Module 3: Communities |
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Core Task 1Mind Maps Select a text relevant to the task. Have learners use different mind maps (or tools such as Wordle) to draw relationships between different words from the texts. Relative Clauses Review relative clauses by scanning a text related to the task. Have learners identify relative clauses and relative pronouns. As a class, discuss the difference in the use of defining and non-defining relative clauses. Reading 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 Considering Tone Phrasal Verbs Review separable and non-separable phrasal verbs. Use the worksheets in the appendix as an aid. Encourage learners to find and underline examples in a text with content related to the task. EFW 15 Phrasal Verb and Idiom Mini-Quiz 1 EFW 26 Phrasal Verbs: Meanings and Explanations EFW 31 Separable and Inseparable Phrasal Verbs Note-taking As a class, review note-taking formats (e.g., Cornell Note-taking System). Use the worksheet provided on the appendix. Have learners read a text related to the task and take notes using the note-taking format. LINC Vol. 1, 41 Note-taking Formats LINC Vol. 1, 44 Study Strategies: Cornell Notes Core Task 2Credibility Using a guide, have learners distinguish between credible and questionable sources when selecting listening texts. Credibility and Validity As a class, discuss ways that the source and types of listening texts affect their credibility and validity (e.g., a news report vs. a personal account). Listening Techniques Review listening techniques. Use the worksheets in the appendix. Have learners employ these techniques to take notes on the most important parts of the listening texts. The content in the listening texts should be related to the task. LINC Vol. 1, 35 & 36 Note Taking while Listening ² Note-taking As a class, review how to use abbreviations, symbols and phrases in note-taking. Use the worksheets provided in the appendix Have learners take notes using abbreviations or symbols. LINC Vol. 1, 37 Note-taking Symbols and Abbreviations LINC Vol. 1, 39 Using Symbols and Abbreviations |
Project Task 1Brainstorming As a class, review prewriting techniques such as brainstorming. Have learners brainstorm to determine potential sources to research. Project Task 2Reading 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 use these techniques while reading to find information suitable for their needs. LINC Vol. 2, 171 Considering Tone Note-taking As a class, review note-taking formats (e.g., Cornell Note-taking System). Use the worksheet provided on the appendix. Have learners read a text related to the task and take notes using the note-taking format. LINC Vol. 1, 41 Note-taking Formats LINC Vol. 1, 44 Study Strategies: Cornell Notes Project Task 3Cohesion Review adverbs of sequence, signaling phrases, and transitional devices. Have learners write a sequence of connected paragraphs that integrates information collected from the texts, focusing on cohesive devices such as adverbs of sequence, signaling phrases, and transitional devices. Project Task 4Stress Have learners determine syllable stress and proper pronunciation of new words and key words. Use the worksheets in the appendix as an aid. Encourage learners to practice proper pronunciation before describing the issue. EFW 44 Pronunciation Part A: Thought Groups – Melody and Rhythm Modals Before giving recommendations, practice modals to give suggestions and recommendations as a class. Have learners employ reviewed modals when giving their recommendations or suggestions. Emphasis As a class, review techniques to control pitch, tone and volume to emphasize key words or sentences. Use the worksheet in the appendix to help. Then, while giving recommendations, have learners employ the appropriate pitch, tone, and volume to emphasize key words and sentences. EFW 44 Pronunciation Part A: Thought Groups – Melody and Rhythm |
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