Sunday, 27 March 2011

Independent Lessons













Date

2011 – 03 – 08

Form

3a7

Teacher

Eglė Češkevičiūtė

Lesson topic:

English in Use

Aim:

To improve students evaluation skills using adjectives and adverbs.

Teaching/learning objectives:

Students complete excercises, work individully and in pairs and use various adjectives in correct order.

Teaching/learning methods:

Working in pairs and individually, speaking in class and grounding one’s opinion.

Lesson stages (attracting, new material submission, practical application, summary)

INTRODUCTION

Attracting:

Each student chooses any object they want in class or outside the window and describe it using as many adjectives as they can. The teacher comments. (7 min)

Announcement of lesson topic and objectives.

NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS

1. Students read a short text in class and choose a correct ítem in a sentence, then say whether the rules about adjectives are true or false. (7)

2. In pairs students read sentences and insert appropriate adjectives or adverbs. The exercise is checked in class. The teacher gives her comments. (6 min)

3. Working in pairs, students complete sentences using given adjectives in the correct adverbial form. The answers are checked in class. The teacher comments. (6 min)

4. In pairs students put adjectives in sentemces into order, read the sentences in class and explain the chosen sequence. The teacher gives comments. (6 min)

5. Students watch trailers of three well known films and at least 5 students share their impressions on the films then compare them according to their length, sound effects, plot, music, etc in class.(10 min)

SUMMARY

The teacher gives her feedback and praises the students.

Evaluation of progress and achievements:

The teacher praises and thanks students.

Homework:

Upstream upper Intermediate p. 92 ex 5 – 6.

Teaching (learning) tools, didactic materials, ICT:

Upstream Upper Intermediate textbook, video.

http://www.youtube.com/watch?v=o8zKrA5kbNE

http://www.youtube.com/watch?v=nzPXo9Wq-hQ

http://www.youtube.com/watch?v=89TLbK6o-og

Date

2011 – 03 – 08

Form

3a7

Teacher

Eglė Češkevičiūtė

Lesson topic:

Pancake day/ Tuesday

Aim:

To enrich students’ knowledge about the Mardi Gras.

Teaching/learning objectives:

Students listen to other students and watch videos and play a game, evaluate them and broadent their knowledge about pancakes and their history.

Teaching/learning methods:

Listening, watching videos, competing.

Lesson stages (attracting, new material submission, practical application, summary)

INTRODUCTION

Attracting:

Students watch and listen to a song about pancakes, and comment on it. Teacher gives her comments. (5 min)

Announcement of lesson topic and objectives.

NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS

1. One student stands up in front of the class and presents interesting facts about pancakes. Other students listen, comment and ask questions. The teacher comments. (10 min)

2. One student presents a video about pancakes for children. Other students listen and watch the video. Students share their opinions about pancakes for children. The teacher gives her comments. (5 min)

3. Students watch two videos of how to make pancakes comment on them and decide which is better. The teacher gives her feedback. ( 7 min)

4. Students take pancakes, share them. Two students take two pans and compete who is better at turning pancake on another side in air. Other students support one or another student. The winner tries pancakes of every student. The teacher praises the students. (15 min)

SUMMARY

The teacher gives her feedback and thanks students. The class ends with tasting the pancakes.

Evaluation of progress and achievements:

The teacher thanks and praises the students.

Homework:

Upstream Upper Intermediate p. 92, ex. 5 – 6.

Teaching (learning) tools, didactic materials, ICT:

Upstream Upper Intermediate textbook, media, pancakes.

http://www.youtube.com/watch?v=UG5gO4nlLRQ

http://www.youtube.com/watch?v=PnCVZozHTG8

http://www.youtube.com/watch?v=BFAAkc-g5RE&feature=watch_response

http://www.youtube.com/watch?v=WERMGYQBXwc&feature=bf_next&list=QL&index=5

  • Pancakes have traditionally been eaten on shrove Tuesday, this use to be way back in days, around a 1000 years ago.
  • Pancakes can be found in many cultures around the world, although they might not use the same ingredients as pancakes, they are generally similar in taste and texture.
  • Maple syrup, which goes great with pancakes, is actually a tree sap, that comes from the maple tree, which is found mostly in the Canadian region.
  • The French often make a wish while turning the pancake during the cooking process, while holding a coin in the other hand.
  • The first recipe for pancakes were listed in the 15th century, in a English cookbook.
  • The world's largest pancake was cooked in Roch-dale Manchester in the year 1994, which was around 15 meters in diameter, weighed 3 tons, and had a whopping two million calories.
  • Pancake tossing can be considered a funny sport, one such person ran a marathon while continuously tossing a pancake for three hours.
  • William Shakespeare loved pancakes so much, that he mentioned them in his plays.
  • A fairly new trend that has emerged just recently are pancakes sandwiches.
  • Long time ago, before baking soda was invented, cooks often used freshly fallen snow, as a secret ingredient which contained ammonia, that made pancakes come out nice and soft.
  • Pancakes are often made on griddle, that is because griddle cooking is quite older than baking.
  • If you use baking soda along with butter milk as an ingredient for pancakes, the baking soda, will remove the acidic properties that often come with butter milk, thus a better tasting pancake.
  • In Europe pancakes are often eaten on easter day, as a they have a quite a significance related to easter.
  • Pancakes when in their original state are pour-able batter type which are made of milk, flour, butter, and eggs. Unlike breads, which tend to be semi solid.

  • Date

    2011 – 03 – 04

    Form

    3A4

    Teacher

    Eglė Češkevičiūtė

    Lesson topic:

    Watching a film

    Aim:

    To broaden students’ cultural knowledge.

    Teaching/learning objectives:

    Watching a film based on a classic novel students form their attitude about people‘s values and share their impressions.

    Teaching/learning methods:

    Watching a film, short discussion.

    Lesson stages (attracting, new material submission, practical application, summary)

    INTRODUCTION

    Attracting:

    Students listen to a short presentation of “The Portrait of Dorian Gray” film. (3 min)

    Announcement of lesson topic and objectives.

    NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS

    1. 1. Students watch “The Portrait of Dorian Gray” film. The teacher comments on misunderstood plot development, answers the questions. (37 min)
    2. 2. Students express their opinión about the film. The teacher gives her feedback. ( 3 min)

    SUMMARY

    The teacher gives her feedback and thanks students for their attention.

    Evaluation of progress and achievements:

    Teacher thanks students and praises them.

    Homework:

    To write a short essay about the moral of the film (story).

    Teaching (learning) tools, didactic materials, ICT:

    Video, computer, projector.


    • Date

    2011 – 03 – 03

    Form

    3a7

    Teacher

    Eglė Češkevičiūtė

    Lesson topic:

    Language focus

    Aim:

    To learn and practise phrasal verbs, fixed phrases, idioms, and prepositions.

    Teaching/learning objectives:

    Students complete tasks using the fixed phrases, phrasal verbs, and prepositions and create their own discourse with them.

    Teaching/learning methods:

    Listening, monologues, dialogues, individual, pair and group work.

    Lesson stages (attracting, new material submission, practical application, summary)

    INTRODUCTION

    Attracting:

    Students listen to a short story and, in class, say what was particular about the language of the story.

    Announcement of lesson topic and objectives.

    NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS

    1. 1. Students listen to the story again and define the phrasal verbs. Teacher gives her feedback.
    2. 2. Students complete a task using correct phrasal verbs and fixed phrases and read the answers in class. The teacher comments.
    3. 3. Students complete phrases inserting the correct prepositions and read the answers in class. The teacher comments.
    4. 4. Students discuss what the given idioms mean in groups and share their guesses in class. The teacher comments.
    5. 5. In pairs students create their own short stories using the phrasal verbs, fixed phrases, and prepositions from the previous exercises and read their stories in class. The teacher gives her feedback.

    SUMMARY

    The teacher comments and praises the students.

    Evaluation of progress and achievements:

    The teacher thanks and praises students.

    Homework:

    To learn new phrasal verbs.

    Teaching (learning) tools, didactic materials, ICT:

    Textbook Upstream upper intermediate.

    http://www.english-listening-world.com/online-english-reading.html#Alicestory


    Date

    2011 – 01 – 18

    Form

    3A4

    Teacher

    Eglė Češkevičiūtė

    Lesson topic:

    House and Home – Appliances and Furniture

    Aim:

    Learning new vocabulary on home appliances and furniture; deepening speaking skills and expressing opinion, phrasal verbs.

    Teaching/learning objectives:

    Working in pairs and individually, students analyse and practice the usage of the new vocabulary about home appliances and interior details, discuss about the necessity of things at home.

    Teaching/learning methods:

    Individual work, discussion in pairs.

    Lesson stages (attracting, new material submission, practical application, summary)

    INTRODUCTION

    Attracting:

    Students enlist at least ten adjectives describing their house/room. Express their opinions on what makes home cosy. (3 min.)

    Announcement of lesson topic and objectives.

    NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS

    1. Students individually stess words using their prior knowledge and intuition and listen to the recording of correct stressing. The teacher gives her feedback.

    2. In pairs students discuss what people would use instead on the most freaquent house equipment.

    3. Read the text individually and choose correct answers to the questions about the text, and share the answers in class. The teacher comments. (10 – 15 min.)

    4. Complete a multiple choice exercise and check the answers in class. The teacher gives her feedback.

    SUMMARY

    Students discuss what interior detais/furniture are necessary at home and ground their opinions. Students share their opinions in class. The homework is given. (7 min.)

    Evaluation of progress and achievements:

    The teacher thanks and praises students.

    Homework:

    Learn the vocabulary used in class.

    Teaching (learning) tools, didactic materials, ICT:

    Upstream Upper Intermediate students book.

    Date

    2011 – 02 – 22

    Form

    3A7

    Teacher

    Eglė Češkevičiūtė

    Lesson topic:

    Reading: Reality Shows

    Aim: learning and practicing new vocabulary.

    Teaching/learning objectives: completing exercises and discussing students learn new vocabulary and broaden their knowledge in media.

    Teaching/learning methods:

    Work in pairs and individually, speaking in class.

    Lesson stages (attracting, new material submission, practical application, summary)

    INTRODUCTION

    Attracting:

    Students discuss what a person from a previous century would find most difficult to get used to and why. (5 min)

    Announcement of lesson topic and objectives.

    NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS

    1. 1. In pairs, students discuss what TV programs they mostly/never watch and how much time they dedicate for that. The teacher comments. (7 min)
    2. 2. In pairs, students discuss about the reality shows in Lithuania. Students share their own attitudes towards them. The teacher gives her feedback. (3 min)
    3. 3. Students read the first paragraph of the text about reality shows and one student tells why they are popular. The teacher comments. (2 min)
    4. 4. Individually students read the subheadings of the paragraphs and guess what they could be about, and read the text. Students say whether they were right or wrong. The teacher gives comments. (15 min)
    5. 5. Students explain the meanings of words in bold. If they do not understand a word, teacher encourages to check the word in a dictionary. (5 min.)
    6. 6. Read a statement and explain how it is related to the text. (3 min)

    SUMMARY

    The teacher praises students and gives her feedback.

    Evaluation of progress and achievements:

    The teacher thanks and praises students.

    Homework:

    Round-Up – study modal verbs. Upstream Upper intermediate p. 85, ex. 5.

    Teaching (learning) tools, didactic materials, ICT:

    Textbook Upstream upper intermediate.

    Date

    2011 – 02 – 22

    Form

    3a4

    Teacher

    Eglė Češkevičiūtė

    Lesson topic:

    Reading: Reality Shows

    Aim: learning and practicing new vocabulary.

    Teaching/learning objectives: completing exercises and discussing students learn new vocabulary and broaden their knowledge in media.

    Teaching/learning methods:

    Work in pairs and individually, speaking in class.

    Lesson stages (attracting, new material submission, practical application, summary)

    INTRODUCTION

    Attracting:

    Students discuss what a person from a previous century would find most difficult to get used to and why. (5 min)

    Announcement of lesson topic and objectives.

    NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS

    1. In pairs, students discuss what TV programs they mostly/never watch and how much time they dedicate for that. The teacher comments. (7 min)

    2. In pairs, students discuss about the reality shows in Lithuania. Students share their own attitudes towards them. The teacher gives her feedback. (3 min)

    3. Students read the first paragraph of the text about reality shows and one student tells why they are popular. The teacher comments. (2 min)

    4. Individually students read the subheadings of the paragraphs and guess what they could be about, and read the text. Students say whether they were right or wrong. The teacher gives comments. (15 min)

    5. Students explain the meanings of words in bold. If they do not understand a word, teacher encourages to check the word in a dictionary. (5 min.)

    6. Read a statement and explain how it is related to the text. (3 min)

    SUMMARY

    The teacher praises students and gives her feedback.

    Evaluation of progress and achievements:

    The teacher thanks and praises students.

    Homework:

    Round-Up – study modal verbs. Upstream Upper intermediate p. 85, ex. 5.

    Teaching (learning) tools, didactic materials, ICT:

    Textbook Upstream upper intermediate.

    Date

    2011 – 02 – 11

    Form

    3a4

    Teacher

    Eglė Češkevičiūtė

    Lesson topic:

    Formal suggestion letters

    Aim:

    To learn to write a formal suggestion letter, improve writing skills.

    Teaching/learning objectives:

    Working individually and in pairs students analyse and write a formal suggestion letter using linkers and formal phrases.

    Teaching/learning methods:

    Individual work, writing composition and speaking in a class, correcting and evaluating.

    Lesson stages (attracting, new material submission, practical application, summary)

    INTRODUCTION

    Attracting:

    A teacher asks various students to enlist words and phrases used for formal letters(5 min)

    Announcement of lesson topic and objectives.

    NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS

    1. Teacher reads a sample formal suggestion letter. Students express their opinions of what is correct and what is irrelevant for a formal letter.

    2. Student, one by one, read their formal letter introductions (homework). Other students listen, comment on what is ir/relevant, and how to change it (those who have not done their homework, write the letter in class). The teacher gives her feeedback.

    3. Students read their letter body paragraphs. Other students comment and give suggestions for corrections. The teacher gives her feedback.

    4. Students read their letter endings. Others comment and give suggestions for corrections. The teacher gives her feedback.

    5. Students correct their letters. The teacher helps them to correct teir letters by advising and answering to related questions.

    6. Students write the final version of their letters. Teacher gives some tips for writing formal letters.

    SUMMARY

    Teacher gives her feedback, remind to revise useful phrases for informal/formal letter writing.

    Evaluation of progress and achievements:

    The teacher thanks and praise pupils. Asks to revise in/formal letter words and phrases.

    Homework:

    Culture corner (http://aigokerosgr.wikispaces.com/)

    Teaching (learning) tools, didactic materials, ICT:

    Textbook Upstream Upper Intermediate, handouts.

    Dear Sir,

    This is to bring to your notice that from past one year the candidates we had recruited has left the company within four months. Out of which we have them for only two months and the productivity is for remaining two months and by the time they are the one who can be relied on for the sales they quit. After lot of thought what I would suggest is we should slightly change the hiring procedure and hire only those who have been very consistent in any company and get a signed letter from the candidate for a one year commitment.

    I feel that by this we will get candidates who are more experienced and committed towards work. Once we get more committed employees I assure our productivity and sales will increase and we a can discuss ideas which will increase the sales rather than recruiting employees every four to six months.

    Even the team support has lot of effect on the team members and the team leaders if the team members keep changing its very difficult for the superiors to get results from a changing team. I am sure you will look into my suggest and reply back.

    Thank you,

    Regards

    Your Name.

    Date

    2011 – 02 – 21

    Form

    3a4, 7

    Teacher

    Eglė Češkevičiūtė

    Lesson topic:

    Modern Living

    Aim:

    To students’ fashion’s place in the world comprehension, speaking and critical thinking skills.

    Teaching/learning objectives:

    Working in groups, pairs and individually students complete excercises, participate in discussions, learn new vocabulary and deepen their comprehension and evaluation of fashion.

    Teaching/learning methods:

    Work in groups, pairs and individually, speaking in class, discussion.

    Lesson stages (attracting, new material submission, practical application, summary)

    INTRODUCTION

    Attracting:

    Students express their opinions about what is fashion and what a fashioable person should look like. (5 min)

    Announcement of lesson topic and objectives.

    NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS

    1. Students look at pictures with people and elicit what each person is doing and how those activities are related to the title. Students share their thoughts in class. The teacher comments. (5 min)

    2. Students look through given words, explain them, look for the unknown wordsin dictionaries and at least two students share their opinions about the connection between the words and the pictures in class. The teacher gives her comments. (7 min)

    3. In pairs, students group the words according to three categories and at least two students share their opinions in complex sentenses. The teacher gives comments. (4 min)

    4. In pairs, using the useful language table, students discuss how they feel about the enlisted trends in Lithuania (possitive, negative, indifferent). Two pairs report their attitudes. The teacher gives her feedback. (7 min)

    5. Each student reads a quotation about fashion and discuss their meanings in pairs and share their interpretations in class. The teacher gives her comments. ( 7 min)

    6. Using phrases from the useful language box, students discuss the given questions in pairs and at least two pairs share their opinions. Other students add their ideas. The teacher gives her feedback. (7 min) (ex. 5, p. 83)

    SUMMARY

    The teacher gives her feedback and ends the class.

    Evaluation of progress and achievements:

    The teacher thanks and praises students.

    Homework:

    Read an article about fashion news (technology, clothes, chemistry, etc.), bring it to class and give a short summary of its content.

    Teaching (learning) tools, didactic materials, ICT:

    Textbook Upstream upper intermediate, handouts.
    http://www.brainyquote.com/quotes/keywords/fashion.html

    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 analysing texts and improve their talking skills through discussion.

    Teaching/learning objectives:

    Working individually students read a text, complete the exercises below discuss following questions and express their opinions about British housing, compares it to Lithuanian.

    Teaching/learning methods:

    Individual and group work, discussion and monologue.

    Lesson stages (attracting, new material submission, practical application, summary)

    INTRODUCTION

    Attracting:

    -

    Announcement of lesson topic and objectives.

    NEW MATERIAL SUBMISSION AND PRACTICAL APPLICATIONS

    1. Students look through the text again and pick out words that matches the given definitions. answers are checked in class. The teacher comments. (5 min)
    2. Students read a text individually and one student tells what the text is about. (15 min)
    3. Students scan the text and pick out words synonymous for the given definitions and check the answers in class. The teacher gives her feedback. (10 min)
    4. In groups, students discuss questions about the text and a student from each group presents opinions of the groups. The teacher gives her comments. (5 min)
    5. In four groups, students discuss 4 questions that follow, a question per group. At least one student express his/her opinión. Other students add their ideas. (7 min)

    SUMMARY

    The teacher gives her feedback.

    Evaluation of progress and achievements:

    Teacher thanks and praise students.

    Homework:

    To write a short composition (120 – 150 words) about housing in Lithuania.

    Teaching (learning) tools, didactic materials, ICT:

    Britain for learners of English exercise book.

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