Module 1: Well-being |
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Core Task 1Skimming and Scanning Review skimming and scanning techniques with the class. Then give learners a limited amount of time to scan the online texts for key words, graphs and/or diagrams to gain an initial understanding of the material before reading for detail. Guess Meanings While scanning the texts, have learners choose and list 7 to 10 new words. Encourage peers to determine the meanings, then have learners cross-check their peers’ meanings with a dictionary. Assessing Quality and Appropriateness of Information As a class, before accessing the online texts, establish criteria for assessing the quality and appropriateness of information. Using these criteria, encourage learners to assess the value of the information in terms of the suitability for their needs Relative Clauses Before scanning texts, review relative clauses and relative pronouns. While scanning the texts, encourage learners to identify relative clauses and relative pronouns. Body Language Before giving the oral summary, review appropriate body language to emphasize key words and phrases. During the oral summaries, have learners use effective and appropriate body language while describing the topic. EFW 179 Canadian Body Language and Gestures Core Task 2Relative Clauses Before asking learners to write paragraphs, review the differences between defining and non-defining relative clauses. Have learners incorporate a few defining clauses and a few non-defining clauses in their paragraphs. Then encourage learners to peer edit their paragraphs to ensure proper usage of defining and non-defining clauses. Writing Process Before writing paragraphs, review the writing process with learners. Have learners generate ideas, draft an initial composition, and edit it by revising and proofreading for spelling, punctuation, and grammar. Encourage learners to use the writing process to arrive at the final drafts of their paragraphs. Adverbs and Adjectives for Meaning Review adverbs and adjectives related to the topic. Encourage learners to select and use adverbs and adjectives in the paragraphs to help give more meaning to what they are communicating. Relative Clauses Review relative clauses with the class. Then, while they are writing their paragraphs, encourage learners to purposely write sentences with incorrect uses of relative clauses for a partner to correct. |
Project Task 1Brainstorming Review brainstorming strategies (such as mapping, cubing, listing, researching, or free-writing). Encourage learners to choose two brainstorming strategies in selecting a topic to research. Ask learners to reflect on which strategy works best for them. Project Task 2Verbal Cohesive Devices and Discourse Indicators As a class, go over verbal cohesive devices and discourse indicators (such as conjunctive adverbs or adverbials) that signal meaning, contrast, or examples and that help with understanding oral discourse. Then, while listening to the conversation, ask learners to write down cohesive devices and discourse indicators. New Words While listening to the conversation, ask learners to write down new words. Then encourage them to check their spelling and then use a dictionary to find the meanings. Have learners write original sentences for each word. Note-taking Strategies Review note-taking strategies to help record the most important information and relevant details in a presentation or dialogue. Encourage learners to take notes while listening to use in their upcoming presentations. Use the worksheet for support. LINC Vol. 2, 148 Listening to Presentations: Note Taking ² Project Task 3Reading Techniques Review different reading techniques appropriate for the task’s purpose, such as asking questions about the text, identifying main ideas, and paraphrasing. Encourage learners to employ these techniques while reading to find information suitable for their needs. LINC Vol. 2, 171 Comprehension Strategies Project Task 4Pitch, Volume, Intonation, and Stress Review pitch, volume, intonation, and stress with learners. Encourage learners to write parts of their presentations. Ask learners to add intonation and stress markers to the writing. Encourage learners to practice their presentations, reading them aloud and focusing on using the intonation and stress markers. Syllable Stress Have learners determine syllable stress and proper pronunciation of new and key words in their presentations. Ask them to practice proper pronunciation before presenting. EFW 44 Pronunciation Part A: Thought Groups – Melody and Rhythm Technical Terms or Acronyms Before they present, have learners identify technical terms or acronyms. Ask learners to avoid these terms and acronyms when presenting. Adjective Clauses Review adjective clauses with the class. Use the worksheets as an aid. Have learners incorporate adjective clauses into the introductions of their presentations. LINC Vol. 2, 149 Grammar in Context: Adjective Clauses Presentations LINC Vol. 2 p. 139 Preparing a Presentation ² Outlining LINC Vol. 2, 141 Preparing an Outline Describing Process LINC Vol. 2, 144 Describing a Process Body Language and Visuals LINC Vol. 2, 145 Using Visuals LINC Vol. 2, 147 Body Language
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