아래의 내용은 호주에서 테솔수료증을 준비할때 작업한 WORKSHEET 자료 입니다.
WORKSHEET – UNIT 7
Task 1 –Describe the different specialist skills needed for reading and
listening successfully:
To read and listen successfully we need five skills. The first is a predictive skill. This can guess the content without details. The second skill is scanning. We can quietly get what we want from specific information. So we don’t need to read and listen to the whole content. The next is the skimming skill. This part finds the gist in the content. We need to get a general understanding of the content but we don’t have to concentrate on a total, single word. The next is detailed information. Sometimes we need to understand everything in detail. The last skill is deduction. Occasionally we need to deduce the meaning of each word or phrases from the context. Most words have literal meanings or they include the metaphoric meanings so we have to know about various meanings and catch them.
Task 2 –Look at the reading comprehension questions and the gap-fill exercise on page 7 of the unit. Numbers 1 to 4 are already given. Provide four more of your own that would check your students understanding of the reading material:
1. Reading comprehension questions:
5) What do police officers carry in England?
6) What is the traditional style in America?
7) What color do police officers wear in France?
8) Which country can all police officer use a gun?
2. Gap-fill exercise (This should be in the form of four sentences with a separate list of ‘gap-words’):
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saddle, horses, a uniform, the hats, coat
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5) Police in most countries must wear ___________.
6) In England, ___________ of police women are shorter with a checked pattern printed on their hat.
7) Some police officers ride ___________ on the street.
8) The horses wear a special ___________ and ___________.
Task 3 – Find an authentic reading text of your choice online appropriate for an upper-intermediate class, and using the blank lesson plan that you should have received, devise a full ESA lesson plan that revolves around the text.
As always, complete all sections of the lesson plan, as well as the procedure.
Include all exercises and worksheets when submitting your lesson plan.
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Teacher: Eunsil Choi |
Room: A | ||||
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Observer: n/a |
Expected numbers: 8~10 | ||||
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Date & Time: 18th Apr 2014 13:00~14:00 |
Class level: upper-intermediate | ||||
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Context: Extending knowledge of new vocabs through the topic |
Focus: | ||||
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Teaching aids: text, worksheets(exercise A,B,C) | |||||
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Learner objectives: For students be able to know new vocab and information about this topic. |
Personal aims: To improve my lesson timing. | ||||
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Anticipated problems for students: When the students debate exercise C with partner, if they feel it is hard to speak the answers, |
Solution: The teacher will study together. | ||||
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Anticipated problems for teacher: If the students are not match working with partner, |
Solution: The teacher will be together.
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Procedure |
Phase |
Timing |
Interaction | ||
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T makes pairs. T asks Ss to talk about fruits and vegetables. T writes down answers from Ss on the board. T elicits the topic from Ss and introduces what they are going to learn today.
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Engage |
10mins |
T-S | ||
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T writes down target language on the board. e.g. nutrition / recommendation / disease / healthier / dietary habits / mortality / benefits / groups / risk / supermarkets / canned fruit / salt / dietician / wealthier / lifestyle. T asks Ss to chat about the target language with the partners. T elicits target language from Ss. T drills by a way of 3 by 3. |
Study |
10mins |
T-S | ||
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T gives Ss text sheet. T asks Ss to read text in 3mins. T asks Ss to find main sentences with the partners. T gets the answer from Ss. T assigns two groups (group A, group B). T divides text into two parts (first part, second part). T asks group A to discuss first part. T asks group B to discuss second part. T gets Ss to discuss it in 3mins T makes new pairs from each group. T asks Ss to share what they have read and discussed with their former group members. T monitors and gives Ss feedback.
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10mins
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T-S | ||
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T gives Ss the handout from exercise Bs comprehension questions. T asks Ss to find the answer of exercise B. T points a student in order to get the answers. T gives Ss feedback.
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10mins. |
T-S | ||
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T gives Ss the handout of phrase match exercise A. T asks Ss to find the answers in 3mins. T gives Ss the answers on the board. T gives Ss feedback.
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10mins |
T-S | ||
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T assigns pairs(A&B) T gives Ss exercise C about fruit and vegetables discussion. T gives S As questions to student A. T gives S Bs questions to student B. T asks Ss to discuss with their partners. T takes notes and gives Ss feedback.
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Activate |
10mins |
S-S | ||
Text
For many years, the nutrition message has been "five a day" – the recommendation that five portions of fruit and vegetables are enough to keep disease at bay and help us to live longer. That advice has been revised upwards. A new study suggests that people who get seven or more portions a day are healthier. Researchers from University College London studied the dietary habits of 65,000 adults over a seven-year period. They concluded that: "A robust inverse association exists between fruit and vegetable consumption and mortality, with benefits seen in up to 7-plus portions daily." In other words, if you eat more fruit and vegetables, chances are you live longer.
The researchers put people into five different groups, depending on how much fruit and veg they ate. They found that those who ate seven or more portions a day had a 42 per cent lower risk of death than those who ate just one portion. They recommended that schools serve healthier meals and that supermarkets put more emphasis on prominently displaying cheaper produce. They warned that frozen and canned fruit was linked to higher mortality rates. Some experts say the findings of the study should be taken with a pinch of salt. One dietician said the findings ignored the fact that people who eat more fruit and veg are generally wealthier and thus lead lifestyles that will help them live longer anyway.
Exercise A
PHRASE MATCH: (Sometimes more than one choice is possible.)
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1. |
enough to keep disease |
a. |
that will help them |
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2 |
dietary |
b. |
higher mortality rates |
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3. |
A robust inverse |
c. |
words |
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4. |
In other |
d. |
at bay |
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5. |
chances are you |
e. |
a pinch of salt |
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6. |
depending on how much |
f. |
habits |
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7. |
a 42 per cent lower |
g. |
fruit and veg they ate |
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8. |
canned fruit was linked to |
h. |
live longer |
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9. |
…should be taken with |
i. |
risk of death |
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10. |
lead lifestyles |
j. |
association exists |
Exercise B
COMPREHENSION QUESTIONS
1. For how long has a message been "five a day"?
2. What do fruit and vegetables keep at bay?
3. How many people's dietary habits did researchers look at?
4. What was there an inverse association between?
5. Where were benefits seen?
6. Into how many groups did researchers put people?
7. How much lower was the risk of death with a "seven a day" diet?
8. Who did the researchers recommend serve better meals?
9. What should be taken with a pinch of salt?
10. Who leads healthier lives because of better lifestyles?
Exercise C
FRUIT AND VEGETABLES DISCUSSION
STUDENT A's QUESTIONS (Do not show these to student B)
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a) |
What did you think when you read the headline? |
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b) |
What springs to mind when you hear the word 'nutrition'? |
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c) |
Do you follow the five-a-day recommendation? |
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d) |
Will you eat more fruit and veg from now on? |
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e) |
How healthy or unhealthy is your diet? |
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f) |
Is it better to eat what you really like, even if it's unhealthy? |
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g) |
Is it easy or difficult to eat seven types of fruit and veg a day? |
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h) |
Should we all become vegetarians? |
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i) |
Do people take notice of studies like the one in the article? |
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j) |
What do you do to make sure you live longer? |
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STUDENT B's QUESTIONS (Do not show these to student A)
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a) |
Did you like reading this article? Why/not? |
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b) |
How can governments encourage people to eat more healthily? |
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c) |
Should schools stop selling fast food? |
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d) |
What responsibility do food shops have to promote healthy eating? |
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e) |
Will you take this study with a pinch of salt? |
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f) |
What are your favourite fruits and vegetables? |
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g) |
What is the grammar rule for when we say "fruit" and "fruits"? |
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h) |
Is the tastiest food the unhealthiest food? |
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i) |
Why are richer people generally healthier? |
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j) |
What questions would you like to ask the head researcher? |
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