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ESOL Online. Every child literate - a shared responsibility.
Ministry of Education.

Learning task 1

Vocabulary tasks - GM industry text

Teacher reads text 1 GM industry falling apart worldwide (Common Dreams website) to the students.

Students read "GM industry falling apart worldwide" from Line 1 to Line 60 circling any unknown words with a pencil.

Working with a partner students complete the Vocabulary Word Matching Sheet for Lines 1 to 60 (Word 46KB) Vocabulary Word Matching Sheet for Lines 61 to the End (Word 46KB) as far as possible before using an English dictionary. Discuss answers as a class.

Each student makes their own set of vocabulary cards for the words that they do not know as follows: write the unknown word on one side of the card and on the back write the meaning in their own language. They may also add a sentence or anything else that will help them remember the meaning such as a drawing (Nation's vocabulary cards). Demonstrate how to use the cards and pupils practise testing each other.

Homework is to learn all the words for a test.

Students suggest what strategy they could use to handle the words that they still do not know - that is the words that they circled in pencil but are not high frequency words.

At the beginning of the next lesson allow five minutes practice with the vocabulary cards and then get students to complete the Vocabulary Test Sheet for Lines 1 to 60 (Word 40KB) and Vocabulary Test Sheet for Lines 61 to the End (Word 41KB) individually. Students then work in pairs to complete the sheets. Answers are discussed in class and each pupil marks their own work. Words not known should be learnt.

Repeat all the above steps with the same article from line 61 to the end. Include revision of the strategies for determining the meaning of unknown low frequency words.

3 level guide - GM Industry text

This 3 level guide aims to help the students to:

  • become aware of a range of arguments against the production of genetically modified food;
  • gain knowledge of the current position in New Zealand i.e. the moratorium to be lifted in October;
  • start to formulate their own ideas for or against the production of GM foods and express these orally.

Note: GM industry falling apart worldwide on which the 3 level guide is based is anti-GM foods, but students will also be exposed to a text promoting GM foods.

Teacher instructions

  1. After reading the article and clarifying any necessary vocabulary students should be given the Level 1 statements to complete individually. Students need to give reasons by finding the evidence in the text to support their answer.
  2. Next, students work in mixed ability groups of three to five students to discuss their answers and give their reasons. Agreement should be reached. The teacher should circulate around the room to identify misunderstandings and areas of disagreement.
  3. Following this the class wide discussion should clarify only points of disagreement or misunderstanding.
  4. Complete Level 2 and 3 statements in a similar way.
  5. Level 1 statements are what the author actually says and Level 2 what the reader has to infer, while Level 3 is what the reader thinks and what the author is getting at.

3 Level Guide Student Sheet (Word 30KB)

3 Level Guide Teacher Sheet (Word 30KB)

Published on: 25 Jun 2009

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