ESOL National 5 Everyday Life Teacher Notes - SQA

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|Learning Support Materials |
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|English for Speakers of Other Languages: Everyday Life (National |
|5) |
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|Teacher's Notes |
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Introduction

These materials are designed to support learning and teaching for the
National 5 Unit English for Speakers of Other Languages: Everyday Life.
They form part of a series of materials for the three National 5 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.

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The teacher's notes are arranged in 3 sections as follows:

. Teacher's Notes
. Answer Key
. Listening CD track index and Tapescripts

There are no supplementary materials for this Unit.

Table of Contents


Page

Teacher's Notes 4


Answer Key 91




Listening CD track index 114




Tapescript 117

|01 |Learning English |
| |Establishing your learning goals |
| | |
|Task: |Identifying and setting learning goals |
|Skill: |Writing, Reading |
| | |
| | |
|Materials|Monolingual and bilingual dictionaries |
|: | |
| |
|Notes: |Warmer: |
| |If this is the first lesson on the course, a general|
| |getting to know each other activity can be used |
| |instead. This activity aims to get students |
| |thinking about their past learning experiences with |
| |the English language. |
| | |
| |Activity 1: |
| |Students work individually to answer the questions. |
| |If appropriate they can share their responses in |
| |groups or with a partner. |
| | |
| |Activity 2: |
| |Students move on to setting themselves goals for the|
| |future. They also have to identify how they will |
| |achieve these goals. Some students will need a lot |
| |of help with this section. In many cultures the |
| |only goals ever set are set by the teacher so it can|
| |be difficult for some students to accept that they |
| |can take responsibility for their own learning. |
| | |
| |Short-term goals set at this stage can be checked so|
| |encourage students to keep their goals and review |
| |them periodically as a class as the course |
| |progresses. |
| | |
| | |
| |Useful language for this lesson: |
| | |
| |goals |
| |short-term |
| |long-term |
| |realistic |
| |achievable |
| |set yourself ..... |
| |strengths |
| |weaknesses |
| |improve |
| |advantage |
| |disadvantage |
| | |
| | |


|02 |Learning English |
| |Identifying your preferred learning style |
| | |
|Task: |Identifying your learning style |
|Skill: |Reading, speaking |
| | |
| | |
|Materials|Monolingual and bilingual dictionaries |
|: | |
| |
|Notes: |Activity 1: |
| |Students think about other things they have learned |
| |and make a list. Ideas from all students could be |
| |written up on the board and used to extend Activity |
| |2 if needed. |
| | |
| |Activity 2: |
| |Students now look at activities they are likely to |
| |have already learned. These can of course be |
| |adapted to suit the needs of the class. In the |
| |second column students write how they learned the |
| |activity. Some examples can be found in the Tip |
| |box. |
| | |
| |Activity 3: |
| |Students read about the different learning styles |
| |and decide which style they used when they learned |
| |the activities in Activity 2. |
| | |
| |Activity 4: |
| |Students complete a learning style survey. |
| | |
| | |
| |Useful language for this lesson: |
| | |
| |learning style |
| |questionnaire |
| |visual |
| |auditory |
| |kinaesthetic |
| | |
| | |
| |. |


|03 |Learning English |
| |New Words |
| | |
|Task: |Learning skills - understanding, sorting and |
| |learning new words |
|Skill: |Speaking |
| | |
| | |
|Materials|Monolingual and bilingual dictionaries |
|: | |
| |
|Notes: |Activity 1: |
| |Students in pairs discuss dictionaries. There are no|
| |set answers. Both bilingual and monolingual |
| |dictionaries can be useful. Advantages of bilingual |
| |dictionaries: a quick reference for new words which |
| |students find. Advantages of monolingual |
| |dictionaries: they give a more accurate definition |
| |and examples, learners do not translate when they |
| |use them. Disadvantages of monolingual dictionaries:|
| |students get into the habit of translating words. It|
| |is often very difficult to translate words. |
| |Disadvantages of monolingual dictionaries: it can be|
| |difficult to understand the definitions. |
| | |
| |Activities 2 and 3: |
| |Students move on to analyse 3 dictionary definitions|
| |and to work out what the dictionary abbreviations |
| |are. Understanding how dictionary entries are |
| |organised and abbreviations used in entries are |
| |useful skills. Get them to do the activity with a |
| |partner. You could also encourage them to look at |
|