| Date 2011 – 02 – 28 | Form 3a7 | Teacher Eglė Češkevičiūtė |
| Lesson topic: Media - Fame | ||
| Aim: To improve skills of analysis, public speaking and raise creativity. | ||
| Teaching/learning objectives: Working individually and in pairs students recognize separate sections of newspapers and what articles belong to them, discuss the latest articles they have read, recognize collocations used when talking about media, and create their own articles. | ||
| Teaching/learning methods: Text analysis, discussion, individual and pair work, headline creation, interpretation. | ||
| Lesson stages (attracting, new material submission, practical application, summary) INTRODUCTION Attracting: Students listen to an article being read, and in pairs create a headline for it. Students report their headlines in class. Teacher giver her feedback. (15 min) Announcement of lesson topic and objectives. NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS 1. Different students tell what is found in particular newspaper sections, in class. Other students add their ideas. The teacher comments. (7 min) 2. Students exchange newspaper excerpts between each others and analyse them. Students share the results in class. The teacher gives her feedback. (7 min) 3. In pairs, using useful phrases, students discuss the latest articles they have read. At least two pairs of students act out their dialogues. (7 min) 4. Using dictionaries students cross out words that do not collocate with the key word and check the exercise in class. (3 min) 5. In pairs students create short articles and at least two couples present their articles in class. Other students give their feedback. The teacher comments. (10 min) SUMMARY The teacher praises students and gives her feetback. | ||
| Evaluation of progress and achievements: The teacher thanks and praises pupils. | ||
| Homework: Round-up p. 40 – 41. | ||
| Teaching (learning) tools, didactic materials, ICT: Textbook Upstream upper intermediate, newspaper excerpts. | ||
| Date 2011 – 02 – 25 | Form 3a4 | Teacher Eglė Češkevičiūtė |
| Lesson topic: Modal Verbs | ||
| Aim: To deepen students knowledge of modal verbs and imrove their skills in using modals. | ||
| Teaching/learning objectives: Working individually and speaking in class students explain in what situations which modal verbs are used, students complete exercises and ground their choices. | ||
| Teaching/learning methods: Individual work, speaking in class. | ||
| Lesson stages (attracting, new material submission, practical application, summary) INTRODUCTION Attracting: One student his or her last day’s activities using modal verbs. (2 min) Announcement of lesson topic and objectives. NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS 1. Students read sentences aloud, a student a sentence, and identify functions of modal verbs; give synonymous expressions for modal phrases. Teacher comments on students‘ answers. (7 min) 2. Students read sentences one by one in class and say as many ways to express the same idea as possible. Other students suggest their variants. The teacher comments. (7 min) 3. Individually students complete sentences by adding suitable modal verbs and check the answers in class. The teacher gives feedback. (4 min) 4. Students, one by one, read sentences aloud and insert modal verbs expressing ability. Teacher gives her feedback. (7 min) 5. Student individually read a text and insert modal verbs must, have to, or have got to and one student reads the answers in class. Other students check their answers. The teacher gives comments. (9 min) 6. One student reads a letter in class and inserts mustn‘t or needn‘t. Other students follow the student that reads, write the answers and ask questions if they disagree with the given answer. Teacher comments. (6 min) SUMMARY Teacher gives her feedback and recomends students to look through the theory on modal verbs. | ||
| Evaluation of progress and achievements: The teacher thanks and praises pupils. | ||
| Homework: Bring any newspaper excerpt to class. | ||
| Teaching (learning) tools, didactic materials, ICT: Round-up exercise book. | ||
| Date 2011 – 02 – 24 | Form 3a7 | Teacher Eglė Češkevičiūtė |
| Lesson topic: Modern Living: Style | ||
| Aim: To raise students ability to differentiate between good and poor style, to improve their speaking and pair work skills. | ||
| Teaching/learning objectives: Students do a test, complete tasks and work in pairs, use active vocabulary, evaluate others‘ style and sense of fashion and decide what a stylish and fashionable person should look like. | ||
| Teaching/learning methods: Individual and pair work, discussion, monologue, dialogue. | ||
| Lesson stages (attracting, new material submission, practical application, summary) INTRODUCTION Attracting: A video - fashion tips for cold weather. Students watch the video. Teacher asks whether they use the shown methods. Students share their experiences. The teacher comments. (7 min) Announcement of lesson topic and objectives. NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS 1. Students answer to a fashion test questions, count the results, and read the answers. At least two students express their opinion about the results in class. (14 min) 2. Students elicit what people in a picture are wearing. Students translate given unknown words and characterise people in the picture using them. At least two students give the answers to the class. The teacher gives her feedback. (6 min) 3. Using new vocabulary, students discuss people‘s style in pairs and at least one pair reports back to class. The teacher comments. ( 6min) 4. In pairs, using the active vocabulary, students discuss their groupmates‘ style. One or two pairs share their judgement in class. The teacher gives her feedback. (10 min) SUMMARY The teacher praises students and write pluses for active participation. | ||
| Evaluation of progress and achievements: The teacher thanks and praises pupils. | ||
| Homework: - | ||
| Teaching (learning) tools, didactic materials, ICT: Textbook Upstream upper intermediate. | ||
| Date 2011 – 02 – 17 | Form 3a7 | Teacher Eglė Češkevičiūtė |
| Lesson topic: Reading: Housing in Britain (culture corner) | ||
| Aim: To enrich pupils knowledge of British culture through reading and analysing text about housing in Britain. | ||
| Teaching/learning objectives: Working individually, in pairs and in group, pupils complete exercises, develop their understanding of English language and broaden their knowledge of the British culture. | ||
| Teaching/learning methods: Discussion, monologue, reading individually. | ||
| Lesson stages (attracting, new material submission, practical application, summary) INTRODUCTION Attracting: Students share their opinions about the homework; how they liked WIKI and what difficulties they have faced. Teacher comments. (5 min) Announcement of lesson topic and objectives. NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS
SUMMARY Teacher gives her feedback and thanks for students‘ attention. | ||
| Evaluation of progress and achievements: The teacher thanks and praises pupils. | ||
| Homework: | ||
| Teaching (learning) tools, didactic materials, ICT: Britain for learners of English textbook, excercise book, handouts. | ||
| Date 2011 – 02 – 15 | Form 3a4 | Teacher Eglė Češkevičiūtė |
| Lesson topic: Grammar revision – Present Tenses | ||
| Aim: To revise and improve grammar skills through various grammar and use of English exercises. | ||
| Teaching/learning objectives: Students complete exercises from the grammar book working in groups and individually, and, thus, revise English grammar. | ||
| Teaching/learning methods: Work in groups and independently, reading aloud. | ||
| Lesson stages (attracting, new material submission, practical application, summary) INTRODUCTION ( min) Attracting: Teacher asks one or two students to tell the classmates what he or she did/has done yesterday and he or she is going/will do today, tomorrow. (5 min) Announcement of lesson topic and objectives. NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS 1. Students, one by one, read sentences with two possible variants of present tenses in a sentence sloud, choose an answer and explain their choices in class. Teacher comments. (3min) 2. One by one students read sentences aloud and insert missing verbs into the Present Simple or Present Continuous tense forms, explain why and report in class in what situations the tenses are used. Teacher gives her feedback. (10 min) 3. Individually, students read sentences orally. While one student tells the sentence, other students in groups create the following sentences. The teacher gives her feedback. (5 min) 4. I groups students write a correct particle for a verb (using dictionaries if needed). Answers are checked in class. The teacher gives her comments. (5 min) 5. Students fill in sentences with suitable prepositions then read the sentences in class. When they are not sure about the correct answer, teacher encourages them to check it up in a dictionary and share the correct answer with the class. The teacher comments. (10 min) 6. Students read sentences aloud and complete them using the given phrases. The teacher comments. (5 min) SUMMARY Teacher gives her feedback and encourages students to revise theory sections. | ||
| Evaluation of progress and achievements: Teacher thanks and praises students. | ||
| Homework: Round-Up p. 36 – 37, ex. 66, 67, 73. | ||
| Teaching (learning) tools, didactic materials, ICT: Round-Up exercise book. | ||
| Date 2011 – 02 – 11 | Form 3a4 | Teacher Eglė Češkevičiūtė |
| Lesson topic: Informal suggestion letters | ||
| Aim: To improve writing skills by analysing and writing an informal suggestion letter. | ||
| Teaching/learning objectives: Working individually, students analyse examples of informal suggestion letters and write their own informal suggestion letter using appropriate writing strategies . | ||
| Teaching/learning methods: Individual work in class, discussion, analysis, correction. | ||
| Lesson stages (attracting, new material submission, practical application, summary) INTRODUCTION Attracting: One student reads an example of a correct informal suggestion letter. Students listen and comment it. (5 min) Announcement of lesson topic and objectives. NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS 1. The teacher asks students to enlist the main characteristics of informal writing. Students answer the questions and revise the useful language. (5 min) 2. The teacher asks students to read their suggestions on the given homework task. Other students write down the ideas. The teacher asks students to choose three suggestions from the list. (5 min) 3. Students in groups of four write introduction and the first body paragraph. One student from each group reads the written part of the letter. Other students listen and give comments. The teacher gives her feedback. (9 min) 4. Students finish the body and a conclusion paragraph of the letter. One student from each group reads the written part of the letter. Others comment and give suggestions for corrections. The teacher gives her feedback. (10 min) 5. Students in groups correct their letters and read a student from each group reads the letter in class. If required, he teacher helps them. (8 min) SUMMARY The teacher emphasizes the most common mistakes. | ||
| Evaluation of progress and achievements: The teacher thanks and praises students. | ||
| Homework: To write an informal letter of suggestion individually. | ||
| Teaching (learning) tools, didactic materials, ICT: Textbook Upstream Upper-Intermediate, handouts. | ||
| Date 2011 – 02 – 10 | Form 3a7 | Teacher Eglė Češkevičiūtė |
| Lesson topic: Informal suggestion letters | ||
| Aim: To learn writing an informal letter by practicing and analyzing them. | ||
| Teaching/learning objectives: Working individually and in pairs, pupils identify peculiarities of informal letters prepare to write an informal suggestion letter. | ||
| Teaching/learning methods: Work in pairs and individually, written composition and speaking in a class. | ||
| Lesson stages (attracting, new material submission, practical application, summary) INTRODUCTION Attracting: Two students read their homework. Other student give comments. (7 min) Announcement of lesson topic and objectives. NEW MATERIAL SUBMISSIONAND PRACTICAL APPLICATIONS 1. Students read a short paragraph and correct mistakes. One student reads the corrected paragraph in class. Teacher comments. (7 min) 2. Students use prompts to create a paragraph orally. One student starts creating the paragraph in class. Another student continues. The teacher asks students to complete the paragraph in writing. Various students are asked to read the paragraph aloud.(10 min) 3. Students read a rubric individually, underline the keywords and answer questions in pairs. Various students report their answers in class. Teacher gives her feedback. (8 min) 4. Students read two models of suggestion letters and answer questions in pairs. Students say the answers aloud and prove their answers using the texts. Teacher gives her feedback.(10 min) SUMMARY Teacher comments and asks students to revise formal phrases for suggestion letters. | ||
| Evaluation of progress and achievements: The teacher thanks and praises students. | ||
| Homework: To write a formal suggestion letter. | ||
| Teaching (learning) tools, didactic materials, ICT: Textbook Upstream Upper Intermediate. | ||
| Data 2011 – 02 – 07 | Form 3a4 | Teacher Eglė Češkevičiūtė |
| Lesson topic: Introduction to formal and informal suggestion letters. | ||
| Aim: To recognize what is characteristic about informal/formal letters and make a table of useful language.. | ||
| Teaching/learning objectives: Students, working individually and in pairs, discuss the differences between informal/formal letters and make a table of phrases used in formal, informal, and semi formal letters. | ||
| Teaching/learning methods: Individual and pair work, making a table. | ||
| Lesson stages (attracting, new material submission, practical application, summary) INTRODUCTION Attracting: The teacher reads a sample Suggestion letter. Students express their opinions whether it is informal/ formal letter and justify their choice. Announcement of lesson topic and objectives. NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS
SUMMARY Teacher asks students to brainstorm the ideas for an informal suggestion letter. | ||
| Evaluation of progress and achievements: The teacher thanks and praises students. | ||
| Homework: Brainstorm ideas for an informal suggestion letter. | ||
| Teaching (learning) tools, didactic materials, ICT: Textbook Upstream Upper Intermediate, handouts. | ||
| Date 2011 – 02 – 04 | Form 3a4 | Teacher Eglė Češkevičiūtė |
| Lesson topic: Presentations: My Ideal House | ||
| Aim: To make presentations using the new House and Home vocabulary. | ||
| Teaching/learning objectives: Students improve their speaking, listening and assessing skills by making and listening to a number of presentations, evaluating them according to the given criteria, and discussing the results in groups. | ||
| Teaching/learning methods: Monologues, individual and group work, feedback. | ||
| Lesson stages (attracting, new material submission, practical application, summary) INTRODUCTION Attracting: (the work of the last lesson is continued) Students prepare to make presentations and evaluate them. Announcement of lesson topic and objectives. NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS 1. 5 students make their ‘My Ideal House‘ presentations and other students listen to the presentation and, individually, evaluate them according to the given criteria. 2. In groups of fours students discuss their evaluations and give them some reason. The results are discussed in class. Pluses and minuses are indicated. SUMMARY Teacher‘s assessment and feedback. The teacher indicated the pluses and minuses of each presestation. The lesson in closed by a funny video of an irrelevant presentation. | ||
| Evaluation of progress and achievements: The teacher thanks and praise students, comments their presentations. Teacher‘s assessment. | ||
| Homework: To revise formal/ informal words and phrases in formal letter writing. | ||
| Teaching (learning) tools, didactic materials, ICT: Power Point presentation, computer, evaluation tables. | ||
| Date 2011 – 02 – 03 | Form 3a7 | Teacher Eglė Češkevičiūtė |
| Lesson topic: Presentations: My Ideal House | ||
| Aim: To make presentations using the new House and Home vocabulary. | ||
| Teaching/learning objectives: Students improve their speaking, listening and assessing skills by making and listening to a number of presentations, evaluating them according to the given criteria, and discussing the results in groups. | ||
| Teaching/learning methods: Monologues, individual and group work, feedback. | ||
| Lesson stages (attracting, new material submission, practical application, summary) INTRODUCTION Attracting: Students watch a video of an irrelevant presentation and discuss the mistakes made in presentation. Announcement of lesson topic and objectives. NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS 1. Teacher explains the students the evaluation criteria to assess the presenters. 2. 5 students make their ‘My Ideal House‘ presentations and other students listen to the presentation and, individually, evaluate them according to the given criteria. 3. In groups of fours students discuss their evaluations and give them some reason. The results are discussed in class. Pluses and minuses are indicated. SUMMARY Teacher‘s feedback. The teacher indicated the pluses and minuses of each presestation. | ||
| Evaluation of progress and achievements: The teacher thanks and praise students, comments their presentations. | ||
| Homework: To revise formal/ informal words and phrases in formal letter writing. | ||
| Teaching (learning) tools, didactic materials, ICT: Power Point presentation, computer, evaluation tables. | ||
| Date 2011 – 01 – 31 | Form 3a7 | Teacher Eglė Češkevičiūtė |
| Lesson topic: ‘House and Home’ vocabulary revision | ||
| Aim: To revise ‘House and Home’ vocabulary through English language speaking tasks. | ||
| Teaching/learning objectives: Working individually and in groups, students revise ‘Hose and Home’ vocabulary and use it in monologues and dialogues. | ||
| Teaching/learning methods: Independent and group work, speaking in class in monologue or dialogue. | ||
| Lesson stages (attracting, new material submission, practical application, summary) INTRODUCTION Attracting: The real life situation examples are presented: renting advertisements in the latest newspaper are being looked through. Using active vocabulary, the teacher reads a flat rent advertisement and tells about her intention to rent a flat; asks students’ advice. Announcement of lesson topic and objectives. NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS 1. Using the textbooks and handouts, students revise the ‘Types of Houses‘ vocabulary. Students discuss in pairs how to perform the monologue on the given topic ‘Types of Houses‘. At least a couple of students act out their monologue in class. The teacher gives her feedback. 2. Using the textbooks and handouts, students revise the ‘Home Amenities‘ vocabulary. Student discuss in pairs how to perform the dialogue on the topic ‘Accomodation: Hotels‘. At least two pairs act out their dialogues in class; other students add their ideas. The teacher gives comments. 3. Students independently revise the ‘Furniture and Fittings‘ vocabulary. In pairs students complete the speaking task ‘Furnishing a Room‘ by discussing what is important in the interior design. Two pairs act out their dialogues in class. The teacher gives her feedback. 4. Using the textbooks and handouts, students revise the ‘Household Appliances‘ vocabulary and in pairs discuss what appliances they find useful at home. Three students present their visions. Other students offer their ideas. The teacher gives comments. SUMMARY The teacher assesses both monologue and dialogue tasks in terms of vocabulary and speaking strategies. | ||
| Evaluation of progress and achievements: The teacher thanks and praizes students. | ||
| Homework: To revise ‘House and Home’ vocabulary for the vocabulary test and presentations, Round-up p. 74 – 75, ex. A – D. | ||
| Teaching (learning) tools, didactic materials, ICT: Textbook Upstream Upper Intermediate, handouts. | ||
| Date 2011 – 01 – 28 | Form 3a4 | Teacher Eglė Češkevičiūtė |
| Lesson topic: ‘House and Home’ vocabulary revision | ||
| Aim: To revise ‘House and Home’ vocabulary through English language speaking tasks. | ||
| Teaching/learning objectives: Working individually and in groups, students revise ‘Hose and Home’ vocabulary and use it in monologues and dialogues. | ||
| Teaching/learning methods: Independent and group work, speaking in class in monologue or dialogue. | ||
| Lesson stages (attracting, new material submission, practical application, summary) INTRODUCTION Attracting: The real life situation examples are presented: renting advertisements in the latest newspaper are being looked through. Using active vocabulary, the teacher reads a flat rent advertisement and tells about her intention to rent a flat; asks students’ advice. Announcement of lesson topic and objectives. NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS 1. Using the textbooks and handouts, students revise the ‘Types of Houses‘ vocabulary. Students discuss in pairs how to perform the monologue on the given topic ‘Types of Houses‘. At least a couple of students act out their monologue in class. The teacher gives her feedback. 2. Using the textbooks and handouts, students revise the ‘Home Amenities‘ vocabulary. Student discuss in pairs how to perform the dialogue on the topic ‘Accomodation: Hotels‘. At least two pairs act out their dialogues in class; other students add their ideas. The teacher gives comments. 3. Students independently revise the ‘Furniture and Fittings‘ vocabulary. In pairs students complete the speaking task ‘Furnishing a Room‘ by discussing what is important in the interior design. Two pairs act out their dialogues in class. The teacher gives her feedback. 4. Using the textbooks and handouts, students revise the ‘Household Appliances‘ vocabulary and in pairs discuss what appliances they find useful at home. Three students present their visions. Other students offer their ideas. The teacher gives comments. SUMMARY The teacher assesses both monologue and dialogue tasks in terms of vocabulary and speaking strategies. | ||
| Evaluation of progress and achievements: The teacher thanks and praizes students. | ||
| Homework: To revise ‘House and Home’ vocabulary for the vocabulary test and presentations, Round-up p. 74 – 75, ex. A – D. | ||
| Teaching (learning) tools, didactic materials, ICT: Textbook Upstream Upper Intermediate, handouts. | ||
No comments:
Post a Comment