Tuesday, 27 September 2016

UNIT ONE (1): Intercultural Exchanges/Sequence One: Listening and Speaking.

UNIT ONE (1): Intercultural Exchanges (Getting Through)

Sequence One: Listening and Speaking.
By the end of this sequence, pupils should be able to:
-listen, respond to, and give instructions.
-express a point of view and justify it.
-express preferences and purpose.
-recognise intonation in polite requests and stress in two-syllable words.
-use the comparative forms of adverbs.

Anticipate: (p 4)
1.     Listen to your teacher read the words in the box and pronounce them. Then label the parts of the computer in the picture below:

Aim: to tune in pupils to what will come next in the listening and speaking sequence

Floppy disks
Central unit       
/skriːn /
/flɒpɪ dɪsks/
/sentrl  juːnɪt/

Floppy disk drive
/flɒpɪ  dɪsk  draɪv/
 (1-Printer) – (2- Central unit) – (3-monitor) – (4-screen) – (5-speaker) – (6-mouse) –
       (7-keyboard) – (8-floppy disks)  – (9- floppy disk drive).

2.     Find other words related to computers and write them on your copybook:
Aim: to elicit as many words related to computing as possible from pupils
Key:  Compact Disk – Flash disk – Scanner – mouse mat – earphone – modem – Windows -

3.     Listen and say aloud the e-mail address below:

Aim: to check that learners know how to ask for and give personal information in relation with e-mail addresses.

Key: We write/see (Yacine2005@yahoo.com) and we read/say (Yacine2005 at yahoo dot com)
                        [user name] [arobas] [domain name]

4.     Take turns to give your e-mail address to your partner. If you don’t have one, invent it:

Aim: to check that learners know how to ask for and give personal information in relation with e-mail addresses.

 *Excuse me, what’s your e-mail address?
   Excuse me, can you remind me of your e-mail address?
 *It’s “Karim1@ hotmail.Com

Listen and Check: (p 5)
1.     Reorder the instructions below for accessing e-mail. Match letters a-g with numbers 1-7 in the box

Aim: to ‘teach’ learners to recognise and sequence the main ideas in spoken interaction and to follow the thread of what is being said by concentrating and recognising the key words.


2.     Now , listen to your teacher and check your answer to ex. 1:

3.      Listen again to the dialogue and play it out using these sequencers: first, then, next, after that, finally:
4.      Aim: to train the learners to speak from notes or memory with reference to the function of instructing and related language forms.

Key:                                        sample dialogue
A: I don’t know how to use a computer to check my e-mail inbox. Can you help me?
B: Of course. First, you have to switch on the computer. Then, you need to select an ISP from the menu and to click on e-mail. After that, you have to sign in and wait for the connection to your e-mail inbox. Finally, you need to click on “read” or “write” to  
     check or send your messages
5.      The table below compares e-mail and snail-mail (ordinary letters). Tick in the appropriate boxes to say what you think. Do not use column B for the moment:
Aim: to listen for specific details of information coming in a spoken interaction involving an interview

6.      Listen and fill in column B in the table. Do you have the same point of view as the speaker?
7.      Aim: to listen for specific information about opinions/points of view given by two informants in an interview

A: Your opinion
B: Speaker’s opinion


More interesting

Less personal

Less convenient

8.     Use the information in the table above and write a short paragraph about your preferences. Justify your preference. Start like this:

Aim: use information in the table of task two to produce a short paragraph about their preferences with regard to electronic and ordinary mail starting with a language structure which they have already studied.

  I prefer to send / sending my messages by e-mail rather than send / sending them by snail-mail. First of all, e-mails are the most modern (up-to-date) means of communication. Secondly, they are faster and cheaper than snail-mails.  Finally, they are more convenient than ordinary messages.

I prefer to send my messages by e-mail rather than send them by snail-mail because of many reasons. Firstly, e-mails are faster. Secondly, they are cheaper. Thirdly, they are more convenient. Finally, I favor e-mails because I like the Internet.