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English Language Teaching Unit Integrate
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Module DUG 2017 Integrate IntroductionMaterials
Colour copies of photos will be provided for each teacher
A3 paper for group mind map
Notes
The core items here are
o Vocabulary - ways of recording/learning vocab – the method here is a mind map but you might want to talk about other methods.
o intro to topic of general topic of Integrate which is culture and cultural differences/shock
If you’ve got some extra time,
o you could use some of these “how to” videos from Learning English – ‘How to order a round of drinks’ includes important info about halves and pints. https://www.youtube.com/watch?v=bPfU_Cch1Vc&list=PLC67BDB9CBAAEAE44
o or use task 6
Module links Ss also create mind maps in Manage Intro
Ss speculated in Orientate Reading – will look at modals more theoretically in Study Language
Ss will look at “chunks” including collocations in Integrate Reading
Don’t forget…Click here to enter text.
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Teacher 2
SpeculatingI think they might be …
He/she/they could be …
English Language Teaching Unit Integrate
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INTEGRATEIntroductionPractise making oral speculationsDevelop ways of learning and recording vocabulary - create a mind map Expand your vocabulary for talking about culture
1. In your group discuss the pictures and cartoons that your teacher gives you.
What are the people doing?
How are they feeling?
Have you ever been in a situation like this?
What word(s) do you think could connect the pictures?
2. In your group create a mind map for the word culture.
Think about
words that link with the word “culture” eg culture clash words that are associated with it eg language different forms of the word eg cultural
3. Compare your mind map with other groups’.
4. Compare your mind maps with this one. Do you have the same words? Is it organised in the same way?
5. Create your own culture mind map in your notebook.
Mind maps are very personal. This is one of the reasons why they are a very useful tool in studying.
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English Language Teaching Unit Integrate
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example answer:
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culture (n) /ˈkʌlʧə/
cultural (adj)
culturally (adv)
culturally aware
cultural differences
multicultural (adj)
/ˌmʌltɪˈkʌlʧərəl/
monocultural
intercultural
multiculturalism (n)
popular culture
working class culture
company culture
modern culture
culture clash
culture vulture
values
/ˈvæljuːz/ climate/ˈklaɪmət/
food
language
/ˈlængwɪʤ/“rules” of behaviour dress
humour/ˈhjuːmə/What is
culture?
Collocations
English Language Teaching Unit Integrate1
6. Read the anecdote about someone’s experience of a different culture. What was the problem?
Have you experienced a situation like this? Think of one difference you have noticed between your culture and the UK.
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“One afternoon after work, a British teacher of EFL, who had recently started teaching at college in Hong Kong, decided to visit some friends who lived in a different part of the city. She went to the appropriate bus stop, and as she walked up, a group of her students who were waiting there asked ‘Where are you going? Immediately she felt irritated, and thought to herself, ‘What business is it of theirs where I’m going? Why should I tell them about my personal life?’ However, she tried to hide her irritation, and simply answered, I’m going to visit some friends.’
Several months later the teacher discovered that ‘Where are you going’ is simply a greeting in Chinese. There is no expectation that it should be answered explicitly: a vague response such as ‘Over there’ or ‘Into town’ is perfectly adequate. Moreover, according to Chinese conventions, the students were being friendly and polite in giving such a greeting, not intrusive and disrespectful as the British teacher interpreted them to be.”
English Language Teaching Unit Integrate1
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English Language Teaching Unit Integrate1
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English Language Teaching Unit Integrate1
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English Language Teaching Unit Integrate2
Module DUG 2017 Integrate Reading
Materials
Separate worksheet with examples from Collocation dictionary
Optional cut ups for vocabulary exercise
Text: Information leaflet “international students and culture shock” from UKCISA available from http://www.ukcisa.org.uk/
Notes The core items here are
o Using text organisation (Ss will need to use index/contents etc in future studies to decide what they need to read)
o Critical reading
o Chunking
Module links Ss have done T/F scanning questions in Orientate Reading
Ss briefly looked at different ways of reading in Orientate Reading
Ss briefly looked at collocation in Integrate Introduction
Ss use specific parts from text in Integrate Listening
Ss do some specific comp questions using this text in Integrate Language
Don’t forget… Tell students to take the text to Integrate Listening and Integrate Language class
Set homework for students to take to Integrate Writing on Friday
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Teacher 1
English Language Teaching Unit Integrate2
Module DUG 2017 Integrate ReadingPre reading homework
Look at the adjectives in the box. Tick the ones you know and check the meaning of new ones in a dictionary.
bland embarrassed lonely
cold enjoyable relaxed
comical familiar stressful
complicated formal surprised
confident frustrated unattractive
confused hostile uncomfortable
disorientating intriguing unfamiliar
distressing isolated valued
2. Divide these adjectives into positive/negative/neutral.
positive neutral negative
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Teacher 2
English Language Teaching Unit Integrate2
3. Which adjectives generally relate to people and which to things? Which can relate to both?
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English Language Teaching Unit Integrate
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INTEGRATEReadingPractise using text organisation to find information efficiently Practise critical reading Practise noticing “chunks”Develop vocabulary for evaluating situations and describing feelings
Before reading
1. Discuss with your partner. Do you know this organisation? What do you think the information sheet will talk about?
The UK Council for International Student Affairs (UKCISA) is the UK’s national advisory body serving the interests of international students and those who work with them.
International students and culture shockThis is the title of one of their information sheets. According to the website it aims to help students prepare for this period of adjustment and the effects it may have.
2. Discuss these adjectives and divide them into positive/negative/neutral.
bland embarrassed lonely
cold enjoyable relaxed
comical familiar stressful
complicated formal surprised
confident frustrated unattractive
confused hostile uncomfortable
disorientating intriguing unfamiliar
distressing isolated valued
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3. These are the different sections of the leaflet. Which would you read first? Why?
1) Introduction2) What is culture shock?3) A model of culture shock4) Some of the effects of culture shock5) How to help yourself6) Finally …
4. In which section of the text do you find the answers to these questions. Do you think the statements are True or False according to the text? Discuss with your partner.
a. The British generally have a reputation for unpunctuality.
b. Culture shock can cause headaches and stomach aches
c. You should take advantage of all the help that is offered by your institution.
d. Culture shock includes the shock of being away from your family.
e. In the final stage of adjustment people often find they don’t enjoy their situation.
f. Some people may find the British style of dress funny.
g. It can be very worrying or upsetting to find that people don’t share your values.
h. There are no positive aspects to culture shock.
i. In the second stage of culture shock people may experience feelings of hostility, anger and frustration.
j. You shouldn’t keep in touch with your family.
While reading
5. Now, find the answers to the T/F questions as quickly as you can.
6. Read the text and annotate it. Put a √ if you agree with something Put a X if you disagree Put a ? if you don’t understand Put a ! for something surprising/interesting
7. Compare with your partner.
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Developing argument
I think this (bit/section/point) is useful because ….
English Language Teaching Unit Integrate
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After reading
8. Think about the different ways that you read the text in exercises 5 and 7. Why did you do this?
9. What do you think is the most frequent word in this text? Why do you think this word is used so much?
10. Choose the three pieces of information that you think are most useful. Compare in your group and agree on the three most useful.
If you’re interested in more information for UKCIS http://www.ukcisa.org.uk/
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English Language Teaching Unit Integrate
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Vocabulary
To help us process language/ideas we often don’t function at the level of individual words; we use “chunks” which refers to any group of words. These might be
Phrasal verbso to look up
(Semi) fixed phraseso to take advantage ofo out of all proportion
verbs + prepositiono based on
adjectives + prepositiono conscious of
adjectives + prepositiono greatly reduced
collocationso temporary phaseo take regular exercise
11. Look at a section from the text. Try to identify some of the feature listed in the box?
ValuesAlthough you may first become aware of cultural differences in your physical environment, e.g. food, dress, behaviour, you may also come to notice that people from other cultures may have very different views of the world from yours. Cultures are built on deeply-embedded sets of values, norms, assumptions and beliefs. It can be surprising and sometimes distressing to find that people do not share some of your most deeply held ideas, as most of us take our core values and beliefs for granted and assume they are universally held. As far as possible, try to suspend judgment until you understand how parts of a culture fit together into a coherent whole. Try to see what people say or do in the context of their own culture’s norms. This will help you to understand how other people see your behaviour, as well as how to understand theirs. When you understand both cultures, you will probably find some aspects of each that you like and others that you don’t.
12. Check your ideas with the examples from the Oxford Collocations Dictionary.
13. Think about how you will record this information in your notebook.
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It is important that you notice and record “chunks”.
English Language Teaching Unit Integrate
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bland embarrassed lonely
cold enjoyable relaxed
comical familiar stressful
complicated formal surprised
confident frustrated unattractive
confused hostile uncomfortable
disorientating intriguing unfamiliar
distressing isolated valued
English Language Teaching Unit Integrate
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Module DUG 2017 Integrate Listening
Materials
Audio - http://www.internationalstudent.com/study_usa/way-of-life/culture-shock/
Scroll down to bottom of page and click on play
Notes The core items here are
o Listening to verify/add to knowledge
o Pausing and sentence stress
o Subject of culture shock (specifically related to Ss)
Module links Explicit links with text from Integrate Reading
Don’t forget…
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Teacher 2
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INTEGRATE - ListeningPractise using a “tool” for understanding the main ideas Practise verifying predictions and previous knowledgePractise using pauses and stress in your speaking
Before listening
You are going to listen to the first two minutes of this presentation.
1. What questions can you ask?For example
Where is the presentation taking place?
a. Who ……..? Who ………..?
b. When …………………………..?
c. What …………………………….?
d. Why ………………………………?
While listening
2. While you watch answer the questions you wrote.
Who? Where? When? What? Why?Using question words can help you to write your own questions to understand the main ideas of a reading or listening text.
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3. Listen again to the presentation. Fill in the missing words
a. There’s 115 students from 1____________the globe sitting here in this room.
b. So I came here from Israel two and a half years 2 ______________.
c. I was 3 ________________ total and complete shock
d. In retrospect, I realise that this is called culture shock
e. While culture shock is experienced differently by different types 4____________ people, some things are still common.
f. And if that’s not 5_________________ I was also feeling left 6 _______________.
g. For 7 _____________ good couple of months I really hated Americans.
4. The next part of the presentation talks about the Honeymoon Stage. In pairs, discuss what you remember about this stage from the UKCISA information sheet.
5. While you watch. Does Dan Fishel give the same information about the honeymoon stage as the UKCISA information sheet?
6. The next part of the presentation talks about the Distress Stage
In pairs, what do you remember about the elements that contribute to culture shock and the distress stage on UKCISA information sheet?
7. While you watch. Does Dan Fishel give the same information about the contributing factors and the distress stage as the UKCISA leaflet?
.
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English Language Teaching Unit Integrate
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After listening
1. Dan Fishel has a slight accent but he uses his voice very effectively. This is partly due to his use of sentence stress and pausing.
Look at the clip below a. Are there any words you don’t know how to pronounce?b. Or that have sounds that you know are difficult for you?c. Put a / where you would pause. d. Underline the words you would stress
Everything became so hard. The hardest part for me was that I couldn’t speak. I didn’t have
the vocabulary and you know back in Israel when I was a journalist I was making a living out
of words and coming here I lost my biggest skill the ability to express myself the way that I
wanted and when you can’t express yourself the way you want, you cannot sound smart,
you cannot sound intelligent, you cannot sound funny, you cannot sound anything.
2. Listen to Dan. Did he pause/stress as you thought?
3. Your teacher will say the clip.Listen and repeat thinking about the pauses and stressed words.
4. Practice individually and/or in pairs.
If you want to watch what Dan Fishel says about the third stage, what CBS students said about the duration of culture shock and his advice for dealing with culture shock, watch Part 2 …
http://www.internationalstudent.com/study_usa/way-of-life/culture-shock.shtml
And if you want to know how to spot an American and about the American handshake, watch this…
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http://www.youtube.com/watch?v=yDhXD25fmMo
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English Language Teaching Unit Integrate4
Module DUG 2017 Integrate Language
Materials Worksheet (2 pages).
You have a ‘student A’ and ‘Student B’ task. Both are in the book so you
Notes The core objective is for Ss to review their knowledge of a range of question forms,
including subject/object – this may bring out a range of problems not just connected with questions but also tenses, word order and modals.
Also for Ss to assess/evaluate their own knowledge
May want to dig out some of your own activities for questions forms
Module links Has questions on text from Integrate Reading
Ss looked at different tenses in Orientate Language
Ss will write questions for a survey in Integrate Writing.
Don’t forget… Students should take the questions they write in class to Integrate Writing
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Teacher 1
English Language Teaching Unit Integrate4
INTEGRATE LanguageReview question form (specifically subject/object)
1. These are the answers to three questions from the introduction to the UKCISA “International students and culture shock” information sheet.
In your group, look back at the Introduction. What could the questions be?
a. Yes, it can.b. Yes, it doesc. Yes, they are.
2. Why are the answers different? 3. How does this affect the structure of the question?
4. Answer these questions in note form. You will find the answers in the “what is culture shock?” section of the UKCISA “International students and culture shock” information sheet.
a. What elements contribute to culture shock? b. What affects many students? c. What is tiring? d. What do the British have a reputation for? e. What do we assume are universally held?
5. What is the difference between questions a, b & c and questions d & e?
6. Write the answers for the two questions in the box.
The British generally have a reputation for punctuality.
What do the British have a reputation for?
Who has a reputation for punctuality?
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English Language Teaching Unit Integrate4
1: Write questions to find out the information in the gaps. Ask Student B the questions.
Write the answers.
Vicky arrived at Example a)__________________________ in July 2009 to do Module D.
She has a conditional offer to study c)__________________________ and felt very excited.
e)__________________________ had told her a lot about Leicester as she had studied
Computer Science at De Montfort two years before.
As soon as she arrived she g)__________________________ . Later, she was happy to meet
a girl, called Susie, who came from quite close to her home, in
i)__________________________. They arranged to go shopping at Morrisons later that day
and Vicky told her about k)__________________________
The next couple of days were great, Vicky, was really busy with
m)__________________________ but also with some great new friends and exploring
Leicester and even a trip to Birmingham with Susie.
Example a) Where did Vicky arrive?c)
e)
g)
i)
k)
m)
2. In your team write some questions for another section of the UKCISA “International students and culture shock” information sheet.
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Student A
English Language Teaching Unit Integrate4
1: Write questions to find out the information in the gaps.
Ask Student A the questions.
Write the answers.
Vicky arrived at the University of Leicester in Example b)________________________
to do Module D. She has a conditional offer to study Economics and felt
d)__________________________. Her sister, Ruby, had told her a lot about Leicester
as she had studied f)__________________________ at DuMontfort two years before.
As soon as she arrived she quickly unpacked and organised her room in Nixon Court.
Later she was happy to meet a girl, called h)__________________________, who
came from quite close to her home, in the kitchen. They arranged to
j)__________________________ later that day and Vicky told her about the cheap
fruit and vegetables in the market.
l)__________________________ were great, Vicky, was really busy with Module D
but also with some great new friends and exploring Leicester and even a trip to
n)__________________________ with Susie.
Example b) When did Vicky arrive?
b)
d)
f)
h)
j)
l)
n)
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Student B
English Language Teaching Unit Integrate4
2: In your team write some questions for another section of the UKCISA “International students and culture shock” information sheet.
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English Language Teaching Unit Integrate5
Module DUG 2017 Integrate Writing
Materials
Notes The core objective is to give Ss “realistic” practice of question writing (in a format
that it is likely that they will need on their degree course)
The finalised product is a written report of a research survey – this can be done individually or in groups – which must be handed in by Friday 14th July if not completed in class
You may want to use a simple example of a written record of a research survey
Module links Topic of research survey links to overall theme of the unit i.e. culture shock
Ss can draw on idea in texts in Integrate Listening and Integrate Reading
Don’t forget… To collect writing on Friday
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Teacher 2
English Language Teaching Unit Integrate5
INTEGRATE WritingWrite questions for a small scale research surveyPractise asking questions and noting repliesWrite up the results of the survey
You are going to conduct a short survey as a piece of small scale research into the effects of culture shock on international students at the University of Leicester.
1. Discuss with your partner.
a. What is a survey?
b. How do you carry out a survey?
Here are the four steps to a successful survey:
Step 1 - create the questions
Step 2 - ask the questions
Step 3 - tally the results
Step 4 - present the results
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English Language Teaching Unit Integrate5
2. Step 1: Question types Look at the following extract from a questionnaire and match A – E with the descriptions of the types of question below:
1. Closed questions require the answer ‘yes’ or ‘no’2. Questions which require respondents to tick items in lists or boxes3. Questions requiring a choice between alternatives 4. Open questions beginning with what, who, why, etc.5. Questions which require the respondent to choose a number on a scale
A Tick the box in each group which applied to you.
1 undergraduate postgraduate
other
B B Do you feel stressed during your studies?
Yes No
C Which do you find more difficult?
a. course assignments
b. class testsc. examinations
D Put a cross on the scale to indicate your level of stress.
1 = no stress 5 = average 10 = v stressed1 5 10
_____________________________________________________________________________________________________
E What do you think are the main causes of stress for students?
With your partner, write 3 questions. Try to write different question types.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3.. Step 2: Ask the questions.....Now ask your questions to the other members of the class. Make sure you note down the
.....answers carefully as you will need these to write up your results.
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English Language Teaching Unit Integrate5
4...Step 3: Tally the results
.....You will have to tally your results. Use the style of the table as a guide.
5. Step 4: Now you need to write up your results for homework.
You should include the following information in your results:
1. Who was asked?
2. How many people were asked? 3. What were the questions?
4. Summary of responses.
The examples below show how it can be done.
2.1. Who was asked?Who were the respondents that answered the question?
2.2. How many people were asked?This is the sample size for that question: the number of respondents who answered that
question.
2.3. What was/were the questions?Here, write the exact wording of the question/s.
2.4. Summary of responses
Different people understand data in different ways, so it's best to provide the response summary in different formats: as a verbal summary, a verbal explanation, a table, and a graph.
The verbal summary is like a headline, expressing the main finding from the questions. One sentence is enough. This is followed by a more detailed explanation of the results. This is followed by a table
and then a graph or pie chart.
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English Language Teaching Unit Integrate5
HOMEWORK TASK
Title: Class survey (write your class number here e.g. UG3 Class survey) Write up your survey results Write between 150 – 180 words
Bring two paper copies of your work to class on Friday 14th July. Submit your work on Turnitin by 9.00 am on Friday 14th July.
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English Language Teaching Unit Integrate5
Example answer:
A survey was carried out to ask teenagers about their habits while they watch tv. One hundred teenagers were asked the question ‘Do you do anything else while you watch tv?. It can be seen that three-quarters of those surveyed do other things simultaneously.
One half of the respondents said that they either ate or checked their phone or tablet, while only 5% said they read, did exercise or listened to music. Eighty percent talked to their families or listened to music and another 8% said they often did homework at the same time. It is not clear from the results if they did more that one additional activity at once.
It is evident that a large proportion of families watch TV while they are eating, while almost a third of young people divide their attention between several screens at the same time. These figures may reflect a general trend towards greater levels of multitasking. However, a significant number of teenagers still focus fully on the television when they are watching.
TOP TIPS FOR WRITING
1 Say what the survey was about and describe the
respondents.
2 Describe the survey results in
detail. Use a variety of language to
describe proportions, fractions and percentages.
3. Use expressions for comparing like
while …
4. Discuss the most significant results.
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English Language Teaching Unit Integrate5
INTEGRATE
Notes on Writing questions
Survey questions must be relevant. A few well-worded questions are a lot more useful than a long list of poorly-worded questions.
Questions must be easy to understand. If people don't understand your questions, you'll find that they will not give the answers you want.
Think carefully about the wording of each question. This will ensure the respondents interpret the questions the way you intend.
Always test your questions on a friend or family member first. This will help identify questions that are poorly written.
Think carefully about the layout of the questionnaire. You must make sure it is easy to complete.
Questions to avoid
Questions should not be too:
Personal, eg how much money do you have in the bank?
Embarrassing or upsetting, eg how often do you shower?
Biased or leading, eg you like ------------ don't you? Do not attempt to influence people's answers in any way.
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