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 original plan 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 Moncada Course: Oral Expression I. Unit: 1. Topic: Getting to know you! Schedule: Wednesdays and Fridays from 6 to 9 pm. Number of students: 20 Ages: 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 activities which 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.

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 will answer 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 their degree of understanding the oral English, and force them to keep in touch with the language in any context.

After listening: Students will create new dialogues similar to the ones they have heard using their personal information. Through these activities, students will put in practice the vocabulary they have learned in the lesson and also they will use their creativity and past experiences to 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 I TOPIC: MOST OUTSTANDING LAST CENTURY CELEBRITIES AGE: 18 / 20 NUMBER OF STUDENTS: 35 TIME: 100 MINUTES (TWO LESSONS OF 50 MINUTES EACH) STRUCTURES OF THE ENGLISH LANGUAGE: SIMPLE PAST OF REGULAR VERBS (SENTENCE WORD ORDER, SPELLING RULES AND PRONUNCIATION PATTERNS) LANGUAGE FUNCTIONS: Describing persons Stating inferences Establishing comparisons and contrasts Commenting about celebrities in the past

SESSION OBJECTIVES: At the end of this lesson, SWBAT: ASSESSMENT Class participation Written assignment (homework) 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

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 vice versa. 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.

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 Michael Jordan Jessica Biel Ana Kournikova Jessica Alba Johnny Depp Student B Brad Pitt Milla Jovovich Halley Berry Mariah Carrey Will Smith Student A Julia Roberts Matt Damon Tiger Woods Angelina Jolie Jennifer Lopez II. Student B Nicole Kidman Keanu Reeves David Beckham Salma Hayek Britney Spears 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 GRAMMAR NOTES- Handout 2( 20 minutes)SIMPLE PAST- REGULAR VERBS PRACTICE

III. IV.

A. Listening and pronunciation practice. 10 minutes

1. 2. 3. 4. 5. 6.

talked sobbed graded asked helped watched

7. filled 8. defended 9. poured 10. waited 11. enjoyed 12. loaded

13. roamed 14. kissed 15. halted 16. laughed 17. dried 18. believed

19. judged 20. counted 21. added 22. boxed 23. rested 24. pushed

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

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

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 of Handout 5 V. WRAP-UP (10 minutes) VI.

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.

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 to look for five negative and five positive results from the event they chose and most outstanding things about the celebrity/ies. In other words 5

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 classes Time: 60 min Estimated number of participants: 15-20 English language teachers working in secondary schools Place: Fifteenth Grammar School, Beograd Date: 16/12/2006 Overall aims: To raise awareness of possible ways of coping with challenges

By the end of the session participants will: 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 Identify possible benefits and challenges of (working in) large multilevel classes Identify or design activities that are suitable for such classes

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 classes back page: Bibliography Expected challenges: Stage Lack of time if I dont pace and lead the activities with full focus Procedure Time

1. Introduction 2. Lead-in Aim: to establish rapport with the Ps and to introduce the topic with the listening/reading/ drawing activities that can be used in the classroom Group work

- Greeting participants, introducing myself and the topic, as well as stating the aims

1-2 min

THE WATERMELON STORY 12 min Graded dictation/Integrated skills

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

(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 at the drawings after the listening part. Its a shared activity among the members of the group.

Material: A3 sheets of paper for each group, pens, crayons,

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

5 min 2. Personalizing the topic Aim: to create an opportunity for the Ps to present their mindsets Ps will keep their work for the activity that follows. HOW DO YOU PERCEIVE YOUR CLASSES?

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

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Individual work

Material: blank sheets, A4 paper, pens, crayons

3. Sharing experiences on working in possibly different environments re the size of the class Aim: to personalise the topic and raise Ps awareness on the fact that we cannot (usually) choose the number of Ss in our class Pair work

WHATS YOUR SHARE OF A TREAT?

7-8 min

Ps will first discuss each others drawings/writings and then theyll discuss the following questions: 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 that affects the process?

The questions will be written beforehand and stuck on the board/wall (as slices of watermelon)

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Material: The drawings & slices of watermelon with the typed questions

4. Creating posters/mind maps

WHAT IS THERE ON YOUR AND/OR YOUR COLLEAGUES LMC PLATE? (OR: 20 PREPARING THE FEASTS) min

The aim: To brainstorm and deepen their insight into the characteristics and principles of a large, multilevel class, as well as benefits and constraints

In 4 groups participants create posters/mind maps with 1. characteristics and 2. principles of large 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 Ss competence, different level of motivation, background knowledge, interest, which can cause boredom both on the part of the advanced achievers and the slower ones, necessity for graded Group work (the grouping activities is done according to the type of small, graded tasks Principles that members of the 1. Scarlet OHara think about it tomorrow, and not when you are under stress and vulnerable groups-to-be have to fulfill, i.e. matching a problem of 2. Variety a LMC with the possible solution, titles with their

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paragraphs-principles and 3. Pace what they mean in this context, words and their 4. Interest definitions terms relevant 5. Collaboration to the topic VAKOG, JIGSAW, GRADED 6. Individualization ACTIVITIES) 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 cultural backgrounds, views, values, experiences, styles of learning) Material: flipchart 3.The teacher is not the only pedagogue; the students can learn as much from one another as they learn from the teacher blank sheets for creating posters, felt 4.We are never bored being aware of many simultaneous activities and processes pens, crayons Challenges: 1. We often feel out of control

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2. 3. 4. 5.

Problems with classroom management The amount of written work to be corrected It is difficult to cater for different individual learning styles Activating the quiet student may bedifficult

5. Sharing the outcomes Aim: to share, compare, evaluate their own work, to learn from each other Material: paper plates, pens

HAVING THE FEASTS Posters are exhibited on the walls and each group decides upon the order of hosts to serve the guests for one minute only, so that every Ps can be present at every feast for the same amount of 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 space provided for both benefits (if there are any) and challenges

SPREADING THE RUMOURS

5 min

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

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have on your plate?

Writing a research report

Ekaterina Shadrova PhD students (15-20) Level: B1 Time: 100 min Objectives 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 contain personal views. b) ____________________________ present and evaluate the positive or negative characteristics of an object (person, place, research, etc.); they often include a reporters opinion and/or recommendations. c) _____________________________ present and analyse data gathered from online or face-to-face questionnaires, including conclusions drawn from the 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 someone superior 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 rising smoking prevalence rates among children and adolescents. If these patterns continue, tobacco use will result in the deaths of 250 million of the 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 the USA developed the Global Youth Tobacco Survey (GYTS). 4 The GYTS project was developed to track tobacco use among youth in countries across the world, using a common methodology and core questionnaire. The GYTS is school based and employs a two-stage sample design to produce representative data on smoking among students aged 1315 years. 5 This report describes the design and development 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 57 multiple-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 the countries. 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 Russian Federation (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, to e)_____% 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 two puffs Current use of cigarettes Smoked cigarettes first before age of 10 years

China: Chongqing Shandong Costa Rica Poland: urban rural Russia (Moscow) Sri Lanka Ukraine (Kiev) 69.8 58.7 67.2 12.1 73.6 29.3 16.9 33.4 4.0 33.9 26.6 37.3 22.0 25.4 26.6 30.1 16.2 44.4 6.3 2.4 17.8 39.2 20.5 10.9

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 a low 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 from tobacco-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 initial questionnaire 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 or answers out of the choices from a list. 5) The registry demonstrates both the feasibility and significant implications of gathering ______________ patients hospitalised with heart failure. _____________ on large numbers of

6) All participants were informed about the purpose of this study, and each ____________ _______________ was given a standardized instruction sheet 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 in Activity 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). The majority 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 of gambling on the adolescent population in New York. The main purpose of this study is 5______________ (examine) the prevalence of gamblingrelated 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 uses words 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 a generalisation: 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 and which 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 European countries. 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 those surveyed. b. _________________________ the majority of Germans still prefer a newspaper, while online news has overtaken print and TV news as the 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%) of consumers, of the countries studied, who have paid for online news. d. ____________________________ out of the five countries studied, consumers in 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. The degree of interest in political news varies considerably by age and gender. While 52% of men said they read political issued daily, only 36% of women did 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 Barbados China: Chongqing Shandong Costa Rica Jordan Poland: urban rural Russia (Moscow) Sri Lanka Ukraine (Kiev) Zimbabwe

Desire to stop 43.4

Tried to stop 63.5

72.4 86.9 57.8 40.4

63.2 78.8 63.0 78.3

74.6 79.5 69.2 79.0 51.3 66.7

73.3 79.1 76.1 42.9 56.4 43.4

LESSON PLAN

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Teacher: Florina Codreanu Title of the lesson: Being at Home Textbook: Ready for CAE Stage of course: Unit 10 (House and Home) Time: 50 min Grade: 12 B (Human Sciences) Level: Advanced C1 Number of students: 15

School: Liceul Teoretic Gheorghe incai, Cluj-Napoca

AIM(S) of LESSON The 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 PROBLEMS I anticipate that the following may cause problems: Short attention spans

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Different level of involvement

TEACHING TECHNIQUES Note 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. Introductory Stage T greets the Ss & checks attendance T introduces the new unit To induce a cooperative ambiance Teachers personal register 2

2. Warm-up

- T groups the Ss and ask each group to pick one picture from the table depicting a type of room (Utility Room, Study Room, Kitchen, Bedroom, Bathroom, Living Room)

To draw Ss attention to the new topic

Pictures (types of room)

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+ - Ss have to think how their type of room might feel inside the house (see: House Poster on the Whiteboard), referring to the activities carried out there on a daily basis 3. Matching Exercises - Ss turn to the textbook and solve the two matching exercises from pg. 128 To activate specific vocabulary House Poster

- To revise and introduce adjectives describing rooms

Students Books

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- Using the appropriate adjectives they have to describe the room they picked in the previous activity 4. Pair Work Ss are given 2 types of worksheets (a modern flat and a traditional house) and they have to imagine together with a partner that they are going to study in England where they are looking for a place To engage Ss in a real life situation dialogue

Ss Notebooks

Worksheets

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5. Follow-up activity

to rent. One is for a modern flat in the centre of London; the other prefers a traditional house on the outskirts of the city. In a dialogue they have to give reasons for their choices and get to a common ground (if possible) in the end. Maintaining the same pairs, the Ss make hypotheses about two pictures in the students book and say what type of person each room might belong to (style of life, daily routine, job, living feelings etc)

To practise oral presentation

Students Books

6. Home assignment - Ss are assigned the Word formation (Treehouses) and multiple choice cloze (Flat to Let) pg. 79-80

To improve speaking skills - To practise already taught vocabulary 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 Kossareva Course: Academic English Ages: From 20 to 22 years old. Number of students: 8 Level: Upper-Intermediate Time: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 to one 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 was taught 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 that we 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. Bibliography 1.Ready to write from paragraph to essay, 3rd edition; Karen Blanchard and Christine Root/p99-104 2. 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 Number of 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 topics Special Difficulties: 1. paragraph one (metaphor) Activities and Procedures: Step 1: Lead in (16) (84)

Step 2: Unit 1 text Genius and the Craftsman

Notes for teachers: Step 1:

Brainstorming
rare ability

skillful
craftsman

genius

high IQ
unit 1 2

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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: Questions What 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
What to do during your first reading
Underline any passages that you think are significant for understanding the writer's main ideas and positions. Place question marks next to any passages that are particularly confusing. Take the time to write a comment that makes it clear what your question is. Write comments next to any passages to which you have a strong reaction. Bracket any unfamiliar words so that you can look them up later.
unit 1 6

What to do after your first reading

Make a list of the most significant ideas you've underlined. Write down any initial questions you have about the essay as a whole. Use a dictionary to define any new words you've bracketed.
unit 1 7

Go through the significant ideas students have underlined, and encourage them to share the questions they have (note: students dont need to answer 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 33

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

What to do during your second reading

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.

Make an informal outline of the different sections of the essay. Identify where the writer switches topics, or introduces new questions Concentrate on passages that you had difficulty with in your first reading.
unit 1 8

unit 1

4. 5. 6.

After the group discussion, the instructor asks students if any questions still remain. If there are some, solve them. 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. 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 34

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 the streams: 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 Time: 100 minutes * Expanding vocabulary Room No: _____________

Class:______________________ A Student Description

Students No: __________

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:

42

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] 43

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. 4. T: Check with other students. Do you have the same answers? Check answers as a class. 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. 44

3. Play the audio on the speaker icon and have students write the information in the table. 4. T: Check with other students. Do you have the same answers? Check answers as a class. 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. HAVE A BREAK 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. 4. T: Check with other students. Do you have the same answers? Check answers as a class. 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. 3. T: Check with other students. Do you have the same answers? Check answers as a class. 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] 45 HAVE A BREAK

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] 46

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 2nd edition 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: Title of the course: Lesson: Number of students: Age of students: Level: General objective: Specific objectives: Isabel GARCA PONCE French (Reading course 1) 1 10 adults (university students and professors) Beginning Introduce participants into the reading of academic texts in French. - 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: 47

1. Initial stage a. 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 stage a. 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 stage a. 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 48

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 and start 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 do to 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 pronunciation as 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 to improve 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 practice pronunciation as well as listening along with reading. The exercises consists of reading from a text in one corner of the classroom and going back to the 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 the content 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 based on the description. The aim of this activity is to enhance meaningful communication.

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Instructor: Course:

Kriscia Cantillano Prado English I

Room:

204

Expected numbers: 10 Class level: False Beginners / Adult Beginners Age: 18 years old and up Focus: Modal auxiliary can/cant

Date & Time: Tuesday April 2nd, 2013 6:00 p.m. to 8:00 p.m. Content: Actions that some animals can/cant do.

Teaching aids: Visual aids, written practices, students sheets of paper to draw, board, body language Learner objectives: For the students to be able to use the modal auxiliary can/cant to talk about actions that some animals are able or are no able to do. Personal aims: To explain the difference between the affirmative auxiliary verb can and the negative auxiliary verb cant.

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

Solution: The use of drills to make students pronounce the correct modal auxiliary can or cant. Solution: The use of visual aids, body language, and extra examples to provide students the correct explanation Phase Timing Interaction

Anticipated problems for teacher: Issues to explain unknown words for students Procedure

Introductions: Introducing myself and then asking students names to show politeness and respect.

Engage

5 min.

T-S

50

Game: Thinking about familiar animals to students (Pair Work) Writing the names of animals on a sheet of paper (2 min.) Counting how many animals students were able to write Writing the names of animals on the board (classifying them into common and not very common ones) 10 min. T-S S-S Providing more vocabulary about animals that can be new for them 5 min.

Engage

T-S

Encouraging students to come up with more names

5 min. T-S

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

5 min.

Using body language to make students guess actions (moving words)

Study

5 min.

T-S

5 min. Writing verb on the board: walk, swim, crawl, run, etc. 5 min. Using fill in the blank sentences to see if students are able to complete them

T-S

S-T

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Ex: A bird __________ fly. (can) A walrus __________ fly. (can) 5 min. T

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

Asking students for their own examples; writing examples on the board

5 min.

T-S

5 min. Using drills to make students make the difference between can and cant.

T-S

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

Activate

7 min.

T-S

Checking students answers

3 min.

S-T

Encourage students to answer questions. What are two things that a penguin can do? What can a walrus do? (a whale, an alligator, kangaroo)

8 min. T-S

(Pair Work) Using a handout with animal pictures to encourage 52

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

7 min.

S-S

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

S-T

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

3 min.

Checking students answers 7 min. Saying good-bye

S-S

3 min.

S-T

LESSON PLAN

Name: Margarida Maria Quinaz Monteiro Pato Portugal 53

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 the causes 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. 54

 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 trailer Dirty Pretty Things. A film by Stephen Frears, written by Steven Knight. Handout 1 Note taking exercise. 55

 Handout 2 Listening comprehension exercises. Handout 3 - Excerpt from the script Dirty 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 trailer Dirty 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: 56
Language

Finding a Job/ house

Illegal immigration

Loneliness / discrimination Exploitation Lack of identity: no documents no health service

(....) 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 film Dirty 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 57

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 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. 58

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 Office Hours Office number Level Students' age

Mohra Alotaibi Saturday & Monday 11:00-12:00 , Tuesday 08:00-10:00 12M Five 17-21 \ University Students

Course information:

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Course Title Course Number Course description

Romantic Poetry 332 This course introduces students to Romanticism and develops their understanding of its nature through a close analytical reading of assigned texts from the major poets of the period. The concept of the Romantic Imagination should be studied as a major break from the Neo-Classical Age. Recurrent elements of English Romanticism should be traced, as well as the characteristic romantic modes and theses. 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 an understanding of English Romanticism. 3. Read and analyze a large selection of Romantic poems. 4. Discuss several critical approaches to poetry.

Course Objectives (i.e. Learning Outcomes as specified in the Course Specifications)

Textbook

Perkins, David. English Romantic Writers. 2nd ed. Boston: Wadsworth, 1995.

Supplementary Reading LESSON PLAN

Additional material will be provided by the instructor

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

Course Title: Romantic Poetry Lesson Topic: William Blake's poem "The Chimney Sweeper", the Songs of Experience version. Time Frame: 45 minutes Teaching aims: 60

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: Greetings Step 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 61

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 persuade others 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 identify specific examples of the speaker's coordination of talking and action) that would be necessary to influence or change someone's mind or way of 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.breakingnews English.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 62

my opinion. personally, I dont think thatand remind them of ways of saying what they think and comparative forms: is more important than .. 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 the phrases 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 given adjective. 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? 63

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 parents? 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. Teacher encourages students to pick a proposition that not everyone would agree with such as: "Family has no input in a success of a celebrity." Each student will 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 about a topic. The message is, of course, very important in this speech, but their voice and body language are even more important. Several important aspects 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 were developed 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. T says that she can answer only yes or no 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, Mark Zukerberg. Time magazine has named Mark Zuckerberg, the founder of Facebook, as and their Person of the Year 2010. Zuckerberg, 26, is the second-youngest winner of the accolade. He won the award for connecting 12 percent of the planet on his social networking site. This 64

is an impressive statistic considering the site has yet to make any impression in China. Mr Zuckerberg said on Wednesday, naturally on his Facebook page: "Being named as Time Person of the Year is a real honor and recognition of how our little team is building something 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 founder Julian 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 are innovative and even optimistic. He wrote on Times website: "There is an erosion of trust in authority, a decentralizing of power and at the same time, perhaps, a greater faith in one another" he said. Mr Stengel continued: Zuckerberg sees the world as filled with potential 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) b) c) d) e) f) g) h) i) j) What did you think when you read the headline? What springs to mind when you hear the word Facebook? Why do you think Facebook is so popular? What do you know about Facebooks creator Mark Zuckerberg? Do you think Mark Zuckerberg is a good person of the year? What do you think of the fact that 12% of the world population is on Facebook? Why hasnt China opened up to Facebook? Is a more connected world a better world? What three adjectives would you use to describe Mark Zuckerberg a multi-billionaire at 26? 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 65

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

Person Sports Politics Movies Business Technology Your country Students argue over each others choice.

Who?

Why?

In order to check the comprehension teacher gives students different exercises: I Decide whether the statements are True or False: a. b. c. d. e. f. g. h. The man who created Facebook has won a magazines award. Mark Zuckerberg, at 26, is the youngest ever winner of this award. Over 20 per cent of the world population use Facebook. Zuckerberg has a huge team helping him keep Facebook going. There was a possibility Julian Assange could win the award. Time chose Zuckerberg because he was more positive than Assange. Times editor said our trust in authority increases year by year. Zuckerberg believes we could have more friends in the future. T/F T/F T/F T/F T/F T/F T/F T/F

II Match the following synonyms from the article: 1. 2 3. 4. founder accolade statistic impression a. b. c. d. survey linked mark award 66

5. 6. 7. 8. 9. 10.

connected uncertain poll erosion faith potential

e. f. g. h. i. j.

possibility creator eating away belief figure Unsure

PHRASE MATCH: (Sometimes more than one choice is possible.) 1. 2 3. 4. 5. 6. 7. 8. 9. 10. the second-youngest winner connecting 12 percent an impressive the site has yet to make I'm happy to be a part of voting in the he was a more how we all live trust in only the Facebook creator a. b. c. d. e. f. g. h. i. j. of the planet authority that online poll positive figure our lives of the accolade statistic himself knows 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 of the ____________ on his social networking site. This is an impressive ____________ considering the site has yet to make any impression in China. Mr Zuckerberg said on Wednesday, ____________ on his Facebook page: "Being named as Time Person of the Year is a real honor and ____________ of how our little team is building something that hundreds 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.

statistic quarter accolade recognition named naturally connected planet

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

positive authority founder 67

time, perhaps, a greater ____________ in one another. Mr another he said. Mr Stengel continued: Zuckerberg sees the world as filled with ____________ friends. Perhaps only the Facebook creator himself knows how much more he can do.

potential explained uncertain faith innovative

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 the topic. At home students should use a tape recorder to record their conversations. Students should bring the recordings to the next class so that they can 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 have recognized, used and judged different expressions to introduce themselves. Group Profile: 16 students (18-35 years old) Background (or Assumptions): Students are acquainted with the characters Tarzan and Jane Anticipated problem: It might be hard to order the comic. Possible Solution: Teacher walks around the class and she might help groups by asking questions on what is going on in the comic. Materials: Photocopies of a comic strip by Gary Larson (authentic material) Homework: workbook activity (complete the conversation)

Stage

*Objectives

Timing

Interaction

Procedure 68

To classify introductions into formal/informal WARM UP

5 minutes

Whole class

Teacher greets students and then she divides whiteboard in two and writes Formal & Informal. She distributes slips of paper with different ways of introducing oneself and she asks students to classify them. She encourages them to ask each other for help if needed. A: I think it is formal. B: Yes, it is. /No, it isnt.

To predict what will happen Act. 1 PRE- READING

10 minutes

Group work

Teacher shows an image of Tarzan and Jane on the computer screen, and she tells students they are going to read about how they first met. Before doing so, they will work in groups of four students to predict how their first conversation was and why.

to identify 5 minutes expressions to introduce oneself

groups

Teacher introduces Gary Larson and his work briefly, then she distributes the comic, but cut in different scenes. First, students are asked to identify and highlight the expressions to introduce oneself. Groups report to class.

Act. 2 WHILE- READING 1

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To organize information Act. 3 WHILE- READING 2 To evaluate

10 minutes

groups

Students are asked to put the scenes from the comic strip in order, so that it can be read. Teacher asks groups to report on the order they decided and why.

15 minutes

groups

Act. 4 POST-READING 1

Students are given an empty layout for a comic strip. Each group is assigned a different famous couple to think about how they first met/how they introduced themselves to the other: Homer and Marge Simpson, Shrek and Fiona, Romeo and Juliet, Donald Duck and Daisy. Students discuss and agree on what they said when they first met. They fill in the bubbles in the comic strip, and put a title to it.

to judge

5 minutes

groups

Teacher elicits ideas for evaluating the comic: the funniest, the most original, the most romantic, the most creative, etc. Then, the teacher sticks comics on different parts of the class on the bulletin board for students to walk around the class, read, and give a paper medal with their evaluation. Students should only evaluate those comics which are not their own.

Act. 5 POST-READING 2

ASSESSMENT (Success indicators)

to self-evaluate work

5 minutes

Individual work

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

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Objectives for the 1st session Agenda Students will be able to (SWBAT) i. Warm up activity 1. Anticipate the content, activities and assessments in the course by ii. Overview of course program studying the syllabus. iii. Expectations about the course 2. Talk about expectations for the course. iv. KWL about designing courses 3. Say what you know about curriculum & course design v. Debate preparation 4. Organize debate

School Course School of of Languages Languages Lesson plan Course Design Design Semester Semester II-2013 II-2013

SANDRA

Content: Introduction to the course

I. II.

Warm up: Students talk for 1 minute about their achievements in the last year Course overview : Students discuss the course syllabus in groups 1:40-2:10 A. Discussion of course program :

1:20-1:40

(Aids: a copy of the program divided in 4 parts)

Students discuss the program, first in expert groups. Then in home groups and Finally as whole class. Group 1: Assignments Group2: Objectives Group 4: Activities Group 3: Content Questions to aid discussion For expert groups 1. What are the main objectives/topics/activities/assignments in the course? 71

2. What thoughts/feelings arouse from the reading the course syllabus? For home groups 3. Summarize the most relevant points discussed in the expert group and present to your home group members. III. Expectations about the course : Freely students tell about their expectations for the course 2:10-2:30. IV. KWL about designing courses . 2:30-3:00

Individually, students complete the K and W columns with what they know about course design: steps, procedures, components. V. designing a language course involves... Debate: 3:00-3:25 Organize teams for an online debate on 21st century Skills. Give instructions for the debate You can access to the two articles in : Noll, James. (2012). Taking sides, classing views on educational issues. Mc GrawHill. Sixteenth Edition. Pp. 398-418. # of students: 20 Age: between 19 and 22 They are in their senior (5th year) of their BA in English Language Teaching

Is the 21st Century Skills Movement Viable? Online Debate Instructions Dear students, This is the first time we are engaging in an online debate in edmodo. There are things we will all learn from this first debate, but we will surely used them for improving future debates. So, here are the instructions. As you have read the two opposing articles, you may have taken notes on how the authors of each article arguments forth or against the implementation of the 21st century skills movement in schools and universities in the US. This trend is also true for our region and our country. Currently many Salvadoran universities are restructuring their curricula to a skilled/competency-based approach. When reading the articles you may have agreed or disagreed with the writers ideas. So, use your reactions to write your arguments agreeing or disagreeing with the authors ideas. Write your arguments in a complete sentence; make sure you support whatever you say with evidence from the text. Then post this argument. Your classmates will carefully read your argument and agree or counteract it saying why they agree or disagree 72

providing evidence, explanations, or rebuttals. Here are some guidelines that will guide the quality of your debate. The goal of the debate is to provide an opportunity for your group to collaborate and provide meaningful dialogue in support or against an argument The postings should be original or add amplifying information in support of a previous post without repeating the information. Redundant postings add no value to the content of the debate. They reflect issues of being ill prepared and ill informed in regards to contributing to the discussion. Each of you should have at least 3 postings. Remember to be respectful in your arguments and to support your opinions with what you have read.

Here are some questions that can guide your debate Are teachers ready to teach with the 21st century skills movement? Are students autonomous enough to take responsibility for their education? Are the 21st century skills clear to schools and governments? What challenges does the 21st century skills-movement bring for schools, teachers and students? Are there any risks of creating people that only respond to tasks demanded by economic forces and not to learn how to think or create new things?

Use these questions and the information in the two articles to write your arguments for the debate (DO NOT JUST ANSWER THE QUESTIONS. They only serve the purpose of guiding your thinking) Dont be afraid! Be the first one to post. Good luck! Sandra.

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LESSON PLAN

Name: Sankaja Amaraweera Course: General English Number of students: 20 Time: 60 minutes

Age: 19- 20 (1st year undergraduates) Topic: Multiple Intelligences Theme: Learning in the 21st century

Objectives By the end of this lesson students should be able to: know new vocabulary related to the topic have a good understanding about the multiple intelligences To describing people Understanding on directions Compare and contrast

Language Functions guessing conveying opinions 74

Resources Handout 1 Solving problems, matching the intelligences with their meanings exercise, Exercise on finding out the intelligences in which the students are good at, summarizing the results in a graph.

Warm up Before beginning of the lesson students are allowed to brain storm about some famous people. For that one very famous person which everybody is familiar will be selected. Then students are encouraged to state their opinions about that person and whether they consider that person to be intelligent and reasons for that assumption.

Lesson Procedure

Students are given a picture with seven famous people. Within groups they are asked to identify those people, whether they are intelligent and identifying who is the most intelligent person according to their view.

Introducing directions by first writing the words top, bottom, right, left, top right, top left, bottom right, bottom left and middle in the relevant places on the white board. Then asking questions such as, who is in the top right corner, bottom left corner, etc.

Introducing eight different intelligences described by Harward Gardner with relevant pictures.

Exercise on matching the intelligences with their meanings. 75

Exercise on giving marks for themselves according to different intelligences.

Making a graph to evaluate the results.

Compare and contrast the results with a friend.

Exercise on problem solving.

Exercises 1 (05 minutes) Which of the below people do you think is the most intelligent and why?

76

Exercise 2 (10 minutes)

77

Match the definitions to Dr. Gardners intelligences. Meanings

Using words effectively. Being sensitive to words and sounds and the use of language.

Reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. Sensitive to rhythm and sound. Hearing and making sounds and rhythm in music. Recognizing and classifying flora and fauna.

Think in terms of physical space. Understanding the visual world and responding well to it. Understanding our own feelings and controlling our own behavior.

Use the body effectively. Controlling the body and handling objects. Being sensitive to feelings of others and responding well. 78

Intelligences Linguistics Spatial Bodily- Kinesthetic Interpersonal Intrapersonal Logical- Mathematical Musical Naturalist

79

Exercise 3 (10 minutes) Do this quiz to find out which intelligences you are strongest in. For each activity give a mark. If you are very good at the activity, put 4 If you are ok, but nothing special, put 2 If you are no good at that activity, put 0

80

Exercise 04 (15

minutes)

Look at your results. Put them on this graph. Higher numbers show intelligences you are stronger in, lower numbers show ones you are weaker in. Show your results to your partner. Talk about them. Your Multiple Intelligences

81

Exercise 5 (10 minutes) What are you good at? Choose one of these problems to solve. Problem A My 1st is in bug not in rug My 2nd is in please not in peas My 3rd is in shut but not in shot My 4th is in one but not in two When you find me, I will be sad. Problem B Your two best friends are very unhappy. They both like you very much but they dont like each other. How can you help them? Problem C 1 3 7 15 31 ? Lesson Plan 82

Teacher Observer No.of students

Solomon Worku Dereje Negede 40

Level Date Time Alloted

8 April 8,2013 50 minutes

Title of the lesson: Good readers do this.... Learning Objectives: By the end of the lesson students will have: read a text and answered questions identified good reading habits and techniques ~ Good readers do this summarised the main idea from reading a magazine article and compared with others and discussed Resources: English magazine (or any literature) one each per two students, if no magazine available find an English text 1. Warmer Magazine Look up

(5 mins)

Organise students into groups of 2 (must have a sister or no sister) Give students a magazine one for each pair Call out tasks for them to do as quickly as possible They must find the word appropriate; find a sentence starting with Then; find a colour word; find word with 10 or more letters Instruct students they will be reading aloud a paragraph each Now put them into groups of four, combining two pairs Tell students to think about what makes a good reader Get students to pick a short article from the magazine and have read a paragraph each and listen carefully to others reading Tell students to hide the article after reading once

Get into pairs (sister or no sister) Look through magazines as quickly as possible to find what the teacher is calling out Put the handout away after reading once

2.Read Aloud

Read in groups of 4

(10 mins)

Make groups of 4 Think about what makes a good reader Read a paragraph each and listen to other readers Put the handout away after reading once Answer questions and possibly read again

83

3. Answer questions

Answer questions

(10 mins)

Write some questions, appropriate to the text, on the board while students reading in groups What is the general idea? What are some specific features? Make a Q. from the paragraph you read for other group members If they cant answer the questions read their paragraph again

Try to answer questions only having read and listened to the handout once If you cant answer read again your paragraph Read & listen till all questions are answered or time up

4. Reflect Reflect on reading (10 mins)

Get students to reflect on what were their good Look at key points and reflect and bad practices Write a list with the heading What made it easier to read and remember Good readers do this information? Why might have some people had to read two Maybe write on large paper & markers & display or three times? Good readers do this Maybe make a class poster and display

5. Read & Compare

Read, Summarise and Compare

(15 mins or own lesson)

Ask stds to pick a difficult article from the magazine, back in pairs Stds read and try to understand using techniques and ideas They then summarise and write the main point of the article in less than 20 words Tell stds to then swap their article with another std and they then read and write a summary of 20 words or less Stds then compare their summaries to see if

Make pairs again with the person from the start of the lesson Choose a difficult article from magazine & read Each write a summary of the article in 20 words or less Compare with your partner if they have a similar summary and discuss Swap articles with other pairs, summarise, compare and discuss 84

they had the same understanding from reading the same article

Teaching plan School: Tokyo Metropolitan Roka High School Instructor: Shirakawa Tomoko 1. Date: February 5th, 2013 ( the 5th period : 12:55-13:40 ) 2. Class: English Reading Basic Course, [elective subject], 33 students (16-17 years old) 3. Subject & Textbook (Teaching Material): Lesson 7 Reading Play dead, when you come across a bear? pp.28-29 AXEL level 2 (Kirihara shoten) 4. Aims of this lesson: The students will (1) develop their reading skills for a relatively long and basic-level passage (2) master how to utilize a grammar they have already learned in reading in English. (3) be able to understand a plot of stories by finding each topic sentence and summarizing each paragraph. 5. Criteria of Evaluation in this lesson (1) Interest, willingness and a positive attitude toward communicating in English a. to try to comprehend each passage and then the whole plot by reading precisely based on the grammatical knowledge they have learned. b. to understand a coherence of a paragraph and a structure of reading materials and acquire a skill to think logically. (2) Ability to express themselves in English a. to be able to read aloud thinking its meaning of the sentences b. to be able to write sentences of their opinion or impression about a lesson as much clearly and correctly as possible. (3) Ability and skills to understand English a. to be able to read with the same speed as it is read in the CD and to recognize the words by listening. b. to be able to do phrasal reading with a Japanese translation after each paragraph. (4) Knowledge and understanding of language and culture a. to be able to enjoy a content of each lesson: humor, history, social opinion, cultural difference etc. 85

b. to enrich a basic knowledge of difference in linguistic expression between English and Japanese. 6. View of (1) Subject : In English Reading Basic Course [elective subject], the students are supposed to acquire a whole basic language skills by reading English materials and to develop it for practical communication scenes. (2) Student : Almost all the students in this class study positively and try to do their best when they address their task. (3) Material (the textbook and this lesson ) : The textbook we use has 15 basic-level stories and grammar exercises on 15 items. The vocabulary and the structure of the paragraphs are quite easy to understand for learner who has a trouble in reading properly in English. 7. Allotment 1st period :Review Lesson 5 The cultural misunderstanding on marking for right answers Lesson 6 The confusing Japanese foreign words (phrasal reading, check the reading points, summarize the plot etc.) 2nd period: Review Lesson 6 The confusing Japanese foreign words (new words, grammar points & comprehension etc.) Introduction of Lesson 7 Play dead, when you come across a bear? (Exercises on P.28 and preparation: filling in the phrasal reading sheet) 3rd period: Lesson 7 Play dead, when you come across a bear? Todays class (phrasal reading, check the reading points, summarize the plot etc.) 4th period: Understand the Lesson with some pictures Review Lesson 5 7, (Express oneself ---composition) 8. Aims of this period , (cf. 5. Criteria of Evaluation in this lesson )

9. Teaching Procedure Procedure Students Activity Warm up -Listen lesson 7

Teachers Guidance (Check the attendance)

Evaluation (4)-a,b 86

-Prepare for study and recognize todays aims.

-Show the todays aims (1) content of Lesson 7 (2) infinitive to---

13:05 Todays lesson -Check or Write the Points and complete their phrasal reading sheet.

(3) topic &contents -Write Grammar Points (1)-a

-phrasal reading (1) Read aloud and confirm the meaning.

-Check belows 1. pronunciation or intonation 2.understanding of story (3)-b

(13:25) (Summarize the paragraphs) -Find the topic sentences -Try to write down topic and content of each paragraph on their notebook 13:40 10-minute break

3.grammar -Ask the topic sentence -Suggest topic sentence (1)-b

(Check their summary)

87

13:50

With the Reading Points and summary in each paragraph, they read rest of the story. Check the answer of exercise (p.28). -Practice the phrasal reading. (the 2nd stage) - Read aloud with the same speed as CD

(1)-a

(3)-b (3)-a

14:35

(-Listen to CD following the summary on their notebook )

Name: Ufaq Binte Jamal Course: Communication Skills Level: B.E (Bachelor of Engineering) Number of students: 50 Age: 20+ Time: 55 mins

Topic: Culture and Effective Communication. Theme: Effective Communication with Cultural Diversity Assumptions: Students have already learned about the ways of maintaining effective communication. Objectives: By the end of the class students should be able to: Know the term Culture Know Cultural diversities in the world. Cultural Overlap(Core Cultural Similarities) To distinguish between Individual and National Cultural Variables. Express opinions out the theme and topic. 88

Vocabulary: Example Related to Culture: Inter-culture communication, Intra culture Communication, Norms, and Ethics etc. (Note: the course does not focus on vocabulary but due to stds less proficiency in English topic related terms will be explained) Resources: Course Book: Effective Business Communication by Hetra Murphy. Teachers Resource Book: Five-Minutes Activities by Paul Emmerson and Nick Hamrilton A real life video conversation, expresses Cultural diversity.

Assessment: Oral Participation in the Class Classroom Activities given by the teacher Summary: Teacher explains the theme and topic with the help of pictures, asking questions and video. PROCEDURE: Pre-Lecture: Brainstorming of the stds by asking a few questions related to the topic. Example questions. What is culture? How do marriage ceremonies and celebrations followed in your family? 89

What is your family traditional food? Do you anything about some other cultures? While-Lecture: Teacher explains all those points with the reference of stds answers by proving them appropriate or inappropriate replies. Number of questions will be asked from the students to assess their prior knowledge and learning during the class. The figures will be shown to explain core cultural similarities. Post Lecture: Video will be presented to the stds which is based on real daily life conversation, among the people who belong to culturally diversified groups. Stds will be asked to assess conversation as successful or unsuccessful by giving reasons. Home assignment will be given to the std to find out at 2 different cultures which are new to them and also find out how the communication can be made successful while dealing with them.

Lesson plan 1 Name of the Teacher: Muhammad Waqar Ali Date: Class: Time Required: Title of the Lesson: Materials: 15th February Intermediate 40 minutes Conditionals handouts, pictures, chart, marker, whiteboard

Objective(s): Students will be able to: To write and speak conditional I sentences To understand different uses of real conditional and produce the sentences accordingly .

Warm up Activity: (5 min.) 90

Superstitions: If you scratch your left hand you will give money. If a black cat crosses your path you will have bad luck. If you break mirror you will have seven years bad luck. Ask students: what other superstitions can you think of ? Is there any structural similarity among these sentences? Presentation: (15 min.) Conditional Sentence Type I expresses real or possible situations that can happen in the present or in the future. They are also called real conditional sentences because the expected result in the main clause depends on the real or possible condition in the dependent if clause. The real or possible condition is expressed with if and the simple present, even when the situation refers to the future. The expected result is expressed with will or be going to: If Joe calls me tonight, Ill tell him my plans. PART I: FORM A: Two Basic Condition (present Result (WILL + base verb) Structures IF simple) If I see Mary, I will tell her. If Tara is free tomorrow, he will invite her. If they do not pass their their teacher will be sad. exam, Result (WILL + base verb) IF Condition (present simple) I will tell Mary if I see her. He will invite Tara if she is free tomorrow. Their teacher will be sad if they do not pass their exam. PART II: MEANING AND USE Situations where Conditional Sentence Type 1 is used Conditional Sentence Type I is frequently used to give warnings, to offer advice, to make promise and to state advantages or disadvantages. (See the following chart) Warning If you smoke, youll damage your lungs. Advice If you take this medicine , youll feel better soon. Promise If I win the election, I wont raise taxes Advantages/Disadvantages If you buy a small car, you will get better gas mileage/ you will have little room.

91

Controlled Practice: Activity 1. (4 min) Make Ss repeate the Conditional 1 sentences with You (T) Complete the Conditional Sentences (Type I) by putting the verbs into the correct form. i. If you (send)_____ this letter now, she (receive)____________ it tomorrow. ii. If I (do)________ this test, I (improve) ________my English. iii. If I (find)________ your ring, I (give)________ it back to you. iv. Peggy (go) ___________shopping if she (have) _________time in the afternoon. v. Simon (go)_________ to London next week if he (get) _________a cheap flight. Guided Practice: Activity 2. (6) Complete the sentence. Work in pairs Example : If the movie is interesting, If the movie is interesting, Ill go and see it. 1. If it is sunny tomorrow, 2. If the admission is free for everyone, 3. If he arrives on time, 4. If my sister eat up all the cakes, 5. I will call you if 6. My family will go to the zoo if 7.He will find a job if 8.I will lend you my textbook if :

Free Practice: Activity 3. (5 min) Read the following situations where the speaker is annoyed and is going to warn the listener. Make up appropriate warnings and threats for each situation using if conditional sentences. 92

1. You and your friends are in a restaurant for lunch. The restaurant isnt busy, but you have been waiting 40 minutes for your sandwich. You and your friends are very hungry and you have to go back to work soon. Youve already asked the waiter twice about your order. 2. Some students are constantly chatting in your class and pay no heed to your warning. 3. You little son always forgets to take off his muddy shoes when entering the room in rainy days. Activity4. Making Promises (5 min) Imagine you are a candidate running for the president of the university you are attending. In your campaign speeches, you often make promises. Give three promises . Lesson Plan Name: Xiaojuan, Gao (China)

Course: Intensive Reading 1 for English Majors (College Freshmen) Number of students: 18 Age of students: 18-19 Level: Intermediate Duration: 50 minutes (1 period) Text to be read: Whatever Happened to Manners by Linda Dano (From Textbook: An Integrated English Course 1. Shanghai: Shanghai Foreign Language Education Press (2010). After-class exercises are also provided in the textbook)

General objective: 1) Arouse sts interest in kinds of manners and the importance of practicing social etiquette 2) Help sts to be aware of their own observation ability Specific objective: 1) Familiarize students with related words and phrases of manners and courtesy 93

2) comment on social behavior of individuals Assumptions: Sts were required before class to 1) read the text 2) preview the new words appeared in the text 3) prepare the warm up questions. Resources: Videos on the theme from www.youku.com Handout on manners & first impressions Handout on manners & interviews

Assessment: 1) Sts preparation for the warm-up topics 2) Sts devotion to in-class discussion Procedures: Time: 5-10 min Warm-up: a. Start the lesson with a question: do you think it necessary to say thank you to your parents or good friends? (Background info: Chinese people are shy of expressing their love or gratitude to their beloved ones) b. Ask students to identify the tone of the title whatever happened to manners employed by the author and let sts come up with examples of bad manners. c. T will use the videos & handouts to consolidate sts understanding of manners 94

Time: 5-10 min Vocabulary Students will be in brainstorming groups and work out words with similar meaning of the word manner and what specific vocabulary we use to describe bad manners. Students will suggest: General : ritual, etiquette, courtesy, politeness, self-image Specific: compliment, criticize, gracious, rude, generous, mean, appreciate, devalue Bad-manner related words: dirty words, spitting, littering, graffito, unpunctual, tease, look down upon

Time: 25-30 min Text Comprehension: 1) 2) 3) 4) 5) Use multiple choice questions to choose which statement best states the main idea Ask sts to divide the text into 3 parts Confirm division of the text Use True/False questions to check the understanding of the detailed information Pick 3-5 difficult sentences from the text and let sts work in pairs to figure out the meaning of the sentences one by one and paraphrase the sentences. Teacher will confirm sts answers and elaborate on the sentences. After Ts explanation, T can ask students comment on the sentence or on the authors view 6) Translation exercise. In this part, Chinese sentences need to be translated into English with the provided words /phrases from the text Time: 5 min Summary & Homework for next class Review words related to good manners and bad manners Homework: China is a country with deep-rooted Confucianism in its culture which advocates manners, rituals and social etiquettes. Its also a country upholding family-centered values. Let sts find various examples of manners, such as table manners or any required manners during Spring 95

Festival, occurred within family in different parts of China.

96