Module 2: Information |
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Core Task 1Feedback As a class, discuss language for politely giving and receiving feedback. Have learners practice language by giving written and oral feedback on the short presentations. Learners can also practice this language in discussing how they determined the main ideas and key details of the texts to integrate into their presentations. EFW 34 Feelings about Feedback: Comfort Level Scale Check Understanding After reading a paragraph, learners stop and summarize what they have read to check their understanding, either orally to a partner or by writing a short summary sentence. Encourage them to use reported speech, synonyms, and a variety of sentence structures when summarizing. Passive Voice Review the use of the passive voice and have learners find and underline examples in the reading texts. Discuss appropriate uses of the passive voice in written and oral communication. Further develop learners’ understanding of the passive voice by reviewing the use of other common passive reported speech structures such as “it’s believed that and “it’s generally thought that”. Facts and Opinions Compare writers’ perspectives and points of view by comparing types of text on the topic (for example, official government communications compared to a newspaper report). Encourage learners to identify tone and attitude, and differentiate fact from opinion. Core Task 2Phrasal Verbs Review common phrasal verbs used in telephone conversations. Have learners practice using separable and inseparable phrasal verbs. Pronounciation Patterns Highlight pronunciation patterns in the telephone scripts (e.g., intonation patterns in questions). Learners practice speaking clearly in the telephone role-plays and focus on producing key information clearly. Record the role-plays and have learners listen to them again, identifying areas to work on. EFW 10 Listening Diagnostic and Self-Assessment ² LINC Vol. 2, 373 Your Voice on the Telephone: Tone, Intonation and Emphasis ² Situation Scripts Have learners develop additional situational scripts for different types of telephone conversations (e.g., calls between friends, making arrangements, calling a financial institution to solve a problem, etc.). As a class, use the scripts to create a checklist for common types of routine or professional telephone calls. Have learners use the checklists to give peer feedback on the telephone role-plays. EFW 29 Telephone Arrangements Script Checklist EFW 27 Making Telephone Arrangements LINC Vol. 2, 418 Fixed Phrases for Taking Live Messages Reported Speech Review the use of reported speech, including different grammar structures used with reporting verbs. Have learners give feedback to a partner on the telephone script, using reported speech structures or when reporting orally on a discussion related to the task topic. LINC Vol. 2, 385 Grammar in Context: Reported Speech Register Discuss appropriate register for different types of phone conversations (e.g., routine, professional, friendly, etc.), and have learners identify language for appropriate telephone etiquette for different situations. |
Project Task 1Managing Conversations Review language helpful for managing conversations. Have learners participate in a mock informational interview or a short pair discussion to use this language. EFW 47 Conversational Management Diplomatic Language Review diplomatic language and strategies for giving opinions, agreeing and disagreeing, interrupting, and maintaining a conversation. Participate in a group discussion about a controversial topic or practice using the language while reaching a group or pair decision about the most significant challenges for newcomers. Encourage learners to apply the practiced strategies during the conversation. LINC Vol.1, 378 Expressing Opinions: Putting it into Practice Project Task 2Thought Groups Practice a script for a mock information interview (or another type of interview). Review thought groups by listening to examples from an audio or video extract of an interview. Have learners practice the script several times by focusing on the thought groups. EFW 42 Note taking During an Informational Interview EFW 43 Questions, Topics and Introduction to Thought Groups: Informational Interview Questions EFW 47 Conversational Management Appropriate Questions As a class, brainstorm and identify appropriate and inappropriate questions to ask in an informational interview compared to other types of spoken interaction, such as when making small talk or in a job interview. EFW 39 Developing Interview Questions for an Informational Interview EFW 43 Questions, Topics and Introduction to Thought Groups: Informational Interview Questions Project Task 3Email Etiquette Examine email etiquette before having learners search the Internet for explanations of formal and informal language. Have learners read sample emails to determine level of formality. LINC Vol.1, 216 Level of Formality EFW 56 Reading: Email Etiquette, Ethics, and Cautions Making Requests Read sample request emails to identify phrases and structures for making requests. Have learners write a request email and include these phrases and structures. LINC Vol. 1, 219 Request Letters LINC Vol. 1, 366-367 Making Requests Project Task 4Thought Groups Practice a script for a mock information interview (or another type of interview). Review thought groups by listening to examples from an audio or video extract of an interview. Have learners practice the script several times focusing on the thought groups. EFW 42 Note taking During an Informational Interview EFW 43 Questions, Topics and Introduction to Thought Groups: Informational Interview Questions EFW 47 Conversational Management Conversational Language Listen to language for requesting information, changing the topic, and opening and closing a meeting. Have learners create a script for a mock informational interview, and encourage them to incorporate reviewed language in the script. LINC Vol.1, 378 Expressing Opinions: Putting it into Practice
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