1d. Encourage them to read the instructions for each task to you and check they understand how to complete them, e.g. ask do you write the headings?’ ‘Where ‘Which words are in grey?’ does accommodation mean?’ do you do in task 3?’ ‘What ‘What Alternative activity If only learners at E2/N3 and above are present, they could do a running dictation. Don’t give out resources 1c and d yet. The procedure is as follows: Stick the five sentences from the MBU text (resource 1e) spaced out on a wall at the far end of the classroom. Arrange your learners in mixed ability pairs to make the game fairer and allocate each pair one of the sentences. Learner A of must sit far from the sentences, to write. Learner B moves between the sentence and her partner. Learner B must read, remember and relay the information in their sentences in stages to learner A, who must write it down. Make it a rule that no shouting is allowed. Give longer sentences with more complex vocabulary (e.g. sentences 1 and 2) to stronger readers / writers. The winning pair is the pair that finishes their sentence first. You can insist on accuracy and underline anything they need to go back and correct. When finished, go on to complete the tasks on resource 2c and 2d. Go through the answers together, or have learners check their own work. Use the content of the reading texts to stimulate discussion. Some questions you could ask; If learners are living in an MBU: If not: Do you like living here? Why / why not? Does your prison have an MBU? How is it different from the main wing? What do you know MBUs? What facilities are Have you lived in an MBU in the past? Do you know how to to an MBU? Follow-up / extension activities Learners could; Practise filling in an application form for an MBU. This is a good opportunity to use an authentic text in class. Write an information leaflet outlining the facilities in an MBU for expectant mothers; Bring in some leaflets and look at the features (pictures, headings, bullet points, text boxes, etc.). As a group, brainstorm the information about MBUs you need to include (you could provide this, if learners have never visited an MBU before).
1d. Encourage them to read the instructions for each task to you and check they understand how to complete them, e.g. ask ‘Where do you write the headings?’ ‘Which words are in grey?’ ‘What does accommodation mean?’ ‘What do you do in task 3?’ Alternative activity If only learners at E2/N3 and above are present, they could do a running dictation. Don’t give out resources 1c and d yet. The procedure is as follows: Stick the five sentences from the MBU text (resource 1e) spaced out on a wall at the far end of the classroom. Arrange your learners in mixed ability pairs to make the game fairer and allocate each pair one of the sentences. Learner A of must sit far from the sentences, to write. Learner B moves between the sentence and her partner. Learner B must read, remember and relay the information in their sentences in stages to learner A, who must write it down. Make it a rule that no shouting is allowed. Give longer sentences with more complex vocabulary (e.g. sentences 1 and 2) to stronger readers / writers. The winning pair is the pair that finishes their sentence first. You can insist on accuracy and underline anything they need to go back and correct. When finished, go on to complete the tasks on resource 2c and 2d. Go through the answers together, or have learners check their own work. Use the content of the reading texts to stimulate discussion. Some questions you could ask; If learners are living in an MBU: Do you like living here? Why / why not? How is it different from the main wing? What facilities are If not: Does your prison have an MBU? What do you know MBUs? Have you lived in an MBU in the past? Do you know how to to an MBU? Follow-up / extension activities Learners could; Practise filling in an application form for an MBU. This is a good opportunity to use an authentic text in class. Write an information leaflet outlining the facilities in an MBU for expectant mothers; Bring in some leaflets and look at the features (pictures, headings, bullet points, text boxes, etc.). As a group, brainstorm the information about MBUs you need to include (you could provide this, if learners have never visited an MBU before).
TP_Health_women_2_Unit%203_Pregnancy.docx