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What proof do you have that the group was versatile? Quote from the passage correctly.
Why does one write ‘The group is . . .’ and not ‘The group are . . .’?
Past tense verbs are normally formed by adding a suffix.What is the past tense verb of the following?
| Learning Outcomes(LOs) |
| LO 1 |
| ListeningThe learner is able to listen for information and enjoyment, and respond appropriately and critically in a wider range of situations. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| 1.3 listens for specific information: |
| 1.3.1 takes own simple notes; |
| 1.3.2 uses information to complete a table or chart, or label a diagram. |
| LO 2 |
| SpeakingThe learner will be able to communicate effectively in spoken language in a wide range of situations. |
| We know this when the learner: |
| 2.1 translates and interprets: |
| 2.1.2 translates or interprets messages; |
| 2.2 interacts in additional language: |
| 2.2.1 uses language for a range of functions; |
| 2.4 debates social and ethical issues by arguing persuasively and responding critically: |
| 2.4.4 expresses opinions and supports them with reasons; |
| 2.5 is interviewed by someone: |
| 2.5.1 anticipates the questions that will be asked and prepares for them; |
| 2.5.2 answers questions. |
| LO 3 |
| Reading and ViewingThe learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts. |
| We know this when the learner: |
| 3.1 reads a text: |
| 3.1.1 identifies purpose, audience and context; |
| 3.2 understands some elements of poetry and of the terms used to describe this language: |
| 3.4 reads for information: |
| 3.4.1 reads information texts; |
| 3.4.2 reads diagrams, graphs and charts of increasing complexity; |
| 3.4.4 summarises information. |
| LO 4 |
| WritingThe learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes. |
| We know this when the learner: |
| 4.1 writes to communicate information: |
| 4.1.1 writes longer texts of several paragraphs, describing processes and procedures, giving explanations, advantages, disadvantages, arguing for and against; |
| 4.1.3 does a survey and writes it up (e.g. as a report); |
| 4.4 writes creatively: |
| 4.4.2 shows development in the ability to write stories, poems and play-scripts (e.g. by working with design); |
| 4.6 treats writing as a process: |
| 4.6.1 drafts, reads and discusses own writing critically; |
| 4.6.3 uses knowledge of grammar, spelling, etc., to edit. |
| LO 5 |
| Thinking and ReasoningThe learner will be able to use language to think and reason, as well as to access, process and use information for learning. |
| We know this when the learner: |
| 5.1 uses language and literacy across the curriculum: |
| 5.1.1 understands some concepts from other Learning Areas and uses the vocabulary associated with them in the additional language (e.g. “xenophobia” in Social Sciences);5.1.2 writes texts required in other Learning Areas (e.g. reports and explanations in Natural Sciences); |
| 5.2 uses language for thinking: |
| 5.2.1 asks and answers more complex questions; |
| 5.2.5 draws conclusions; |
| 5.3 collects and records information in different ways: |
| 5.3.1 selects relevant information and takes notes (organises key ideas under headings and sub-headings, uses layout such as capital letters and underlining). |
| LO 6 |
| Language Structure and UseThe learner will know and be able to use the sounds, words and grammar of the language to create and interpret text. |
| We know this when the learner: |
| 6.3 understands and uses direct and indirect speech. |
ACTIVITY 1
As this module deals with group work, it is essential to get this right from the start. So go through the process of group work, almost in slow motion, so that they understand the dynamics FULLY. THEN put what you have taught them into practice with the next exercises and consolidate what you have told them about group work.
ACTIVITY 2
Here the essence is confidence in communication and class discipline – also group work. While someone is busy in the front of the class, the rest of the class should pay attention and respect his right to speak. So, disturbances go against the grain of group work. THIS should be understood.
ACTIVITY 3
Charades is always fun, as it allows learners to speak English freely and you can make sure that the learners understand where the break comes in syllables and so gain extra information. This helps with hyphenating words correctly.
ACTIVITY 4
Learners need to know how to read correctly and how to skim-read.
ACTIVITY 5
Let them do this as a language test. They should be familiar with the passage!
They should be encouraged to SEE HOW to answer questions – these skills are useful in an examination e.g. to give a full answer etc.
They should realize the difference between words and phrases, as they occur.
They should look for other mnemonics and share them among the learners in the class.
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