Thursday, 5 July 2018

UN sustainable goals







Skills:  Listening, speaking, writing.



Summary:  Students watch a short video about the United Nations sustainable goals, followed by discussion and written reflection. 




Learning Outcomes: 


1.  Practice listening comprehension.

2.  Raise awareness of issues related to sustainability.


3.  Discuss in groups, negotiating, ranking, synthesizing.


4.  Reflect on contemporary issues.

5.  Present ideas to the group. 

6.  Express ideas clearly through writing.



Time:  60 minutes (not including the follow up).



 
Steps:


 
1.  Students write numbers 1-17 as a vertical list on a piece of paper, then watch the 17 sustainable goals at the link below (scroll down to video)


http://www.un.org/en/events/peaceday/resources.shtml



2.  Students write the name of each goal next to the number.  The video should be played 2-3 times until most of the students have most of the goals. 


 


3.  In groups, they work to complete their lists.
 


4.  Show the complete list of goals at the link below, and explain what each one means, as needed.


https://sustainabledevelopment.un.org/sdgs


 


5.  Group discussion: Which are the 3 most important?  Groups feedback to class.



6.  Follow up/homework:  Students choose one goal that is most meaningful to them and explain why.  This can be in the form of a short oral presentation or a piece of writing.



 


Further resources:  Information about peace day at link below: 


 http://www.un.org/en/events/peaceday/


 



Sunday, 18 September 2016

Anecdote 1 -- work in progress!

10 ways to have a better conversation

Speaking/Listening

Time:  60-90 minutes

Notes:  I've used this several times in a speaking/listening class, and it is really popular with the students!  The group discussions are especially productive.

1.  Students take out a piece of paper and list the numbers 1-10.  Tell them they are going to listen to a TED talk called '10 ways to have a better conversation' and they should listen and try to write down the ten ways.  Just a list, no detailed notes necessary.  If they don't know what a word is, they just write what they hear.

2.  Play the TED talk '10 ways to have a better conversation.'  Link below:

https://www.ted.com/talks/celeste_headlee_10_ways_to_have_a_better_conversation?language=en

3.  In groups, students compare their lists and try to come up with a master list of all the ten ways.

4.  Display the list of the ten ways (see below).

5.  Go through the list, students take it in turns to read an item from the list, look at any new vocabulary words, ask students to give examples of each item on the list.

6.  Students return to their group and each group chooses the most important 3, ranked (first, second, and third) in order of importance.  They prepare a short presentation for the rest of the class, summarizing their choices and why they chose that order, giving examples.

7.  Group presentations.

Ten ways to have better conversations:
1.  Don't multi-task.
2.  Don't pontificate (everyone you meet knows something you don't).
3.  Use open-ended questions.
4.  Go with the flow (don't stop listening to plan what you will say next)
5.  If you don't know, say you don't know
6.  Don't equate your experience with theirs
7.  Don't repeat yourself
8.  Stay out of the weeds (details)
9.  Listen
10.  Be brief

Favorite Quote:  'Most people don't listen with the intent to understand; they listen with the intent to reply.'

Wednesday, 26 June 2013

Reading/Writing: Market research


Read the passage and write a paragraph that answers ONE of the questions below.
Marketing:  Market research
If you’ve ever been stopped in a mall and asked to answer some questions, the person who stopped you was probably a market researcher.  Many companies use market research to discover the needs and preferences of the target market.   The term target market is the people who might buy a particular product or service.  Target markets can be very general (widespread) or specific (narrow).  For example, the target market for dog food is very specific; dog owners.  On the other hand, the target market for items like milk, or soap, includes almost everybody.  The goal of market researchers is to learn as much as they can about the target market for a particular product or service.  
Radio stations use market research to make sure they are playing the music that their target market wants to hear.  The traditional way of doing this was to fill a room with a group of volunteers, giving them a list of songs, and playing an excerpt of each song.  Volunteers were asked to put the songs in categories according to how much they liked them.  Participants were typically paid $75 to $100 for 2-3 hours.  Nowadays many surveys are done online via a link on the company’s website or facebook page. 
Questions:
(1)  Have you ever participated in a market research survey, either in person or on-line?  If so, describe this experience.
(2)  Imagine you are a market researcher working for a company that makes dog food.  Where would you go to find your target market?  What kind of questions would you ask them? 

Lovely Day

LOVELY DAY, BILL WITHERS

Listen to the song and complete the blank spaces with the correct form of the simple present. Pay careful attention to the use of ‘s’ when the subject is he, she, or it.

When I ______ up in the morning, love
And the sunlight _______  my eyes
And something without warning, love
________ heavy on my mind
Then I _____ at you
And the world's alright with me
Just one look at you
And I _____ it's gonna be
A lovely day
Lovely day, lovely day, lovely day
When the day that _______ ahead of me
_______ impossible to face
When someone else instead of me
Always ______ to know the way
Then I ______ at you
And the world's alright with me
Just one look at you
And I ______ it's gonna be
A lovely day
When the day that _____ ahead of me
Seems impossible to face
When someone else instead of me
Always ______ to know the way
Then I _____ at you
And the world's alright with me
Just one look at you
And I _____ it's gonna be
A lovely day

100 years to live

100 YEARS TO LIVE

Listen to the song and fill in the blanks with the correct forms of the present simple and present continuous


I'm 15 for a moment
Caught in between 10 and 20
And I’__ just _______________
Counting the ways to where you are
I'm 22 for a moment
She ______ better than ever
And we'____ on fire
Making our way back from Mars
15 there's still time for you
Time to buy and time to lose
15, there's never a wish better than this
When you only got 100 years to live
I’__  33 for a moment
Still the man, but you ____ I'm a ‘they’
A kid on the way
A family on my mind
I'm 45 for a moment
The sea ____ high
And I’___   ___________ into a crisis
Chasing the years of my life
15 there's still time for you
Time to buy,
Time to lose yourself
Within a morning star
15 I'm all right with you
15, there's never a wish better than this
When you only got 100 years to live
Half time _______  by
Suddenly you’___ wise
Another blink of an eye
67 ____  gone
The sun ___  _______ high
We’____ ________on...
I'm 99 for a moment
Time for just another moment
And I'__ just  ___________
Counting the ways to where you are
15 there'__ still time for you
22 I _____ her too
33 you’___ on your way
Every day'__ a new day...
15 there'__ still time for you
Time to buy and time to choose
Hey 15, there'__ never a wish better than this
When you only got 100 years to live

Eternal Flame

ETERNAL FLAME WORKSHEET
PRESENT TENSES

Listen to the song and fill in the blank spaces with the correct forms of the present tense verbs that you hear.

_________ your eyes, _______ me your hand, darling,
_____   ______  _______ my heart beating?
_____ ______ ________________?
_____  ______ ________ the same?
____ I only _____________?
Or ____ this ___________ an eternal flame?

I ___________, it’s meant to be, darling
I _______ you when ____  _____  ____________
You __________ with me
____ _____  ______ the same?
_____ I only ____________?
Or  ____ this _____________ an eternal flame?
Page 2

Say my name, sun ___________ through the rain
 My whole life, so lonely,
Then you _______ and ______ the pain
I _______  ________ to lose this feeling

___________ your eyes, _______ me your hand, darling,
_____   ______  _______ my heart beating?
_____ ______ ________________?
_____  ______ ________ the same?
____ I only _____________?
Or ____ this ___________ an eternal flame?