Learning task 1
Sentence matching
- Enlarge the sentence onto A3 size card and cut them in half.
- Prior to the lesson enlarge and photocopy the sentence halves. Cut them up so each student can be given half a sentence as they enter the room. Arrange to give out the sentence halves to match able and less able students.
- Tell students to find the other half of their sentence and then share with their partner what they know about the topic to report back to the class.
- The teacher circulates giving clues if needed and checking that the sentences are correct. Whisper answers to students, for example: you need to find somebody with the words 'to promote' on their card.
- Give students the completed sentenceand check answers. Initiate class discussion by getting one student in the pair to read the sentence and the other to tell the class what they know about it. Other class members may also contribute to clarify meaning.
- Students may take notes using the technique or notes in their own language. Model dot and jot with answers elicited from class and students copy from whiteboard. Note taking is a totally optional activity as the objective is to link to students' prior knowledge to start them thinking about free trade and globalisation.
Vocabulary task
- The strategies for unknown vocabulary should be discussed and then answers written in prior to the first reading of the text The text can be located at " Globalisation: What on Earth is it about". Allow students to read through the text. They can circle unknown words with a pencil rather than using a dictionary. Assist students with any words that are still unknown. Students may clarify unknown words for others or give teacher help. Ask how the strategies helped them.
- Ask a few questions to check on students understanding of the article.
- Ask students:
- There will be other words in "Globalisation: What on Earth is it about?" that you do not know. What strategies could you use to work out the meanings?
- Students may use English dictionaries.
Sentence matching 2
Write the sentence belows in your book and then find a sentence in the newspaper editorial, " Clark's Snub to Australia Hard to Take" (The New Zealand Herald), that uses different words but means the same. Write this sentence underneath.
- Helen Clark, the Prime Minister of New Zealand, did not attend the meeting.
- Yesterday, on radio she dismissed the suggestion of a common border for travel as well as the possibility of both countries having he same currency.
- Closer Economic Relations (CER) has been the priority of New Zealand Governments for more than 25 years.
- The New Zealand Finance Minister, Michael Cullen, and the Australian Treasurer, Peter Costello, have been working hard to remove the barriers to trade and business between the two countries.
- Helen Clark has dismissed policies suggested at public meetings on business issues before.
- Australia for once has been eager to discuss CER with New Zealand.
- The Australians are worried migrants will use New Zealand to gain Australian citizenship.
- On the other hand, Helen Clark says New Zealand wants less restricted visa policies than Australia.
- The diversity of New Zealand trade will be affected if it loses its currency.
Aida Walqui's ideas
This activity is developed from a presentation by Aida Walqui at Kohia Teachers Centre in 2004.
- Working in groups of four, ask students to identify one important quote (up to sentences in length) from the editorial, " Clark's Snub to Australia Hard to Take".
- Each student presents their quote in turn, but nobody else speaks.
- In small groups, students choose a quote and use this as a starting point for a poster.
- These are pinned on the wall. One member of the group then presents their poster's ideas to the class. Discuss the language students use may use when presenting their ideas to the group, for example:
- Our quote is ...
- Just like ______ I also think ...
Published on: 25 Jun 2009
