0510 y12 Sw Unit 2 Shop Til You Drop

8/13/2019 0510 y12 Sw Unit 2 Shop Til You Drop

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v1 2Y05 Cambridge IGCSE English as a Second Language (0510 and 0511) 3

AO Learning objectives Suggested teaching activities Learning resources

W1 Communicate clearly,accurately and appropriately.

W2 Convey information andexpress opinions effectively

structure and vocabulary.

Form-filling activities:Students are able to complete acomplex feedback questionnaire.Students recognise the conventionsand language of forms and can

respond to instructions on forms e.g.use block capitals, circle, delete.Write two sentences about

Students are also able to interpretand extract the relevant informationfrom a scenario to complete theform.

shop or a shopping website and recommending it

to a friend, speculating how we may shop in 50years time for a teenage magazine; writing aletter to a friend about a recent shopping tripwhere something totally unexpected happened orsomething was bought on impulse and laterregretted.

After brainstorming for ideas, planning anddrafting is completed, students compose their

own work.Final drafts can be shared with each other forhelp with proof-reading and peer evaluation.Students can read some good examples aloud tothe class for discussion and peer feedback. Lessable students will need more preparation time forthe activity and more support to develop alanguage resource to work from. They are likelyto need more help to acquire a formal tone and

register, if they are writing in a formal context.More able students can write at greater length.

Form-filling activities:

Completing a form based on a scenario:The Shopping online evaluation form can becompleted and would make a nice exercise for

homework, once student understanding of theconventions of form-filling have been established.

To improve form-filling skills in general, studentscan be asked to bring in a range of forms todiscuss and complete. Some forms could be filledin incorrectly beforehand (wrong informationgiven etc). Learners could correct and completethese forms. With help, learners could invent

scenarios for the forms, in pairs or small groups

The Consumer Society:www.teachingenglish.org.uk/try/lesson-plans/consumer-society


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which are then used by other groups in form

filing.

Reading

R 1 Understand and respond toinformation presented in avariety of forms

R2 Select and organise material

relevant to specific purposes

R3 Recognise, understand anddistinguish between facts, ideasand opinions

R4 Infer information from texts(Extended only)

Reading strategies: The ConsumerSociety.Students are able to read fordetailed meaning.Students are able to identify themain points of the argument and thesupporting details and examples.

Students are able to draw inferencesfrom the text.Students are able to analyse the useof features of an argument.Students are able to evaluate bias inan argument.

The pros and cons of the Consumer Society

The British Council thought-provoking lessonspackage The Consumer Society enablesstudents to explore the issues around modernconsumer society and whether there is pressureto buy the things that are produced. The package

provides vocabulary building work, discussionquestions.The detailed reading comprehension textintroduces the ideas of being a consumer ratherthan simply a customer.The students can explore the effect of the choiceswe consciously or unconsciously make andwhether we are influenced by advertising andpromotions.

From the text, it is possible to draw the inferencethat being rich or poor is as much about the waywe think and feel, as about the money we have.Students have the opportunity to explore bias inthe argument, especially what has not beenmentioned or avoided by the author, such as thelong term effects on the economy if people stopbuying things so much.It should produce some heated discussion, and

will make even the most committed shopaholicsin the group pause for thought.Highlighter pens are useful to help students pickout evidence and examples in the text from themain points in the argument. Attention can bedrawn to the repeated use of the word if to drawattention to choices. The text is accompanied bycomprehension questions requiring shortanswers.

Globalisation work sheet:www.englishclub.com/esl-lesson-plans/TP_Globalisation_TS.pdf


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Writing

W1 Communicate clearly,accurately and appropriately


W5 Observe conventions ofparagraphing, punctuation,

spelling

W4 Demonstrate knowledge ofa range of appropriatevocabulary

W6 Employ appropriateregister/style

Writing activities: Pros and cons of

globalisationComplex structures:

The writing exercises enablestudents to focus on writing complexsentences using a main clause andone or more subordinate clauses.Students are able to use connectivesto express reason, purpose,

condition, contrast etc.

Writing: Pros and cons of globalisation

Writing activities to consolidate the activitiescould include writing paragraphs based onquestions in the worksheet, or writing a letter tothe newspaper in favour or against a proposal tobuild a foreign-owned factory in a local area.

Some students could plan an article for a teenagemagazine persuading teenagers to keep to

traditional lifestyles and avoid modernisation.The best examples of the latter could be printedand letters written in response to the teenagemagazine article disagreeing with the viewspresented.

For preparation, students can brainstorm ideas,plan and draft writing in small groups. Examplesof complex sentence structure can be written on

the board for students to analyse.

Simple sentences, such as, We eat traditionalfood can be given for contrast and studentsdiscuss how to make them more interesting andcomplex by adding clauses, further phrases andadjectives, or examples.

Paragraphs of students own writing can be

extracted and discussed, and suggestions elicitedof how to make the examples more varied andsophisticated.

The Beckham Brand 13 July 07:

www.bbc.co.uk/worldservice/learningenglish/newsenglish/witn/2007/07/070713_beckham.shtml


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Reading

R1 Respond to informationpresented in a variety of forms

Reading strategies:

The Beckham Brand

Students understand and discussabstract concepts.

Students will be able to recogniseand understand key specialist termsfor business activity e.g. contracts.

Students are able to recognise thefeatures which show the purpose ofthe text and the target audiences forthe text (sports lovers and businesspeople) and judge the level offormality in the style.

Reading a newspaper report:

The Beckham Brand. The text is based on themove to America of the English footballer DavidBeckham. However, the focus is on Beckham asa commercial brand and his business activitiesand earnings. There are opportunities for topicvocabulary development (commercial brand,sponsorship deals, advertising contracts). Furtherexamples can be elicited, practised in example

sentences and written on the board.

Students can discuss the commercial spin-offsfrom sport and decide whether this is a goodthing.The text is available on audio, so the studentscan listen rather than read this text, if desired, orthey can read and listen at the same time.

Students could improve their vocabulariesthrough various games e.g. brainstorming asmany words associated with business as possibleand put them into sentences to show theirmeaning.

The text also has many examples of compoundse.g. commercial brand, profit sharing, andstudents could work on building up examples of

compounds from single words.

Writing

W1 Communicate clearly,accurately and appropriately


Writing strategies:

Students are able to plan work usinga suitable note-taking method fortheir learning style.

Students are able to produce, select

Writing a letter about the commercialisation ofsport.

Students brainstorm ideas, plan and draft a letterto the newspaper saying whether they agree withthe proposal that the local sports team carryadvertising for a soft drink on their shirts.

Unit 2: Past Paper 2 Exercise 2


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kind of visual image could be used to illustrate the

text (graph, diagram, map) and why.

Listening

L1 Understand and respond toinformation presented in avariety of forms

L3 Select and organise materialrelevant to specific purposes

Listening:

Rug-making.Students are able to identify keywords and phrases and extractinformation in order to complete aset of notes.

Listening: Rug-makingStudents listen to the interview with a rug-maker.This is a traditional occupation, and the rug-maker clearly takes pride in the intricacies of thework.Students can discuss what they think theinterviewer might ask about.

You can ask students to list ten key words theythink might be associated with rug-making.Students can be encouraged to try to guess the

meaning of unknown words, and be aware that itis important to orientate to the context, but it isnot necessary to understand every word tounderstand the gist.

Students can listen first to see if any of their keywords were mentioned. They can listen a secondtime to complete the notes and thirdly to checktheir answers.

Students can engage in a follow-up discussionwhere they discuss the topic overall. They maylike to share their views on of the pros and consof traditional occupations, discuss whether thesejobs can still thrive in the face of mass productionand other modern developments or whether theywill become a dying trade.

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0510 y12 Sw Unit 2 Shop Til You Drop