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GRADE 11A: Language and culture UNIT 11A.3 10 hours Hypothesising about the future; narrating

About this unit Expectations Resources

This unit is designed to guide your planning and By the end of the unit, most students will: The main resources needed for this unit are: teaching of English lessons. It provides a link • understand and respond to a range of information given in face-to-face or • an audio text about language and culture; between the standards for English and your audio-only situations in monologues and dialogues; • an article of approximately 1000 words about immigration; lesson plans. • understand and respond to narratives in monologues or dialogues with • an article of 1000 words on gestures and their meanings from around the The teaching and learning activities in this unit two or more participants; world; should help you to plan the content, pace and • talk about situations, choices and possible actions in the present and • a video clip; level of difficulty of lessons. You should adapt the future using the full range of present and future tenses and time phrases • an audio text about an incident when gestures have been misunderstood. ideas in the unit to meet the needs of your class. as appropriate; You can also supplement the ideas with • apply understanding of word parts, relationships, and context clues to appropriate activities from your school’s determine the meaning of unfamiliar words, to extend, and generate new Key structures and functions textbooks and other resources. vocabulary; • Hypothesising about the future: If present levels of immigration continue, In this unit, students consider the use of English • distinguish between different varieties of English; America’s population will increase by 50% by the year 2050. Unless in the media. They explore the role of body • actively participate in informal and more formal discussions; immigration is controlled, there will be fewer jobs for African Americans. language and non-verbal communication and the • predict and describe long-term or continuous actions; Japan must allow immigrants. Otherwise, there’ll be no-one to look after connection between language and culture. • recount events and experiences using a wide range of past tenses the elderly population. Japan is worried about the impact more appropriately. immigrants might have on their sheltered society. Students who progress further will: • Narrative tenses: I was working in Egypt at the time. I had been teaching from ten o’clock in the morning until eight o’clock in the evening. I was just • describe possible scenarios in the future using the full range of simple and walking out of the school building when … continuous tenses and modals; • relate events coherently showing the passage and duration of time, and demonstrating some ability to present events in non-sequential ways. Vocabulary Students who make slower progress will: • Culture: race, minority, melting pot, community, integrate, ethnic, etc. • describe possible scenarios in the future using simple present, first • Immigration: immigrant, migrate, minority, legal/illegal, etc. conditional and modal verbs; • Non-verbal communication: body language, sign language, gesture, • recount events and experiences using a range of past tenses and to wink (your eye), to nod (your head), to make eye contact, to sequencing devices. make/avoid eye contact, etc.

Standards for the unit Unit 11A.3

185 | Qatar English scheme of work | Grade 11A | Unit 11A.3 | Language and culture © Education Institute 2005 SUPPORTING STANDARDS CORE STANDARDS EXTENSION STANDARDS 10 hours including Grade 10A standards Grade 11A standards including Grade 12A standards

5 hours 11A.1.1 Recognise, understand and use approximately 4000 words for listening, speaking, reading and writing, extending and Language and consolidating the active vocabulary words from Grades K–9. culture Students regularly use these words throughout the year across the four skills, using topics and lexical sets to group them in meaningful, 3 hours memorable contexts. Body language 10A.1.3 Use bilingual dictionaries in paper- 11A.1.3 Consolidate use of bilingual dictionaries in paper-based format and and non-verbal based format and online to find word online to find word meanings. Define new vocabulary in Arabic if communication meanings. Define new vocabulary in there is a direct equivalent or in simple English if there is no Arabic if there is a direct equivalent or equivalent, with alternative English phrases or expressions. in simple English if there is no 2 hours equivalent, with alternative English Extensive phrases or expressions. reading 10A.1.2 Use an advanced learner’s English– 11A.1.4 Use an advanced learner’s English–English dictionary and a English dictionary. thesaurus in paper-based format and online. Use these resources to: • define new vocabulary in simple English with alternative English phrases or expressions; • check pronunciation of words and the part of speech. 11A.2.1 Consolidate understanding of affixes and word roots from Grades 12A.2.1 Consolidate understanding of roots 7–10, and extend ability to recognise, investigate, and spell root from Grades 7–11. words with a wider range of affixes; generate new words and guess Extend ability to recognise and spell the meaning of unknown words from affixes, to extend vocabulary root words, generate new words and and support spelling. determine the spelling of unfamiliar words from a wide range of affixes 11A.3.1 Understand and respond to narratives, anecdotes, stories, plays 12A.3.1 Understand and respond to stories, and films: plays and films: • understand gist; • understand gist, dialogue, moods, • follow dialogue; relationships and intentions; • discern speakers’ moods, relationships and intentions; • plan and write a critical analysis. • express detailed opinions with justification; • connect to personal experiences.

10A.5.1 Consolidate the ability to make 11A.5.1 Consolidate the ability to talk about situations and events in the predictions, describe continuous or future, fixed, planned, spontaneous, predictable, probable or long term actions in the future and possible, using the full range of present and future tenses and time contrast with specific actions and phrases as appropriate. future states, using the future continuous, the will future and appropriate time phrases.

186 | Qatar English scheme of work | Grade 11A | Unit 11A.3 | Language and culture © Education Institute 2005 SUPPORTING STANDARDS CORE STANDARDS EXTENSION STANDARDS 10 hours including Grade 10A standards Grade 11A standards including Grade 12A standards 11A.5.2 Consolidate and extend ability to describe possible choices, courses of action, in the past, present or future; and weigh up options and consequences. Use hypothetical language with conditionals and appropriate modals and connectives;

11A.5.3 Recount and compare events, situations, narratives and personal experiences in the past, using the simple past, past continuous, past perfect and present perfect for the general past, as appropriate. 11A.6.2 Read extensively from appropriately levelled texts, in a variety of genres in the text range identified for Grade 11 Advanced. 11A.4.8 Use meta-language to talk about 11A.6.4 Recognise features of discourse cohesion: 11A.6.4 Recognise features of discourse learning English: • reference; cohesion: • understand and use key concepts • ellipsis; • linking conjunctions which express of modality. • enumeration; – indefinites to indicate a logical • substitution; connection of an unspecified type. • linking conjunctions which express – identity to indicate sameness, – opposition to indicate a contrast, – addition to indicate continuation, – cause and effect. 10A.8.4 Use the full range of punctuation with 11A.8.4 Use the full range of punctuation appropriately with 85% accuracy. approximately 80% accuracy.

10A.9.2 Drawing on experiences of reading, 11A.9.2 Drawing on experiences of reading, compose narratives based on 12A.9.2 Drawing on experiences of reading, compose narratives based on known known or imagined stories, personal experiences, or recounts of compose narratives based on known or imagined stories, personal events, showing ability to: or imagined stories, personal experiences or recounts of events. • construct a coherent story plan showing the main characters, the experiences or recounts of events, progression of events and the conclusion, as a basis for writing a showing ability to: full version; • relate events coherently showing • select and present themes and topics in ways that capture the the passage and duration of time, reader’s interest; and demonstrating some ability to • relate events coherently showing the passage and duration of present events in non-sequential time in a clear chronological sequence; ways. • select vocabulary precisely to portray characters and create moods and settings; • include dialogue or reported speech as appropriate; • use a variety of complex and simple sentence forms to create interest, emphasis, tension; • draw the narrative to an effective conclusion; • structure the text in paragraphs which break the narrative into

187 | Qatar English scheme of work | Grade 11A | Unit 11A.3 | Language and culture © Education Institute 2005 SUPPORTING STANDARDS CORE STANDARDS EXTENSION STANDARDS 10 hours including Grade 10A standards Grade 11A standards including Grade 12A standards coherent and connected parts.

Activities Unit 11A.3

188 | Qatar English scheme of work | Grade 11A | Unit 11A.3 | Language and culture © Education Institute 2005 Objectives Possible teaching activities Notes School resources

5 hours Write on the board a list of non-native words that have become common in everyday English, Interactive games practising non-native This column is blank for for example: words commonly used in English and new schools to note their own Language and culture He got promoted by kow-towing to the boss all the time. words that have entered the language can be resources (e.g. textbooks, Students are able to: He’s sold his house and bought a bungalow as he could no longer manage to climb the found at: worksheets). • identify and respond to the stairs. • www.learnenglish.org.uk/words/ main ideas and details in a activities/foreignma.html listening or reading text; Students read the sentences and guess the meaning of the words from the context. They discuss the origin of the word and, if relevant, how its meaning has been changed in its use in • www.bbc.co.uk/radio4/routesofenglish/ • understand and respond to English. games/index.html hypothetical situations and The British Council English language propositions in the past Alternatively, write a list of words that have entered the English vocabulary within the past 50 teaching website has an excellent lesson and the future; years or so (e.g. bungalow, siesta, coup, yoghurt). Students discuss their meaning, use and plan with worksheets on how new words are • discuss possible scenarios their origin. created. See : in the future, based on Students think of words that have entered the Arabic vocabulary in recent years and compare • www.teachingenglish.org.uk/try/plans/ hypothesis and supposition their origins with the English words examined. newwords/new_words.shtml about familiar and important topics; Students listen to a text about language and culture (e.g. the use of Spanish among immigrants Reading texts about the ‘melting pot’ can be • make predictions, describe in the USA, the use of Caribbean English in parts of London). Students show comprehension by found in commercially available ELT books continuous or long-term completing exercises to identify the main ideas and details (e.g. multiple-choice questions, and on the Internet. Suggested search words actions in the future and true/false questions, gap fill). Students infer the feelings of the writer, giving evidence from the are ‘multiculturism’ and ‘melting pot’. contrast with specific text. Audio texts can be found at: actions and future states, Highlight and practise use of future tenses and modals in the text to hypothesise about the • www.bbc.co.uk/radio4/routesofenglish using future continuous, future, for example: the will future and If present levels of immigration continue, America’s population will increase by 50% by the appropriate time phrases; year 2050. • recognise features of In the future, you might walk into a shop in Florida and hear only Spanish. discourse cohesion; It could become possible to grow up in America and never speak English. • understand and distinguish Japan is worried about the impact more immigrants might have on their sheltered society. between American and In groups, students respond to wh-type questions and discuss ideas related to the text. British English in terms of pronunciation and spelling, Ask students to think of examples of British culture and American culture that are evident in American-English may dominate television, grammar, vocabulary and Qatar. cinema and radio, but forms of English dates; Draw their attention to the use of other forms of English in Qatar; for example, look for spoken on the Indian subcontinent are very • use an advanced learner’s examples of Indian-English vocabulary in the press and discuss synonyms. evident in Qatar. Examples can readily be dictionary and a thesaurus found in the press, shop signs, etc. in paper-based format and online.

Pre-teach key vocabulary. Explore the root of the noun immigrant. Students guess the meaning Useful texts on the subject of immigration of related words from their context (e.g. to migrate, migration, migrant worker, emigrate). policies in Japan (‘Japan mulls multicultural Students read a text about the growing dependency of developed nations t on immigrant labour dawn’) and Spain (‘Spain launches immigrant to support their ageing population. They identify the arguments for and against immigration. amnesty’) can be found by searching the Internet. They read the text a second time to identify more details and infer the feelings of the writer. Students study the text and identify features of discourse cohesion, for example:

189 | Qatar English scheme of work | Grade 11A | Unit 11A.3 | Language and culture © Education Institute 2005 Objectives Possible teaching activities Notes School resources • reference (use of pronouns, repeating key nouns, demonstrative pronouns, etc.); It is difficult to know how common this attitude is. Many of these people are thought to work as unskilled labourers. • ellipsis; Applicants who can prove they arrived before last August, have a job contract and no criminal record, have three months to sign up as taxpayers. • enumeration; first, then, finally, secondly, thirdly • linking conjunctions which express – an idea that is in contrast to what has been said before, but, yet, however, nevertheless, still, though, although, whereas, in contrast, rather Mr Nakatani is worried because Japanese are living longer, yet having fewer children – addition to indicate continuation, and, too, also, furthermore, moreover, in addition, besides, in the same way, again, another, similarly, a similar, the same – cause, as, because, the reason why, since – result, therefore, so, consequently, as a consequence, thus, as a result, hence, it follows that – reason, so that, to, in order to Earlier this year, the European Commission argued that with a rapidly ageing population, Europe urgently needed more economic migrants in order to catch up with its global competitors. – a time relationship, before, while, as, during, in 1997, at this time – identity to indicate sameness. that is, that is to say, in other words

Students complete exercises to practise discourse cohesion, for example: Example text: • read a paragraph and identify how many times the key noun appears and circle all the English has become an international pronouns that refer to it; language. Except for Chinese, more people • replace pronouns with key nouns where relevant in a text in which all key nouns (except the speak it than any other language. Spanish is first time they appear) have been removed (see example text); the official language of more countries in the • practise using conjunctions to join sentences to show the relationship between them; world than it, but more countries have it as their second language. Over half the world’s • fill in gaps in a text with the appropriate cohesive device. business is conducted in it between non- native speakers and seventy-five per cent of the world’s mail is written in it. Moreover, although French used to be the language of diplomacy, it has displaced it throughout the world.

190 | Qatar English scheme of work | Grade 11A | Unit 11A.3 | Language and culture © Education Institute 2005 Objectives Possible teaching activities Notes School resources In groups students discuss questions about immigration in Qatar, for example: Why do foreigners come to live in Qatar? What benefits do foreigners bring to Qatar? What problems can large-scale immigration cause? Should immigrants conform to local culture? What should the government do about immigration? Write on the board England and America are two countries divided by a common language (George Bernard Shaw). Students discuss the statement and what they think it means. Students discuss differences between American and British English (e.g. vocabulary, spelling, pronunciation, giving dates). Students use English–English dictionaries to find the meaning of common British and American vocabulary, idioms and expressions.

3 hours Play, without sound, a video clip that shows interaction between several people (e.g. a group of friends in a café or restaurant). Students speculate about the relationships between the people Body language and non- in the scene. Ask guiding questions, for example: verbal communication Who is emotionally closest or involved with which other characters? Students are able to: What's the relationship between characters? • recognise body language Who is feeling angry? and its importance in What is each person feeling or thinking? communication; • understand and respond to Students predict what they think the characters are talking about or what they are saying. narratives; Give students copies of the transcript. They read the script and watch the clip again, still without Transcribe the script for the clip you use. • construct a coherent story sound, and think about what the character they have to play is likely to be thinking or feeling. plan; This encourages the students to interpret the body language and express it through the way • compose narratives based they read the script. on known or imagined Students read or act out the scene in groups. stories.

If possible, show students a similar scene from a Qatari video. Ask students to look for differences in the way characters interact. Again, ask guiding questions, for example: Do they touch when they meet? How close do they sit when they talk? Do they touch while talking? Do they make eye contact? Do they openly express any emotions? Discuss the implications for cross-cultural communications. Elicit from students examples of gestures and non-verbal communication (and their meanings) that they use in Qatar (if necessary, mime some). Ask students if they know any gestures or non-verbal communication from other countries.

191 | Qatar English scheme of work | Grade 11A | Unit 11A.3 | Language and culture © Education Institute 2005 Objectives Possible teaching activities Notes School resources Students complete an online test to see if they can tell whether someone is genuinely smiling or faking it. They complete the quiz and discuss the results, expressing agreement or disagreement with the analysis. Students read an article on different gestures from around the world with explanations as to the The Internet is a good source for articles on meanings. Set tasks such as matching text with pictures of the gestures, and comprehension cultural differences. Supplementary resource questions to identify main points and supporting details. books also have articles on this topic. Discuss the use of punctuation in the text. Give the students a paragraph of text on a related topic without any punctuation. Students discuss the difficulties of reading the text without punctuation. In pairs they punctuate the text. Check by displaying the text on an overhead transparency and correcting together. Tell the class a personal anecdote of a time when your gestures (or those of a friend) were Interview a colleague or friend, either on tape misinterpreted or you misinterpreted the gestures of someone else. Alternatively, play a or in the lesson as a live listening. Get the recording of someone recounting a story about an occasion when their gestures or body person to recount a personal experience of language were misunderstood. Set comprehension tasks for students. gestures that have been misunderstood. Highlight and practise the use of past tenses for narration, for example: Books on culture shock are a good source of I was working in Egypt at the time. I had been teaching from ten o’clock in the morning until anecdotes on body language. eight o’clock in the evening. I was just walking out of the school building when …. Students complete a gapped summary of the story by filling in the verbs in the correct tense.

Ask students (in groups of four) to discuss their own experiences of misunderstanding gestures. They should ask each other questions using a range of narrative tenses. Each group chooses one story to develop as a narrative. Before they begin to draft their stories, ask students to discuss and list the features of a good narrative. The list should include: • coherent story plan (introduction to set the scene, main body of the story and conclusion); • clear progression of events showing the passage and duration of time in a chronological sequence, using correct narrative tenses; • good vocabulary to portray characters and create moods and settings; • use of dialogue or reported speech as appropriate; • use of a variety of complex and simple sentence forms to create interest, emphasis, tension. Students work in groups to develop a coherent story plan. When correcting written work, make notes of They prepare a first draft and then edit their story according to the criteria developed above. common errors and deal with them in whole- class work arrangement. Students prepare a second draft.

2 hours Students read a book from a range of graded or appropriately levelled readers within the range identified for grade 11A. They may be given time to read their book in class and reading should Extensive reading be set for homework. Students are able to: Set a time in which students should complete a certain number of pages or chapters of the • Read extensively from book and an activity that shows their understanding of the book. Activities will depend on the appropriately levelled texts, content of the book and can include:

192 | Qatar English scheme of work | Grade 11A | Unit 11A.3 | Language and culture © Education Institute 2005 Objectives Possible teaching activities Notes School resources in a variety of genres in the • writing a book review asking for a summary and an opinion of the story or characters; text range identified for • responding to questions to show understanding of the main ideas; Grade 11 Advanced. • completing a table, graph or other diagram; • language-focus activity (e.g. tense, use of adjectives; sequencing devices); • role-playing characters in the book; • discussing issues raised in the book; • writing a letter as if from a character in the book; • developing a story map.

Assessment Unit 11A.3

Possible assessment activities Notes School resources

Listening Students listen to a text about cultural signals and respond to true/false or true/doesn’t say Listening carries approximately 20% of the statements as they listen. assessment weighting for this grade.

Speaking In groups, students prepare a proposal to replace French as an official UN language with either Speaking carries approximately 30% of the Spanish, Arabic or Chinese. In new groups, students present and defend their proposals. assessment weighting for this grade. Assessment criteria should include both accuracy and fluency. Reading Students read a text about some aspect of language and culture and complete Reading carries approximately 20% of the true/false/doesn’t say questions. assessment weighting for this grade.

Writing Students write a letter to a newspaper voicing their opinion about immigration in Qatar. Writing carries approximately 30% of the assessment weighting for this grade. Award marks for completion of task and use of language.