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The middle of the lesson –
35 min
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An informal
email
BACKGROUND
INFORMATION
The Inuit are a group of
indigenous people in Greenland, Alaska, Canada and Denmark. There
are roughly 135,000 Inuit people in the four countries.
Traditionally, Inuit people were
nomadic
and live on hunted fish,
seals, polar bears and whales. They lived in igloos or tents made
from animal skins. While hunting is still a part of Inuit life,
nearly all Inuit have migrated south
to
urban areas or live in Inuit
communities with access to satellite television and the
Internet.
Tell students they are going
to read an informal email from a girl who is staying with the Inuit
people.
Check/clarify Inuit. Set a
two-minute time limit to encourage them to read quickly for gist
and focus on the questions. Allow them to compare answers with a
partner before checking in open
class.
Answers
1 10 days 2 A couple of days
ago. 3 She’s learning
about patience, because Inuit
hunting involves a lot of
waiting in the
cold.
2 Divide the class into pairs
for students to complete
the exercise. Monitor and help
with any difficulties.
Check answers in open
class.
Answers
1 loads 2 Well, here I am at
last 3 said I could go along with them 4 I’m over the moon 5 how
I’m getting on with things 6 a couple of days
ago
3 Give students a minute to
discuss the question in pairs before checking in open
class.
Answer
They are too formal for an
email to a friend.
4 Working individually,
students make notes in preparation for writing an email. Encourage
them to use some of the vocabulary and expressions from the
article, adapting larger chunks of language
as
necessary.
Students can either write the
email individually or in pairs, as an exercise in collaborative
writing in class. On completion, ask students to exchange their
emails with another pair. If students have access to the Internet
in the classroom, this could be done electronically for added
authenticity. Ask them to focus on content (were all points
included? How interesting were the ideas?); organisation (did each
paragraph include a clear and distinct idea like the model
answer?); communicative purpose (were
you
convinced by it?); and
language.
If you mark the writing
yourself, focus on how clear and easy students’ writing is to
follow and whether they wrote about relevant details. Avoid
focusing too much on accuracy, as a heavily marked piece of writing
is more likely to de-motivate learners than to make them try harder
next time.
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They are going to read an
informal email from a girl who is staying with the Inuit
people.
Students read the article to
answer the questions
Students make notes in
preparation for writing an
email.
Students can either write the
email individually or in pairs, as an exercise in collaborative
writing in class.
|
They are going to read an
informal email from a girl who is staying with the Inuit
people.
Students read the article to
answer the questions
Students make notes in
preparation for writing an
email.
Students can either write the
email individually or in pairs, as an exercise in collaborative
writing in class..
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Context: Understand
the situation in which the action occurred. Consider factors such
as the student's background, the learning environment, any triggers
or stressors present, and the student's developmental
stage.
Behavior: Describe
the specific actions taken by the student. What did the student do?
Was it a positive or negative behavior? How did the behavior
manifest?
Intent: Determine
the student's intent behind the behavior. Was the action
deliberate, accidental, impulsive, or premeditated? Understanding
intent helps to differentiate between misconduct and
mistakes.
Response: Evaluate
the student's response to the behavior, as well as the response of
others (teachers, peers, administrators). Did the student show
remorse or take responsibility? How did others react to the
behavior?
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Book,
slide
Book,
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Book, slide,
audio
Book,
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Book, slide,
audio
Book,
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