Unit 2: Cultural Ieves and Values Unit 4: Women and Power Init 1: Formal, Informal and Non-formal Edveation Unit 3: Gits of Youth BP Unit 5: Advances in sclence and technology Unit 6: Humour ~ Unit 7: Citizenship a | ‘Unit 9: Suitoinable Development a Unit 8: Brn Drain Interpersonal Communication ~ make ond respond to requests talk about education (formal, non-formal ‘and informal) ask and answer about educational forms. Presentational Communication Wing: use cohesive devices linking words), write & paragraph = Speaking: make and respond to requests, tak about forms of eck Interpretive Communication Ustening: check information sten for speciic information, explain from context, infor mecning | Reading: predict main idea of the text, ‘make questions abaut content, survey the text, read for specific information, locate referents. identity and transform infomation info a diagram form, infersource of the text. ion, Standards, Competencies and Ski Formal, Informal and Non-formal Education Sere eas rea Ba ares aia | know about the development of re ae Peete silent aes ranean Sh erly eet ace oma, ron fom ord Home jeuncbed oe naeke CSN ec “loan chou tnt cing ses (ease (all subjects)Unie ormal, Inform! and Nov-formal Education Introduction to the theme of the unit A. Mateh the following types of education with their definitions {refers to learning resulting from activities related to daily work, family J or leisure. i Paseana Dy It refers to leaming through a programme but itis not usually peer evaluated and does na lead to cen J ban 4] ‘CTerefers to learning through a programme of instruction in an educational ‘nsiution, adult taining centre ot in the workplace. This type of 3. Informal education | education is generally recognised ina qualification ora certificate Unie Forma, Informal and Non-formal Education C. Match each of the following situations with th 1. Formal education type of education, 3. Informal education P| tie te Bandara rom India I'm 50. I've never been to school, But al my neighbours all me “the wise lady. In fact, 0 ‘iI propria 2. Non-formal education a, B. Ym Fatma from Mal GBB | 30. ve got tree | Him Jo from Per, children, These days fea! | 1 study ina high schol happy because I attend | 1 want 10 become READ = special edvcatona | successul programme that aims at empowering | businessman. ‘women in our village. I'm impatient © lear how tous a computer. sy modest knowedge and experience in| Iie have been enriched by my rligin, | some TV progres, and of couse by iy parents, B, Match each of the following pictures with the appropriate type of ed the list below Write the leter of each picture in front of the appropriate type 1. Formal education 2. Non-formal education 3.nformal education: a {Television fh. At the restaurant 10 9. A vocational ralning workshop D.Fill tothe cording 1 table with sources of learning that you personally often make use of and classify them headin ‘5 oa at OO eT E. Share your ideas with your ighbour, then discuss these questions. 1. Why do you use those sourees of learning? 2. Which source of learning inthe thre types of education do you prefer most? Why? F. Share your id with the whole class, A. The following four words are usually combined with some other words. ‘Example: physical education. These words are collocates. Find in the list the words that collocate with each of the four words. An example is given. ~ goals = uniform ~ year Fights status institution - background - lessons - school - system - opportuni S— = E—— Eee) private equal — [ameoe See een a 'B. Match the words in column A with the words in column B (o form appropriate collocations. (There may be more than |. higher possibility for some collocations). @, graduate 2. university b.clases | 3.tree . degree 4leaming | | a. access 5. gender fe, background | 6. mixed tilteracy | 7. cultural g.povery | 8. aduit jscriminction anol Leducation | 10. basic [i:needs Flin each blank with a suitable collocation from activity B. The problem of canbe solved through organising non-formal evening classes. 2 ‘3. Whe boys and girs study inthe same class, 4.With ‘5. very individual has the right for a GG Miteinrg ond speaking A. With a partner, answer the folowing question 1, What kind of relationship may exist between non-formal education and formal education? B, Listen to part of radio programme with » specialist ‘non-formal education and check your ansive ae finding it dificult get job gradually disappears. to the school library, any student can borrow the reference books. to act as an active member of society. An C. Listen again and complete part 1 of the following table. RT of non-formal educ “tsa systematic atv D. Listen again and with your partner explain the meaning of the following expressions, then discuss your answer with the whole clas, 1, Non-formal education isa second chance. 22, Non-formal education i «substitute programme. ‘3. Non-formal education is ¢ complementary programme. E. With your partner, state the characteristics of formal education and fll in Part 2 of the table in C, then ‘compare your answer with the whole cass. ‘A. Read the following mini-dialogues and match them withthe following speakers (write only the leters). 1. Two businessmen: ... 2 Manager and employee: .._ 3+ Teacher and student: ekg => 7Unie Formal, Informal and Nonformal Education B. Fill inthe chart with appropriate expressions from the dialogues. oer etens Responding to a request (C. With a partner, think of other expressions of request and add them to the chart in “B’, then share them with the whole clas. 1D. Role play: Read the following situations and play the suggested role with yo expressions in “B! partner using some of the 1, You ate atthe school administration to enquire about your sister’s/brother’s school results. 2, You are staying in a hotel and you are phoning the reception to ask them to send someone to take some dity linen to the laundry. 3 You need money to repair your motoreyele, so you ask your friend to lend you some. 4. Yow ato siting near a stranger on the train and then you decide to ask him/her for a newspaper he/she has just finished reading ‘A. With your neighbour, discuss the following points then share your ideas with the whole clas. How do iterate people lear diferent things and pass on their knowledge to others? 22. What are the modern tools of learning and which one(s) of them do you frequently use? 'B, Read the ttle of the text and write 2 or 3 questions that you think the text is going to answer. (C.Read the text quickly and see if your questions have heen answered oF wot 14 The development of human learning ‘Learning is as old as humankind, Indeed curiosity and the capacity to lear are among the defining characteristics ‘of what it means to be human. For many hundreds of generations, people learned only through their own ‘experience, and toa lesser extent, through the observation of others. Gradually, however, as language became ‘more complex and sophisticated, it was possible to codify what had been learned by previous generation, and in distant locations, and to pass on information about unseen phenomena. In mest early cultures which relied on ‘oral transmission of knowledge, people had highly evolved capacities for ening and for remembering; however, compared with most people living today in advanced modern societies, the amount and complexity of 6 information to be dealt with by an average human being was clearly bounded and relatively slowly changing, With the invention of writing, it became possible to pass on insights and experiences over greater distances and a larger number of generations. However, at the same time asthe amount of information that an individual could acquire expanded significantly, life expectancy also increased and many people found that they had mot leisuretime in which to think and to Team, When people lived longer, it became possible fo the older people and ‘those not directly engaged in the immediate social tasks and duties to spend time thinking and learning through observation and meditation. Literacy, of ‘course, itself became a 101 that separated people, so that those who lacked the ability to decipher hieroglyphs, ‘and later other forms of writing, were forced to fall back on traditional means of learning about their ‘environments and passing on such information to others in their family, tribe or community group. “To some extent its true that modem human beings have exactly the same mental capacities and endowments as did our ancient ancestors, but with better health, longer lifespans, more leisuretime, and various kinds of adaptive and supportive technologies, the capability and propensity toward learning throughout life have ‘expanded significantly over recent generations. “Today, leaming is perhaps not as much a rmaitr of life and death as it was for our distant ancestors, nevertheless most people have some natural inclination to Team and, with the time and means at ‘their disposal, learning is an important (if often unrecognised) aspect ‘of our lives. Much of this learning occurs incidentally and is ‘unplanned, in the course of doing something else; indeed, when asked, ‘many people fail 1 recognise this as learning at all. Other learning, however, is more intentional and deliberate. Some of itis formalised in the sense that there is some explicit insiriction and very commonly some assessment of leaming outcomes. But a very large proportion of itis planned, managed and evaluated by the individual him- or herself. Of this, some depends on participating in or ‘observing particular activities, same depends on interactions with other people ~ ether individualy orn groups ~ and some on reading and writing In all these cases, the learner requires certain skills and attributes if his or her leaming isto progress successfull.. Each of the following pie charts corresponds to @ paragraph in the text. Read paragraphs 1, ‘match each of them with the appropriate pie chart nd 4 and Paragraph: in ( = Paragraph => {Before the invention of writing, what were the most used means of learning and transmitting information? 2, Find a least three factors that contributed tothe growth of human tendency to lear more, ‘3. What does ‘ths’ in paragraph refer to? | S Ferapenh \ . Answer the following questions from the tex. F. Without looking atthe text, write down the main ideas, then compare then your part G.Lo0k at the following sources of informal chart showing their importance to yo ( T.Reading 2. Watching TV 3. Using the Internet ‘Share your chart with your neighbour giving himvher more explanation, GQ Srammmars Gerune inniive orbomh? ‘As Rea the following text This text might be an ‘choose the most appropriate answer from thelist. excerpt fr A.A history book, 2.an encyclopaedia, S.anovel 4a dia the nearest city, Hast amily: My fest days atthe new e wt eee ‘friends, my "mother’s delicious meals, and my Ne ‘on the ‘TV news. Gradually, however, I began to get used to city life. I decided to concentrate mors on my studies and stopped thinking t00 much about ‘ny home village, My new frends and I spent mos of ou fee time either plying fotall or playing games. We reall enjoyed having fun together. 7 B, Read the text again and fill inthe following table as suggested (examples are given). Add the following verbs tothe appropriate columns in the table in B. ~ hale — want ~ dislike — avoid — afford pretend — suggest ~ finish ~ detest — love ~ agree ~ manage — miss ~ promise . With some verbs, it is possible in some cases to use both the gerund and the infinitive form of the verb Do the following exercise by choosing the right answer. 1. The boy began when his mother left him atthe kindergarten a. crying bitocy bath 2. Would you mind fora few minutes? a. waiting b.to wait «both 3. Have you finished the computer? a.usin b.to use «.both 4, We expect from him very soon a. hearing b.to hear .both 5, Tom has given up smoking to smoke both , Read the grammar summary on page 20 then put the verbs in bracket the correct form. 1. John’s car has begun (make) a terrible noise 2,Paula pretended __(novsee) her boyftiend and crossed the street to avoid (meet him ‘3. Most people in Merocoo prefer (spend) Ramadan in their homes. (play) football today. I'm going to phone my friends to apologise for (notbe) able to come, 1 don't feel like 5.1 couldn't help_(augh) when I saw Brian wearing that funny hat, = 7 —‘A. Some linking words express different relationships within a written text. They can express: 1. addition 2rcauseandeffect 3. contrast “4, purpose S. concession ‘With your partner, use thelist above to provide the appropriate heading for each group of linking words in the {able below. fi order 10 ut while ns =s0 2810... = onthe other hand =o Whereas 1B. Add at least one more linking word to each group inthe table in A. ‘C. Read the following text and put the appropriate missing linking words from the lst (write only the numbers). cand 2.but ‘31m addition to that 42s well ‘S.not only G.decanse ‘although 8. because of 9.however 10,but also Importance of Education in Society Generally, at the start of a very young age, children The opportunities that are offered ar greatly limited. Joam to develop and use their mental, moral @, .n.. Sometimes there are not enough resources to provide pyscal powers, which they acquire through various schooling... y some parents need ther chikien 0 {ype of education, Education is commonly refered to help them work in factories, have odd jobs, or just do ‘the process of learning and obtaining knowledge at farm work. school, in a form of formal education, B. ..... the process of edicition does not only start when a child 9. formal education is not availabe to everyone in Tattnds school, Education begins at home, One some places, the one who receives education is usually docs €. sn» acquire knowledge ftom a teacher; envied, praised and even admired by members of the ‘d_ can Team and receive knowledge from «parent, community. There is a sense of admiration family member and even an acquaintance, 1s sons athe same time there is a sense of jealousy |. suns Seeing your peer do etter than yourself causes ©, snuu attending school and receiving an education is some tension and jealousy j, 1 the scarce fextremely vital and necessary in almost all societies, opportunities available, As a child, its hard to there are places in the world where not everyone has an_understand why there isa difference, ‘opportunity to receive this formal type of education 'D. Write a paragraph about one means of learning (reading, listening, TV, the internet, ete) that you think is ‘very important. Explain why iti so important using appropriate linking words. ‘A. Read the following text, then do activities ‘B’, and °C’. What are learning styles? Learning styles are simply different approaches or ways of learning. Why do you need fo know about leaming styles? Information about learning styles is helpful for everyone. Knowing your learning style will help you develop coping strategies to compensate for your weaknesses and capitalize on your strengths. What ore the types of learning styles? 1, Visual learmers lear through seeing ‘They need to sec the teacher’ body language and facial expression, pictures, diagrams. {o fully understand the content of a lesson. 2. Auditory learners lean trough listening. ‘They leam best through lectures, discussions, reading aloud, taking things through and listening to what others have to Say 3. Tactile/Kinesthetic learners lear through moving, doing and touching, ‘They are aware ofthe physical world around them. They may find it hard to st stil for long periods and may become distracted by their need for activity and exploration B. Are the following learners visual, auditory or tactile! kinesthetic? (Write V for visual, A for auditory and '/K for tactile! kinesthetic) 1. Ttake notes or ask my teacher to provide hand-ous 2.1 participate in discussions and debates, 3.1use colours to highlight important points in a text 4.1 chew gum while I'm studying, 5.1 move around while I'm studying, 6.1 read illustrated books. 7. When I'm looking through a magazine I'm more attracted by pictures than text. ‘8, When I explain something, I prefer to explain by writing. 9.1 like sport and physical activities, including dancing, LATE (C. What do you think your learning style is? Tick the appropriate answer, then share your answer with your partner giving convincing justifieation, 1. Ltend to be more visual 2,1 tend to be more auditory. 341 tend to be more tatile/ kinesthetic 19¢ _ Grammar Summary: A. We use the infinitive with to’ after certain verbs such as: Gerund and infinitive) ‘agree - ask - expect ~ manage - attempt - learn - promise - need -neglest- hope ~ intend - plan B, We use the gerund with certain verbs such as: ‘admit - avoid - dislike - consider - enjoy - finish regret - detest - suggest - remember C. We use both the gerund or the infinitive after certain verbs such as: ++V begin - continue - ike - love ~ try - start - prefer = stop hate +V+ ing +04 Project ‘You want to investigate what forms of learning students in your elas use to. improve their English and — what resources. and opportunites are available for them at home and at school. Work with a group of 4 or 6 sudents to conduct & survey about that. The following steps will help you. Project Work: Interviewing and reporing results) Step 1: Interviewing students. Ask students in your class or other classes the follo 1, Do you have an English dictionary at home? 2Do you have other English textbooks apart from the one you are using tis year? 3.Do you have simplified English novels, plays, poems, et.? 4.Do you read English magazines? 1g questions: Yes | No ‘5.Do you watch news, films, ete. in English? {6.Do you listen to English songs? t 7.Do you go tothe schoo! library (and to multimedia-room if available? ‘Step 2: Analysing and comparing. ‘Work with your group members and discuss your findings. The fol = What are the conclusions that you can draw from your survey? Do students benefit fom other forms of leaming?” = Do you think students really benefit from the thee ‘of education (formal. informal, non-formal)? questions may help you. gories ‘Step 3: Witing the report. Report your findings including the following points: 1. some statistics and graph. 2. identified problems related to the learning of English, 3. your suggestions o improve the situation ‘Step 4: Presenting the report (10 fo 15 minutes by the spokesperson of the group). Listen to all the reports, and in groups write recommendations related tothe following questions, then share ‘them withthe whole class. ‘Recommendations: 1. What should be done outside schoo! to improve the leaming of English? 22, What should be done in the English cass to improve the level of students? ‘Step 5: Exhibit your recommandations in your school library or wall magazine.