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Focus question 3: How do economic factors shape and reflect the kind of nation we are?
ESL activities
Teacher instructions
Conduct activities 1 to 9. Activity 10 is optional.
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity 7 | Activity 8 | Activity 9 | Activity 10
Activity 1: Changes to the economy - good and bad
Vocabulary: economy, decade, on average, wealth, unevenly distributed, profit growth, outpaced, wages, decline, unemployment.
- Explain the vocabulary and concepts of the text extract as required.
- Conduct 1a as a small group activity (three students) instead of pairs, placing ESL learners with students who have better spoken English.
- Each group jointly constructs a list.
- For 1b, groups report their lists to the class.
- Discuss the responses and create a class list on the board.
- Conduct 1c as described.
Activity 2: Changes to the workforce
Vocabulary: workforce, sustain our lives, produce wealth, Indigenous, shelter, essential needs, voluntary, participation rate.
- Discuss the introductory information with the class.
- Conduct this as a small group activity, placing ESL learners with students who have better spoken English.
- When groups have completed the tasks, discuss responses as a class.
Vocabulary: pamphlet.
- Place ESL learners in pairs for this activity, with students who have better spoken English.
Vocabulary: factor, degree, diploma, skilled vocational training.
- Explain the terms used.
- Conduct this as a pair activity, placing ESL learners in the same pairs as for the previous activity.
- Discuss groups' responses as a class.
Vocabulary: production, services (applied to types of work), accommodation, demand.
- For 5a, ESL learners continue to work in their pairs.
- Conduct 5b as a whole class discussion.
- For 5c and 5d return to paired work.
- Discuss responses as a class.
Activity 6: Jobs and their value
Vocabulary: earnings, recreational worker, personal services, rates of pay, represent the facts, income.
- Conduct 6a to 6c as a whole-class discussion, clarifying vocabulary as required.
- Write the points raised and agreements reached on the board for students to copy.
- For 6d ESL learners continue to work in their pairs.
Activity 7: Controlling the market
Vocabulary: market, marketplace, demand, supply, subsidise, out of bounds.
- Discuss the information in 'The marketplace' as a class.
- Conduct 7a as a class discussion as described, clarifying the argument for ESL learners.
- Conduct 7b as described.
- Take some responses to 7b from individuals. List three or four key things on the board. ESL learners can copy these, or add information to their own, as required.
Activity 8: Should the same laws and regulations apply to all workplaces?
Vocabulary: laws, regulations, employment market, tariff, excise duty, working conditions, nil, remuneration, benefit, employee, employer, to secure, individual bargaining, parliament, provision, contest, pressure for bread, civilised community, estimated, standard number, rigid, peak periods, guaranteed, wage levels, fixed minimum level, flexible, benchmark, varies, government.
- Discuss the information in 'The employment market' as a class, clarifying difficult vocabulary and concepts.
- Conduct 8a as a small group activity (three students), again clarifying difficult vocabulary and concepts.
- Conduct 8b as a class discussion.
Activity 9: International trade
Vocabulary: global market, international trade, throw light on, cost and quality, competitive, labour costs, standard of living, technology, communications, world-wide, skill levels, bargaining, conditions, tailored to suit, exports, imports, global economy, impact, migration policy, relationships, region.
- Conduct this as a pair activity.
- After students have completed 9a to 9c, discuss pairs' responses as a class.
- Discuss 9d as a class.
- Discuss the information in 'The global market' as a class, clarifying difficult vocabulary and concepts.
Activity 10: Trade and work (optional)
Vocabulary: globalisation, barriers to trade, tariff, protection, local industry, phased cuts, in/efficient, competitive, halt, battlers, breathing space, job security, consequence, investment.
- Conduct this as a whole-class activity, clarifying difficult vocabulary and concepts.
- Alternatively, allow ESL learners to view, in pairs, the 'What Sort of Nation?' segment on Stories of Democracy CD ROM instead of participating in this activity.
Back to 'What Sort of Nation? - At a glance'
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