MODULE PLANNING FRAMEWORK - Manitoba
MODULE PLANNING FRAMEWORK
|THEME: Travel and Recreation |
|Module: Water Safety Issues |
|Skills |Listening |Speaking |Reading |Writing |
| |CLB 8 |CLB 8 |CLB 8 |CLB 8 |
|Context Information Focus |Awareness of water safety issues and |Relate prior knowledge of water safety |Role of organizations, such as Red Cross or |Right of residents to express opinions |
| |hazards |Be aware of the importance of water |the Lifesaving Society to educate the public |and needs to government or publicly |
| |Awareness of problems and their solutions |safety, especially as presented by |on water safety, including the publication of|funded agencies, etc |
| |Time and place of the situation/s |organizations such as the Lifesaving |information for adults and children |Frame of reference: why a letter such as |
| |Audience etiquette: focus on |Society, Red Cross, etc |Emphasis by organizations to reach newcomers |this might be submitted |
| |presentation, turn off cell phones, avoid |Be aware of what lifeguards do/don’t do |because of the disproportionate number of |Cross-cultural awareness: letter is |
| |chatting with neighbours, avoid |Know the importance of clear |immigrant adults and children that drown in |personal but objective |
| |distractions (reading pamphlet, etc) |communication, e.g., when leaving the |Manitoba each year |Understand objectivity in expression of |
| | |children, don’t assume another will take |Info about intergenerational and |emotional issues |
| | |responsibility without clear verbal |multicultural activities offered at various |Expressing personal opinion within a |
| | |directions: |swimming venues and how to find out about |formal context |
| | |Don’t go into the water without me/without|them |Politeness conventions: letter should be|
| | |your life jacket | |typed |
| | |Don’t stand too close to the edge of the | | |
| | |pool. Can you stay | | |
| | |with the children while I get the…? | | |
|CLB Competency/ies |I. Social interaction |I. Social interaction |I. Social interaction Texts |II. Reproducing information |
| |Identify stated and unspecified details |Confirm own comprehension |Identify factual and inferred meanings in |Write an outline or summary of a longer |
| |about the mood, attitude, situation and |Encourage others to participate |moderately complex notes …containing general |text |
| |formality in discourse. | |opinions and assessments of situations… |III. Business/service texts |
| |III. Suasion |III. Suasion |II. Instructions |Convey business messages as … letters of |
| |Identify stated and unspecified meanings |Indicate problems and solutions in a |Follow an extended set of multistep |request…to indicate a problem, to request|
| |in extended warnings, suggestions and |familiar area |instructions for established process |a change, or to request information |
| |recommendations |Propose/recommend that certain changes be |III. Business/service texts |IV. Presenting information and ideas |
| |IV. Information |made in a familiar area |Locate and integrate 3 or 4 pieces of |Write three or four paragraphs to |
| |Identify main idea, organization and | |information contained in moderately complex |…express or analyze opinions on a |
| |specific details in extended oral |IV. Information |formatted texts |familiar abstract topic; or to provide a |
| |presentations |Participate in a …/discussion/… on an |IV. Informational texts |detailed description and explanation of a|
| | |abstract familiar topic or issue |Express in alternative forms verbal ideas and|phenomenon or a process |
| | |Express and analyze opinions and feelings |graphics contained in charts and graphs | |
| | |Express doubts and concerns’ oppose or |Access and locate several pieces of | |
| | |support a stand or a proposed solution |information in online reference sources | |
|Genre |Presentation |Critique |Guides, brochures |Complaint letter |
|Text structure/Features |Identify the components of a presentation | |Determine purpose of and organization of text|Recognize complaint letter as an example |
| |(intro, etc.) | |Identify tone, formality and style |of a business rather than social text and|
| |Phrases and sentences that mark topic | |differences between text written for a |appropriate format |
| |intro, topic development, topic shift and | |familiar audience in a casual context and | |
| |conclusion | |text written for a public, socially distanced| |
| |Identify main idea when it is not | |audience | |
| |explicitly stated | |Understand importance of headers and key | |
| |Identify facts, opinions and attitudes | |words in information texts | |
| |related to expressions of abstract ideas | |Skim Table of Contents for overview of | |
| | | |information | |
|Language Focus |Understand and use content words related |Questions and non-verbal strategies to |Understand and develop vocabulary related to |Understand format, function, formality |
| |to presentation content or critique |extend conversation: |the theme |and tone requirements of a business |
| |Vocabulary building: |What do you think, X? |Find relevant information by scanning charts |(complaint) letter |
| |Nouns: |Your turn, X |and tables horizontally and vertically |Avoid abbreviations, slang |
| |explanation, distraction, buddy, head |nod, gesture to indicate turn |Understand use of boldface and italics in |Understand how to convey a sense of |
| |count, supervision, injury, rescuer, | |text |audience. |
| |emergency, procedure, first aid, CPR |Backchannel to show interest |Acronyms |Note importance of sequence of |
| |(cardio-pulmonary resuscitation) |Uh-huh/Oh yes/Really? | |information |
| |Bodies of water: ditches, sloughs, | | |Use vocabulary related to the |
| |dugouts, creeks, rain barrels, septic |Use fillers | |issue/context: |
| |fields, wells |Well/Ummm/kind of | |Verbs: |
| |Verbs: | | |I saw/noticed/witnessed/ observed |
| |accompany, remind, seem, explain, follow, |Discourse markers | |Past tense: continuous My son was |
| |drown |Well – to mark the onset of a contrast | |swimming… |
| |Adjectives: |You know, I mean – to personalize and | |Past tense: perfect |
| |injured, drowned, safe |soften; also to check comprehension and | |I had noticed that… The sign|
| |Collocations and lexical chunks: |maintain the listener’s attention | |had not been repaired… |
| |within arms’ reach |Hedges and vague language – used to soften| |Nouns: |
| |drowning victim |language (opinions) | |signage |
| |extremely |Kind of/sort of | |situation |
| |urgent/important |Gambits to express opinions on the topic: | |attention |
| |Let me show you |It seems to me that… | |assistance |
| |wear a PDF |I’d say that… | |Adjectives: |
| |swim with a buddy |Politeness conventions for interjecting | |dangerous, steep, deep |
| | |opinions | |necessary/required |
| |Modals |I’d like to add that…/Could I just add | |Collocations: |
| |you should always… |that…? | |unsafe situation/dangerous situation |
| |you have to |Critiquing: positive and negative opinions| |Formulaic expressions: I want to |
| | |and observations | |bring to your attention |
| |Complements with that, for/to and gerunds |What I liked was… I’m not sure| |I look forward to your response |
| |It is important that + NP… |I agree with what he said. | |Thank you for your consideration of my |
| |make sure that + NP |I was impressed with his ability to… | |concern/request |
| |It is important for you + infinitive…… |In my opinion, it was very helpful | |Modals to give advice: |
| |Passive voice in formal instructions: |because… As far as I’m | |The city should … Children|
| |You are allowed + infinitive phrase… |concerned, it was boring/irrelevant… | |should not be allowed… |
| |Your are forbidden from + gerund |I liked the way s/he… I was | |Modals to soften language: |
| | |disappointed in/that… | |It would be a good idea if… I think you |
| |Gerunds following prepositions: |I enjoyed how…./I think the topic | |should… |
| |keep your child from drowning by… |was…/Speaking for myself… | |Hypothetical conditionals: If the city|
| |be responsible for watching… |That’s a good point/question | |would post lifeguards at all wading |
| |making sure they wear a life jacket |Conditional: | |pools, these accidents would not happen. |
| | |If there were pictures/we could have asked| | |
| | |questions/passed the…around, it would have| |Linking/transitional devices Therefore |
| | |been better/more useful/helpful/easier to | |So |
| | |understand | |Complex sentences, positive and negative |
| | |Pronunciation, stress and Intonation: | | |
| | |Appropriate stress and intonation to | | |
| | |express opinions | | |
| | |Pitch for intensifying adverbs and | | |
| | |adjectives Dropping intonation: | | |
| | |indicate conclusions to thought groups | | |
| | |Conclude the discussion This was a | | |
| | |good discussion. Thanks for your input | | |
| | |Idioms: to | | |
| | |make a point on the | | |
| | |other hand We’re getting | | |
| | |off topic | | |
|Language and Learning Strategies |Listen for rephrasing, repetition, |Repeat and rephrase |Use headers and photos to locate information |Understand difference between objective |
| |expansion |Use non-linguistic forms of communication |Recognize headers by colour or contrasting |and subjective, fact and emotion, |
| |Listen for emphasis: vocal pitch, stress |to indicate agreement or disagreement with|font |informed opinion and personal experience |
| |Recognize non-linguistic means of |the speaker: look |Observe spelling of unfamiliar words and list|Outlining/Planning |
| |communication shrug, point, gestures |at speaker, nod, smile, raise eyebrows, |them |Rough copies and drafts |
| |Relate visuals to the narration |shake head, blank look |Reading strategies |Self-edit for grammar and spelling |
| |Listen to segments of the DVD with backs |Clarify and confirm by restating |Skim to determine gist of text | |
| |turned to the screen (no visual clues) |So PDFs should always be worn by children;|Scan to find specific information | |
| |Take notes during presentation using |is that what you meant? |Predict what information is likely to follow | |
| |shorthand and listening for content |Circumlocution: life |next | |
| |words/gist |vest/jacket instead of personal flotation |Reread for clarification Use context to guess| |
| |Ask for clarification from the speaker |device/PDF |the meaning of new words | |
| |DVD: ask for replay of a section that |Comprehension checks | | |
| |needs clarification |Do you understand what I’m saying? | | |
| | |D’you know what I’m saying? | | |
|Essential Skill Focus |Oral communication, Working with others, Critical thinking, Reading, Thinking skills, Document Use,Continuous learning, Writing, Thinking skills – Critical thinking, Computer|
|ES-focused instructional activities|use |
| |Computer Use -- Critical thinking – Do an online search for articles on water safety. Compare the content with that of the DVD presentation, and evaluate the information. |
| |Mark sources and authors |
|Teaching Resources & Materials |DVD on water safety (Lifesaving Society) |DVD on water safety |Class set of Leisure Guide (or use online |Examples of good and poor letters of |
| |DVD player |DVD player |version) |concern/complaint for analysis |
| |Lifesaving Society website: |Resources from water safety organizations |Highlighter pens |Photos, drawings |
| |lifesaving.mb.ca (downloads |Speaker | | |
| |available with acknowledgement of source) | | | |
| |956-2124 | | | |
| |Guest speakers | | | |
|Outcome Assessment Task |Introduction of the speaker prior to |Watch a DVD presentation on water safety |Each learner determines the best method of |Look for potential hazards, using photos |
| |presentation: |In small groups, brainstorm for ways to |registering as laid out on the Registration |or drawings of public swimming areas. |
| |Identify warnings, suggested solutions and|promote water safety. Appoint a |page of the current Leisure Guide. Discuss |Write a letter to a municipal government |
| |recommendations while listening to |‘secretary’ to write down the main ideas |reasons for choice in a small group setting |office addressing the learner’s concerns,|
| |segments of the DVD presentation. Answer |discussed. Appoint a speaker to represent| |with suggestions for making the situation|
| |written questions according to task format|your group. Present your findings in a | |safer for users |
| |(true/false, multiple choice, etc.) to |brief talk to the class | | |
| |determine comprehension | | | |
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