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| 3/15/2010 |  | |||||
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Moving Away
This unit should take 2-4 hours, depending on time, interest, and extension activities. It is designed for intermediate level students age 16 and above. Objectives Students will: Materials to Print Activities Activity I: Moving Away (10 minutes) Introduce the topic with an image. Display a picture of people moving and say a few sentences explaining what they may be going through. For instance "They have packed all their things. They are moving to a big city. They are moving because ..." If you do not have a picture, explain the title Moving Away. You can talk about your experience. Then ask the following questions: Have you ever moved to another city/country? Why? Have any of your friends or family moved in a foreign country? Why? Do you know anyone who's come to live in your country? Is it difficult or easy? What problems do they face? Together, make a list of reasons why people would move. Help students with the following suggestions: work, climate, to be closer to family/friends, to learn a language, and so on. Activity II: Describing People and Places (15 minutes) Hand out copies of Printout I and introduce the words to the students. Have them describe people and places they know using the vocabulary. Make sure they show you that they understand the meaning. Example: "My neighbor is so rude. She always interrupts people when they're talking." Activity III: Learning Words in Context (10 minutes) Put students in pairs. Hand out copies of Printout II and have students work with their partner to guess what the words in italics mean from their context. Tell students that each pair should try to write down a definition for each word or expression. Then as a class review the list and put proper definitions on the board. Each student should then choose an expression to use in a sentence. Go around the class and have the students read their sentences out loud. Activity IV: Reading: Moving Abroad (20 minutes) Divide students into two groups. Hand out copies of Printout III. Have each group read a different article and answer the questions below in class. Then have students find a partner from the other group to compare their answers with. Review answers as a class. Have students read the other article and ask "Who do you think made a better decision? Why?" Get feedback. 1. Why did the person move? 2. Why did he/she choose Spain? 3. What does he/she do? 4. How is his/her life different? 4. Is he/she happier? 5. Does he/she have any problems? What? 6. What does he/she miss about their life in their own country? 7. Does he/she think he/she has made a good decision? Activity V: Grammar: Have to/Don't have to (15 minutes) Put the following sentences on the board: "I don't make any money modeling, so I have to continue teaching. In Spain you have to work really hard to get by." Ask the students "Is it necessary or not for Emma to teach English? Is it necessary to work a lot in Spain?" Students should answer that it's necessary. Then ask "How do you say if something is not necessary?" Elicit don't have to from the students. Put the form on the board. Emphasize that it is used with the infinitive form of the verb. Make sure to put both the has and have forms. Hand out copies of Printout IV and have students do the grammar activity. Activity VI: Discussion (15 minutes) Refer back to the articles you have read in class. Ask "Would you have moved if you were Emma/Roger? Why?" Then ask "What are the pros and cons of moving to a new country?" Make a list, and for every pro make sure you have a con. Review lists with students. For example: "Meet new people/miss family, friends and neighbors, learn a new language/have difficulties communicating," and so on. Activity VII: Writing (20 minutes - 2 days) Have students write a fictional account of living in another country in the first person, as in the texts above. They can choose any country they want, but it would be better to choose a country with a different culture and language. Help them by giving them some questions: What kind of problems do they face? What do they miss? Who do they meet? What do they do for work and in their free time? |