Teacher 2 - A Leading UK University — University of · Web viewwords that link with the...

English Language Teaching Unit Integrate

1

Module DUG 2017 Integrate IntroductionMaterials

Colour copies of photos will be provided for each teacher

A3 paper for group mind map

Notes

The core items here are

o Vocabulary - ways of recording/learning vocab – the method here is a mind map but you might want to talk about other methods.

o intro to topic of general topic of Integrate which is culture and cultural differences/shock

If you’ve got some extra time,

o you could use some of these “how to” videos from Learning English – ‘How to order a round of drinks’ includes important info about halves and pints. https://www.youtube.com/watch?v=bPfU_Cch1Vc&list=PLC67BDB9CBAAEAE44

o or use task 6

Module links Ss also create mind maps in Manage Intro

Ss speculated in Orientate Reading – will look at modals more theoretically in Study Language

Ss will look at “chunks” including collocations in Integrate Reading

Don’t forget…Click here to enter text.

33

Teacher 2

https://www.youtube.com/watch?v=bPfU_Cch1Vc&list=PLC67BDB9CBAAEAE44

SpeculatingI think they might be …

He/she/they could be …


1

INTEGRATEIntroductionPractise making oral speculationsDevelop ways of learning and recording vocabulary - create a mind map Expand your vocabulary for talking about culture

1. In your group discuss the pictures and cartoons that your teacher gives you.

What are the people doing?

How are they feeling?

Have you ever been in a situation like this?

What word(s) do you think could connect the pictures?

2. In your group create a mind map for the word culture.

Think about

words that link with the word “culture” eg culture clash words that are associated with it eg language different forms of the word eg cultural

3. Compare your mind map with other groups’.

4. Compare your mind maps with this one. Do you have the same words? Is it organised in the same way?

5. Create your own culture mind map in your notebook.

Mind maps are very personal. This is one of the reasons why they are a very useful tool in studying.

34

rlw24, 28/06/12,

get ss to do these on A3 paper display on wall could form one giant mind map on the boarddo necessary work on spelling/pron/word formation

rlw24, 14/06/13,

discuss any issues with vocabtalk about phonemic script word formcollocations


1

example answer:

35

culture (n) /ˈkʌlʧə/

cultural (adj)

culturally (adv)

culturally aware

cultural differences

multicultural (adj)

/ˌmʌltɪˈkʌlʧərəl/

monocultural

intercultural

multiculturalism (n)

popular culture

working class culture

company culture

modern culture

culture clash

culture vulture

values

/ˈvæljuːz/ climate/ˈklaɪmət/

food

language

/ˈlængwɪʤ/“rules” of behaviour dress

humour/ˈhjuːmə/What is

culture?

Collocations

gs222, 19/06/14,

tutors could show this on screen afterwards and ss compare their versions.Not in SS book

English Language Teaching Unit Integrate1

6. Read the anecdote about someone’s experience of a different culture. What was the problem?

Have you experienced a situation like this? Think of one difference you have noticed between your culture and the UK.

36

“One afternoon after work, a British teacher of EFL, who had recently started teaching at college in Hong Kong, decided to visit some friends who lived in a different part of the city. She went to the appropriate bus stop, and as she walked up, a group of her students who were waiting there asked ‘Where are you going? Immediately she felt irritated, and thought to herself, ‘What business is it of theirs where I’m going? Why should I tell them about my personal life?’ However, she tried to hide her irritation, and simply answered, I’m going to visit some friends.’

Several months later the teacher discovered that ‘Where are you going’ is simply a greeting in Chinese. There is no expectation that it should be answered explicitly: a vague response such as ‘Over there’ or ‘Into town’ is perfectly adequate. Moreover, according to Chinese conventions, the students were being friendly and polite in giving such a greeting, not intrusive and disrespectful as the British teacher interpreted them to be.”

Scaramuzza, Glynis, 22/06/16,

not part of core lesson. You could read this to the Ss then use as a short speaking activity. Encourage ss to use some of the vocab from the mind map.


37


38

http://www.fadedyouthblog.com/wp-content/uploads/2008/06/eva-longoria-bad-table-manners.jpg


39


Module DUG 2017 Integrate Reading

Materials

Separate worksheet with examples from Collocation dictionary

Optional cut ups for vocabulary exercise

Text: Information leaflet “international students and culture shock” from UKCISA available from http://www.ukcisa.org.uk/

Notes The core items here are

o Using text organisation (Ss will need to use index/contents etc in future studies to decide what they need to read)

o Critical reading

o Chunking

Module links Ss have done T/F scanning questions in Orientate Reading

Ss briefly looked at different ways of reading in Orientate Reading

Ss briefly looked at collocation in Integrate Introduction

Ss use specific parts from text in Integrate Listening

Ss do some specific comp questions using this text in Integrate Language

Don’t forget… Tell students to take the text to Integrate Listening and Integrate Language class

Set homework for students to take to Integrate Writing on Friday

40

Teacher 1

http://www.ukcisa.org.uk/


Module DUG 2017 Integrate ReadingPre reading homework

Look at the adjectives in the box. Tick the ones you know and check the meaning of new ones in a dictionary.

bland embarrassed lonely

cold enjoyable relaxed

comical familiar stressful

complicated formal surprised

confident frustrated unattractive

confused hostile uncomfortable

disorientating intriguing unfamiliar

distressing isolated valued

2. Divide these adjectives into positive/negative/neutral.

positive neutral negative

41

Teacher 2

Cooper, Ella L., 08/06/17,

SS were set this on Friday week 1 as preparation


3. Which adjectives generally relate to people and which to things? Which can relate to both?

42


2

INTEGRATEReadingPractise using text organisation to find information efficiently Practise critical reading Practise noticing “chunks”Develop vocabulary for evaluating situations and describing feelings

Before reading

1. Discuss with your partner. Do you know this organisation? What do you think the information sheet will talk about?

The UK Council for International Student Affairs (UKCISA) is the UK’s national advisory body serving the interests of international students and those who work with them.

International students and culture shockThis is the title of one of their information sheets. According to the website it aims to help students prepare for this period of adjustment and the effects it may have.

2. Discuss these adjectives and divide them into positive/negative/neutral.









43


Opportunity for some discussion of negative prefixes. Positive/neg connotation may be context specific, but this raises ss awareness and gives them the opportunity to identify this.


2

3. These are the different sections of the leaflet. Which would you read first? Why?

1) Introduction2) What is culture shock?3) A model of culture shock4) Some of the effects of culture shock5) How to help yourself6) Finally …

4. In which section of the text do you find the answers to these questions. Do you think the statements are True or False according to the text? Discuss with your partner.

a. The British generally have a reputation for unpunctuality.

b. Culture shock can cause headaches and stomach aches

c. You should take advantage of all the help that is offered by your institution.

d. Culture shock includes the shock of being away from your family.

e. In the final stage of adjustment people often find they don’t enjoy their situation.

f. Some people may find the British style of dress funny.

g. It can be very worrying or upsetting to find that people don’t share your values.

h. There are no positive aspects to culture shock.

i. In the second stage of culture shock people may experience feelings of hostility, anger and frustration.

j. You shouldn’t keep in touch with your family.

While reading

5. Now, find the answers to the T/F questions as quickly as you can.

6. Read the text and annotate it. Put a √ if you agree with something Put a X if you disagree Put a ? if you don’t understand Put a ! for something surprising/interesting

7. Compare with your partner.

44

rlw24, 28/06/12,

Early finishers can start this

rlw24, 28/06/12,

Basic critical reading – reacting to text – give Ss 10-15 mins – if not finished either give more time if available or tell them not to worry if haven’t finished. Discourage use of dictionaries.

rlw24, 28/06/12,

(individual or groups – try to make competitive – ask Ss how many they’ve found after 30 secs – no dictionaries

rlw24, 28/06/12,

F section e

rlw24, 28/06/12,

F section c

rlw24, 28/06/12,

F section f

rlw24, 28/06/12,

T sectionb

rlw24, 28/06/12,

T section b

rlw24, 28/06/12,

F section c

rlw24, 28/06/12,

T section b

rlw24, 28/06/12,

T section e

rlw24, 28/06/12,

. T section d

rlw24, 28/06/12,

F section b

rlw24, 28/06/12,

Ss did a according to the text T/F activity in Orientate Reading Statements are deliberately close to the text to focus Ss on text organisation rather than worrying about high level of understanding

rlw24, 28/06/12,

This is a prediction activity

rlw24, 28/06/12,

Ss will need to make this decision in their academic reading .Eg if you weren’t sure what it meant you would start with section B. If you knew what it was and you thought you were suffering from it you might start with section E.

Developing argument

I think this (bit/section/point) is useful because ….


2

After reading

8. Think about the different ways that you read the text in exercises 5 and 7. Why did you do this?

9. What do you think is the most frequent word in this text? Why do you think this word is used so much?

10. Choose the three pieces of information that you think are most useful. Compare in your group and agree on the three most useful.

If you’re interested in more information for UKCIS http://www.ukcisa.org.uk/

45


Most frequent word is ‘you’. Written in direct style to engage reader. you 88to 71and 67the 61introduce ss to:http://www.wordcounter.com/. Useful for identifying key topic vocab.

http://www.ukcisa.org.uk/


2

Vocabulary

To help us process language/ideas we often don’t function at the level of individual words; we use “chunks” which refers to any group of words. These might be

Phrasal verbso to look up

(Semi) fixed phraseso to take advantage ofo out of all proportion

verbs + prepositiono based on

adjectives + prepositiono conscious of

adjectives + prepositiono greatly reduced

collocationso temporary phaseo take regular exercise

11. Look at a section from the text. Try to identify some of the feature listed in the box?

ValuesAlthough you may first become aware of cultural differences in your physical environment, e.g. food, dress, behaviour, you may also come to notice that people from other cultures may have very different views of the world from yours. Cultures are built on deeply-embedded sets of values, norms, assumptions and beliefs. It can be surprising and sometimes distressing to find that people do not share some of your most deeply held ideas, as most of us take our core values and beliefs for granted and assume they are universally held. As far as possible, try to suspend judgment until you understand how parts of a culture fit together into a coherent whole. Try to see what people say or do in the context of their own culture’s norms. This will help you to understand how other people see your behaviour, as well as how to understand theirs. When you understand both cultures, you will probably find some aspects of each that you like and others that you don’t.

12. Check your ideas with the examples from the Oxford Collocations Dictionary.

13. Think about how you will record this information in your notebook.

46

It is important that you notice and record “chunks”.


Give out worksheets. Raise awareness of how a collocations dictionary can improve language range.

rlw24, 28/06/12,

Highlight the importance of lexical chunks to develop reading and listening skills, and to promote accuracy and naturalness in both writing and speaking.


2

47









Cooper, Ella L., 08/06/17,

Cut ups for pre-reading vocab


3

Module DUG 2017 Integrate Listening

Materials

Audio - http://www.internationalstudent.com/study_usa/way-of-life/culture-shock/

Scroll down to bottom of page and click on play

Notes The core items here are

o Listening to verify/add to knowledge

o Pausing and sentence stress

o Subject of culture shock (specifically related to Ss)

Module links Explicit links with text from Integrate Reading

Don’t forget…

48

Teacher 2


3

INTEGRATE - ListeningPractise using a “tool” for understanding the main ideas Practise verifying predictions and previous knowledgePractise using pauses and stress in your speaking

Before listening

You are going to listen to the first two minutes of this presentation.

1. What questions can you ask?For example

Where is the presentation taking place?

a. Who ……..? Who ………..?

b. When …………………………..?

c. What …………………………….?

d. Why ………………………………?

While listening

2. While you watch answer the questions you wrote.

Who? Where? When? What? Why?Using question words can help you to write your own questions to understand the main ideas of a reading or listening text.

49

rlw24, 25/06/14,

Scroll down to the bottom of the page and click on playhttp://www.internationalstudent.com/study_usa/way-of-life/culture-shock.shtml1.(watch up to “it felt this entire experience was a mistake” 2’08”)

rlw24, 25/06/14,

a.Who’s talking? Who’s he talking to?b.When’s the presentation taking place?c.What’s he talking about?d.Why?


3

3. Listen again to the presentation. Fill in the missing words

a. There’s 115 students from 1____________the globe sitting here in this room.

b. So I came here from Israel two and a half years 2 ______________.

c. I was 3 ________________ total and complete shock

d. In retrospect, I realise that this is called culture shock

e. While culture shock is experienced differently by different types 4____________ people, some things are still common.

f. And if that’s not 5_________________ I was also feeling left 6 _______________.

g. For 7 _____________ good couple of months I really hated Americans.

4. The next part of the presentation talks about the Honeymoon Stage. In pairs, discuss what you remember about this stage from the UKCISA information sheet.

5. While you watch. Does Dan Fishel give the same information about the honeymoon stage as the UKCISA information sheet?

6. The next part of the presentation talks about the Distress Stage

In pairs, what do you remember about the elements that contribute to culture shock and the distress stage on UKCISA information sheet?

7. While you watch. Does Dan Fishel give the same information about the contributing factors and the distress stage as the UKCISA leaflet?

.

50

rlw24, 25/06/14,

1.Watch from “and when the honeymoon is over starts Phase 2” to the end

rlw24, 25/06/14,

Elements mentioned in the Climate, food, language, dress, social roles,”rules” of behaviour, values“The “distress” stageA little later, differences create an impact and you may feel confused, isolated or inadequate as culturaldifferences intrude and familiar supports (eg family or friends) are not immediately available.” You may want to project these parts of the leaflet after giving Ss a chance to see what they remember

rlw24, 25/06/14,

Watch from “Phase 1 of culture shock which is called the honeymoon” 2’56” to “but every good thing must come to an end” 3’43”)

rlw24, 25/06/14,

The “honeymoon” stage“When you first arrive in a new culture, differences are intriguing and you may feel excited, stimulated and curious. At this stage you are still protected by the close memory of your home culture.” You may want to project this part of the leaflet after giving Ss a chance to see what they remember

McAllister, Hazel D., 21/06/16,

The missing words are selected because in connected speech they are linked to the preceding soundThe rule: (We tend to drag final consonants to initial vowels i.e. from around -> fromaround)Highlight this rule to students and get students to practice a few phrases. Stress to students that learning this rule will help improve their listening skills.Answers1) around2) ago3) in4) of5) enough6) out7) a


3

After listening

1. Dan Fishel has a slight accent but he uses his voice very effectively. This is partly due to his use of sentence stress and pausing.

Look at the clip below a. Are there any words you don’t know how to pronounce?b. Or that have sounds that you know are difficult for you?c. Put a / where you would pause. d. Underline the words you would stress

Everything became so hard. The hardest part for me was that I couldn’t speak. I didn’t have

the vocabulary and you know back in Israel when I was a journalist I was making a living out

of words and coming here I lost my biggest skill the ability to express myself the way that I

wanted and when you can’t express yourself the way you want, you cannot sound smart,

you cannot sound intelligent, you cannot sound funny, you cannot sound anything.

2. Listen to Dan. Did he pause/stress as you thought?

3. Your teacher will say the clip.Listen and repeat thinking about the pauses and stressed words.

4. Practice individually and/or in pairs.

If you want to watch what Dan Fishel says about the third stage, what CBS students said about the duration of culture shock and his advice for dealing with culture shock, watch Part 2 …

http://www.internationalstudent.com/study_usa/way-of-life/culture-shock.shtml

And if you want to know how to spot an American and about the American handshake, watch this…

51

rlw24, 25/06/14,

Give individual help

rlw24, 25/06/14,

Point out some of this is personal

rlw24, 25/06/14,

From about 4’12” Students look at individually – give individual help with sounds etc eg /θ/ in everything


3

http://www.youtube.com/watch?v=yDhXD25fmMo

52


3

53


3

54


Module DUG 2017 Integrate Language

Materials Worksheet (2 pages).

You have a ‘student A’ and ‘Student B’ task. Both are in the book so you

Notes The core objective is for Ss to review their knowledge of a range of question forms,

including subject/object – this may bring out a range of problems not just connected with questions but also tenses, word order and modals.

Also for Ss to assess/evaluate their own knowledge

May want to dig out some of your own activities for questions forms

Module links Has questions on text from Integrate Reading

Ss looked at different tenses in Orientate Language

Ss will write questions for a survey in Integrate Writing.

Don’t forget… Students should take the questions they write in class to Integrate Writing

55

Teacher 1


INTEGRATE LanguageReview question form (specifically subject/object)

1. These are the answers to three questions from the introduction to the UKCISA “International students and culture shock” information sheet.

In your group, look back at the Introduction. What could the questions be?

a. Yes, it can.b. Yes, it doesc. Yes, they are.

2. Why are the answers different? 3. How does this affect the structure of the question?

4. Answer these questions in note form. You will find the answers in the “what is culture shock?” section of the UKCISA “International students and culture shock” information sheet.

a. What elements contribute to culture shock? b. What affects many students? c. What is tiring? d. What do the British have a reputation for? e. What do we assume are universally held?

5. What is the difference between questions a, b & c and questions d & e?

6. Write the answers for the two questions in the box.

The British generally have a reputation for punctuality.

What do the British have a reputation for?

Who has a reputation for punctuality?

56

user, 01/07/12,

the British

user, 01/07/12,

punctuality

user, 17/06/13,

Use this example and others if necessary to show Ss the difference between subject/object questionsYou could use this eg Sarah invited Paul for dinner at 7.00. These are the answers. What are the questions?Sarah Who invited Paul?Paul Who did Sarah invite?Or physical example s of giving items to Ss

user, 01/07/12,

object

user, 01/07/12,

subject

user, 01/07/12,

Core values and beliefs

user, 01/07/12,

punctuality

user, 01/07/12,

Constantly speaking and listening in a foreign language

user, 01/07/12,

The British climate

user, 01/07/12,

Climate, food, language, dress, social roles, rules of behaviour, values

user, 01/07/12,

Encourage Ss to try and remember in groups.Make sure they write notes not sentences

user, 01/07/12,

Auxiliary/word order

user, 01/07/12,

Different Modal Auxiliary Verb “to be”Board the answer and the part of the text that gives the info to show the link between the two.

user, 10/06/15,

Are some cultures more similar than others?

user, 01/07/12,

Does this apply whatever country you come from?

user, 01/07/12,

Can leaving home and travelling to study in a new country be a stressful experience? Long noun phrase as subject may be difficult for some Ss

user, 17/06/13,

(you could give students hints eg what’s “it” or “ they” or what the main verbs are but aim to get them thinking about question format ). If Ss are really stuck do the first one open class, or give them the three questions and get them to match with correct answer.

avsguest, 26/06/12,

Suggest to Ss to buy a good grammar book and do the exercises if they found today’s lesson diffficult


1: Write questions to find out the information in the gaps. Ask Student B the questions.

Write the answers.

Vicky arrived at Example a)__________________________ in July 2009 to do Module D.

She has a conditional offer to study c)__________________________ and felt very excited.

e)__________________________ had told her a lot about Leicester as she had studied

Computer Science at De Montfort two years before.

As soon as she arrived she g)__________________________ . Later, she was happy to meet

a girl, called Susie, who came from quite close to her home, in

i)__________________________. They arranged to go shopping at Morrisons later that day

and Vicky told her about k)__________________________

The next couple of days were great, Vicky, was really busy with

m)__________________________ but also with some great new friends and exploring

Leicester and even a trip to Birmingham with Susie.

Example a) Where did Vicky arrive?c)

e)

g)

i)

k)

m)

2. In your team write some questions for another section of the UKCISA “International students and culture shock” information sheet.

57

Student A

user, 01/07/12,

set up a team competition – Team A ask question (a point for a correctly formed question) other teams get points for answering question correctly

user, 01/07/12,

give different groups different sections

user, 01/07/12,

What was Vicky really busy with?

user, 01/07/12,

What did Vicky tell Susie about?

user, 01/07/12,

Where did she meet the girl?

user, 01/07/12,

What did she do as soon as she arrived?

user, 01/07/12,

Who had told her a lot about Leicester?

user, 01/07/12,

what did she have a (conditional) offer to study?


1: Write questions to find out the information in the gaps.

Ask Student A the questions.

Write the answers.

Vicky arrived at the University of Leicester in Example b)________________________

to do Module D. She has a conditional offer to study Economics and felt

d)__________________________. Her sister, Ruby, had told her a lot about Leicester

as she had studied f)__________________________ at DuMontfort two years before.

As soon as she arrived she quickly unpacked and organised her room in Nixon Court.

Later she was happy to meet a girl, called h)__________________________, who

came from quite close to her home, in the kitchen. They arranged to

j)__________________________ later that day and Vicky told her about the cheap

fruit and vegetables in the market.

l)__________________________ were great, Vicky, was really busy with Module D

but also with some great new friends and exploring Leicester and even a trip to

n)__________________________ with Susie.

Example b) When did Vicky arrive?

b)

d)

f)

h)

j)

l)

n)

58

Student B

user, 01/07/12,

Where did she go on a trip with Susie?

user, 01/07/12,

What was great?

user, 01/07/12,

What did they arrange to do?

user, 01/07/12,

What was the girl called/what was the girl’s name?

user, 01/07/12,

What had Ruby studied?

user, 01/07/12,

How did she feel?


2: In your team write some questions for another section of the UKCISA “International students and culture shock” information sheet.

59

user, 01/07/12,

set up a team competition – Team A ask question (a point for a correctly formed question) other teams get points for answering question correctly

user, 01/07/12,

give different groups different sections


Module DUG 2017 Integrate Writing

Materials

Notes The core objective is to give Ss “realistic” practice of question writing (in a format

that it is likely that they will need on their degree course)

The finalised product is a written report of a research survey – this can be done individually or in groups – which must be handed in by Friday 14th July if not completed in class

You may want to use a simple example of a written record of a research survey

Module links Topic of research survey links to overall theme of the unit i.e. culture shock

Ss can draw on idea in texts in Integrate Listening and Integrate Reading

Don’t forget… To collect writing on Friday

60

Teacher 2


INTEGRATE WritingWrite questions for a small scale research surveyPractise asking questions and noting repliesWrite up the results of the survey

You are going to conduct a short survey as a piece of small scale research into the effects of culture shock on international students at the University of Leicester.

1. Discuss with your partner.

a. What is a survey?

b. How do you carry out a survey?

Here are the four steps to a successful survey:

Step 1 - create the questions

Step 2 - ask the questions

Step 3 - tally the results

Step 4 - present the results

61

user, 01/07/12,

Four steps as below

user, 19/05/15,

A set of questions that you ask a large number of people or organisationswww.macmillandictionary.comSurveys are a method of gathering information from a number of individuals to answer any question about any topic.


2. Step 1: Question types Look at the following extract from a questionnaire and match A – E with the descriptions of the types of question below:

1. Closed questions require the answer ‘yes’ or ‘no’2. Questions which require respondents to tick items in lists or boxes3. Questions requiring a choice between alternatives 4. Open questions beginning with what, who, why, etc.5. Questions which require the respondent to choose a number on a scale

A Tick the box in each group which applied to you.

1 undergraduate postgraduate

other

B B Do you feel stressed during your studies?

Yes No

C Which do you find more difficult?

a. course assignments

b. class testsc. examinations

D Put a cross on the scale to indicate your level of stress.

1 = no stress 5 = average 10 = v stressed1 5 10

_____________________________________________________________________________________________________

E What do you think are the main causes of stress for students?

With your partner, write 3 questions. Try to write different question types.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

3.. Step 2: Ask the questions.....Now ask your questions to the other members of the class. Make sure you note down the

.....answers carefully as you will need these to write up your results.

62

gs222, 11/06/15,

Give the ss a list of all the members of the class as a tick list.Allow plenty of time for ss to collect their data.

gs222, 11/06/15,

Monitor and assist as necessary. It’s important that the ss don’t take too long so that they have time to answer the questions.


4...Step 3: Tally the results

.....You will have to tally your results. Use the style of the table as a guide.

5. Step 4: Now you need to write up your results for homework.

You should include the following information in your results:

1. Who was asked?

2. How many people were asked? 3. What were the questions?

4. Summary of responses.

The examples below show how it can be done.

2.1. Who was asked?Who were the respondents that answered the question?

2.2. How many people were asked?This is the sample size for that question: the number of respondents who answered that

question.

2.3. What was/were the questions?Here, write the exact wording of the question/s.

2.4. Summary of responses

Different people understand data in different ways, so it's best to provide the response summary in different formats: as a verbal summary, a verbal explanation, a table, and a graph.

The verbal summary is like a headline, expressing the main finding from the questions. One sentence is enough. This is followed by a more detailed explanation of the results. This is followed by a table

and then a graph or pie chart.

63

gs222, 11/06/15,

This meant to raise awareness of how data is tallied. Ss may not use it correctly. They just need to have the information recorded.


HOMEWORK TASK

Title: Class survey (write your class number here e.g. UG3 Class survey) Write up your survey results Write between 150 – 180 words

Bring two paper copies of your work to class on Friday 14th July. Submit your work on Turnitin by 9.00 am on Friday 14th July.

64


Example answer:

A survey was carried out to ask teenagers about their habits while they watch tv. One hundred teenagers were asked the question ‘Do you do anything else while you watch tv?. It can be seen that three-quarters of those surveyed do other things simultaneously.

One half of the respondents said that they either ate or checked their phone or tablet, while only 5% said they read, did exercise or listened to music. Eighty percent talked to their families or listened to music and another 8% said they often did homework at the same time. It is not clear from the results if they did more that one additional activity at once.

It is evident that a large proportion of families watch TV while they are eating, while almost a third of young people divide their attention between several screens at the same time. These figures may reflect a general trend towards greater levels of multitasking. However, a significant number of teenagers still focus fully on the television when they are watching.

TOP TIPS FOR WRITING

1 Say what the survey was about and describe the

respondents.

2 Describe the survey results in

detail. Use a variety of language to

describe proportions, fractions and percentages.

3. Use expressions for comparing like

while …

4. Discuss the most significant results.

65

gs222, 11/06/15,

https://learnenglishteens.britishcouncil.org/sites/teens/files/writing_about_survey_results_-_exercises.pdf


INTEGRATE

Notes on Writing questions

Survey questions must be relevant. A few well-worded questions are a lot more useful than a long list of poorly-worded questions.

Questions must be easy to understand. If people don't understand your questions, you'll find that they will not give the answers you want.

Think carefully about the wording of each question. This will ensure the respondents interpret the questions the way you intend.

Always test your questions on a friend or family member first. This will help identify questions that are poorly written.

Think carefully about the layout of the questionnaire. You must make sure it is easy to complete.

Questions to avoid

Questions should not be too:

Personal, eg how much money do you have in the bank?

Embarrassing or upsetting, eg how often do you shower?

Biased or leading, eg you like ------------ don't you? Do not attempt to influence people's answers in any way.

66

Teacher 2 - A Leading UK University — University of · Web viewwords that link with the...

Documents

Transcript of Teacher 2 - A Leading UK University — University of · Web viewwords that link with the...