GRADE 12A: Leadership Obligation and lack of obligation; writing a CV

About this unit

This unit is designed to guide your planning and teaching of English lessons. It provides a link between the standards for English and your lesson plans. The teaching and learning activities in this unit should help you to plan the content, pace and level of difficulty of lessons. You should adapt the ideas in the unit to meet the needs of your class. You can also supplement the ideas with appropriate activities from your schools textbooks and other resources. In this unit, students explore leadership skills. They research famous world leaders and discuss their leadership styles. They read a job advertisement, discuss the skills and qualities necessary for the job and discuss the CVs of three applicants.

UNIT 12A.3 11 hours

Resources
The main resources needed for this unit are: a job advertisement and three CVs of job applicants; a listening text of a formal meeting in which a decision is made about the three job applicants; a reading text about cults.

Expectations
By the end of the unit, most students will: apply understanding of word parts, relationships, and context clues to determine the meaning of unfamiliar words and specialised vocabulary; follow the discussion in a business-type meeting of about 1520 minutes, take minutes and report back orally, using reported speech; actively participate in discussions of at least 15 minutes; prepare and make 10-minute presentations to an audience, on topics that interest and inform; understand a wide range of features of formal written English; read widely for information, and skim and scan written and screen-based texts to extract information; use advanced features of search engines on the Internet; make detailed notes from a range of sources; use the full range of punctuation with approximately 90% accuracy; write persuasive arguments in a logical structure. Students who progress further will: contribute to discussions actively by challenging, maintaining and developing topics. Students who make slower progress will: participate in discussions, responding to ideas rather than initiating them.

Key structures and functions

Expressing obligation: A good leader should be able to inspire confidence in others. A good leader doesnt have to be a great speaker but he or she should be a good listener. Turn-taking: What do you think? Would you like to comment? Could I add something here?

Vocabulary
Leadership skills and qualities: vision, listening, self-belief, charismatic, creativity, etc. Leadership styles: autocratic, democratic, authoritarian, paternalistic, participatory, consultative, etc.

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Standards for the unit

11 hours
5 hours Qualities of a leader 3 hours Applying for a job 3 hours Extensive reading 11A.3.4

Unit 12A.3
CORE STANDARDS Grade 12A standards
12A.3.4 Follow a discussion in a 20-minute, business-type meeting (e.g. a planning meeting, a staff meeting etc.) noting: the progression of points (e.g. from general to specific, tentative to assertive, individual to collective); how turn-taking is transacted; how participants negotiate points with each other through agreeing, modifying, adding to, disagreeing, offering alternatives; the use of formal and informal language to set the tone of the meeting, mark distance, status, respect, disrespect; formalities of opening, introducing, summarising, concluding, thanking. Respond by taking notes and orally reporting back to a third party, writing a report or memo, using reported speech in a coherent summary of the main points and listing action points, responsibilities and follow-up. 12A.5.1 Use language and organisational features of formal English to report what people say, believe, command, ask about and request, by summarising monologues and conversations, using direct quotations where appropriate, reported speech and embedded questions with a wide range of verbs of speech and appropriate word order, tenses, time phrases and cohesion. Use a variety of functional phrases to enhance a presentation to an audience for greeting, introducing, stating the purpose, giving an overview, linking ideas, referring to visuals, summarising, recommending, concluding and dealing with questions. 12A.5.4 Prepare and make to an audience a 15-minute presentation on a topic that interests and informs: organise the presentation with a consistent structure; use appropriate language for introducing, developing main ideas, summarising, and concluding; handle anticipated and unexpected questions from the audience and, where appropriate, maintain a dialogue with them.

SUPPORTING STANDARDS including Grade 11A standards

Follow a discussion in a businesstype meeting (e.g. a planning meeting, staff meeting) of about 15 minutes).

EXTENSION STANDARDS Grade 12A standards

12A.4.2

Interact in paired and group discussions and more formal discussion: actively participate, contributing relevant opinions, examples and suggestions to the discussion; challenge ideas and get the interlocutor to justify their point of view where appropriate; show independence by initiating new ideas and taking responsibility for keeping the discussion going.

12A.5.3

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11 hours

SUPPORTING STANDARDS including Grade 11A standards

12A.6.2 12A.6.3

CORE STANDARDS Grade 12A standards

Read extensively from appropriately levelled texts, in a variety of genres in the text range identified for Grade 12 Advanced. Identify and interpret a wide range of features of formal written English through reading a variety of genres. Note particularly: purpose, including at whom the text is aimed and what the result is; language features including use of a wide range of discourse markers for explicit logical organisation, frequent use of modal verbs to express possibility, condition and to stress the distance of the speaker; wider use of passive voice and indirect forms.

EXTENSION STANDARDS Grade 12A standards

11A.7.1

From Grade 10 Foundation, extend investigations of how authors create settings and portray characters and events.

12A.7.1

Extend work on narratives from Grade 11 Advanced, to understand: how authors choose language to influence readers; how narratives are differently structured, noting how paragraphs and chapters are used separate, sequence and link the text; how the point of view in narratives varies and can be manipulated for effect.

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11 hours
12A.6.7

SUPPORTING STANDARDS including Grade 11A standards

Skim and scan written and screenbased texts for information. Interpret and evaluate the texts: in terms of reading purpose (i.e. deciding what they need to know and reading appropriately); knowing how deeply to read the document using active reading techniques to identify key points and comment on a text; recognising different article types and understanding how to extract information from them; using indexes, pictures, tables of contents, and glossaries to help assimilate information. 12A.7.4

CORE STANDARDS Grade 12A standards

Read widely for information: prior to reading, identify key questions and possible sources; use skimming and scanning strategies to identify key information discern relationships between ideas, distinguish relevant from irrelevant detail, check information to ensure detail is correct; synthesise information from a range of sources; seek and research sources beyond those immediately available (e.g. through wider Internet searches, enquiring directly in emails or letters, researching in directories, libraries); make detailed legible notes in a form which suits the purpose written, diagrammatic, abbreviated sufficiently to structure an essay or presentation with main points and accurate detail, combine information from different sources coherently, include accurate details of sources for acknowledgement, reference and cross-checking; compare and evaluate different texts on the same topic, information presented in different screen and hard copy text forms, the relevance, reliability and validity of information used, bearing in mind its source, justification and purpose. 12A.7.9 Read and evaluate a variety of functional texts noting the degrees of formality used and relating this to the purpose and intended audiences. Use the full range of punctuation appropriately with approximately 90% accuracy. Independently review and edit own writing with the needs of an identified audience in mind.

EXTENSION STANDARDS Grade 12A standards

11A.8.4

Use the full range of punctuation appropriately with approximately 85% accuracy.

12A.8.3

12A 8.4

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11 hours

SUPPORTING STANDARDS including Grade 11A standards

CORE STANDARDS Grade 12A standards

12A.8.5. Consolidate use of common word-processing software such as Microsoft Word to plan, compose, edit and present own writing: create, open, save, and close documents; find files; type, edit, find and replace, cut, copy and paste; format paragraphs, pages and full documents; check grammar and spelling; print. 12A.8.6 Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, and which includes techniques to enhance the final product: principles of design; graphics. 12A.9.4 From Grade 11 Advanced extend writing of persuasive texts, in a variety of forms. Argue for or against a particular view on an issue of topical, or personal interest: structure the argument clearly with titles and introductory statements to capture the readers attention, clearly articulated position, supporting arguments and elaboration, conclusions to reiterate or summarise, use appropriate language devices to persuade; use ICT to organise and present persuasive writing to particular audiences use formatting to capture interest and emphasise key messages, structure points and paragraphs, illustrate, compare. 12A.9.4

EXTENSION STANDARDS Grade 12A standards

From Grade 11 Advanced extend writing of persuasive texts, in a variety of forms. acknowledge sources of evidence and views in the text, as footnotes, in a list or short bibliography, as appropriate to the text; experiment with presenting the same argument in different forms or converting one form to another, showing ability to adapt the language and organisation of the text to differing purposes.

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11 hours
11A.9.5

SUPPORTING STANDARDS including Grade 11A standards

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 12A.9.5

CORE STANDARDS Grade 12A standards

Extend ability to write essays drawing on work in another curriculum subject or an issue of topical interest, in the form of a discussion text, with balanced arguments and a conclusion based on evidence and reasons, and using features of formal written language: organisational features typical of a discussion text to balance and weigh arguments, and draw a conclusion an introduction which states issues, the arguments in favour and against plus supporting evidence or examples, 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; acknowledgement of sources in the text, as footnotes, in a list or short bibliography, as appropriate to the text. Present essays in final form as edited and word-processed with suitable text organisation using sub-sections, paragraphs, headings, diagrams, and illustrations as appropriate to the topic and structure of the argument.

EXTENSION STANDARDS Grade 12A standards

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Activities
Objectives
5 hours Qualities of a leader Students are able to: read widely for information; prior to reading, identify key questions and possible sources; skim and scan written and screen-based texts for information; use active comprehension strategies to derive meaning while reading.

Unit 12A.3
Possible teaching activities
Ask students to think of someone they think exhibits good leadership skills, either living or from history. They think about what makes him or her a good leader. They prepare evidence to support their opinion. Students work in pairs and take turns to talk about their leader to their partner. Elicit vocabulary that students used to describe a good leader. List on the board. Discuss the vocabulary and identify essential qualities and skills and desirable qualities and skills. Students use expressions like: A good leader must be honest and trustworthy. A good leader should be able to inspire confidence in others. A good leader doesnt have to be a great speaker but he or she should be a good listener. Students complete a quiz to identify their leadership style. Before answering the questions, students complete tasks focusing on vocabulary. Students analyse the questions and discuss what qualities or skills they are intended to show. They express agreement or disagreement with the results of the survey. Divide students into groups of three. Each group researches a world leader and prepares to make a presentation to the class. Discuss research questions, possible sources, approaches to reading to aid comprehension (see standards 12A.6.7 and 12A.6.8) and note-taking. Discuss the organisation of the presentation. Discuss the use of presentation skills, for example, speaking with few hesitations from notes, using and referring to visuals effectively, being aware of the audience through eye contact, body language and voice projection, handling anticipated and unexpected questions from the audience and, where appropriate, maintaining a dialogue with them. Develop assessment criteria for the presentations. Students prepare and make presentations in groups. During presentations, students listen and try to identify different leadership styles. After the group presentations, compare leadership styles in a whole-class discussion. Students evaluate their presentations using the assessment criteria developed earlier. Students read a text about cults. They complete tasks focusing on the organisation of the text, and the use of language, grammar and vocabulary. Hold a class discussion of why people get taken in by cults. Make notes of common errors during the discussion for later remedial work. A quiz that could be adapted for students can be found at: www.vocationallearning.org.uk/teachers/ subjectspecific/supportpacks/pdf/ manu/manu_act3.pdf World leaders should represent very different styles of leadership, for example: Mahatma Gandhi, Nelson Mandela, Alexander the Great, Mao Tse Tung, Joan of Arc, Aung San Suu Gyi, Ho Chi Minh, Martin Luther King, etc. Links to biographical websites can be found at: www.kidinfo.com/American_History/ Historical_World_Leaders

Notes
The person chosen for this activity need not be famous. For example, it could be a teacher, family member or friend.

School resources
This column is blank for schools to note their own resources (e.g. textbooks, worksheets).

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Objectives

Possible teaching activities

Write the following quotation on the board: We must be the change we wish to see in others. (Mahatma Gandhi) Students work in groups of 45 and discuss: If necessary, revise language for giving opinions, expressing agreement, partial agreement and disagreement. Students individually plan and write a persuasive text, agreeing or disagreeing with the quotation. They structure their arguments with: titles and introductory statements to capture the readers attention; clearly articulated position; supporting arguments and elaboration; conclusions to reiterate or summarise. They select persuasive language which: addresses the audience directly with statements and rhetorical questions; suggests objectivity; expresses obligation and necessity using modal verbs; connects points logically; reiterates points; expresses certainty. They use ICT to organise and present the text to particular audiences: using formatting to capture interest and emphasise key messages; structuring points and paragraphs; illustrating the text; comparing. Students edit their writing, paying special attention to punctuation.

Notes

School resources

3 hours Applying for a job Students are able to: follow discussion in a business-type meeting of about 1520 minutes; recognise a wide range of features of formal written English through reading a variety of genres; [continued]

Students read a job advertisement. They discuss the advertisement and identify the skills and qualities required. Students compare and contrast three CVs. They discuss their purpose and the intended audience. Students read and compare the CVs of the three candidates applying for the job. They work out the meaning of new vocabulary using knowledge of word parts, relationships, roots and affixes and context clues. They compare the layout, content, level of formality and language features. In groups of five, students discuss the CVs. They compare the three applicants and decide who they think is the best person for the job. They compare with other groups, giving evidence from the text to support their opinions. Revise comparative and superlative forms if necessary. Prepare CVs of three candidates applying for the job in the advertisement. The CVs should each follow a different layout.

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Objectives
[continued] read a variety of functional texts noting the degrees of formality used and relating this to the purpose and intended audiences; summarise a group discussion.

Possible teaching activities

Students listen to a discussion between four or more people discussing the three job applications in a business-type meeting of about 15 minutes. They make notes on the three candidates in three columns, noting which one is finally chosen. They note: the overall progression of points or arguments in the discussion; how turn-taking is transacted; how participants negotiate points with each other through agreeing, modifying, adding to, disagreeing, offering alternatives, hedging (i.e. finding ways of not answering or deflecting the questioner), changing the subject, distracting, fending off (i.e. politely ignoring interruptions or irrelevant points/questions); the role of the group leader or chairperson; the use of formal and informal language to set the tone of the meeting, mark distance, status, respect, disrespect, etc.; the formalities of opening, introducing, summarising, concluding, thanking. Students respond by summarising the reasons for the choice of candidate orally, using reported speech. They compare the choice with their own decision.

Notes

School resources

3 hours Extensive reading Students are able to: read extensively from appropriately levelled texts, in a variety of genres in the text range identified for Grade 12 Foundation; investigate through reading and comparing a range of narratives, how authors create settings and portray characters and events; write essays drawing on work in another curriculum subject or an issue of topical interest, in the form of a discussion text, with balanced arguments and a conclusion based on evidence and reasons, and using features of formal written language.

Review the qualities of a good leader. In groups, students discuss the main character in a novel they are reading (e.g. Henry V, or Ralph and Jack in Lord of the Flies). They consider whether or not the character has the qualities of a good leader and find examples from the text to support their ideas (i.e. to show that he or she has the qualities or lacks them). They identify how the author portrays character through the use of: adjectives and adjectival phrases which pre- or post-modify; vocabulary to capture degrees or shades of meaning; more precise, powerful or expressive verbs; uses of figurative language and personification. Students compare and evaluate some of these devices in relation to the authors intentions and the impact on the reader. Students write a discussion essay on the topic of leadership in a novel they are currently reading. Revise typical organisational and language features of a discussion essay (see standard 12A.9.5). Discuss the use and presentation of direct quotes in an essay. Develop and discuss criteria for the presentation of the final draft of the essay, including editing and word-processed features and suitable text organisation using sub-sections, paragraphs, headings, diagrams, and illustrations as appropriate to the topic and structure of the argument. Students individually prepare a first draft. They edit their work, paying special attention to punctuation. They present a final draft for assessment.

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Assessment
Possible assessment activities
Listening Students listen to a business-type meeting and order a list of points or arguments. Alternatively, students listen to a business-type meeting and identify errors in the recording of the minutes. Speaking In pairs or groups of three, students read a job advertisement and then study 23 CVs and discuss which candidate is best suited for the job. Students read a biography and respond to true/false statements or multiple-choice questions. Students write an essay for and against a character in a novel being a good leader.

Unit 12A.3
Notes
Listening carries approximately 20% of the marks for this grade.

School resources

Speaking carries approximately 30% of the marks for this grade. Reading carries approximately 20% of the marks for this grade. Writing carries approximately 30% of the marks for this grade.

Reading Writing

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