ESOL National 4 Everyday Life 1 Teacher Notes - SQA
Alternatively, students could be asked to research these items, either on the i
nternet or in a library. Procedure ... Ask the students to do the exercises in pairs
and encourage them to say the words out loud as they do so. ...... Right ? um ?
we're now about half-way through the course, and getting to the end of this topic.
Part of the document
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|Learning Support Materials |
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|English for Speakers of Other Languages: |
|Everyday Life 1 (National 4) |
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|Teacher's Notes |
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[pic] Publishing information First edition
Published date: August 2007
Publication code: CB 3811 First Published 2007 Published by the Scottish Qualifications Authority
The Optima Building, 58 Robertson Street, Glasgow G2 8DQ
Ironmills Road, Dalkeith, Midlothian EH22 1LE www.sqa.org.uk The information in this publication may be reproduced in support of SQA
qualifications. If it is reproduced, SQA should be clearly acknowledged as
the source. If it is to be used for any other purpose, then written
permission must be obtained from the Assessment Materials and Publishing
Team at SQA. It must not be reproduced for trade or commercial purposes. © Scottish Qualifications Authority 2007 Please note these materials have been repurposed for the new National
Qualifications - August 2015
Introduction These materials are designed to support learning and teaching for the
National 4 Unit English for Speakers of Other Languages: Everyday Life.
They form part of a series of materials for the three National 4 Units. The materials are not designed to be a stand-alone teaching pack but to
supplement the materials which lecturers, teachers and tutors already use
to deliver courses and to support ESOL and EAL learners.
The Teacher's Notes are arranged in three sections as follows: . Teacher's Notes
. Answer Key
. Tapescript Table of Contents
Page Teacher's Notes 4
Answer Key 58
Tapescript 86 |01 |Personal identity |
| |Self |
| | |
|Task: |Give personal information. Describe current personal|
| |circumstances |
|Skill: |Speaking, writing, reading |
|System: | |
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|Materials|CD player, CD |
|: | |
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|Notes: |Activity 1 Speaking |
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| |( Track 2 |
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| |Functions: greeting, introduction and leave-taking, |
| |asking for and giving information |
| | |
| |1 This is an introductory activity and needs no |
| |explanation. Pair-up the students and ask them to |
| |list the conversation in the correct order. Then |
| |play the CD track 2 to check the answers. |
| | |
| |2 First talk through the questions and answers with |
| |the students then ask them to write note-answers to |
| |the questions. The students should now imagine they |
| |meet their partner in the street. They greet each |
| |other and give one item of information about their |
| |life at the moment, then they say goodbye. |
| | |
| |This series of activities should be seen as |
| |cyclical. If students have trouble having a real |
| |conversation, play the CD track 2 to them again and |
| |ask them to listen and repeat. They can also |
| |practice with the sentences supplied. |
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| |Activity 2 Reading |
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| |Skill: extract main points and ideas |
| | |
| |Explain to the students that the purpose of this |
| |activity is not to pick out points of detail, but |
| |rather to extract the main points and ideas from the|
| |text. |
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| |At 350 words, the text is rather longer than the |
| |maximum of 300 they will meet with in an assessment.|
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| |Activity 3 Language focus |
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| |This is a complex area and students will appreciate |
| |a thorough discussion of the grammar. Read through |
| |the introduction with them and deal with any |
| |questions before asking them to do the exercise. |
| |Note that in question 6, both forms are |
| |grammatically possible. The correct choice depends |
| |on understanding the meaning of the sentence. |
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| |Activity 4 Pronunciation |
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| |( Track 3 |
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| |Skill: clarity of individual sounds |
| | |
| |Introduction |
| |While the sounds/æ/ and /?/, or something similar, |
| |are common to most languages, the /?/ vowel is |
| |unusual. In terms of tongue position, it is midway |
| |between the low front /æ/ and the mid-low back /?/, |
| |and so can be approached, both in terms of |
| |discrimination and production, by comparison with |
| |these two. |
| | |
| |Procedure |
| |Read and talk through the introduction with the |
| |students. |
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| |1 Play track 3 and ask the students to mark their |
| |answers. Then, in pairs, ask them to compare |
| |answers. Play the track again. |
| | |
| |2 Students work in pairs. Working from line 1-9, |
| |Student A says a word on each line. Student B |
| |decides which one they said. Then they change over. |
| | |
| |Make the point that if Student B gets the wrong |
| |answer, it may be Student A's fault. The ideal is |
| |for Student B to point to the correct word every |
| |time. |
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| |Activity 5 Writing |
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| |Skill: describe personal situation, family, culture,|
| |traditions, etc |
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| |The writing can be seen as a summary of the points |
| |raised in this unit. If there is time available, it |
| |should be preceded by a pair or group discussion of |
| |the origins and culture of their family. It would be|
| |useful if the teacher could supply some personal |
| |family histor