Lesson Plan Booklet

7/30/2019 Lesson Plan Booklet

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LESSON PLAN BOOKLET

And what an amazing booklet this is! Thanks for sharing your lessons, everyone!

PLEASE FIND LESSON IN ALPHABETICAL ORDER BY FIRST NAME

Note: I apologize in advance for the fact that in some cases, during the process of putting this this document together, the formatting of an originalplan may have been altered. I did my best to keep things from getting jumbled but, inevitably, given that we all work on different computers/systems,

some misrespresentation is bound to occur. If a plan is partly illegible for any reason, please dont hesitate to return to the Orientation thread titled

Lesson Plan Repository, where you will find another copy. Thank you!

Professor: Belkys MoncadaCourse: Oral Expression I.Unit: 1.Topic: Getting to know you!Schedule: Wednesdays and Fridays from 6 to 9 pm.

Number of students: 20Ages: From 19 to 25 years old.Level: Intermediate

Brief description of the course:

Oral expression I is a course designed for university students interested in improving their oral and listening skills. This course involves activitieswhich encourage students to practice English inside and outside the classroom.

Objectives:

By the end of this unit students should be able to:

- Know new vocabulary related to nationalities.

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- Talk about their routine schedule.

- Infer general and specific information from a recording.

- Talk about the importance of exercising.

- Practice their listening and oral skills.

- Pronounce and understand some problematic sounds.

- Create new dialogues from the ones practiced in class.

Language structures:

- Simple present and present progressive tenses.

- The use of adverbs of frequency.

Procedures:

Before starting: Students will discuss in pairs about the title of the unit and the pictures of the material. They will infer what the unit is going

to be about. This activity draws students attention to the importance of visual cues and gestures in the understanding of language.

- Before Listening: Students will have the opportunity to discuss in pairs the meaning of some new vocabulary presented in the unit. They willanswer some questions about their experiences of meeting new people and introducing themselves.

- While Listening: Students will be able to listen to the recordings and complete certain tasks related to the listening. The exercises are varied,from filling in the blanks to matching and answering to close and open questions. These activities allow students to get conscious of theirdegree of understanding the oral English, and force them to keep in touch with the language in any context.

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- After listening: Students will create new dialogues similar to the ones they have heard using their personal information. Through theseactivities, students will put in practice the vocabulary they have learned in the lesson and also they will use their creativity and past experiencesto create conversations in context.

Wrap up:

Students will be able to answer some questions about their daily routines and the activities they do when they have free time.

NAME: GUADALUPE DELURDY LINARES DE SERMEO EL SALVADOR

COURSE: INTENSIVE INTERMEDIATE ENGLISH ITOPIC: MOST OUTSTANDING LAST CENTURY CELEBRITIESAGE: 18 / 20NUMBER OF STUDENTS: 35TIME: 100 MINUTES (TWO LESSONS OF 50 MINUTES EACH)

STRUCTURES OF THE ENGLISH LANGUAGE: SIMPLE PAST OF REGULAR VERBS (SENTENCE WORD ORDER, SPELLING RULESAND PRONUNCIATION PATTERNS)

LANGUAGE FUNCTIONS: Describing persons Stating inferences Establishing comparisons and contrasts Commenting about celebrities in the past

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SESSION OBJECTIVES:At the end of this lesson, SWBAT:

Talk about most outstanding last century celebrities Use vocabulary and expressions regarding outstanding celebrities properly Understand and use sentences in past tense using mainly regular verbs. Express ideas in simple past in written oral form, using regular verbs. Pronounce regular verbs past ending appropriately

ASSESSMENT

Class participation Written assignment (homework)

TARGET VOCABULARY:Vocabulary related to persons physical traits, activities of celebrities, main hobbies, and what makes someone a celebrity

MATERIALS: markers, board, eraser, teachers book, students book, Class CD, Handouts 1, 2,3,4 and 5

I. WARM UP (10 MINUTES)

Who beats who? Pair up students. Ask each pair to decide whos A and whos B. Tell the whole class that will say the name of two celebrities at a time. The first celebrity you mentioned will be for student A and the second

one for student B. Student A has to say using comparative degrees of adjectives sentences in which his/her celebrity is better than B, and viceversa.

Give students about a minute; then mention another pair of celebrities so students do the same.You may have students switch pairs for more variety. For example. Michael Jordan and Brad Pitt.

A: Michael Jordan is taller than Brad Pitt.B: But Brad Pitt is younger than Michael Jordan.

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A: But Brad Pitt isnt as fast as Michael Jordan.B: But Michael Jordan isnt as famous as Brad Pitt.

Pairs of Celebrities

Student A Student B Student A Student BMichael Jordan Brad Pitt Julia Roberts Nicole Kidman

Jessica Biel Milla Jovovich Matt Damon Keanu ReevesAna Kournikova Halley Berry Tiger Woods David BeckhamJessica Alba Mariah Carrey Angelina Jolie Salma Hayek Johnny Depp Will Smith Jennifer Lopez Britney Spears

II. PRESENTATION

School and Football (20 minutes) T. writes down the following questions on the board:

1. Why doesnt Forrest like bananas?

2. Where did Forrests father work?3. Why didnt Forrests mom want him to play with other kids?

Read the first two paragraphs once or twice. Handout 1 Discuss the answers with the whole class. Hand out copies of appendix A. Students read it silently and individually. Have students repeat after you as your read the whole article. Have students comment on the whole article and state what they think about it

III. GRAMMAR NOTES- Handout 2( 20 minutes)SIMPLE PAST- REGULAR VERBS

IV. PRACTICE

A. Listening and pronunciation practice. 10 minutes

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T writes the following list of verbs on the board.

Students listen and repeat the verbs after you. Students may write down /t/ /d/ or /Id/ as they listen and repeat to help them remember thepronunciation.

Now T writes down the following headings on the board /t/ /d/ /Id/. Students write down the verbs under the corresponding verbending.

Students compare their lists with other classmates. If they disagree with a classmate, encourage them to explain the reason why they placed

certain verb under a certain heading. They may refer back to the grammar notes to check whos right.

Note: the purpose of this activity is to help students pick up the pronunciation of past tense regular verb endings. Therefore, the verbs are given

in past tense.

B. Reading-Comprehension Practice (10 minutes)

T gives each st a copy of the reading material (Handout 3). Students will be allowed to read the material for ten minutes. Then they will

1. talked2. sobbed3. graded4. asked5. helped6. watched

7. filled8. defended9. poured10. waited11. enjoyed12. loaded

13. roamed14. kissed15. halted16. laughed17. dried18. believed

19. judged20. counted21. added22. boxed23. rested24. pushed

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answer the questions presented without checking the written material.

C. How did they die? Reading- Speaking (10 minutes)

T writes Elvis Presley on the board. Then t. asks students to write down everything they know about Elvis. Students work

individually first. Then they share their ideas with the whole class, or with a classmate. T writes down students ideas on the board.

T asks the whole students if they know how Elvis Presley died.

T gives students a copy of handout 4 . Have students read the paragraph.

D. Discussion Activity (10minutes)

Read the following bloggers responses to the information above. Do you agree with the bloggers? Discuss with a classmate? Give sts a copy ofHandout 5

V. WRAP-UP (10 minutes)

Have students write a 10 line paragraph about a past experience. It can be shameful, frightening, funny, interesting or shocking etc.

Encourage students to stick a picture thats related to what happened to them.

Have Ss exchange stories so that they read them and check each others story. Ask them to suggest their classmates how they can

improve their story. They check grammar, punctuation, spelling etc.

Have some students go to the front and talk about their experience.

VI. HOMEWORK (Out-of-class Assessment Activity)

Ask students to Google up one the following historical periods or events and important persons of the chosen period or event. They have tolook for five negative and five positive results from the event they chose and most outstanding things about the celebrity/ies. In other words 5

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good and 5 bad things humanity inherited from those periods or events. Then, they have to list the five positive results on a separate piece of paper, and then write a paragraph explaining why they consider them

negative. They do the same with the five negative results. They list them, and then explain why they consider them negative.Roman Empire - European imperialism - French revolution - Discovery of America - Industrial Revolution

Name: Dragana Milankovi

Workshop: Teaching large multilevel classesTime: 60 minEstimated number of participants: 15-20 English language teachers working in secondary schoolsPlace: Fifteenth Grammar School, BeogradDate: 16/12/2006Overall aims:

- To raise awareness of possible ways of coping with challenges

By the end of the session participants will:

Identify possible benefits and challenges of (working in) large multilevel classes Identify or design activities that are suitable for such classes

Bibliography:

- Teaching Large Multilevel Classes, Hess, N. Cambridge University Press, 2001- Models and Metaphors in Language Teacher Training, Woodward, T. Cambridge University Press, 1991- Planning Lessons and Courses, Woodward, T. Cambridge University Press, 2001- The Mixed Ability Class, Tice, J.Richmond Publishing, 1997- Training Foreign Language Teachers, Wallace, J. M. Cambridge University Press, 1991- The Magic of Metaphor, Owen, N. Crown House Publishing, 2001

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Handouts: 1. front page: Watermelon, a story

back page: Teaching a mixed ability class - quotations&definitions

2. front page: suggested activities from Teaching large multilevel classesback page: Bibliography

Expected challenges:

- Lack of time if I dont pace and lead the activities with full focus

Stage Procedure Time

1. Introduction

2. Lead-in

Aim: to establishrapport with the Psand to introduce thetopic with thelistening/reading/drawing activitiesthat can be used in

the classroom

Group work

- Greeting participants, introducing myself and the topic, as

well as stating the aims

- THE WATERMELON STORY

Graded dictation/Integrated skills

I will read the story Watermelon to the participants as part of graded dictation. The Ps willbe beforehand divided into 3x2 groups. Each group will have different task. I will ask the Ps torole-play learners of different abilities and to take on the names of the Ss in their classes

1-2

min

12min

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Material: A3sheets of paper foreach group, pens,crayons,

(assume the roles).

Groups 1 will have the story presented with some words missing.

Groups 2 will have, instead of gaps, options of 3 words, only one of which right.

Groups 3 will have in front of them 10 blank pieces of paper. While listening to the story they

are supposed to draw 10 scenes, so that the group can retell/reconstruct the story by looking atthe drawings after the listening part. Its a shared activity among the members of the group.

Ill ask the Ps whether they like the story and why. How do they interpret it? Is the storyconnected with the topic of the workshop, and if yes, how? Would their Ss enjoy this activity?

2. Personalizing thetopic

Aim: to create an

opportunity for the

Ps to present their

mindsets

HOW DO YOU PERCEIVE YOUR CLASSES?

Present your average, typical class with a drawing, a written metaphor, words, sentences thatbest describe it the way you perceive it at the moment

Ps will keep their work for the activity that follows.

5 min

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Individual work

Material:blank sheets,A4 paper, pens, crayons

3. Sharingexperienceson working in

possibly different

environments rethe

size of the class

Aim: to personalisethe topic and raisePs awareness onthe fact that wecannot (usually)choose the numberof Ss in our class

Pair work

WHATS YOUR SHARE OF A TREAT?

Ps will first discuss each others drawings/writings and then theyll discuss the followingquestions:

How large are your classes? Do you know any classes larger than yours? What is the largest

class you have ever taught? What are your experiences? How did you manage the monster?How can the size affect the teaching & learning process? Is it only the size thataffects theprocess?

The questions will be writtenbeforehand and stuck on the board/wall (as slices of

watermelon)

7-8min

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Material: Thedrawings & slicesof watermelon withthe typed questions

4. Creatingposters/mind maps

The aim: To brainstormand deepen their insightinto the characteristics and

principles of a large,multilevel class, as well asbenefits and constraints

Group work(the groupingis done according to thetype of small, graded tasksthat members of the

groups-to-be have to fulfill,i.e. matching a problem ofa LMC with the possiblesolution, titles with their

WHAT IS THERE ON YOUR AND/OR YOUR COLLEAGUES LMC PLATE? (OR:PREPARING THE FEASTS)

In 4 groups participants create posters/mind maps with 1. characteristics and 2. principles oflarge multilevel classes as well as 3. benefits and 4. challenges /constraints. Each group is

supposed to offer 3 activities/tasks/procedures that cover 3 different issues stated on the lists.

Possible outcomes:characteristics: discipline problems, problems with seating arrangement, different level of Sscompetence, different level of motivation, background knowledge, interest, which can causeboredom both on the part of the advanced achievers and the slower ones, necessity for gradedactivities

Principles1. Scarlet OHara think about it tomorrow, and not when you are

under stress and vulnerable

2. Variety

20min

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paragraphs-principles andwhat they mean in thiscontext, words and theirdefinitions terms relevantto the topic VAKOG,JIGSAW, GRADED

ACTIVITIES)

Material: flipchartblank sheets forcreating posters, felt

pens, crayons

3. Pace

4. Interest

5. Collaboration

6. Individualization

7. Personalization

8. Choice and open-endedness

9. Setting up routines

10. Enlarging the circle

11. Question the kind of question we use

Benefits:

1.There are always enough students for interaction

2.A large, multilevel class presents a rich variety of human resources (different culturalbackgrounds, views, values, experiences, styles of learning)

3.The teacher is not the only pedagogue; the students can learn as much from one another asthey learn from the teacher

4.We are never bored being aware of many simultaneous activities and processes

Challenges:

1. We often feel out of control

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2. Problems with classroom management3. The amount of written work to be corrected4. It is difficult to cater for different individual learning styles5. Activating the quiet student may bedifficult

5. Sharing theoutcomesAim: to share,

compare, evaluate theirown work, to learnfrom each other

Material:paperplates, pens

HAVING THE FEASTS

Posters are exhibited on the walls and each group decides upon the order of hosts to serve theguests for one minute only, so that every Ps can be present at every feast for the same amountof time. Participants are allowed to help themselves to the things they like and find useful and

put them on the paper plates.

5 min

6. Reflection &Feedback

Material:

Red pieces of paper

with the spaceprovided for bothbenefits (if there areany) and challenges

SPREADING THE RUMOURS

Have you found anything interesting at the feasts that you would like to take with you? What?Why would you like to have it/them?

Feedback: What are the benefits and challenges of this workshop or of using the activities you

5 min

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have on your plate?

Writing a research report

Ekaterina ShadrovaPhD students (15-20)Level: B1Time: 100 minObjectives

By the end of the unit Ss will be able to

distinguish between different types of reports structure a research report write the introduction of a report describe facts and generalisations

Lead-in

1. T. asks the questions:

How often do you have to write reports? What are the main reasons for you to write reports?

What kind of reports do you usually write?

2. T. asks to think about different types of reports. Ss match the following types with their definitions and fill in the gaps:

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assessment reports, survey reports, proposal reports, informative reports, grant reports

a) ______________________________ provide information about a topic or event by using facts to explain something; they usually do not containpersonal views.

b) ____________________________ present and evaluate the positive or negative characteristics of an object (person, place, research, etc.); they ofteninclude a reporters opinion and/or recommendations.

c) _____________________________ present and analyse data gathered from online or face-to-face questionnaires, including conclusions drawn fromthe information received and suggestions for future.

d) ____________________________ provide information on the activities carried out in the original project proposal, new findings, pitfalls, successes,and finances.

e) ____________________________ present plans, decisions or recommendations concerning possible future actions for approval by someonesuperior at work (head of the Department, CEO, etc.).

Structure of a research report

3. Ss discuss the structure of a research report using the following questions:

Which of the reports mentioned in Activity 2 are research reports? What are three main broad divisions of a research report? What sections does it consist of? How long is usually a research report?

4. Ss look through the paragraphs of the report (A-D) and decide what type of a report it is. They write a suitable heading for each paragraph.

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Tobacco use by youth

A__________________________

1 Tobacco use is one of the chief preventable causes of death in the world. 2 Recent trends indicate an earlier age of initiation and risingsmoking prevalence rates among children and adolescents. If these patterns continue, tobacco use will result in the deaths of 250 million ofthe people who are children and adolescents today. Yet, information on tobacco use among young people is not available for most

developing countries. 3 To help fill in this data gap, the World Health Organisation (WHO) and the Office on Smoking and Health in theUSA developed the Global Youth Tobacco Survey (GYTS). 4 The GYTS project was developed to track tobacco use among youth incountries across the world, using a common methodology and core questionnaire. The GYTS is school based and employs a two-stagesample design to produce representative data on smoking among students aged 1315 years. 5 This report describes the design anddevelopment of the GYTS and the early results of the GYTS which were obtained from six countries.

B__________________________

The GYTS was created with the following design.

The surveys are school-based because they can be done in a short time frame, and require only limited field staff. The surveys focus on school grades associated with students aged 1315 years. The questionnaire has a core component which would provide essential data for comparisons between countries and regions, while

allowing optional questions on specific issues according to the needs of individual countries. The core questionnaire contained 57multiple-choice questions which were pilot-tested in each country.

Survey coordinators were trained to ensure that the survey protocol and procedures for administration would be identical across thecountries. Survey procedures were designed to protect the students privacy by allowing for anonymous and voluntary participation.

C___________________________

Students who had ever smoked cigarettes ranged from a high of nearly a)___% in Ukraine (Kiev), Poland (urban), and the RussianFederation (Moscow) to a low of approximately b)____% in Shandong Province of China, and Sri Lanka (Table 1). Current cigarette

smoking (i.e. had smoked on one or more days during the 30 days preceding the survey) ranged from one-third of students in Ukraine (Kiev)and the Russian Federation (Moscow), nearly c)____% in Poland (urban), nearly d)____% in Costa Rica, Poland (rural), and South Africa, toe)_____% or less in the other countries. The highest prevalence of early initiation of cigarette smoking was in Chongqing and Poland (rural),

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where nearly one-third of the students who ever smoked cigarettes started smoking before the age of 10 years.

Table 1. Percentage prevalence of tobacco use among students aged 1315 years

Country Smoked cigarettes,even one or twopuffs

Current use ofcigarettes

Smoked cigarettesfirst before age of 10years

China:

Chongqing

Shandong

30.1 6.3 39.2

16.2 2.4 20.5

Costa Rica 44.4 17.8 10.9

Poland:

urban

rural

69.8 29.3 26.6

58.7 16.9 37.3

Russia (Moscow) 67.2 33.4 22.0

Sri Lanka 12.1 4.0 25.4

Ukraine (Kiev) 73.6 33.9 26.6

D ___________________________

To conclude, the results of this survey reveal that the percentage of young people using any tobacco product ranges from a high of 33% to alow of about 10%. The survey clearly shows that one-fifth or more of young people begin smoking cigarettes before the age of 10 years. It is

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therefore obvious that the younger they start to smoke, the more likely they are to become addicted, or become heavy smokers, or die fromtobacco-related diseases.

Language Practice

5. Among the highlighted words in the report Ss find the ones that mean:

a.____________________ people that make sure that a survey is administered correctly;

b.____________________ information gathered from a large number of participants;

c. ___________________ a central element;

d. ___________________ when participants take part in an event only if they want to;

e. ___________________ a test element in which you have several alternatives to choose from;

f. ___________________ steps undertaken in a survey;

g. ___________________ a superiority in numbers or amount;

h. ___________________ questions that you can omit.

6. Ss fill in the gaps with highlighted language chunks from the report above.

1) The questionnaire has two parts: the ____________ _____________, consisting of the fixed core, rotating core, and emerging core; and____________ ____________.

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2) _____________ ______________ means that the respondent is free to withdraw at any time or to decline to answer any particular question.

3) This study analysed the characteristics of respondent and non-respondent mothers at each stage of a ____________ ____________, from an initialquestionnaire to a reminder letter and two repeated mailings.

4) ________________ _________________ represent a form of assessment in which respondents are asked to select the best possible answer oranswers out of the choices from a list.

5) The registry demonstrates both the feasibility and significant implications of gathering ______________ _____________ on large numbers ofpatients hospitalised with heart failure.

6) All participants were informed about the purpose of this study, and each ____________ _______________ was given a standardized instructionsheet to read to the students before distributing the survey.

7) A statement of an objective must always refer to some publicly observable outcome occurring within a certain _______________________________.

8) The most frequently quoted ________________ _________________ for all types of mental handicap is around 20 per 1000, i.e. for every 1000

people in the country, there are twenty people who are mentally handicapped.

Writing an introduction

7. T. asks Ss to read the introduction of the report in Activity 4. Which sentences (1-5) answer the questions:

a) What was investigated?

b) Why was it important?

c) What was already known about the subject of the research?

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d) How did researchers approach the problem?

e) What does the report present?

8a) Ss read an extract from the introduction of a report about gambling problem among adolescents. Ignoring the gaps, how many of the questions inActivity 7 can you answer?

Adolescence 1________ (be) a life stage when individuals make the transition from childhood to adulthood. Like the use of alcohol and drugs,gambling may 2__________ (be) a behavioral expression of adolescents efforts to establish coherent, consistent identities (Erikson, 1963). Themajority of adolescents who gamble do so in order to socialize.

In 1996, the New York Council 3__________ (fund) a replication of the first problem gambling prevalence survey conducted in 1986 (Volberg, 1996).The replication study 4____________ (identify) a significant increase in the prevalence of problem. It was essential to investigate further the impact ofgambling on the adolescent population in New York. The main purpose of this study is 5______________ (examine) the prevalence of gambling-

related problems. Another purpose is to identify the types of gambling causing the greatest difficulties for adolescents. The results 6_____________(intend) to serve as the foundation for the development of prevention activities and treatment services.

8b) Ss complete the extract by writing the verbs in brackets in the correct form.

9. T. asks Ss to think about their current research and to write the introduction of the report about it. Tip: Use Language support box: Introduction

Language support: Introduction

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This report shows/provides/presents/examines

According to the latest facts, there is a tendency

The purpose/aim of this report is to

This report concentrates on/focuses on

Facts and generalisations

10. Using Table 1 from the report, fill in the gaps in the description of research results with the appropriate numbers. Why do you think the author useswords nearly and approximately? How have you rounded these numbers off? Circle the key findings and underline secondary ones.

11. Look at the following sentences from the survey report on Tobacco use by youth and decide which sentence presents a fact and which presents ageneralisation:

a) The core questionnaire contained 57 multiple-choice questions which were pilot-tested in each country.

b) Nearly one-third of the students who ever smoked cigarettes started smoking before the age of 10 years.

12. Read three findings (I-III) from a survey on how people from different countries access news. Decide which statements (a-f) present a fact andwhich present a generalisation. Then fill in the gaps with the following phrases:

This fact suggests that

It is generally felt that In general terms,

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I. a. Eight out of ten of respondents accessed online news every week, but the transition from print to digital is much slower in other Europeancountries. The report suggests that the Germans were the least likely to access news online of the five countries studied with seven out of ten, of thosesurveyed. b. _________________________ the majority of Germans still prefer a newspaper, while online news has overtaken print and TV news asthe most frequently used medium in the UK and US for those using computers, mobile phones and tablets for news.

II. c. In the UK only four per cent of those interviewed said they had paid for online news, while Denmark had the highest percentage (12%) ofconsumers, of the countries studied, who have paid for online news. d. ____________________________ out of the five countries studied, consumersin the UK were the most resistant to the idea of paying for online news.

III. e. _________________________ in the UK men take a more active interest in politics than women, and older people more than young. f. Thedegree of interest in political news varies considerably by age and gender. While 52% of men said they read political issued daily, only 36% of womendid so. Of those aged over 55, 51% kept up with politics daily, compared to 34% of 16-24s.

14. Read secondary findings from the report on Tobacco use by youth and fill in the gaps with a suitable phrase:

approximately two-thirds of current smokers many of the students near 90% over one-half of the surveyed

The core questionnaire asked current smokers if they wanted to stop smoking cigarettes now (Table 2). In every country, except Barbados and Jordan,1____________________ young smokers expressed a desire to stop smoking now. The desire to stop smoking was especially high(2______________) in Shandong Province of China where 3____________________ started smoking at an early age. In every country, except Sri

Lanka, Ukraine (Kiev), and Zimbabwe, 4__________________________ had tried to stop smoking during the 12 months preceding the survey.

Table 2. Percentage of students aged 1315 years who wanted to stop and unsuccessfully tried to stop cigarette smoking

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Country Desire to stop Tried to stop

Barbados 43.4 63.5

China:

Chongqing

Shandong

72.4 63.2

86.9 78.8Costa Rica 57.8 63.0

Jordan 40.4 78.3

Poland:

urban

rural

74.6 73.3

79.5 79.1

Russia (Moscow) 69.2 76.1

Sri Lanka 79.0 42.9

Ukraine (Kiev) 51.3 56.4

Zimbabwe 66.7 43.4

LESSON PLAN

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Teacher: Florina Codreanu

Title of the lesson: Being atHome

Time: 50 min Level: Advanced C1

Textbook: Ready for CAE Grade: 12 B(Human Sciences)

Number of students: 15

Stage of course: Unit 10(House and Home)

School: Liceul Teoretic Gheorghe incai, Cluj-Napoca

AIM(S) of LESSONThe main aim(s) of this lesson will be:

To recycle specific vocabulary

To work with pictures depicting types of rooms

To revise adjectives describing rooms

To compare modern flats with traditional houses

To express hypotheses about peoples living choices

To improve speaking skills

STUDENTS PROBLEMSI anticipate that the following may cause problems:

Short attention spans

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Different level of involvement

TEACHING TECHNIQUESNote down anything which you feel you need to be particularly aware of during the lesson.

Warm-up, Elicitation Group-work, Pair-work

Oral presentation

Dialogue

Matching exercises

AIDS / MATERIALS

Whiteboard / marker

Pictures (types of rooms)

House Poster

Worksheets (Flats vs Houses)

Students Books / Ss notebooks

Stages of lesson Activities Students and Teacher Reasons for Materials Timing

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activities

1. IntroductoryStage

- T greets the Ss & checks attendance- T introduces the new unit

- To induce acooperative ambiance

Teachers personalregister

2

2. Warm-up - T groups the Ss and ask each group to pick

one picture from the table depicting a type ofroom (Utility Room, Study Room, Kitchen,Bedroom, Bathroom, Living Room)

- Ss have to think how their type of roommight feel inside the house (see: HousePoster on the Whiteboard), referring to theactivities carried out there on a daily basis

- To draw Ss attention

to the new topic

- To activate specificvocabulary

Pictures (types of

room)

+

House Poster

10

3. MatchingExercises

- Ss turn to the textbook and solve the twomatching exercises from pg. 128

- Using the appropriate adjectives they have todescribe the room they picked in the previousactivity

- To revise andintroduceadjectivesdescribing rooms

Students Books

Ss Notebooks

10

4. Pair Work - Ss are given 2 types of worksheets (a

modern flat and a traditional house) andthey have to imagine together with apartner that they are going to study inEngland where they are looking for a place

- To engage Ss in a real

life situation dialogue

Worksheets 18

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to rent. One is for a modern flat in thecentre of London; the other prefers atraditional house on the outskirts of thecity. In a dialogue they have to givereasons for their choices and get to acommon ground (if possible) in the end.

5. Follow-up

activity

- Maintaining the same pairs, the Ss make

hypotheses about two pictures in thestudents book and say what type of personeach room might belong to (style of life,daily routine, job, living feelings etc)

- To practise oral

presentation

- To improve speakingskills

Students Books 8

6. Homeassignment

- Ss are assigned the Word formation(Treehouses) and multiple choice cloze (Flatto Let) pg. 79-80

- To practisealready taughtvocabulary

Workbook 2

HOUSE POSTER:

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Rooms: Utility Room, Study Room, Kitchen, Bedroom, Bathroom, Living Room

Theme: Division and classification essay

Professor: Galina KossarevaCourse: Academic EnglishAges: From 20 to 22 years old.Number of students: 8

Level: Upper-IntermediateTime:1hr 20min

Aims and objectives: learn how to organize information in English to write a division and classification essay

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Expected results: to get certain knowledge for further writing a division and classification essay

Plan

1. Org.moment.

Greeting with the class, explaining them our new theme, aims and objectives

2.Warm-up

a)Then we try to clarify how things can be divided making one line of students and then ask them to organize several groups right line who belongs toone group, left line who belong to another one and stay in the middle if they do not belong to any

For instance, ask students to choose their line on the question Are you right-handed or left-handed?

Right line is for right-handed

Left one who are left-handed

In the middle line we had 1 girl who could decide which line to choose because she can write both hand (she was left-handed but an school she wastaught again to write with her right one thats how now she can write with two hands)

b) Look at the blackboard. There is a word FRIENDS

Students should give their examples for classifying FRIENDS. E.g high-school friends, university friends and friends from childhood. Also,FRIENDS can be divided into optimistic, realistic, pessimistic.

This task helps students to understand that from the way we divide our topic depends on the purpose of our essay. And also, it helps to understand thatwe should not divide friends into high-school friends, university friends and optimistic. The group must NOT be ovelap.

2. Listening

Listen to the lecture on multiple intelligences and do the ex-s after the text on 9 types of intelligences. [2.p 46-48]

3. Useful sentences

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a) Practice with topic sentences and thesis statement for division and classification paragraph and essay [1,p100]

1. There are two/three types of .

2. I can divide/classify/categorize____ into three parts/ groups/ types______.

3. __________can be divided/classified/categorized into three part/two groups.

b) Using the patterns below write a thesis statement for a classification essay on the given topic

e.g. Topic: Television shows

4. Reading and analyzing a classification essay

Read the essay a student wrote about the three types of memory [2.p.103-104] and answer the question

1. What is the thesis statement of the essay?

2. What are the three types of memory?

3. What examples are used to describe each type?

5.Reflexion.

- Summing up with the words today weve listened to the classification text, analyzed one and learned how to write thesis statement

6. Home task.

To make a presentation on Division and classification theme. Free topic (don forget outline and time limit 10 min)

e.g Types of bad habits, types of drivers and etc.

Bibliography1.Ready to write from paragraph to essay, 3 rd edition; Karen Blanchard and Christine Root/p99-1042. Contemporary topics, Academic Listening and Note-Taking Skills, 3rd edition; Elen Kisslinger / p.46-48

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Unit One Genius and the Craftsman

Name: Haiyan Jiang

Course: Extensive Reading

Numberof Students : 29

Age: 19-20 years old;

Level: Sophomore

Teaching Methods: Q&A, Group discussion

Objectives: 1) Students understand the symbolic meaning of Genius and Craftsman

2) Students can work out the outline of the essay by identifying the changes of topicsSpecial Difficulties:

1. paragraph one (metaphor)Activities and Procedures:

Step 1: Lead in (16)

Step 2: Unit 1 text Genius and the Craftsman (84)

Notes for teachers:

Step 1:

unit 1 2

Brainstorming

rare ability

high IQ

skillful

geniuscraftsman

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1) Do brainstorming of genius and craftsman.

2) Let students give their own definitions of genius.

(Michelangelo: genius is eternal patience)

Step 2:

1. Before Reading: QuestionsWhat roles do genius and the craftsman play in writing a story? (creator, deliverer)

How does a writer produce good stories? (get the conception, write and rewrite)

Whats the outline of this essay? (1-6, 7-29)

2. First Reading: show students what to do during and after the first reading

Go through the significant ideas students have underlined, and encourage them to share the questions they have (note: students dont need toanswer these questions now)

3. Second Reading: show students what to do during and after the second reading.

After the second reading, let students have a group discussion. In group discussion, try to answer all the questions they have and prepare their

unit 1 6

What to do during your first reading

Underline any passages that you think aresignificant for understanding the writer's mainideas and positions.

Place question marks next to any passages thatare particularly confusing. Take the time to writea comment that makes it clear what yourquestion is.

Write comments next to any passages to whichyou have a strong reaction.

Bracket any unfamiliar words so that you canlook them up later.

unit 1 7

What to do after your first reading

Make a list of the most significant ideasyou've underlined.

Write down any initial questions you haveabout the essay as a whole.

Use a dictionary to define any new wordsyou've bracketed.

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answers to the questions the instructor put before their first reading.

4. After the group discussion, the instructor asks students if any questions still remain. If there are some, solve them.5. Check students understanding of paragraph one, make sure they understand: a small peach tree in flower = an outstanding story; the origin of a

trees life starts from a seed.=The origin of a storys life also starts form a seed the conception in the dark of mind.6. Choose some students to answer the three pre-reading questions.

Teachers Name: Harsha Wijesekera

Title of the course and the lesson: General English (Advanced Level) Grade 12

unit 1 8

What to do during your second reading

Make an informal outline of the different

sections of the essay. Identify where the

writer switches topics, or introduces newquestions

Concentrate on passages that you had

difficulty with in your first reading.

unit 1 9

What to do after your second reading

In a brief paragraph, write down your own

reaction to the ideas presented.

Re-read the questions provided before.

Make notes on provisional answers to

these questions.

Prepare a list of questions to ask during

your class discussion.

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War & Peace

No. of Students: 35 40 in a class

Student Profile: Students are 17-18 year old boys in a Type 1 AB School in Sri Lanka. (Type 1 AB is considered as prestigious schools where all thestreams: science, mathematics, commerce and arts are available with hostel facilities. These are usually attended mostly by the children of affluent

families). All Sri Lankan students learn English as a Second Language from Grade 3, which is a compulsory subject in the curriculum.

They have a unit in the Advanced Level General English textbook, titled War and Peace which is units theme.

This lesson was prepared by me as extra materials. I used this lesson with all Advanced Level classes I taught from 2006 to 2009. During this

period, the countrys 30 year long civil war was intense. The country also faced an insurgency during the period from 1985 2000.

This set of students can be considered as Intermediate level students, but it is a heterogeneous class in proficiency.

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Teacher: Huy

People & Personality

Goals: * Understanding personal qualities * Listening to casual conversations * Expanding vocabulary

Class:______________________ Students No: __________ Time: 100 minutes Room No: _____________

A Student Description

They are freshmen who have graduated from high schools and have just passed the university entrance exam. The students did study English with the

newly-written textbooks from the MOET. Their English can be described as intermediate or high intermediate because they also learned the basic

skills at high schools including reading, writing, listening, and speaking. However, a lot of attention was paid to grammar rules and vocabulary lists

when the students prepared for the entrance exam. They need a new focus on oral skill at the university.

B Recent work

Students have been introduced the course outline and provided with enough information about the course including course description, topics,

assignments, and evaluation scheme. Ice-breaking activities were conducted at the first week of the semester. The students basically get used to the

new environment and their learning responsibilities.

C - Goals of the lesson:

To help students listen and understand personal qualities.

To help students know how to use the vocabulary of personal qualities. To help students develop their listening skills and motivate them to self-study.

D Teaching aids

projector, speakers, chalk, handouts, laptop, two highlight pens.

E - Anticipated problems: Students may need to be provided vocabulary related to the topic so that they can complete various learning tasks.

F - Procedure:

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I- WARM-UP [10 min]

Aim: to introduce the topic and the contents students are going to study, to get started!

Activities:

1. On the screen, show slide 2: My Perfect Partner

2. Tell the class that I am going to describe my perfect partner. Write qualities in each column.

3. Ask students to complete the activity with a partner, using their own information.4. Elicit some answers from students.

5. Introduce the topic and the goal of the lesson.

II- BEFORE LISTENING [15 min]

Aim: to help students prepare for what they are going to listen, activate their prior knowledge

Activities:

Task 1A [5 min]

1. Look at the words on the screen. Read the words aloud: kind, generous, aggressive, selfish, impatient, and jealous. Answer any questions

students may have.

2. Have students look at the pictures, and draw attention to the name written above each person. T: look at the first picture. What word from the

box would you use to describe Hilary? Elicit answer from the class. Answer: impatient.

3. T: With a partner, complete the rest of these sentences, using words from the box.

4. T: Check with other pairs. Do you have the same answers? Check answers as a class.

Task 1B [5 min]

1. T:Look at these quotes. Read the first quote aloud. T: Who do you thing is saying this? Elicit answer from the class. Answer: Doug.

Note: Although this quote is about Jim, it is said by Doug.

2. T: With a partner, complete the rest of the table, using names from the pictures above.

3. T: Check with other pairs. Do you have the same answers? Check answers as a class.

Task 1C [5 min]

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1. T: What other words can you think of to describe personality? Elicit examples from the class and write them on the board. Possible answers:

greedy, friendly, mean, rude, brave.

2. T: Work with a partner. Make a list of other words to describe personality.

3. Elicit words from the class, and write them on the board. If possible, have students group the personality adjectives into three groups:

positive, negative, both

4. Show students a list of words and ask them to download from the website if they desire.

III- WHILE LISTENING

Task 2A [5 min]

1. T: Listen. Youre going to hear six conversations between the people on the worksheet. Number the pictures in Task 1A in the order of

conversations

2. Elicit the information from the pictures, e.g.: who, what, where, howWhere are they?

3. Play the audio on the speaker icon and have students number the pictures in the circles.

4. T: Check with other students. Do you have the same answers? Check answers as a class.

Task 2B [5 min]

1. T: Read the statements in Task 2B. Answer any questions students might have. Ask if students can circle T, F, or U for some of the

statements. Have a guess!

2. T:Now, listen again. Circle t if the statement is true, F if its false, or U if it is not given.

3. Play the audio again and have students circle their answers.


Task 3A [5 min]

1. T: Listen. These three people, Dora, Keith, and Michelle, are talking about the qualities they like and dislike in a person. What qualities do

they like, and what qualities they dislike? Fill in the table.

2. Answer any questions students might have from the task.

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3. Play the audio on the speaker icon and have students write the information in the table.


Task 3B [10 min]

1. T:Listen again and check your answers.

2. Play the audio again and have students complete the table.3. Check answers as a class.

4. Focus on the language: Explain the meaning of the word Quirk. Discuss in pairs

5. Follow-up: Have students answer the same questions and write down on the worksheet.

Task 4A [5 MIN]

1. T: Youre going to listen to Cindy answering a magazine survey on emotions with her boyfriend. Has anyone here done a magazine survey

recently? What was it about? Elicit answers from the class.

2. Answer any questions students might have from the task.

3. T:Listen and check the correct columns. Play the audio and have students write answers.


Task 4B [5 MIN]

1. T: in what situations has Cindy been aggressive? Elicit answers from the class. Answer: When she drives.

2. T:Now listen again and note when Cindy has been selfish, kind, impatient, and jealous.


4. Focus on the language: Hit the roof become very angry. Discuss the situations sts have.

5. Have students works in pairs to interview their partner for the same survey.

Task 4C [5 MIN]

HAVE A BREAK HAVE A BREAK

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Follow-up: Have students work in pairs to complete the magazine survey. Exchange information

IV- AFTER LISTENING

Task 5A [5 MIN]

1. T:Look at the responses in Task 6. Work with a partner. Can you predict what questions are being asked for these answers. Elicit questions

related to the topic of the lesson.2. T:Listen to the questions. Circle the answers that are right for you. Play the audio icon.

3. T: Check with a partner. Were your predictions correct? Do you have the same answers?

4. Follow-up: Ask a few students to explain why they choose the answer.

Task 5B [10 MIN]

1. T: What personality characteristics from this unit can you remember? Put them in two columns . Elicit adjectives from the class and write

them on the board.

2. Play the board game. Divide students into 2 groups, then have them take turn to write the words they found on the chalkboard.

3. Check the results as a class.

Task 6 [10 MIN]

1. Have students read through the questions in Task 6.

2. Show them the sample answers on the screen.

3. Play the audio and have students read the sample questions and responses.

4. Play the audio again. Have students repeat the sample dialogue.

5. Elicit words and phrases that could be substituted for the sample dialog.

6. Have students work in pairs to complete the task.

7. Ask some groups to check. Give comments on the task if necessary.

SAY IT RIGHT [7 MIN]

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Help students pronounce the individual sounds in the chart and do tongue twistering.

V- CLOSING [3 min]

1. Restate the goal and summarize key skills + vocabulary students need to have in the lesson.

2. Give students homework by asking them copy the site address: sites.google.com/site/OEI41 and download listening activities + pronunciation

activities.

G- References:

1. Nunan, D. (2003).Listen In 2ndedition Student Book 3. Singapore: Thomson Heinle

2. Nunan, D. (2003).Practical English Language Teaching. The McGram-Hill Companies, Inc.

3. Kelly G. (200).How to Teach Pronunciation. Longman: Pearson Education Limited.

Lesson Plan

I. General information

Teacher: Isabel GARCA PONCETitle of the course: French (Reading course 1)Lesson: 1

Number of students: 10Age of students: adults (university students and professors)Level: BeginningGeneral objective: Introduce participants into the reading of academic texts in French.Specific objectives: - Students will be able to get meaning from transparency, anticipation, and guessing through context.

- Student will explore the grammar of the text and make inferences about it.

II. Process:

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1. Initial stagea. Students watch a box of a French facial cream and make a guess at its content.b. The teacher confirms the right answers after a short discussion.c. Students guess the information that is likely to appear in a text on a facial cream box.d. The teacher writes the contributions on the board.

2. Development stagea. Students get a photocopy of the information given on the box. It is in French, English, Italian, German and Portuguese.b. Students compare the information and decide which one is French. They have to justify their opinions. (Previous knowledge or

assumptions about the language)c. Students search for words that are similar to Spanish.d. Students make a list of the nouns they have found and observe their endings. They are guided to discover the plural marks: -s and

aux.e. Students observe the words before the nouns they have found and look for regularities. They relate their findings to the endings of the

nouns and are guided to discover the rules of agreement: determinant + noun.f. Students observe the verbs they have found and their different endings. All of them are in the 3rd person singular or plural. They make

hypotheses about what ending corresponds to plurals. They are guided to elicit the rule.3. Final stagea. Students are given worksheets and, in pairs, they are asked to match articles with nouns, and verbs with their corresponding subjects.b. Volunteers make a summary of the information given on the box text.c. The class compares this information with their guess at the beginning of the class.

Jair Ayala

Colombia

Preliminary English Test Preparation

13 students aged between 16 up to 23

English level B1 According to CEF

The last sessions we had an oral exam and feedback was provided individually to each student, and as my class is on Preliminary English Test

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Preparation for todays two hour session the objective is to test in the first part listening and right after correct the test give students feedback andstart working on how to improve the possible weaknesses determined by the results of those two language skills tested.Objective: raise awareness on how important pronunciation and listening are to communicate accurately.Students are asked how they felt during the last test so that test taking strategies can be recalled and put into practice.

The listening test is played and right after corrected and feedback is given. (the test is a mock test of a Key English Test, it is an standardized one,downloaded from the net)

Once students have received feedback on the test they tell the teachers about the strategies they implemented to take it and analyze what they can doto improve their language competencies.

The class is arranged so that Chinese Phone can be practiced as a means to let students know how important it is to have an appropriate pronunciationas well as to use the memory as a tool to communicate.The first time to do the Chinese phone there is only one message sent, from the second time and on there are at least two messages simultaneously.

Once the activity is finished students conclude the reasons why they had the results of that activity and start thinking and recalling the strategies toimprove those two skills.

There is a running dictation in groups of three and one of four students, the objective of this activity is to exercise the memory and practicepronunciation as well as listening along with reading. The exercises consists of reading from a text in one corner of the classroom and going back tothe seat and dictate it to one of his classmates. Students need to plan how to perform best so that within the time limit they can read and dictate all thecontent of the text.

After the activity students are asked again to think what went wrong and right during the task so that they can conclude what strategies to use to

improve or change.

The follow up activity students are asked to design a postcard to use the following session so that they describe it for a classmate to be drawn basedon the description. The aim of this activity is to enhance meaningful communication.

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Instructor: Kriscia Cantillano Prado Room: 204

Course: English I Expected numbers: 10

Date & Time: Tuesday April 2nd, 2013

6:00 p.m. to 8:00 p.m.

Class level: False Beginners / Adult Beginners

Age: 18 years old and upContent: Actions that some animalscan/cant do.

Focus: Modal auxiliary can/cant

Teaching aids: Visual aids, written practices, students sheets of paper to draw, board, body language

Learner objectives: For the students to beable to use the modal auxiliary can/cant totalk about actions that some animals are able

or are no able to do.

Personal aims: To explain the difference between the affirmativeauxiliary verb can and the negative auxiliary verb cant.

Anticipated problems for students:Pronunciation issues to make the differencebetween can and cant.

Solution:

The use of drills to make students pronounce the correct modal auxiliarycan or cant.

Anticipated problems for teacher:

Issues to explain unknown words for students

Solution:

The use of visual aids, body language, and extra examples to providestudents the correct explanation

Procedure Phase Timing Interaction

Introductions: Introducing myself and then asking studentsnames to show politeness and respect. Engage 5 min. T-S

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Game: Thinking about familiar animals to students

(Pair Work) Writing the names of animals on a sheet of paper (2min.) Counting how many animals students were able to write

Writing the names of animals on the board (classifying them intocommon and not very common ones)

Providing more vocabulary about animals that can be new forthem

Encouraging students to come up with more names

Using visual aids (flash cards) to provide more names of animalsbased on some clues given

Engage

10 min.

5 min.

5 min.

5 min.

T-S

S-S

T-S

T-S

Using body language to make students guess actions (movingwords)

Writing verb on the board: walk, swim, crawl, run, etc.

Using fill in the blank sentences to see if students are able tocomplete them

Study 5 min.

5 min.

5 min.

T-S

T-S

S-T

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Ex: A bird __________ fly. (can)

A walrus __________ fly. (can)

Explaining cant and can not. Pointing out when to use it(orally and writing)

Asking students for their own examples; writing examples on theboard

Using drills to make students make the difference between canand cant.

5 min.

5 min.

5 min.

T

T-S

T-S

(Pair Work) Filling in the blanks with can or cant (handoutswith practice)

Checking students answers

Encourage students to answer questions. What are two thingsthat a penguin can do? What can a walrus do? (a whale, analligator, kangaroo)

(Pair Work) Using a handout with animal pictures to encourage

Activate 7 min.

3 min.

8 min.

T-S

S-T

T-S

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students to write sentences with can and cant related to theanimals given, then checking students answers

Showing students an animal the teacher created and talkingabout what this animal can do.

Creating my own animal: (Pair Work) asking students to drawan original animal and describe what that animal can or cant do

Checking students answers

Saying good-bye

7 min.

3 min.

7 min.

3 min.

S-S

S-T

T

S-S

S-T

LESSON PLAN

Name: Margarida Maria Quinaz Monteiro Pato Portugal

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Course: secondary science students Level: VII (11th Grade) Age: 16/17

Number of students : 18 Time: 90 minutes ( 2 lessons of 45 minutes each)

Topic: A kaleidoscopic world

Theme: Illegal immigrants

Assumptions

The issue of migration has already been explored in previous classes. Sts are therefore familiar with some vocabulary, namely with that related to thecauses of emigration.

Sts are also familiar with processing information from audio supports.

Objectives

By the end of this lesson students should be able to:

know new vocabulary related to the topic;

infer general and specific information from a film trailer; practise their listening skills;

practise their speculating abilities;

infer general and specific information from a passage;

express an opinion about the theme;

distinguish between defining and non-defining relative clauses.

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rewrite sentences

Structures

Defining and non-defining relative clauses

Language Functions

Speculating

Expressing an opinion

Commenting

Vocabulary

Examples:

Related to illegal immigration:

- problems: lack of identity ; forged/fake documents; isolation; discrimination; exploitation;

- feelings: helplessness/ helpless; fear/ afraid, frightened; anxiety/anxious; submission / submissive

- specific from trailer: surgical instruments/ equipment (operating knives, scalpel, scissors, forceps); to sterilise; to gut; to butcher

Resources

Film trailerDirty Pretty Things. A film by Stephen Frears, written by Steven Knight.

Handout 1 Note taking exercise.

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Handout 2 Listening comprehension exercises.

Handout 3 - Excerpt from the scriptDirty Pretty Things and reading comprehension exercises.

Handout 4 Exercises on defining and non-defining relative clauses.

Assessment

Oral participation in the classroom

Written assignment (homework or eventual class activity to be graded by T)

Summary

Discussing illegal immigration.

- Watching the film trailerDirty Pretty Things: taking notes

- Listening comprehension exercises: filling in the blanks.

- Reading an excerpt from the film script.

- Answering questions.

Revising defining and non-defining relative clauses.

Procedures

Lead in

T introduces Sts to the theme of illegal immigration by means of a brainstorming activity. T elicits Sts to mention problems/ difficulties illegal

immigrants may face when living in a host country. T writes their suggestions on the board. Some of Sts suggestions may be:

Language

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Illegal

immigration

(....)

Pre-listening / -watching

T tells Sts that an illegal immigrant has to face more problems, difficulties and even dangers than most people dream of. T tells Sts they are going to

watch a film trailer. T provides Sts with some information on the filmDirty Pretty Things: a film about illegal immigrants in a European Capital

City. Sts are supposed to watch the trailer with no sound first in order to analyse the characters and situations based solely upon visual information.

Sts are given Handout 1 in order to jot down their ideas / impressions in an organised way.

Together T and Sts discuss their impressions and try to describe the setting and its significance. This activity also draws Sts attention to the

importance of visual cues and gestures in the understanding of language.

While-listening / -watching

T tells Sts they are going to watch the trailer, this time with sound.

While they watch and listen they are supposed to fill in a previously prepared transcript with some words missing: Handout 2. T elicits from Sts the

correct answers and replays the trailer.

T checks if Sts understand the vocabulary from the passage.

Post-listening / Pre-reading

Finding a Job/ house

Loneliness / discrimination

Exploitation

Lack of identity: no documents

no health service

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T asks Sts to choose key words/ expressions that may lead them to guess the theme of the film (Ts suggestion would be: underworld for sale new


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T asks Sts to choose key words/ expressions that may lead them to guess the theme of the film (T s suggestion would be: underworld, for sale, new

life, secret, butcher, gutted, dead).

While-reading

T gives Sts an excerpt from the film script: Handout 3. Sts skim through the text to verify their assumptions.

By then Sts should be able to conclude that the film portrays the cruel reality of organ trafficking and illegal sale.

Post-reading / writing

In order to check Sts understanding of the excerpt, T asks them to answer to some comprehension questions. These questions may be answered in

pairs.

Together T and Sts correct and discuss the questions. Some issues may be brought up, T may ask Sts if they believe the same happens in Portugal, if

there are other type of atrocities being committed, what can be done to protect illegal immigrants from these situations, etc...

Grammar

T revises the defining and non-defining relative clauses. T selects a sentence from excerpt 2 and presents it to Sts by means of a power point

presentation: The person who gets the kidney gets cured. T asks Sts if they recognise the grammar structure. Sts are expected to answer relative

clause. T uses the sentence from the script to exemplify the building up of a relative clause. T elicits from Sts the two types of relative clauses they

know. Hopefully theyll say defining and non-defining. Sts are asked to explain the difference. As they progressively answer to the Ts

questions, T will confirm their answers by displaying them on the PowerPoint presentation.

After the revision work, Sts will receive further exercises to practise these two structures: Handout 4. T elicits the correct answers and detects any

possible problems with these structures.

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Writing ( in class or as a homework, depending on the remaining time )

T asks Sts to report back to the transcript of the trailer and to write a short comment (about 80 words) on the following lines:

-How come Ive never seen you people before?

-Because we are the people you do not see.

Stss comment will be graded by the teacher

Note: The activities planned may be altered, abridged or lengthened depending on Sts responses and enthusiasm.

Instructors information:

Instructors name Mohra Alotaibi

Office Hours Saturday & Monday 11:00-12:00 , Tuesday 08:00-10:00

Office number 12M

Level Five

Students' age 17-21 \ University Students

Course information:

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Course Title Romantic Poetry


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Course Title Romantic Poetry

Course Number 332

Course description This course introduces students to Romanticism and develops their understandingof its nature through a close analytical reading of assigned texts from the majorpoets of the period. The concept of the Romantic Imagination should be studied asa major break from the Neo-Classical Age. Recurrent elements of English

Romanticism should be traced, as well as the characteristic romantic modes andtheses.

Course Objectives (i.e.Learning Outcomes asspecified in the CourseSpecifications)

1. Discuss the English Romantic literary movement and its main figures(canonized/sub-canonized) and literary characteristics.

2. Analyze the intellectual, historical, political and social background relevant to anunderstanding of English Romanticism.

3. Read and analyze a large selection of Romantic poems.

4. Discuss several critical approaches to poetry.

Textbook Perkins, David.English Romantic Writers. 2nd ed. Boston:

Wadsworth, 1995.

Supplementary Reading Additional material will be provided by the instructor

LESSON PLAN

William Blake's "The Chimney Sweeper" from Songs of Experience

Course Title: Romantic PoetryLesson Topic: William Blake's poem "The Chimney Sweeper", the Songs of Experience version.

Time Frame: 45 minutes

Teaching aims:

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By the end of the lesson, students should be able to:

Have a sufficient background about the context of Blake's time and poetry.Get the required information about Blake's life.Have the information about his poetry style and collections.Understand the general idea of the poem "The Chimney Sweeper", also, a knowledge of the rhyme and meter implemented in the poem.

Teaching aids: VCD & computer

Materials: The poem "The Chimney Sweeper" adopted from Perkins, David.English Romantic Writers. 2nd ed. Boston: Wadsworth, 1995.

Teaching procedures

Step I: GreetingsStep II: Revision of the previous lecture.

Step III: Introducing the new materials

Step IV. Detailed Study of the poem

Step IV: Conclusion and Assignment

Lesson plan

Natela Mosiashvili

Conversational class; Fame and the family

The number and age of students: twelve 20-year olds

Level: intermediate

Subject: Language Arts/Speech

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Duration: Two 50-minute sessions


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Duration: Two 50 minute sessions

Session I

Goals: The ultimate goal of this lesson is to improve the students' speaking skills.

Additional goals: Provide the students with strategies and relevant vocabulary to talk about celebrities, to express their own ideas and persuadeothers to change ideas

Functional language: Requests, persuasion.

Objectives: At the end of the session the STS will be able to:

1. Demonstrate the appropriate classroom public speaking and listening skills (e.g., body language, articulation, listening to be able to identifyspecific examples of the speaker's coordination of talking and action) that would be necessary to influence or change someone's mind or wayof thinking about a topic.

2. Define the elements of persuasion.

3. Develop methods to analyze other students' speeches.

4. Create and deliver a persuasive speech.

Materials :

1. Textbook New Matrix intermediate Students Book

New Matrix intermediate Workbook

2. Handouts (internet resource:www.breakingnewsEnglish.com)

3. computer access (preferably one per student)

4.Teacher-prepared topics for persuasive speeches

Lesson Description

Warm-up/lead-in: (10 minutes)Students look at the pictures on page 56. STS brainstorm and T writes on the whiteboard the phrases, helping the students to start conversation,: In

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my opinion. personally, I dont think thatand remind them of ways of saying what they think and comparative forms: is more important
http://www.breakingnews/http://www.breakingnews/http://www.breakingnews/http://www.breakingnews/


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my opinion. personally, I don t think thatand remind them of ways of saying what they think and comparative forms: is more importantthan .. because..isnt as important as .. because..

In pairs students decide on the three most important traits of celebrities. T ask pairs to share their ideas with the class using the phrases on the board.

Lesson Procedure

Reading: (20 minutes)

Students skim the text and choose which summary sentence in exerciser #3 best expresses the main point of the text.

Students scan the text to obtain more detailed information in order to answer the questions in exercise #4.

Teacher shows on the monitor the names of the celebrities mentioned in the text and asks questions according to the text like:

1. Whose parents regret some of the effects fame has had?2. Who has a mother who feels children should be encouraged when they are young?

3. Who has a family who made big sacrifices?

Teacher asks students to give examples from the article of family sacrifices , benefits and support.

In order to activate the vocabulary of the text teacher asks the students to do exercises #5 and #6.

To help them to cope with exercise the teacher asks students to work in pairs. If they are unsure of some of the meanings, they may look at thephrases in context in the article. The teacher walks around the class and monitors the process. At the end they check the answers with the class.

In the next exercise the students practice the use of adjectives concluding the new sentences without changing the meaning and using the givenadjective.

Discussion: (15 minutes)

Teacher introduces topic for discussion and puts forward the following questions:

1. What are the advantages of being famous? Are they greater than advantages?2. What are the disadvantages of fame mentioned in the article?

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3. Michael Owens father was a professional footballer. Do you think it is it is easier to succeed if you enter the same profession as your


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p y y p yparents?

4. Do you think it is possible to succeed without the help of your family? Why? Why not?

Teacher divides students into pairs/ groups of four or five to discuss their responses. Students are given about 5 minutes to note down their responses.Pairs or groups share their opinions with the class.

Before the class discussion teacher defines and explains that sometimes we have to use skills to convince others about our positions. Teacherencourages students to pick a proposition that not everyone would agree with such as: "Family has no input in a success of a celebrity." Each studentwill then deliver this speech in front of the class while the rest of the students take notes and prepare to give the speaker feedback on the speech.

Teacher instructs students on how it is better to present his/her speech. The goal of this speech is to change someone's mind or way of thinking abouta topic. The message is, of course, very important in this speech, but their voice and body language are even more important. Several importantaspects of presentation helps and among them are: pronunciation, articulation, using pauses, etc.

Peer assessment: (5 minutes)

The class will assess each speaker's performance in terms of voice and body coordination and of persuasiveness. ( Assessment criteria weredeveloped in the previous lesson)

Session II

Warm up: (10 minutes)

Teacher tells the students that she is thinking of a famous person, whose name is connected with facebook and students must guess who he is. Tsays that she can answer onlyyes orno to their questions. If the task is difficult for them T can give clues.

T talks to students about Facebook.

Discussion II: (25 minutes)

Teacher has power point presentation of a text from internet resource (www.breakingnewsenglish.com) about the founder of Facebook, MarkZukerberg.

Time magazine has named Mark Zuckerberg, the founder of Facebook, as and their Person of the Year 2010. Zuckerberg, 26, is thesecond-youngest winner of the accolade. He won the award for connecting 12 percent of the planet on his social networking site. This

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is an impressive statistic considering the site has yet to make any impression in China. Mr Zuckerberg said on Wednesday, naturally


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p g y y p g y, yon his Facebook page: "Being named as Time Person of the Year is a real honor and recognition of how our little team is buildingsomething that hundreds of millions of people want to use to make the world more open and connected. I'm happy to be a part of that."The young entrepreneur owns a quarter of the shares of Facebook and is a multi-billionaire.

It was uncertain for a while who would win Times annual honour. Readers voting in the online poll chose the Wikileaks founderJulian Assange as the winner. However, Time panelists chose Mark Zuckerberg. Times editor Richard Stengel explained they chose

Zuckerberg because he was a more positive figure than Assange and because he changed how we all live our lives in ways that areinnovative and even optimistic. He wrote on Times website: "There is an erosion of trust in authority, a decentralizing of power andat the same time, perhaps, a greater faith in one another" he said. Mr Stengel continued: Zuckerberg sees the world as filled withpotential friends. Perhaps only the Facebook creator himself knows how much more he can do.

Students listen to the text and then read it. Teacher puts questions to assist the students:

a) What did you think when you read the headline?b) What springs to mind when you hear the word Facebook?c) Why do you think Facebook is so popular?d) What do you know about Facebooks creator Mark Zuckerberg?e) Do you think Mark Zuckerberg is a good person of the year?f) What do you think of the fact that 12% of the world population is on Facebook?g) Why hasnt China opened up to Facebook?h) Is a more connected world a better world?i) What three adjectives would you use to describe Mark Zuckerberg a multi-billionaire at 26?

j) Do you think the name Facebook is a good one?

Teacher facilitates some words from the text and asks, which of the words from the article are most interesting and which are most boring:

founders / winner / awards / statistics / impressive / honors / recognition / shares / uncertain / online polls / winners / positive figures /innovative / optimistic / potential

Students are asked whom they consider to be the person of the year. Teacher offers to complete the following table and share what they wrote

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with partner(s). They change partners to refresh discussion.

Person Who? Why?

Sports

Politics

MoviesBusiness

Technology

Your country

Students argue over each others choice.

In order to check the comprehension teacher gives students different exercises:

I Decide whether the statements are True orFalse:

a. The man who created Facebook has won a magazines award. T / Fb. Mark Zuckerberg, at 26, is the youngest ever winner of this award. T / Fc. Over 20 per cent of the world population use Facebook. T / Fd. Zuckerberg has a huge team helping him keep Facebook going. T / Fe. There was a possibility Julian Assange could win the award. T / Ff. Time chose Zuckerberg because he was more positive than Assange. T / Fg. Times editor said our trust in authority increases year by year. T / Fh. Zuckerberg believes we could have more friends in the future.

II Match the following synonyms from the article:

T / F

1. founder a. survey2 accolade b. linked3. statistic c. mark 4. impression d. award

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5. connected e. possibility


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p y6. uncertain f. creator 7. poll g. eating away8. erosion h. belief 9. faith i. figure10. potential j. Unsure

PHRASE MATCH: (Sometimes more than one choice is possible.)

1. the second-youngest winner a. of the planet2 connecting 12 percent b. authority3. an impressive c. that4. the site has yet to make d. online poll5. I'm happy to be a part of e. positive figure6. voting in the f. our lives7. he was a more g. of the accolade8. how we all live h. statistic9. trust in i. himself knows

10. only the Facebook creator j. any impression in China

Put the words into the gaps in the text.

Time magazine has ____________ Mark Zuckerberg, the founder of Facebook, as their Person of the Year 2010.Zuckerberg, 26, is the second-youngest winner of the ____________. He won the award for connecting 12 percent ofthe ____________ on his social networking site. This is an impressive ____________ considering the site has yet tomake any impression in China. Mr Zuckerberg said on Wednesday, ____________ on his Facebook page: "Beingnamed as Time Person of the Year is a real honor and ____________ of how our little team is building something thathundreds of millions of people want to use to make the world more open and ____________. I'm happy to be a part of

that." The young entrepreneur owns a ____________ of the shares of Facebook and is a multi-billionaire.

statisticquarter

accoladerecognition

namednaturally

connected

planet

It was ____________ for a while who would win Times annual honour. Readers voting in the online poll chose theWikileaks ____________ Julian Assange as the winner. However, Time panelists chose Mark Zuckerberg. Timeseditor Richard Stengel ____________ they chose Zuckerberg because he was a more ____________ figure thanAssange and because he changed how we all live our lives in ways that are ____________ and even optimistic. Hewrote on Times website: "There is an erosion of trust in ____________, a decentralizing of power and at the same

positive

authorityfounder

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time, perhaps, a greater ____________ in one another. Mr another he said. Mr Stengel continued: Zuckerberg potential


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sees the world as filled with ____________ friends. Perhaps only the Facebook creator himself knows how much morehe can do.

explained

uncertain

faithinnovative

Assessment: (15 minutes)

Teacher reshuffles the class into pairs and STS make a mini-presentation. Teacher assigns the task of designing their own conversation over thetopic. At home students should use a tape recorder to record their conversations. Students should bring the recordings to the next class so that theycan be used for whole class listening practice.

SAMPLE LESSON PLAN LAYOUT

Teacher: Patricia L. Course Level:

Basic 1 false beginners ( A1 according to CEF) - Class 5

Lesson Goals: By the end of the class, students will haverecognized, used and judged different expressions to introducethemselves.

Materials: Photocopies of a comic strip by Gary Larson

(authentic material)

Group Profile:

16 students (18-35 years old)

Homework: workbook activity (complete the conversation)

Background (or Assumptions): Students are acquainted with thecharacters Tarzan and Jane

Anticipated problem: It might be hard to order the comic.

Possible Solution: Teacher walks around the class and she might helpgroups by asking questions on what is going on in the comic.

Stage *Objectives Timing Interaction Procedure

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WARM UP

To classifyintroductionsintoformal/informal

5 minutes Whole class Teacher greets students and then she divideswhiteboard in two and writes Formal & Informal.She distributes slips of paper with different ways ofintroducing oneself and she asks students to classifythem. She encourages them to ask each other for help

if needed.A: I think it is formal.

B: Yes, it is. /No, it isnt.

Act. 1 PRE- READING

To predict whatwill happen

10minutes

Group work Teacher shows an image of Tarzan and Jane on thecomputer screen, and she tells students they aregoing to read about how they first met.

Before doing so, they will work in groups of fourstudents to predict how their first conversation wasand why.

Act. 2 WHILE- READING 1

to identifyexpressions tointroduce oneself

5 minutes groups Teacher introduces Gary Larson and his workbriefly, then she distributes the comic, but cut indifferent scenes. First, students are asked to identifyand highlight the expressions to introduce oneself.

Groups report to class.

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To organize 10 groups Students are asked to put the scenes from the comic


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Act. 3 WHILE- READING 2

information

To evaluate

minutes strip in order, so that it can be read.

Teacher asks groups to report on the order theydecided and why.

Act. 4 POST-READING 1

15

minutes

groups Students are given an empty layout for a comic strip.

Each group is assigned a different famous coupleto think about how they first met/how theyintroduced themselves to the other: Homer andMarge Simpson, Shrek and Fiona, Romeo and Juliet,Donald Duck and Daisy.

Students discuss and agree on what they said whenthey first met. They fill in the bubbles in the comicstrip, and put a title to it.

Act. 5 POST-READING 2

to judge 5 minutes groups Teacher elicits ideas for evaluating the comic: thefunniest, the most original, the most romantic, themost creative, etc.

Then, the teacher sticks comics on different parts ofthe class on the bulletin board for students to walkaround the class, read, and give a paper medal withtheir evaluation. Students should only evaluatethose comics which are not their own.

ASSESSMENT

(Success indicators)

to self-evaluatework

5 minutes Individualwork

Students are given a handout with I can check listfor them to tick.

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Objectives for the 1st sessionStudents will be able to (SWBAT)

i i h i i i d i h b

Agendai. Warm up activity

ii i f

Documents

Lesson Plan Booklet