Unit 7

WORKSHEET – UNIT 7


Task 1 – What criteria do we need to consider when selecting vocabulary?

Are the students at the correct level to learn the vocabulary?
How appropriate it is for the students and the task at hand
Frequency and coverage (i.e. how likely are the students to require the information)
How easy it is for the students to comprehend

Task 2 – What does a student need to know about a vocabulary item?

What the word means
Where the use the word
Where the word belongs in a sentence
How it interacts and alters other words
How the word is spelled
How the word is pronounced

Task 3 – List 20 vocabulary items that relate to food:

Hungry, breakfast, lunch, dinner, knife, fork, meat, fish, pasta, bread, fruit, vegetable, sauce, salt, pepper, dessert, spicy, sour, sweet, crunchy

Task 4 – Plan a straight line ESA lesson for teaching vocabulary connected with the topic of food:

Engage:
Bring in various types of food (or pictures of food) and establish the vocabulary with the students.
Study:
Hand out worksheets with pictures of the food and ask the students to name them and/or put each of them into a sentence then correct their work.
Activate:
Set up 2 chairs and a table in front of the class, ask for two volunteers to have a pretend meal, possibly followed by the same activity in pairs.

Task 5 – What do students need to know about grammatical structures?

The meaning of what they are saying
How and when to use it
Formation and patterns of the language
The differences between spoken and written forms

Task 6 – Plan a boomerang ESA lesson for the present continuous tense:

Engage: Ask the students what they have planned for the weekend. Will they go to the beach, movies etc?
Activate: Put the students into small groups and have them invite each other to join them in that activity. The other student then replies with their response.
Study: Prompt the students to write some dialogue and then share it with the group for correction.
Activate: Group members swap their dialogues and read them to the class.

Task 7 – Plan a patchwork ESA lesson for the function of checking into a hotel:

Engage: Ask the students if they have been to a hotel before and if so what they liked about their stay
Activate: Prompt random students to write something on the white/blackboard which they remember from their stay
Study: Have the students un-jumble dialogue between the hotel clerk and a pretend patron
Activate: Inform the students to pair up and perform their dialogue between themselves
Study: Allow the partners to correct each others mistakes, offer assistance if both pairs are unsure
Activate: Request the students to perform their finished dialogue in front of the class