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Module 1 Face to Face

Module 1 Face to Face Activities (Teacher’s Notes)

The speaking activities in the Face to Face Lesson for Module 1. There are three parts, each featuring language from one of the units plus a short test.

Part 1. Discussion (based on Unit 4 – Multiple Intelligences)

  • 1.1. Activities

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3

. Activity 1. Looking back at Unit 4

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Activity 2. Group work: The faculty you are in - your studies - your “intelligence

 

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Activity 3. Group work: Learning styles and strategies and e-learning

 

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Activity 4. Whole class: Putting together ideas

 

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Part 2. Discovering you partner’s language learning style (based on Unit 1)

 

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  • 2.1. Activities Activity 1. Looking back at Unit 1

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. Activity 2. Tell the class about your partner’s style

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Activity 3. Can you become better language learners?

 

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Part 3. Role plays (Unit 2 Role play)

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Part 4. Test Module 1

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Module 1 Face to Face Activities Part 1

Module 1 Face to Face

1. Discussion (based on Unit 4 – Multiple Intelligences)

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1.1. Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Activity 1. Looking back at Unit 4

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. Activity 2. Group work: The faculty you are in - your studies - your “intelligence

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Activity 3. Group work: Learning styles and strategies and e-learning

 

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Activity 4. Whole class: Putting together ideas

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1. Discussion (based on Unit 4 – Multiple Intelligences)

1.1. Activities

Activity 1 Looking back at Unit 4

Discuss multiple intelligences.

Module 1 Face to Face

In Unit 4 you read about “multiple intelligences”: the different characteristics which can be related to each person’s type of “intelligence” and how these can be connected to different types of study and work.

But let’s see how much you can remember about what you read!

  • 1. Can you remember how many original “human intelligences” Gardner mentions in the text?

  • 2. Can you list them?

  • 3. What principle characteristics does the text mention for each “human intelligence”?

  • 4. Which two “intelligence types” does Gardner think are often considered important in school?

  • 5. Which form of “human intelligence” does he think is similar to linguistic intelligence?

  • 6. Which forms are important for anyone working in the Arts?

  • 7. The text discusses how different “intelligences” relate to different jobs. Can you remember which “intelligence type” is important for these jobs? (sometimes there is more than one).

actor

architect

surgeon

lawyer

teacher

psychologist

  • 8. What is each “intelligence” good at?

Key

  • 1. Seven.

Module 1 Face to Face

  • 2. Bodily-kinaesthetic, interpersonal, intra-personal, linguistic, logical mathematical, musical, spatial.

  • 3. Linguistic intelligence: valued in school; shows sensitivity to spoken and written language and the ability to learn languages; the capacity to use language to achieve certain goals. Logical-mathematical: valued in school, can analyse problems logically, carry out mathematical operations, and investigate issues scientically. Musical: shows skill in the performance, composition, and appreciation of musical patterns. Bodily-kinaesthetic: has the potential to use the whole body or parts of the body (like the hand or the mouth) to solve problems or create products. Spatial: has the potential to recognise and manipulate the patterns of wide space as well as the patterns of more conned areas. Interpersonal: underlines a person’s capacity to understand the intentions, motivations, and desires of other people and consequently, to work effectively with others. Intrapersonal: involves the capacity to understand oneself, to have an effective working model of oneself-including one’s own desires, fears, and capacities-and use such information effectively in regulating one’s own life.

  • 4. Linguistic and logical-mathematical.

  • 5. Musical.

  • 6. Musical / bodily kinaesthetic.

  • 7. Actor: bodily kinaesthetic/interpersonal. Teacher: interpersonal. Psychologist: interpersonal/logical mathematical. Architect: spatial. Surgeon: bodily kinaesthetic /spatial. Lawyer: linguistic.

  • 8. Linguistic: good at learning languages and achieving specic goals with languages. Logical-mathematical: good at investigating things scientically and analysing problems. Musical: good at performing, creating compositions and appreciating musical patterns. Bodily-kinaesthetic: good at using the whole body to solve problems or create products. Spatial: good at recognising and manipulating space - both wide and conned areas. Interpersonal: good at understanding intentions and emotions and so good at working with other people. Intrapersonal: good at understanding yourself and so using information well to organise your own life.

Module 1 Face to Face

Activity 2 Group work: The faculty you are in - your studies - your “intelligence types”.

[This activity focuses on different university faculties which the teacher could elicit from the students and write on the board at this point. This then leads on to discussion possibilities for how different faculties may attract different learning types.]

Discuss these questions in groups.

What do you study? What faculty are you in?

Make a list of all the faculties in your university. Which type or types of intelligence do you think are connected to

studying at each faculty? Which of the “intelligences” relates best to you and your studies? Is there more than one “intelligence type” that you

can relate to? Do you agree with your type according to Gardner? How similar or different are you to each other? In what way?

Activity 3 Group work: Learning styles and strategies and e-learning.

[Activity three relates and develops this into a more specic analysis of the advantages and difculties which may arise when following a self access/online language course. (The comments in the box are to provide a stimulus for discussion/additional ideas). This should in turn provide an opportunity to put together all the main ideas which have hopefully come up in the course of the lesson and apply them to e-learning strategies.]

Following a language course online is very different from following a course in class!

Discuss these questions in groups.

  • 1. Is this the rst time you have followed an online course?

  • 2. Does anyone have any experience of e-learning? What subject was it in? Did you enjoy the course? Why? Why not? Explain to the others in the group.

  • 3. What do you think are the positive aspects of following a course online?

  • 4. What worries you about this type of course?

Look at these comments made by students doing an English course online.

Which do you consider to be positive comments and which negative?

Which do you agree with? Which don’t you agree with?

Module 1 Face to Face

  • I miss working with other students.

  • I like organising my own study time.

  • I can study anywhere - at home or in my

  • I feel abandoned.

faculty.

  • I miss my teacher who will correct me now?

  • I can develop my own learning style and

  • I like the exibility of this online course.

habits.

  • I can spend more time on things that are

  • I feel lonely.

important for me. I decide - not my teacher.

  • I feel more independent.

  • I can learn from the key too.

  • I can choose when I work and where. I can

My teacher helps me more than controls

study in the middle of the night if I want to. Nobody explains my mistakes so I’m never sure how wrong I am!

me. Access to links on the web give me more possibility to do my own research.

  • I am more responsible for my own learning.

  • I can contribute more to my own learning.

  • I can work at my own pace.

Activity 4 Whole class: Putting together ideas

[Again, this could be seen as an opportunity for students to work on uency and not to worry too much about accuracy. The teacher could monitor the discussion and help with any lexical needs or difculties.]

Final class discussion of what each group came up with (putting together ideas). Discuss the following questions:

What language learner strategies do you think would be the most useful to help you when you do this online course?

Which “intelligence types” or learning styles do you think would express a strong preference for e-learning? Can you

explain why? How do you think you can make the most of this online language course?

Module 1 Face to Face Activities Part 2

Module 1 Face to Face

2. Discovering you partner’s language learning style (based on Unit 1)

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2.1. Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Activity 1. Looking back at Unit 1 . . . . . . . Activity 2. Tell the class about your partner’s style

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Activity 3. Can you become better language learners?

 

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Module 1 Face to Face

2. Discovering you partner’s language learning style (based on Unit 1 Reading)

Your partner’s language learning style.

2.1. Activities

Activity 1 Looking back at Unit 1

[The pair work is designed to provide practise using the present simple together with adverbs + to be good at / bad at doing something.]

In Unit 1 you read about different language learning styles - visual, auditory and kinaesthetic. Can you remember the different characteristics of each style?

Student A: Ask Student B the questions below to discover his or her learning style(s).

How do you prefer to learn languages?

How do you remember new information?

How do you try to understand something difcult?

Do you prefer reading or listening?

Does doing something help you to understand?

What are you good at doing? / What do you do well?

What are you bad at doing? / What do you do badly?

What do you nd easy?

What do you nd difcult?

2. Activity 2 Tell the class about your partner’s style.

Module 1 Face to Face

[This section provides an opportunity to give the class information about the various conceived learning styles - so being able to practise transforming the information into the 3rd person singular.]

Does your partner have one specic style or is she or he have combination of more than one?

Does he or she agree with her/his style? Why? Why not?

Do you have similar styles or are they different? In what way?

Activity 3 Can you become better language learners?

[This activity provides the possibility for a more open, freer class (or larger group) discussion on learning styles and strategies.]

In unit 1 you looked at different techniques (strategies) to help you learn a language. Can you remember them? What strategies do you think are the best for you?

Now look at these different strategies with your partner and discuss which strategies you like / don’t like or you agree / don’t agree with.

Do you think some strategies are more positive than others? Which strategies do you think are the most important for your learning style?

  • I like the teacher to correct my mistakes.

  • I like learning new words by seeing them.

  • I like writing lists of new words.

  • I like reading books and newspapers.

  • I like nding my own mistakes.

  • I like watching and listening to native

  • I like talking in pairs.

speakers.

  • I like studying grammar.

  • I like the teacher to explain everything.

  • I like translating.

  • I like analysing problems the teacher gives

  • I think lms, videos and music help me a

me.

lot.

  • I like learning with conversation.

  • I like guessing the meaning of new words.

  • I like taking risks in English.

  • I like using English out of the class.

Can you add more strategies to the list?

How do you think you could improve your language learning strategies for the future?

Module 1 Face to Face Activities Part 3

3. Role plays (Unit 2 Role play)

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Module 1 Face to Face

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3. Role-plays (Unit 2 Role-play)

Module 1 Face to Face

Do a role-play similar to the one in Unit 2.

Role A

Start. Ask Student B why he or she looks unhappy.

Ask student B some questions about how he organises his time. (Use the prompts to help you).

where / study?

when / study?

study /at the weekend?

what/ usually do / in the evening?

do sports?

how much time / spend / in the university library?

nish your work on time?

Help student B to organise his time - be realistic, set targets, make lists, get up early, use a diary…

Role B

Explain to student A that you have got some problems organising your work at the university.

Answer student A’s questions. (Choose one possibility.)

at home / at university / in the library

sometimes in the morning / usually late at night

no never / sometimes / not often

cook dinner, watch TV, listen to music, chat with friends on the phone or computer…

not often / sometimes go running / play tennis

not much / when I can

never / occasionally / rarely - explain why.

Thank student A for all his/her help!

Te s t M o d u l e 1

Module 1 Face to Face

All the sentences below are similar to sentences in Module 1. However, there is ONE mistake in each sentence. Try to nd the mistakes and correct them. Try to do this exercise in 10 minutes!

  • 1. Do he study economics?

Mistake.

........................................

Correction.

........................................

  • 2. They no like his lessons very much.

Mistake.

........................................

Correction.

........................................

  • 3. Do you have got a new car?

Mistake.

........................................

Correction.

........................................

  • 4. Why always she is late for lessons?

Mistake.

........................................

Correction.

........................................

  • 5. He works really hardly.

Mistake.

........................................

Correction.

........................................

Test: Module 1

Module 1 Face to Face

[Here is a short test based on the language introduced in Module 1 to do in class if you have time.]

Mistake.

  • 1. Do he study economics? Do

Correction.

Does he study economics?

Mistake.

  • 2. They no like his lessons very much. no like

Correction.

They don’t like his lessons very much.

Mistake.

  • 3. Do you have got a new car? Do you have got

Correction.

Have you got / do you have a new car?

Mistake.

  • 4. Why always she is late for lessons? always she is

Correction.

Why is she always late for lessons?

Mistake.

  • 5. He works really hardly. hardly

Correction.

He works really hard.