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110 | Qatar English scheme of work | Grade 10A | Unit 10A.8 | Television Education Institute 2005

Standards for the unit

8 hoursSUPPORTING STANDARDS

including Grade 9 standards

CORE STANDARDS

Grade 10A standards

EXTENSION STANDARDS

including Grade 11A standards

9.2.1 Collect, and investigate

homophones.

10A.2.3 Continue to collect and compare and consolidate knowledge of a

range of homophones.

10A.3.1. Understand and respond to narratives, anecdotes, stories, plays and

films:

understand gist;

follow dialogue;

discern speakers moods, relationships and intentions;

express opinions and connect to personal experiences.

4 hours

Making a

presentation

3 hours

Planning a

discussion essay

1 hour

Adding emphasis

10A.4.2 Consolidate knowledge of the use of various ways of expressing

emotion through emphasis and use of appropriate stress:

with the verb do;

with interjections;

with exclamations;

with so and such ;

with repetition;

with rhetorical questions;

with exclamatory questions (i.e. polar questions with emphaticfalling tone).

11A.4.1 Recognise and use features of word

or sentence stress such as pitch (high

or low), length (long or short),

loudness (loud or soft) and quality

(weak or strong).

9.4.4 Use strategies for communication

maintenance and repair:

rehearse and organise

utterances before speaking;

stop and restart utterances that

are not clear, pause to rephrase;

paraphrase or seek alternatives

for unknown words orexpressions;

notice and attempt to correct

misunderstandings.

10A.4.7 Use a variety of interactive and language repair strategies to initiate,

maintain and conclude a conversation of up to 15 minutes involving a

variety of linguistic and paralinguistic communication strategies:

approximation use of an L2 word, which shares the essential

feature of the target word;

rehearsing and organising utterances before speaking;

stop and restart utterances that are not clear, pause to rephrase;

paraphrase use of an L2 phrase to describe a property, function,

characteristic, duty, purpose or an example;

appeal for assistance (either implicit or explicit);

gesture use of facial expression or head shaking if there is a lack

of understanding;

mime use of gestures as well as verbal output to convey meaning;

comprehension check a use of a variety of expressions to check a

partners understanding;

[continued]

Unit 10A.8

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CORE STANDARDS

Grade 10A standards

EXTENSION STANDARDS


[continued]

clarification request a request for repetition or explanation;

use of short utterances to show participation or understanding;

self-repair self-correction of mistakes;

confirmation check repetition of the interlocutors statement to

check understanding;

pausing use of pauses or pause-fillers, for taking time to think.

10A.4.8 Speak with increasing fluency:

stay on the topic and maintain relevance;

cooperatively develop the topic;

show independence by eliciting more from the interlocutor;

negotiate meaning and keep talking;

take longer turns;

begin to process and express more complex ideas.

11A.4.5 Speak fluently:

process and express more complex

ideas;

talk at length without hesitation and

not too slowly.

9.5.2 Prepare and present an opinion,

point of view or justification

intended to convince or persuade.

10A.5.10 Prepare and present to an audience an opinion or point of view to

convince or persuade, in a series of complete utterances with

appropriate use of:

first and second person language;

expressions to indicate degrees of certainty;

connectives for reasons and consequences.

11A.5.9 Summarise and evaluate persuasive

texts and presentations, distinguishing

fact from opinion, seeking clarification,

giving relevant feedback, discussing

merits, issues, options, preferences

and proposing alternatives.

10A.5.14 Ask and respond to questions about interests, preferences, abilities

and to polite, formal requests using appropriate expressions.

10A.6.5 Use active reading strategies:

skim and scan written and screen-based texts for information.

10A.8.2 Extend ability to plan a piece of writing in note or diagrammatic form

showing the main points in sequence.

10A.2.2 Consolidate and extend

understanding and use of common

spelling conventions.

10A.8.3 Independently apply a range of spelling strategies including:

identify mis-spelt words and mistakes in grammar accuracy in own

writing;

keep and use personal correction logs, learn methods of spelling

recurring problem words.

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CORE STANDARDS

Grade 10A standards

EXTENSION STANDARDS


10A.7.8 Read a variety of discussion,

debate and argument texts which

present and balance arguments

from differing viewpoints:

understand the purpose and

typical organisational features of

these texts

recognise and understand the

use of typical language features.

10A.9.5 Compose short essays drawing on work in another curriculum subject

or an issue of topical interest, using:

organisational features typical of a discussion text to balance and

weigh arguments

an introduction which states issues,

the arguments in favour and against plus supporting evidence or

examples,

a conclusion which summarises and weighs the arguments,

draws a conclusion or makes a recommendation;

formal written English typical of the styles used in discussions and

debates

the present simple, predominantly for generalisation and non-

specificity,

the use of general terms and zero articles,

discourse markers for explicit logical organisation,

complete sentences rather than elliptical forms.

11A.9.5 Compose essays, drawing on work in

another curriculum subject or an issue

of topical interest, using:

organisational features typical of a

discussion text to balance and

weigh arguments

formal written English typical of the

styles used in discussions and

debates

use of passive voice for

impersonal and general effects

and to emphasise the topic for

attention,

exemplification and extension,

text which moves from the

general to the specific.

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Objectives Possible teaching activities Notes School resources

Pairs exchange essays with another pair. They peer-correct first for grammatical accuracy, then

for content, checking that the number of advantages and disadvantages are balanced.

Students prepare a second draft for homework.

Keep a record of common spelling mistakes in students written work and give regular quick

spelling tests throughout the year. Encourage students to keep and use personal correction

logs and to develop strategies for spelling recurrent problem words.

When marking the second draft, use an

agreed marking scheme to indicate the

location and type of mistake. Give students

time in class to work on their own corrections.

1 hour

Adding emphasis

Students are able to:

use emphasis to express

feelings and emotions.

Record a series of short texts where someone is expressing emotion through the use of

emphasis and appropriate stress. Include examples of the following:

with the verb do;

You do look well have you been on holiday?

with interjections;

Wow! You look fantastic!

with exclamations;

What big feet!

with such and so;

Its such a good story I couldnt put it down till Id finished it.

It was so scary I was sitting on the edge of my seat the whole time!

with repetition;

I was very, very sorry.

Students listen once and identify the emotion (anger, excitement, pleasure, etc.) and what they

think the speaker is talking about or the context.They listen a second time and identify expressions and vocabulary used. Highlight use of the

auxiliary verb, so/such and interjections for emphasis.

Identify and practise stress and intonation patterns.

If possible, use short video excerpts from TV.

Soap operas are a useful source for this kind

of language. Students could view the excerpt

first with no sound and predict the exchange.

They then listen and check their predictions

and note the exact expressions and phrases

used.

Present some scenarios.

Students discuss different responses to the circumstances suggested.

Students act out the various scenarios.

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Assessment

Examples of assessment tasks and questions Notes School resources

Listening Students listen to two speakers talking about a TV programme and complete comprehensiontasks to show understanding of gist and details.

Listening carries approximately 20% of the

assessment weighting for this grade.

Speaking Students work in pairs. They ask and answer questions about a film they have seen recently. Speaking carries approximately 30% of the


Reading Students read 46 reviews of TV programmes and information about the interests of 34

different people. They match the people to a TV programme they think will interest them.

Reading carries approximately 20% of the


Writing Students write a persuasive text of approximately 250 words to describe their favourite TV

programme, giving reasons to justify their choice.

Writing carries approximately 30% of the


Unit 10A.8

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