a goal in itself: the focus is more on the processes involved than on the results. But we teachers ought to consider the following factors:

- a) will there be a learning outcome for the activity? - B) will all students be expected to produce the same outcome?

We think that the answer to both questions is “not necessarily” because a) there may be some activities which are done just for pleasure, to build up confidence, etc, and an outcome is not expected and b) not all ss have the same language levels. Learning strategies used

We often have to decide which strategy is likely to be most effective. For example, in completing a reading comprehension activity where students read a text in order to answer questions about it, several strategies are available.

Students could a) first read the comprehension questions at the end of the passage and then skim the passage for answers; b) first read the comprehension questions and then read the text carefully for the answers; c) first read the passage carefully, read the questions, and then skim for the answers; or d) first skim the entire text, read the comprehension questions, and then read the text carefully for the answers. The teacher must decide which of these strategies to encourage students to use.

REFLECTIVE TASK 2 a. What are your reactions to the topics above?

b. Go the following link

https://docs.google.com/forms/d/1O67PVZqh-

qtMv64Yuiaf2rzyjzKNVrSfFYyh_h948jA/viewform

c. What’s my purpose with the survey above?

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MANDATORY ASSIGNMENT 4A

THIS ASSIGNMENT CAN BE DONE IN PAIRS, PLEASE, EACH ONE SHOULD UPLOAD THE FILE WITH BOTH NAMES INCLUDED.

a. Go through the lesson plan below and answer these questions. Please, offer elaborate support for each answer: 1. Do the lesson aims match the activities in the plan? 2. Does the teacher hint how procedures will be communicated? 3. Does the lesson plan include transitions? 4. Do the activities are effectively (also remember Bloom’s taxonomy)

sequenced?

SCHOOL: Escuela Nº

TEACHER:

CLASS: 12th Grade

AMOUNT OF STUDENTS: 12

TIMETABLE (DATE-TIME): Wednesday 10:00 to 12:00 am

CLASS TIME: 120 minutes

Students’ linguistic level: Advanced

Thematic Unit: The Little Engine that Could

Class #: 1

Text book: None, use of own materials.

Unit/Module covered in this class: N/A, see Textbook above.

Lesson Aims:

- To give the students authentic material so that they can relate to the real thing in

real situations.

- To help students understand the mechanism of a four stroke engine.

- To understand when to use each relative clause.

- To encourage students to understand a text through context.

- To develop communicative skills using relative clauses to convey information.

- To help students work in groups, with their peers.

Teaching Points:

- Car related vocabulary

- Relative clauses

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Language Focus:

LEXIS GRAMMAR FUNCTION

“The Little Engine That Could”

REVISION

Transportation (cars, buses,

engines etc).

Comparative and

superlative adjectives.

NEW

Car parts.

Relative clauses: that,

which, who.

Reading a text, creating

a short television segment.

Linguistic Skills:

- Use of relative clauses.

- Learn the meaning and pronunciation of new vocabulary learnt.

Cognitive, Motor and Social Skills: - Completing speaking, reading, writing and listening activities.

- Using the new grammar with fellow classmates.

- Responding to sentences with signals and body language.

Student’s Bibliography:

- The students have no book.

Materials Needed: - Media resources to watch video recording.

- Video recording equipment.

- Sets of coloured markers.

- Large engine jigsaw diagram x 2

- Worksheet 1 x 12

Procedures Routine & Warm-Up: (10 minutes)

- I will greet the students, saying “Good morning, how are you?”

- I will ask them what day it is, and write the date on the board.

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- To create the context I will tell them that we will be learning about engine

mechanisms and give each student a copy of Worksheet 1. I will then show them a

video, to complete exercise a). (see How engines work.flv). I will tell them they

will be able to see the video twice, and that when they have completed that, to start

working with exercise b), to see how much they already know.

Presentation: (20 minutes)

- I will continue expanding on the warm-up by asking them to highlight when that,

which or who appear in Exercise b). I will tell them that they are relative pronouns

that give more information about something or someone. I will ask them, who can

tell me which relative pronouns are is for people, and which are is for things?

RELATIVE PRONOUN USE who To talk about people as subject

whose Speaks of possession

that To talk about people or things

which To talk about things

when Speaks of time

where Speaks of location

whom Talk about people as object

- I will write the above chart on the board and say, let’s complete worksheet 2 using

this chart, and give them each a copy of worksheet 2.

Teaching Stage: (20 minutes)

- I will then give each student a copy of Text 1 and ask them to spend a few minutes reading it, and then I will assign each student a paragraph to paraphrase orally. Finally I will ask each student to describe what each of the engine parts do, using a relative pronoun.

- When they have finished, I will lead a short group discussion asking them so, how

do you think engines work? Asking them to draw from the video they watched and

the text they just read.

10 MINUTE RECESS

Controlled Practice: (20 minutes)

- I will now ask the class to split into two groups, and I will give each of them a large

image of an engine, and the engine parts on pieces of separate paper. I will tell them

that they have 5 minutes to look at the original picture with the parts labelled, and then

they must complete their copy with the loose words. The first team to complete it

correctly wins a prize.

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Production: (35 minutes)

- Finally, I will tell each group that they are going to act out a short segment, a though

they were on TV, explaining about engines. I will show the class a video (see file

Home Improvement –Problem) to give them ideas, telling them it can be funny or

serious, but to use relative pronouns when they are explaining. They have to make it 5

minutes long at least, and we will film them on a video recorder. I will tell them they

have 20 minutes to create it, and then it’s ACTION! The videos will then be shown to

another class, and that class will vote which is the best, and the best segment will win

a prize.

Closure – Homework: (5 minutes)

- Finally I will give them Worksheet 3 to work on as homework. -

- When we have finished, I will then say goodbye to the students, saying “Goodbye

class, see you next week!”

Worksheet 1

a) While watching the video, place 1, 2, 3 or 4 next to each phrase, according to

which stroke it occurs in.

Valves are closed, and piston pushes up. Compression makes it more powerful.

Intake stroke, piston starts at top.

Exhaust valve opens, and piston pushes exhaust gases out of tail pipe.

Piston makes it to top of the stroke. Spark plug fires.

b) Join the right phrase describing the function with the car related item or person. See

how many you get right.

Race driver The foot pedal which makes the car

go faster.

Clutch The person who fixes cars, makes

them better.

Ignition The pedal that makes the car

stop or slower.

Horn The unique identification which each

car has.

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Mechanic The place where the key goes that

makes the car start.

Accelerator The belt connected to the seat which

goes around the

body to protect it.

Number plate A person who races cars,

makes them faster.

Brake The round instrument that the

driver uses to steer.

Seatbelt The pedal which the driver uses

when changing gears.

Steering wheel On the steering wheel, that

which makes noise so other

drivers can hear.

Worksheet 2

Fill in the blanks with the correct relative pronoun: who, whom, whose, which, that, when,

where

1. The boy ___________backpack is in the classroom already went home.

2. This is the man _______________I was telling you about.

3. Hiro is from Tokyo,_______________ is the capital of Japan.

4. Donna lives in a small town _________________--is about an hour from Milan.

5. I moved back to the country in _______________I was born.

6. I think Ellen went to New York, ___________________her company's main offices are.

7. October 31 is the day ___________________Americans celebrate Halloween.

8. 11:50 is the time at ___________________our class ends.

9. Mr. Peters, __________________was my first grade teacher, is in the hospital.

10. Nurse Roberts, to ____________________Stacy gave her medical records, is very

nice.

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Worksheet 3

Read this letter from Ben to his friend Sheila. For each space, put a relative pronoun:

whose - where - when - who - which - that

Where it is possible to leave the empty space without a relative pronoun, write 0

(zero) in the box.

Where both which and that can be used, use that.

Dear Sheila,

In your last letter, you asked me to tell you about all the things I did during my summer

vacation.

We went to Vancouver (1) __________I have some old friends (2) _________________I

haven't seen for about three years. My friend Tim, (3)______________ mother I wrote

about in my last letter to you, came with me and we had a great time. We flew into

Vancouver on Monday 24th, (4) _____________was also my birthday.

The first thing we did was to visit the wonderful aquarium in the city center

(5)_____________ there are three killer whales and a whole crowd of seals, penguins and

dolphins. We arrived in the late afternoon (6) ______________all the animals are fed so it

was wonderful to see the dolphins leaping out of the water to get the fish (7)

____________they love to eat so much.

The following day, (8) _____________was cloudy and rainy unfortunately, we went to a

museum (9) __________________they have some dinosaur skeletons (10)

_____________local people have found in the area. The horrible weather never improved

all day so we visited a superb seafood restaurant later in the afternoon and had an early

dinner. The waiters, (11) _____________were all dressed in traditional fishermen's

clothes, were very friendly and told us about the history of the restaurant (12)

_____________name was The Jolly Whaler. The restaurant, (13) ______________has

been open since 1888, was once visited by the American President J.F. Kennedy and his

wife Jackie.

The skies were blue on Thursday and we spent some time out on the sea in a large boat

(14) ______________we hired. I caught a big fish (15)_____________________the

captain said was the biggest he'd seen this year. I felt very proud! We left on Thursday

evening after a mini-vacation (16) _____________helped me to relax a lot and now I have

returned to work.

The next time (17) _______________you write to me, you must tell me about YOUR last

vacation.

Bye for now Sheila,

Ben

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Text 1

Basic Engine Parts

The core of the engine is the cylinder, with the piston moving up and down inside the

cylinder. The engine described above has one cylinder. That is typical of most lawn

mowers, but most cars have more than one cylinder (four, six and eight cylinders are

common). In a multi-cylinder engine, the cylinders usually are arranged in one of three

ways: inline, V or flat (also known as horizontally opposed or boxer), as shown in the

following figures.

Different configurations have different advantages and disadvantages in terms of

smoothness, manufacturing cost and shape characteristics. These advantages and

disadvantages make them more suitable for certain vehicles.

Figure 3. V - The cylinders are arranged in two banks set at an angle to one another.

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Figure 4. Flat - The cylinders are arranged in two banks on opposite sides of the

engine.

Let's look at some key engine parts in more detail.

Spark plug

The spark plug supplies the spark that ignites the air/fuel mixture so that combustion can

occur. The spark must happen at just the right moment for things to work properly.

Valves

The intake and exhaust valves open at the proper time to let in air and fuel and to let out

exhaust. Note that both valves are closed during compression and combustion so that the

combustion chamber is sealed.

Piston

A piston is a cylindrical piece of metal that moves up and down inside the cylinder.

Piston rings

Piston rings provide a sliding seal between the outer edge of the piston and the inner edge

of the cylinder. The rings serve two purposes:

They prevent the fuel/air mixture and exhaust in the combustion chamber from

leaking into the sump during compression and combustion.

They keep oil in the sump from leaking into the combustion area, where it would

be burned and lost.

Most cars that "burn oil" and have to have a quart added every 1,000 miles are burning it

because the engine is old and the rings no longer seal things properly.

Connecting rod

The connecting rod connects the piston to the crankshaft. It can rotate at both ends so that

its angle can change as the piston moves and the crankshaft rotates.

Crankshaft

The crankshaft turns the piston's up and down motion into circular motion just like a crank

on a jack-in-the-box does.

Sump

The sump surrounds the crankshaft. It contains some amount of oil, which collects in the

bottom of the sump (the oil pan).

Engine Diagram

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Structured Activities and Meaningful Practice

Are you sure you can give a class a really communicative activity? As our teaching aim is to develop students’ ability to communicate in English we always try to provide as many communicative activities as possible, but do we always succeed?

LESSON 3

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REFLECTIVE TASK 3

- What is real communication like?

- How is it different from the controlled practice that usually takes place in language classes?

- How can we bring features of real communication into language practice? - How can we promote interaction and real communication? Now let us analyse part of a teacher’s lesson plan. One of the aims of this lesson is “to teach students to make suggestions using “Let’s.... A situation and example are given:

You’re sitting at home with a friend. You can’t decide what to do. You suggest different things. You want to listen to music – so you say “Let’s listen to music”

You then ask your students to repeat (chorus repetition): Let’s listen to music

Then you write the sentence on the board. Now you want to practise the structure. How should you do it? Consider

the following possibilities Exercise A Repetition T: Let’s make some tea SS: Let’s make some tea T: Let’s go to the cinema SS: Let’s go to the cinema Exercise B Substitution T: You want to make some tea SS: Let’s make some tea T: You want to go to the cinema SS: Let’s go to the cinema How are these 2 exercises different? See if you agree with us:

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B is less artificial than A. It requires comprehension and a more realistic use of the structure. In B the speaker is using language for a purpose: there is something he wants to do and he is expressing it by way of suggesting. Here the language is being practised in a more natural way.

a. Think of two different types of activities you can give a class in order to foster real communication and then compare them.

Structural practice and real life communication

This comparison highlights a considerable difference between structural practice and the way we communicate in real life. This does not mean that structural practice is a waste of time, on the contrary, it is a very useful way of practising a new structure. But it is clear that this practice alone will not prepare students very well for real communication. We should try and find a happy balance. This may be achieved by giving practice which is controlled but which also includes some of the features of real communication. How can we get our students involved in communicative activities?

Let us now have a look at some activities that should involve students in real communication.

Let’s have a look at some of the following games: GUESSING GAMES Task 1- Imagine you hear these conversations in real life. What might the situation be? Why is the person asking these questions?

- What’s the baby doing? He’s sleeping - Can you speak English? Yes I can

- What is there in the office? There’s a computer and a printer.

Task 2 - Guess the picture.

The teacher has a set of flashcards with simple pictures, e.g clothes, food, places, actions. He/she chooses one card, but does not show it to the class. They must guess what it is by asking questions, e.g:

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T: guess how I went to ....

Ss: did you go by car’ Did you go by bus? Did you walk?

Task 3 - Guess the sentence The teacher writes a sentence on a piece of paper or card. He/she does not show the sentence, but writes the basic structure on the board, for example: I went................to..................... Students must guess the exact sentence by asking questions such as: Did you go to the park? Did you go to school? Did you go to the stadium? Did you play football? Answer: I went to the supermarket to buy coffee and bread Task 4 - Mime The teacher calls a student to the front and secretly gives him a sentence written on a piece of paper, which describes a simple activity. The student mimes the activity. The other students try to guess the situation Task 5 Information gap exercise- A student is given some information about a particular topic or situation, the second student has the missing information. Together they must come up with the complete picture

REFLECTIVE TASK 4

Have a look at the above activities and determine the purpose for which of

them. Then think about these questions:

1. What structures / vocabulary did the task practise 2. how long did the task last?

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3. How successful was the activity? 3 how many students asked questions? 4. how many students answered questions?

Can interactive activities get out of hand?

There are very few teachers who can swear hand on heart that their students are never restless or noisy and they are always eager to interact in a disciplined way, especially when are classes are large or our classrooms very cramped.

Perhaps knowing that there are some activities which may “stir” a class and some which may “settle” them will help us to guide students through different types of activities.

We are going to read a text about “stirring” and “settling” activities: In a positive way so called stirring activities tend to stimulate students, to wake them up when they feel tired or bored. In a negative sense, it may be true that the activities over-excite them or allow them to become too restless. There are other activities which have the opposite effect. They seem to settle the students. To put it positively, that means they will calm a class down. The negative side of this is to say that some activities may be found boring. If we know the effects of activities like this, it will help to have them at hand in order to use whenever it might be necessary to do so.

If we look at this in terms of the different effects of different language skills we can say that oral work always seems to stir and listening usually settles. You can equally apply the same stir/settle

distinction to any typical and regular features of your teaching. For example, you perhaps have a routine oral exchange of several sentences with which you regularly begin a lesson. Ask yourself whether this usually stirs or settles. There may be occasions when this is not a good start.

Think of your classroom. What happens, for instance, when you hand out folders or photocopies or return assignments or tests? If the answer is “stir” then there will be occasions when you quite deliberately choose to delay the event until you have settled the class down. In order to have the freedom to adapt, we need to know the effect of what we do.

Make up a chart that reflects your experience. Look at the examples below

Usually stirs Usually settles

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Oral work copying from board

Games doing listening activities Competitions completing a written task

Acting out doing a test Group work listening to a story

FORUM 4.1

a. What do you think of the suggestions on the next page? Have you ever

tried to avoid one type activity because it may get out of hand? Any upsetting experiences to share? Any successful experiences to spread?

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Teaching reading

The last part of this unit is concerned with the teaching of the receptive (this doesn’t mean you’re passive)/oral skills: reading and listening.

First, explore the activities in the links below…

http://www.bbc.co.uk/skillswise/topic-group/reading

http://www.bbc.co.uk/skillswise/topic/types-of-listening

Now, I’d like you to complete the following skill integrated activities:

SPEAKING

1. What do you know about South Africa?

2. What do you remember from the 2010 World Cup?

READING

3. Read the following Wikipedia article. What was apartheid?

Apartheid, an Afrikaans word meaning "separateness", is a political system in South Africa in

which people were divided into racial groups and kept apart by law. The policy officially existed in from

1948 to 1994, although racial discrimination started much earlier. The system was used to deny many rights

of non-white people. The laws allowed the white minority to keep the black majority out of certain areas.

Black people had to carry special papers (passes) or have permission to live and work in particular areas. The

government separated mixed communities and forcibly moved many people. Many laws were made, for

example: people of different races were not allowed to get married; black people could not own land; and

black people could not vote.

The aim of apartheid was to separate all the people of South Africa into small independent nations.

But the National Party government did not want to spend a lot of money on this project. Also, they wanted to

keep most of South Africa's land for white people. Especially the rich parts of the country, like the gold

mines of Johannesburg. They also wanted black people to work in these mines for little money. But they did

not want black men's families to live in the same area.

Many countries and the United Nations did not agree with the South African government's policies.

There were protests in South Africa, like in Sharpeville in 1960 and in Soweto in 1976. The Soweto uprising

started because Africans were forced to study some subjects at school in Afrikaans. Many black people did

LESSON 4

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not like Afrikaans because it was the language of the apartheid government. It was also not the first language

of black people.

Finally, after much struggle, the South African government ended apartheid in 1994. After that,

equal rights were shared among both black and whites. Nelson Mandela stood up to apartheid and became

president when apartheid was ended. Although granted equal rights since 1994, 90 percent of the country's

poor people are non-white, and poverty remains a big problem.

(Source: http://simple.wikipedia.org/wiki/Apartheid).

4. Read the text again and answer these questions:

a. Who did apartheid divide?

b. What did laws prevent black people from doing?

c. Why was the government interested in keeping Johannesburg to themselves?

d. What was the cause of the Soweto uprising?

e. Who was the first black president?

SKILLS INTEGRATION

5. Now, let’s compare the article with the following lyrics extract. What can we say

about it?

Well Jo'anna she runs a country

She runs in Durban and the Transvaal She makes a few of her people happy, oh

She don't care about the rest at all She's got a system they call apartheid

It keeps a brother in a subjection But maybe pressure will make Jo'anna see

How everybody could a live as one

6. Listen to the song at https://www.youtube.com/watch?v=bNNfAuMq-M0 and

follow the lyrics.

Eddy Grant- Gimme Hope Joanna

Well Jo'anna she runs a country

She runs in Durban and the Transvaal

She makes a few of her people happy, oh

She don't care about the rest at all

She's got a system they call apartheid

It keeps a brother in a subjection

But maybe pressure will make Jo'anna see

How everybody could a live as one

[chorus:]

Gimme hope, Jo'anna

Hope, Jo'anna

Gimme hope, Jo'anna

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'Fore the morning come

Gimme hope, Jo'anna

Hope, Jo'anna

Hope before the morning come

I hear she makes all the golden money

To buy new weapons, any shape of guns

While every mother in black Soweto fears

The killing of another son

Sneakin' across all the neighbours' borders

Now and again having little fun

She doesn't care if the fun and games she play

Is dang'rous to ev'ryone

[chorus]

She's got supporters in high up places

Who turn their heads to the city sun

Jo'anna give them the fancy money

Oh to tempt anyone who'd come

She even knows how to swing opinion

In every magazine and the journals

For every bad move that this Jo'anna make

They got a good explanation

[chorus]

Even the preacher who works for Jesus

The Archbishop who's a peaceful man

Together say that the freedom fighters

Will overcome the very strong

I wanna know if you're blind Jo'anna

If you wanna hear the sound of drums

Can't you see that the tide is turning

Oh don't make me wait till the morning come

[chorus)

7. Answer with a partner.

a- Who is Jo’anna? What does it represent?

b- Where does most of the money come from?

c- What do they do with it?

d- Which lines talk about corruption?

e- What are the media used for?

f- How is the Church criticised?

g- What does the singer announce in the last lines?

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REFLECTIVE TASK 5

A. How were the activities sequenced? Their purpose?

B. How was reading addressed? C. As for reading, look at the following list of ideas related to

reading (Richards, 2001: 272-273). Do the activities above follow any of these guidelines?

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READING TIME! Hedge 2000: Chapter 6 and the following articles to be

downloaded from the platform: - extensivereadingintaskbasedcurriculum.pdf - while_reading_new_web.ppsx

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FORUM 4.2

a. What activities can you think of in order to exemplify top-down processes

on the one hand, and bottom-up processes on the other? Are these compatible with extensive reading and listening?

MANDATORY SPEAKING TASK 4

a. Look at the following materials. In your audio file, analyse them comparatively under the light of Hedge 2000 and the pdf and ppsx files.

Source: Wetz, B. (2000) Adventures Elementary. Oxford: Oxford University Press.

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Teaching listening

Quite a few experts in language teaching believe that listening practice is

the key to language learning.

http://www.teachingenglish.org.uk/think/articles/a-framework-planning-a-listening-skills-lesson

Understanding a message is essential for communication. If the listener

understands what is being said, he will somehow find the means to reply, even using verbal language.

So, for successful human interaction understanding comes first. This is why teachers should try to develop their students’ competence in

this area as much as possible Here are some tips that may help the development of listening skills Activity1. A listening diary You can make your students keep a listening diary in order to help them develop their competence. Ask them to listen to TV news /movies, or audios, songs or radio news and write down:

- the words they most frequently hear - some words that are well known to them - some words they think they understand the meaning of (never mind

spelling) - the words they don’t know but whose meaning they can guess through

context (never mind spelling) They can bring their registers to class for discussion. Activity 2. Ticking the difference Ask students to look at a particular picture in their course-book. Tell them that you are going to describe (orally ) a similar picture that has some differences from the picture they are looking at.

LESSON 5

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Tell them to listen very carefully to your description and every time they hear something different they should tick the relevant part of the picture in the book. For instance, if you say, the curtains are blue, but the curtains in the picture are white, they should tick the curtains. Then you ask students to tell you what they ticked and then to explain the difference. Activity 3: Complete the song (You will need a tape recorder for this activity) Type out the lyrics of a song which is suitable for the class comprehension. Delete some of the words in the song (not more than one word per line) Write on the board a jumbled list of the words you deleted . Then give the class their handouts and tell them to complete the song with the missing words. Before you work with the handouts you can elicit the meaning of the most difficult words or phrases in the jumbled list , if you think that’s necessary.

Now, look at the following list for some ideas for listening and speaking aims and activities (Richards, 2001: 183ff):

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REFLECTIVE TASK

a. How do you see yourself teaching through the activities featured above? Which seem easier? Which seem more challenging for primary education?

READING TIME!

For this part, you must read Hedge 2000: Chapter 7 and the file extensive listening.pdf from the platform.

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VIDEO TASK 2

a. From the platform, download the video Marijuana facts. You’ll need it for activity 6. Complete the activities below which belong to a CLIL lesson I taught last year at a secondary school in Esquel.

5. Cannabis: short-term effects. Complete the missing ones. One is not needed.

REFLECTIVE TASK 6

a. How is listening organised? What’s the pre-listening activity? While-listening activity? Post-listening activity?

b. Do they somehow show what Hedges suggest in Chapter 7?

a. increased intra-ocular pressure

b. relaxation

c. decreased intra-ocular pressure

d. dryness

e. sensation of heat or cold

----------------

-

___________

----------------

-

___________

-----------------

___________

6. Watch Dr Thomas. Order these

short-term effects as you hear them:

Allergic reactions

Anxiety

Judgement is affected

Panic

Paranoia

Personality changes

Respiratory, reproductive and

immune systems are affected

Temporary short-term memory

loss

7. He says these are physical effects.

Are you sure of this?

Let’s classify them into two types of

effects:

P___________: ______________

P___________: ______________

-----------------

___________

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MANDATORY ASSIGNMENT 4B

Choose ONE of the following options. In your assignment, please specify

which option you’re answering:

a. Plan a lesson for a group of secondary school learners following these requirements:

- It must be a CLIL lesson around a topic related to Economics. - You need to introduce a new grammar structure and vocabulary. - You need to use some authentic materials such as graphs/charts/maps,

videos, or newspaper clips.

b. Plan a lesson for a group of secondary school learners following these requirements:

- It must be a task-based lesson in which you introduce the function (and the grammar and lexis for) FOLLOWING DIRECTIONS.

- Grammar should be introduced inductively and with language awareness principles.

- It should mainly feature listening skills. - The listening material must come from YouTube.

This is the end of UNIT 4