GRADE 12A: Work Making a presentation

About this unit

This unit is designed to guide your planning and teaching of English lessons. It provides a link between the standards for English and your lesson plans. The teaching and learning activities in this unit should help you to plan the content, pace and level of difficulty of lessons. You should adapt the ideas in the unit to meet the needs of your class. You can also supplement the ideas with appropriate activities from your schools textbooks and other resources. In this unit, students explore the definition of work. They learn about child labour and conduct research in preparation for a presentation.

UNIT 12A.4 10 hours

Resources
The main resources needed for this unit are: dialogue between two people discussing the relationship between work and pay; a short reading text of approximately 500 words introducing the topic of child labour; a radio or TV lecture or presentation of about 15 minutes on child labour; a reading text of 1000-1500 words about a specific case of child labour,

Expectations
By the end of the unit, most students will: systematically use bilingual and monolingual dictionaries and thesauruses to support vocabulary development; follow lectures and presentations, identify main and subsidiary points, make notes to aid understanding and formulate relevant questions or comments; stay on the topic, express some complex ideas, talk at length at a reasonable speed without undue hesitation actively participate in discussions of at least 15 minutes, contributing, challenging, maintaining and developing topics; prepare and make 10-minute presentations to an audience, on topics that interest, inform, and propose ideas or action; read independently and intensively, texts of up to 1500 words; understand a wide range of features of formal written English and text cohesion; read widely for information, and skim and scan written and screen-based texts to extract information; use advanced features of search engines on the Internet; make detailed notes from a range of sources; write information texts synthesising evidence from a variety of sources; write persuasive arguments in a logical structure for particular audiences; use common word-processing software to independently plan, compose, edit and present and save their own writing. Students who progress further will: speak accurately and fluently in series of up to 12 connected utterances with good control of basic language structures and appropriate use of more advanced forms. demonstrate ability to deal with unexpected questions or comments. Students who make slower progress will: speak fairly accurately and fluently in series of up to 12 connected utterances demonstrating good control of basic language structures.

Key structures and functions

Talking about imaginary situations: If we didnt have rubbish collectors, the city would fill up with rubbish and disease would spread Speculating about the present and future. The children might be orphans. The work might cause health problems. If the children dont go to school theyll never be able to get a better job. Expressing dissatisfaction with the present: I wish I didnt have to work in the mines all day. If only I had more food to eat. Expressing wishes for future change: I wish I could afford to go to school. If only the mine controllers would pay us more.

Vocabulary
Child labour: to labour, toil, exploit, abuse, enslave, recruit, traffic, vulnerable, etc. Labour laws: to permit, contravene, minimum age, etc.

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Standards for the unit

10 hours
2 hours What is work? 4 hours Child labour 1 hour Expressing dissatisfaction with the present and hopes for the future 3 hours Making a presentation 11A.5.2 Consolidate and extend ability to describe possible choices and courses of action in the past, present or future, and weigh up options and consequences using hypothetical language with conditionals and appropriate modals and connectives. 12A.4.2 12A.1.1 11A.1.4

Unit 12A.4
CORE STANDARDS Grade 12A standards
12A.1.3 Recognise and investigate euphemism and connotation.

SUPPORTING STANDARDS including Grade 11A standards

Use an advanced learners English English dictionary and a thesaurus in paper-based format and online. Recognise, understand and use at least 4500 words for listening, speaking, reading and writing, extending and consolidating the active vocabulary words from Grades K9. Students regularly use these words throughout the year across the four skills, using topics and lexical sets to group them in meaningful, memorable contexts.

EXTENSION STANDARDS Grade 12A standards

12A.3.3

Follow longer (about 20 minutes) lectures and presentations on a range of abstract and/or technical subjects: identify main and subsidiary points; use notes to organise points into headings, sub-headings, maps, charts; diagrams etc. and link points using asterisks, arrows, side notes; understand detail and select or discard according to relevance; generalise and link to knowledge from other sources; formulate questions and comments to seek clarification, contribute views or comments, take issue. Interact in group, paired and more formal discussion: actively participate, contributing relevant opinions, examples and suggestions to the discussion; challenge ideas, cross-examine, get the interlocutor to justify their position, use flaws in the interlocutors argument to present a new case where appropriate; show independence by initiating new ideas.

12A.3.3

Follow longer (about 20 minutes) lectures and presentations on a range of abstract and/or technical subjects.

12A.5.5

Prepare and present to an audience, or discuss in a simulation, a proposal that convinces or persuades: establish and develop a logical and controlled argument; organise the presentation with a consistent structure; include relevant and memorable evidence; use strong, positive language, short utterances for emphasis, and a friendly manner to be convincing; use persuasive strategies such as rhetorical devices; anecdotes and appeals to emotion, authority, reason, pathos and logic; differentiate between evidence and opinion to support position and to address counter-arguments or listener bias.

12A.6.1

Independently and intensively read texts of at least 2000 words.

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10 hours

SUPPORTING STANDARDS including Grade 11A standards

12A.6.4

CORE STANDARDS Grade 12A standards

Identify and interpret a wide range of features of discourse cohesion: reference; linking conjunctions ellipsis; substitution; lexical cohesion; enumeration.

EXTENSION STANDARDS Grade 12A standards

12A.6.5

From Grade 11, extend use of advanced features of common search engines.

12A.6.6

Search the Internet for information related to a text, infer information from evidence in the text, read, understand and respond to written arguments. Collate by downloading, cutting, pasting etc. to form a coherent whole. Extend use of active comprehension strategies to derive meaning while reading by: formulating and clarifying questions; evaluating predictions made in pre-reading and making adjustments; predicting outcomes, stating reasonable generalisations, and drawing conclusions based on prior knowledge and information gained while reading; inferring attitudes and relationships, and drawing generalisations from the text; comparing and contrasting different parts of the text; referring to the text for evidence of conclusions or opinions; using self-monitoring strategies while reading (e.g. pausing, rereading, consulting other sources, reading ahead, asking for help); relating the text to prior personal experiences or opinions as well as previously read print and non-print texts.

12A.6.7

Skim and scan written and screenbased texts for information. Interpret and evaluate the texts: in terms of reading purpose; knowing how deeply to read the document; using active reading techniques to identify key points and comment on a text; using the table of contents for reading magazines and newspapers, and clipping useful articles; recognising different article types and understanding how to extract information from them; using indexes, pictures, tables of contents, and glossaries to help assimilate information.

12A.6.8

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10 hours
12A.7.4

SUPPORTING STANDARDS including Grade 11A standards

Read widely for information. 12A.6.9

CORE STANDARDS Grade 12A standards

Use active comprehension strategies to derive meaning after reading by: indicating, analysing, and evaluating the sequence of events; recognising and stating the main idea or central element in a given reading selection and noting details that support it; identifying the authors purpose and analysing to determine if it is met; discussing similarities and differences and using evidence cited from the text or various texts; analysing and evaluating the text to find contextual support for responses to questions, assistance in formulating ideas and opinions, supporting personal responses; evaluating cause and effect relationships; evaluating statements as fact or opinion; evaluating and reflecting on comprehension strategies utilised to make meaning from texts.

EXTENSION STANDARDS Grade 12A standards

11A.9.3

Drawing on experience of reading, compose information texts which present information based on personal knowledge or research, showing ability to: construct a plan in the form of notes, a summary, a flow-chart, or concept map showing the main elements and the connections between them, as a basis for writing; synthesise information from two written sources; extend ability from Grade 9 to select vocabulary and typical language to suit the purpose; enhance precision of writing through using a wide range of quantifying words and expressions; use ICT to organise and present the text attractively.

12A.9.3

Drawing on experience of reading, compose information texts which present information based on personal knowledge or research, showing ability to: construct a clear plan in the form of notes, a summary, a flowchart, or concept map showing the main elements and the connections between them, as a basis for writing; tailor the text to a particular audience; synthesise information from a range of sources; select vocabulary and typical language to suit the purpose; organise texts in ways appropriate to their content by chronology, priority, comparison and signpost this clearly for the reader; use ICT to organise and present the text attractively and in ways that help the reader, using headings, lists, paragraphs, diagrams and, where possible, illustrations that are drawn, scanned or pasted as appropriate; follow basic conventions of recording and acknowledging sources in footnotes, bibliographies or forewords by attributing reported speech, mentioning a book, website, author in the text, as relevant.

12A.9.3

Drawing on experience of reading, compose information texts which present information based on personal knowledge or research, showing ability to: organise texts in ways appropriate to their content by chronology, priority, comparison and signpost this clearly for the reader.

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Activities
Objectives
2 hours What is work? Students are able to: interact in paired and group discussions and more formal discussion; talk about improbable or imaginary situations; understand and use a range of idiomatic expressions from British and American English; identify a speakers opinion and distinguish between fact and opinion.

Unit 12A.4
Possible teaching activities
In groups, students define work. Groups present their definitions and compare and contrast them. From the discussion raise questions such as: Is work something that you are paid for? If so, what about voluntary work? Is work something we choose to do or are obliged to do for financial remuneration? etc. In groups, students discuss a range of jobs (e.g. journalist, school teacher, car mechanic, surgeon, actor, rubbish collector, development worker). Ask students to rank the jobs in order of importance. Remind students of the use of the second conditional to talk about imaginary situations and encourage them to use it in this activity, for example: If we didnt have rubbish collectors, the city would fill up with rubbish and disease would spread. Encourage students to rehearse sentences to justify their decisions in their groups in preparation for a presentation to the whole class. Each group presents and justifies their list in turn. Encourage questions from other groups. Students listen to two or more people discussing the relationship between work and pay (e.g. a discussion on whether or not actors and footballers are overpaid for their work). Students complete comprehension questions to identify the speakers point of view and to distinguish fact from opinion. They discuss whether they agree or disagree with the speaker. Students look again at the list of jobs and how they ranked them in order of importance. Discuss if they think workers in each job are remunerated fairly for their work. Present 45 idioms connected to employment (e.g. to give someone the sack, to be just the job, to give someone or something up as a bad job) and have students guess the meaning from the context. They check using an EnglishEnglish dictionary. Discuss how to look up idioms in the dictionary. Provide further practice using a dictionary to check or look up the meaning. Many dictionaries have accompanying workbooks which provide exercises on idioms.

Notes
This unit links with geography and citizenship.

School resources
This column is blank for schools to note their own resources (e.g. textbooks, worksheets).

4 hours Child labour Students are able to: follow 15-minute lectures and presentations on a range of abstract or technical subjects; [continued]

Students read a text about the problem of child labour. They complete comprehension tasks; for example, they fill in missing numbers from a list of numbers. They identify logical organisation and a range of features of discourse cohesion including reference, substitution, enumeration and the use of conjunctions. They identify the use of precise, powerful and expressive vocabulary (e.g. compare work/labour/toil). Students discuss the difference between child work and child labour. They discuss examples of child labour in the Middle East. Students identify and investigate examples of euphemism and connotation in the text.

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Objectives
[continued] use active comprehension strategies while reading; use active comprehension strategies to derive meaning after reading. identify features of discourse cohesion; make detailed notes from listening or reading; prepare and present to an audience, or discuss in a simulation, a proposal that convinces or persuades; compose information texts which present information based on personal knowledge or research; identify and investigate examples of euphemism and connotation in the text.

Possible teaching activities

Students listen to a radio or TV lecture or presentation of about 15 minutes on childrens rights and child labour. They identify the main and subsidiary points. They select and note relevant detail using headings, subheadings, maps, charts, diagrams etc. and devices such as underlining and boxing to emphasise points. They make generalisations and draw conclusions. They discuss the content with reference to their notes and contribute views or comments. Students identify and investigate examples of euphemism and connotation in the text. Students read a text of 10001500 words about a specific case of child labour, (e.g. child goldminers in Burkina Faso). Before reading, students consider that child miners work at least 12 hours a day for which they are paid approximately US$1. Students compare this to the cost of gold jewellery they may have and discuss the chain of buyers. Who is likely to make most money? Is it a fair deal? If possible, display pictures of the children at work. Students discuss what they think the childrens lives are like and why they do this kind of work. They speculate about the problems resulting form the childrens work. Students read the text and check their ideas. They evaluate cause and effect relationships and evaluate statements as fact or opinion. Create an imaginary scene of a village meeting where the local community decides how to improve childrens lives. Prepare role-cards for the five groups of stakeholders (e.g. the local authorities, aid workers, mine controllers, parents, young miners). Divide the class into five groups. Give each group a role-card (make extra young miners if necessary to balance numbers). Allow time for the groups to read their role-cards and prepare together what they will say in the meeting. Take one person from each stakeholder group to make new groups (i.e. there should be a representative from each stakeholder group plus possibly two or more young miners in each new group). Students conduct the meeting, using imagination to develop the points on their role-card. Monitor and make notes of common errors for later correction work. The local authorities should make a final decision about what action to take (i.e. stopping the children working at the mines or not). In whole class discussion, students compare the outcome of the role-play. Students should recognise the need for a compromise (e.g. improved working conditions as the need for money means that harmful child labour practices can not be stopped immediately).

Notes

School resources

Case studies can be found on many nongovernmental organisation websites, for example: www.savethechildren.org

This activity can be carried out as a formal debate, with a designated chairperson; groups ask permission from the Chair to speak, and the Chair gives permission to groups to respond. Alternatively, the local authorities can mediate a more informal discussion.

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Objectives

Possible teaching activities

Students use their notes from the listening activity and the examples from the reading and roleplay activities to compose an information text informing about child labour. Students construct a plan in the form of notes, a summary, a flow-chart, or concept map showing the main elements and the connections between them, as a basis for writing. They select vocabulary and language to suit the purpose. Students use ICT to organise and present the text attractively and in ways that help the reader; for example, using headings, lists, paragraphs, diagrams and, where possible, illustrations that are drawn, scanned or pasted as appropriate.

Notes

School resources

1 hour Expressing dissatisfaction with the present and hopes for the future Students are able to: use if only for wishful thinking in the present, and to express wish for change in the future.

Use pictures of children labouring in difficult circumstances. Elicit some sentences (positive and negative forms) about their daily lives, for example: They have to work in the mines all day. They dont have enough to eat. They cant afford to go to school. The mine controllers pay them very little for the gold. Ask if the children are happy with this situation. Establish that they want the situation to change. Elicit or introduce the structures I wish/If only + past simple for expressing dissatisfaction with the present, for example: I wish I didnt have to work in the mines all day. If only I had more food to eat. Drill and practise the structure, paying attention to form, meaning, use and pronunciation. Use thought bubbles to suggest the childrens hopes for the future. Elicit or introduce the structures I wish/If only + could/would (infinitive) to express wishes for future change, for example: I wish I could afford to go to school. If only the mine controllers would pay us more. Drill and practise the structure, paying attention to form, meaning, use and pronunciation. In groups of 23, students talk about there own dissatisfaction with the present situation and hopes for the future using I wish/if only.

You could use the same pictures as used to set up the role-play.

Point out that although a past tense is used in the structure, we are talking about the present situation.

3 hours Making a presentation Students are able to: skim and scan written and screen-based texts for information; use active comprehension strategies while reading; [continued]

Students research a case of child labour (e.g. child soldiers in Africa, children working on tobacco plantations in Indonesia, children working a 60-hour week picking cotton or coffee in Zimbabwe, children working as scavengers in the Philippines, children working in the garment industry in Asia. Discuss research questions, search words, use of features of advanced searches and a framework for a presentation. Revise features of a good presentation and use these to develop assessment criteria. In groups, students conduct an internet search, make notes and prepare a presentation to the rest of the class.

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Objectives
[continued] search the Internet for information related to a text; use advanced features of common search engines.

Possible teaching activities

Allow students time in class to rehearse their presentation before presenting to the whole class. They focus on both fluency and accuracy, aiming to deliver their presentations at reasonable speed without undue hesitation and demonstrating good control of basic language structures and appropriate use of more advanced forms. Encourage them to record their rehearsal, identifying and correcting common errors. Students make their presentations to the whole class while other students listen and complete a simple grid to focus their listening. Encourage listeners to ask questions. Revise organisational and language features typical of a persuasive text. Students read about the use of child labour in Asia to produce sports equipment. They compose a letter to the school board urging them not to buy child-made products.

Notes
Encourage students to use visuals to support their presentations. If possible, have students prepare a display on child labour to coincide with UN Day (24 October) or International Childrens Day (20 November).

School resources

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Assessment
Possible assessment activities
Listening Students listen to an interview with an aid worker describing a case of child labour. They demonstrate comprehension by responding to true/false statements. In groups, students discuss pictures of working children and respond to oral questions. Students read about a case of child labour and complete comprehension tasks. Students write a persuasive letter on a topic related to child labour.

Unit 12A.4
Notes
Listening carries approximately 20% of the assessment weighting for this grade. Speaking carries approximately 30% of the assessment weighting for this grade. Reading carries approximately 20% of the assessment weighting for this grade. Writing carries approximately 30% of the assessment weighting for this grade.

School resources

Speaking Reading Writing

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