Once in America

01.10.2013 open lesson class VI

Objective: By the end of the lesson Ss. will be able to understand and analyze the text; Discribe the subjects according to the text. (students book III) Stage 1: Divide the class in four groups. Activity: There are some pieces of paper with names of subjects: Art; Sport; Music; ICT; (I think students like these subjects more) in the "Magic box". Each of Ss. take one of the paper with closed eyes and take her/his seat. Objective: To make cooparative,appropriate and motivated atmosphare. Time: 5mn Stage 2: Warm up. Activity: T. asks Ss. -1.what day is it today? 2.what lessons do you have for today? 3.when do you have a big break? 4.what do you think, what about our lesson? (T. writes down Ss. answers on the board) Objective: Pre-reading: To make appropriate atmosphare according to the topic. To get Ss. ready for the lesson. Time: 5mn Stage 3: Activity 1 Activity: Children listen to the text and follow in their books. Then Ss. read it to understand what about the text. Objective: Reading for skimming. Time: 5mn Stage 4: Activity 2 Activity: Ss. read the text again and underline the words which they donot know. (there is a poster with new vocabulary on the wall and some paper with these ones on the desks). Then they check the words themselves and two vollunteers from each group read paragraphs and T. asks them if this paragraph is clear for them Objective: During reading and reading for scanning. Ss. will be able to read, understand text and practice new vocabulary. Time: 10mn Stage 5: Activity 3 T. distributes flipchart to each group. Ss. write down the group name and fill the chart. one example is done on the flip chart. ( see this chart on the photos) objective: post reading. Ss. will be able to analyze the text and discribe the subjects. Time: 10mn Stage 6: Making Presentation Activity: Ss. put the flip charts on the wall and two vollunteers from each group make the presentaion Objective: Ss. will be able to present their presentaions(to improve presentaion skills ) Time : each group should need 1mn (4mn) Homework: Ss. do the sample chart and fill it. They will choose one day and write down the timetable. and Discribe each lesson (they should use flipchart or big paper, not exercise book. it will be more fun)

Listening is important. Collaboration is important. Writing is important. Dictoglosses combine all of these these things to keep students' brains working in a foreign language. What is a dictogloss? I am glad you asked :) Dictoglosses are essentially dictation exercises where students work together to recreate a text. The process is normally as such: The teacher reads a text. Students listen. They do not take notes. They just listen. The students INDIVIDUALLY write down as much of the story as they can remember. They can use pictures, abbreviations, other words, blanks or anything else that will help them if they don't recall the specifics. (optional) The text is read again. Students do NOT write while the teacher is speaking. When the teacher finishes, they make changes as needed to their version. (I prefer to skip this step and go straight to 4, but some teachers find their classes don't have much to share unless this step is used. You know your classroom best so do what you think will work!) The students pair up with a friend and together try to combine their versions to get the version as close to the original as possible. Students put down their pens and the teacher reads the text one last time. The students get a few more moments to write their final version (if you as a teacher want you can combine pairs at this point to make a group of 4 working together on the final version). If you want you can have the students write the final version on butcher paper and everyone posts it on the board. Then give students time to circulate and mark any mistakes they see (misspelled words, bad punctuation etc.) I find the faster way is to have them pass the paper to the right/left and then the teacher reads the reading again and they correct the paper. I usually give the team with the fewest mistakes a prize of some sort (bonus points, free homework passes, etc.) So now that we know the basics. How do make this fun? SONGS Well, part of it means that you have to pick fun texts! Use a song! Yes, I know that I love to use songs whenever possible but it can be fun. Break out lyrics (and have them listen to the song to reveal the answers). You shouldn't use a full song unless it is really an upper level class. If they are fairly advanced though you don't even need to speak. Just play the chunk of the song, (something slower and older the students won't know. The first 30 seconds or one minute of Jill Sobule's "Lucy at the Gym" is a good example; the first 20 seconds of "It makes me ill" would not be advised. I find punctuating these is usually the hardest part! DRAW AND TELL With lower students tell a draw and tell WITH the picture, and keept the picture up! Stories tend to follow a logical progression more than a speech or tongue twister. Since they are lower level the visual will also help them remember the story and vocabulary used. Just be sure to remember to keep it short! You could also differentiate by passing out the picture to certain students and not to others. More on Draw and Tells here. MOVIES/TELEVSION Again, keep the level of the student in mind. You don't want to use Rock, Paper, Lizard, Scissors, Spock from The Big Bang Theory. The first minute (actually I'd keep it at the first 20 seconds) of the Hitchhikers Guide the to Galaxy is better. You could use the audio from the movie, or recite it yourself. Be careful of accents, background noise, and audio that requires students to see something to understand it. TED TALKS / NPR / SPEECHES Get authentic speech in here! TedTalks could work. Why not try the first 39 seconds of this one. Use an acceptance speech from MTVs Video Music Awards (because many students care more if Taylor Swift says it than if you say it). These can be helpful when practicing idioms and other things that don't often come up in artificial texts. These can be very difficult if the person is a fast talker, or there are lots of proper nouns. I LOVE Peter Dinklage for example, but his recent Emmy acceptance speech has some names student may struggle with. I may tell them to just use initials or write the names on the board to help them out with that part. TONGUE TWISTERS / BRAIN TEASERS Tongue Twisters can be fun for advanced students and brain teasers have the added bonus of letting students who finish quickly try to solve them. These also tend to be super short. Tongue twisters have the advantage of being used to differentiate sounds (especiall minimal pairs). Try to start with something like, "She sells sea shells by the sea shore" and then move onto something longer like, "Betty bought some butter 'But,' she said, 'this butter's bitter. If I put it in my batter, it will make my batter bitter, but a bit of better butter, better than the bitter butter will make my bitter batter better.' So she bought a bit of better butter, Better than the bitter butter, and made her bitter batter better. So there you go 5 ways to make dictoglosses a bit more fun! Do remember to aim the text at your learners. Stories are easier than texts which don't follow a logical progression. Keep in mind accents, vocabulary, etc. To make them even more effective try to use texts or audio that have grammar points you have recently covered. The Hitchhikers Guide to the Galaxy and Lucy at the Gym both have transition words for example. - See more at: http://eslcarissa.blogspot.com/2012/09/5-fun-ways-to-use-dictagloss-in-efl.html#sthash.2rCEnF1l.dpuf

Re: Scaffolding (draft) by Tea Khachoshvili - Wednesday, 25 September 2013, 1:27 PM I have considered your suggestions and questions and have modified my session plan a bit. I have skiped some activities and I have wrttien another draft. I hope you will read it again and write to me your feedback again. Objective is the same. Stage 1: "Get to know" activity" (It has not been changed) Objective: Ps will get to know each other and this activity enables us to make cooperative and comfortable atmosphare. Time: 10 mn Stage 2: Warm up/brainstorming: activity|: T. reads a story ( A toddler was learning to walk.As she took her first tentative steps, her father walked behind her, holding both hands above her head as she awkwardly lurched forward.As she gained confidence, the father held only one hand,walking to the side,keeping an eye out for toys and other objects that could trip her. After awhile, he let go but continued at his daughter's side to catch her if she fell.When the child became tired or the terrain got bumpy, Dad grabbed her hand to make sure she didinot fall and skin a knee.Eventually, his daughter both walked and ran on her own. (Adapted from Cazden,1988)) Then T. asks Ps. some questions: e.g which teaching strategy this story come with; what is saffolding what theory is foundation of this strategy.what is the main concept. And they shoul guess about the session topic. Then Ps. watch a video which answers all these questions. Objective of this activity: Ps. will be able to remind "Vigotsky and his the socio cultural theory and the strategy . The video will enable them to compare their anwer and get more information. Time: 15mn Stage 3: presentation "How to saw on a button" activity: Ps. saw on abutton with trainer instructions. Then they should repeat these instructions. Objective of this activity:it is more easy to aware how to use scaffolding instructions from their real life. . Time: 10mn Stage 4: Micro teaching "how to teach A-a; B-b to young learners Activity : Ps. work in groups and think about one technic how to teach them and then present this one. (I have one technic and I will show or present it. This has been written in one of my reply) Objective: Ps. will share one technic from their experience and practice Time: 5mn Stage 5: Writing a lesson plan and objective is " Ss will be able to write letters C-c and D-d. " class - I (lesson is 35mn) Activity: Ps. work in groups and then present their plans Objective: Ps will be able to use scaffolding and its instructions in the lesson plans. Time: 10 mn Stage 6-Reflection: the same which I have written. Time ; 10 mn I am looking forward your another feedback. Thanks Tea

Re: Scaffolding (draft) by Tea Khachoshvili - Wednesday, 25 September 2013, 1:27 PM I have considered your suggestions and questions and have modified my session plan a bit. I have skiped some activities and I have wrttien another draft. I hope you will read it again and write to me your feedback again. Objective is the same. Stage 1: "Get to know" activity" (It has not been changed) Objective: Ps will get to know each other and this activity enables us to make cooperative and comfortable atmosphare. Time: 10 mn Stage 2: Warm up/brainstorming: activity|: T. reads a story ( A toddler was learning to walk.As she took her first tentative steps, her father walked behind her, holding both hands above her head as she awkwardly lurched forward.As she gained confidence, the father held only one hand,walking to the side,keeping an eye out for toys and other objects that could trip her. After awhile, he let go but continued at his daughter's side to catch her if she fell.When the child became tired or the terrain got bumpy, Dad grabbed her hand to make sure she didinot fall and skin a knee.Eventually, his daughter both walked and ran on her own. (Adapted from Cazden,1988)) Then T. asks Ps. some questions: e.g which teaching strategy this story come with; what is saffolding what theory is foundation of this strategy.what is the main concept. And they shoul guess about the session topic. Then Ps. watch a video which answers all these questions. Objective of this activity: Ps. will be able to remind "Vigotsky and his the socio cultural theory and the strategy . The video will enable them to compare their anwer and get more information. Time: 15mn Stage 3: presentation "How to saw on a button" activity: Ps. saw on abutton with trainer instructions. Then they should repeat these instructions. Objective of this activity:it is more easy to aware how to use scaffolding instructions from their real life. . Time: 10mn Stage 4: Micro teaching "how to teach A-a; B-b to young learners Activity : Ps. work in groups and think about one technic how to teach them and then present this one. (I have one technic and I will show or present it. This has been written in one of my reply) Objective: Ps. will share one technic from their experience and practice Time: 5mn Stage 5: Writing a lesson plan and objective is " Ss will be able to write letters C-c and D-d. " class - I (lesson is 35mn) Activity: Ps. work in groups and then present their plans Objective: Ps will be able to use scaffolding and its instructions in the lesson plans. Time: 10 mn Stage 6-Reflection: the same which I have written. Time ; 10 mn I am looking forward your another feedback. Thanks Tea

Hello my colleagues I have written a draft of my session plan and I hope you will read it and give me important and useful feedback Objective: Particioants wii raise awareness how to use scaffolding instructions in the lesson plans. Stages: I. "Get to know" activity. 1. introduce myself with my profile. (write my name on the paper and draw some pictures or figures about my life and expectations and participants should guess what they mean. 2. they should the same, go round the room and try to guess each other's profile. II. divide them in three groups. (according to their months of birth|) III. Reflection : what they know or remember about scaffolding I will read a story (this story is written on the power point ) "how a toddler learn to walk" and they should guess which teaching strategy it comes with. IV. Brainstorming: Participants should ask some questions: 1. What theory is the foundation of scaffolding; 2.who is the founder and what they know about him; 3.what is the main concept of this theory. (after each answer I will show them my presenation about these questions). Then I will show a five minute-video ( I have downloaded it) V. After watching this video, they should answer and discuss some questions: 1. what they saw; 2.what they know and not know about scaffolding. 3. why is scaffolding important for the teaching process. VI. Introduce the topic: one example from real life how to use scaffolding instructions. I "teach" them "How to saw on a button" . Then, questions: 1.what and how they have done. 2.why I have done this activity VII. I will make a power point presentaion about scaffolding instructions. VIII. Participants should think how they teach young learners e.g. A-a; B-b (each group presents their ideas) IX. I will distribute one lesson from the students' textbook and write the general objective on the board and the participans shoul write a lesson plan. Then volunteers from each group present their lesson plans X. Reflaction: questions: 1. what stages were of this session; (I will write their answers and then they should classify in the chart: Instructor does it: class does it: group does it: individual does it: 2. what they learnt 3. why the scaffolding and its instructions important for the learning and teaching process. (Participant think the answers and discuss them and then say ones. ) I am looking forward to your feedback, they are imporatan for me as usual. with love Tea Thanks

Lesson plan 23.09.2013 class III

Objective: I. By the end of the lesson students will be able to classify the words into two parts: 1. Parts of the body; 2. Parts of the house (garden;bathroom; door; stairs; kitchen; window; foot; hand; hair; arm; leg; nose.) II. By the end of the lesson students will be able to write new words-parts of the body (foot; feet; hand; hair; arm; leg; nose.) At the begining: Checking homework (workbook-pg 52; ex.1;2) (10mn) Students read them. Activity 1. Teacher shows the flashcards: the parts of the house (garden; door; stairs; kitchen; window; ) Studsents guess the pictures and say the words in English.(Teacher helps to guess with simple sentences: we wash our hands in the....we cook our food....teacher uses miming ) (5mn) activity 2. Students do the ex. 1 pg.53(workbook) (5mn) Activity 3. Stydents are divided into four groups. Teacher distributes some strips of paper with the words:parts of the body and parts of the house and the students should classify them under the main sentence. Then they say these words and teacher writes their answers on the board.(10mn) Activity 4. Students copy these words in their exercise-books. (to practise the words) (5mn) Activity 5. Dictation. Teacher dictates the new words and check (8mn) Homework: Teacher gives the students some instructions. Ss. make up simple sentences using new words. e.g. I have a .....; It is a.....(2mn) Photos of the lesson

Micro-training

1. This day was quite different from other days. We had to plan and deliver a micro-training sessions ourselves. Before this we were divided in three groups. Ten teachers were in one group. We wrote a a plan of our training and we would demonstrate activities. We had only 20 minutes to deliver the session. 

One of us was delivering a training, our trainer Kevin ( he is very helpful and supportive) and one of the group members were observing it and making notes.

At the end of my training, other members and our trainer gave me feedback, which was very useful and interesting process for my self-assessment.

That was very good excperience for all of us.

My plan ( it is wriiten for one hour) :

Objective: Teacher will plan scaffolding lesson with sequences of activities.
Warm up: Trainer does the activity about how to get to know each other. (e.g Teachers stand in a circle and say their first name and adjective with first letter) ( 5 mn)

Activity1: Trainer reads some sentences and Teachers should lesten carefully. ( 1. This person was a phsycologist; 2. He proposes that social interaction plays a foundamental role in the development of cognition; 3. The learner does not learn in isolation; 4. It helps students to develop inner or egocentric speach.) Then she\he asks some questions. Teachers write down them on the board ( 10mn)
                      Lev Vygotsky
                      /                     /
Sociocultural theory      ZPD ( zone of proximal developmwnt)

                    <scaffolding>

( questions: 1. What is this theory and who is the founder of this theory; 2. What is the concept of the theory; 3. When does the teacher activate this zone; 4. Which teaching strategies originate from this theory.) ;

Activity 2: Trainer distributes some slips of paper with activities from a lesson plan and Teachers put them in order ( to sequence the activities) . Trainer elicits the answers. ( 5 mn )

Activity 3:Trainer gives the topic to the teachers and asks them to write a lesson plan. Teachers work in groups. (20mn)

Activity 4: Teachers stick their lesson plan on the wall and share them and ask some questions to each other. (10mn)

Activity 5: Trainer asks some questions and Teachers write them down. Think about these and share their ideas in pairs. Trainer elicits them. (10mn)
(Questions: 1. What did you learn? 2. Why is this topic important
3. How would you adopt the objective? 4. What were the steps of my workshop. )

The seventh day in World Learning Campus

We had more free time today. We relaxed and rested after visiting New York City. We were in NYC yesterday. It was exciting and amazing. NYC is very nice city with skyscrapers. We saw The Statue of Liberty, Madam Tussauds, people of diverse culture and nationality Trump Tower and a lot of famous avenues and streets.

Today our trainers began the seminar with reflection "Giving feedback".

Giving feedback is:

• oral and written
• productive
• useful
• important
• helpful
• supportive 
• positive
• objective 

Giving feedback helps teachers to check and analyze what works well and  do not well. It enables teachers to plan other lessons and trainings and it helps them to improve themselves. 

What makes good feedback? 

• good observation
• make good notes
• constructive
• good suggestions
• good and appropriative language 
• positive attitude

Ways of feedback:

• Directive:  Give the teacher feedback on your points, particularly on points to work on.
• Alternative:  Go through the lesson with the teacher, giving alternative to stage/activity
• Collaborative:  I-Ask the teacher to give his/her own feedback; II- Try to make use of what the teacher says in giving your feedback; III- Give the teacher feedbacks, starting with positive points; IV- Finish with points to work on. 

To my mind three of them are very important and useful. To use them depends on the situations and persons. 

 Our Trainers did a role-play activity and we had to give feedback. It was very good activity to learn more how to give feedbacks. 

The fifth day in World Learning Campus

The day was fruitful and useful too. All seminars were intereseting.
Workshop began with reflection. We were divided into five groups. There were six teachers in one group, sitting face to face in a circle. Three teachers were sitting inside the circle and three teachers outside the circle facing each other. Andy asked some questions and we discussed them with each other. After each question teachers outer circle change their seats- clockwise.

Questions and teachers ideas:
Lack of Teaching resources: supplimentary materials; internet.  Flash cards; Flip charts;
How can we provide this? To search websites which help them to find out detail and more information.
To draw pictures.
Lack of respect/prestige : less teachers' experience; not friendly atmosphere.
Helping them to improve new teaching strategies ; to make friendly and comfortable atmosphere with various and funny activities. Also should arrange out class activities.

Process categories in teaching training was new for me. 

Leading: On the learner centered side of the model-and still concerned with the development of knowledge or understanding.

Feeding: otherwise known as the "jug and mug model" or less emotively, the transmission model.

showing: designed to provide concrete experiences, to bring things to life. 

Throwing: a matter of giving participants the opportunity to do. 

 We had also some sessions about How to teach Culture and How trainers give clear instructions. 

P.S 

When we went out from dining room we saw a squirrel.

 We were surprised. 

The fourth day in SIT - Welcome to Historic Deerfield

Spend a day in old New England. Visit Historic Deerfield, an authentic 18th-century English settlement in the Connecticut River Valley of Massachusetts. Tour beautifully restored museum houses with period architecture and furnishings. See yankee ingenuity at work in demonstrations of colonial-era trades. And explore our world-famous collection of early American crafts, ceramics, furniture, textiles and metalwork. It’s a celebration of New England heritage.

“The people were incredible, the museum a gem…

Thank you so much for a truly wonderful experience.”  

- Scott F. from East Hampton, CT

Historic Deerfield is an open-air living museum dedicated to the heritage and preservation of Deerfield, Massachusetts, and the Connecticut River Valley. Its historic houses, museums, and programs provide visitors with an understanding of New England's historic villages and countryside. The Old Deerfield Village Historic District has been designated a National Historic Landmark.

P.S Today we had very interesting day. We had two workshops Training delivery and Working with course books. Both of them were useful and fruitful for me. But the most interesting thing was to visit Historic Deerfield. It was exciting with old and nice buildings, beautiful nature and nice people. I am very tired but excited. 

one more interesring day in SIT

We began this day with reflection. I think it is very important and useful because we have to repeat what we learnt. We had also very funny and good activities. The first one was role play activity. Teachers were divided as students (2); teachers (2); parents (2); minister of ebucation (2); school authorities (2); journalists (5); foreign experts (5); observers (10). After this each group had their own role and observers had to monitor the process. Each group had two observers. ( I was one observer and I monitored the students. ) then interview began. Journalists asked questions. There was an ,accident,, during the process. The students were quiet and when they were not asked, they fed up with this situation and got angry. It was very funny.
After this we had another workshop about vocabulary and speaking. There were some interesting and funny activities too.
After workshops we went shopping to Keene, a small nice town near Brattleboro. Unfortunately we hadnot enough time to shop but I had to buy something and I will have a chance to do shopping in New York and Washington DC.
So this day was very fruitful for me. I am looking forward to the next day.

World Learning Campus - SIT Graduate Institute

World Learning is an international non profit  organization that focuses on international development , education and exchange programs. Based in Brattlerboro, Vermont, World  Learning  "unlocks the potential of to address critical global issues" through its five core program areas: The experiment in international Living, SIT study abroad (including the international honors Program), the SIT Graduate Institute (formerly the school for international training) and International development and Exchange program.

The school for International Training (SIT) was established in 1964. SIT filled a need of returned Peace Corps volunteers Development. The Vermont campus originally consisted of a small collection of dorms around a Carriage House on a scenic farm on the north end of Brattlerboro. These early Peace Corps volunteers took lessons in foreign languages with materials and teaches from the language training from their service and The School for International Training began to expand its offerings. By 1968, the small but increasing number of returned Peace Corps volunteers were requesting a degree in Teaching English as a second Language, a new 

 SIT Graduate Institute equips students with theoretical knowledge, field experience and professional skills, programs are based on an experiential learning model and a commitment to social justice and intercultural communication.

SIT Graduate Institute Mission

To prepare students to be interculturally effective leaders, professionals and citizens. In so doing, SIT fosters a worldwide network of individual and organizations committed tu responsible global citizenship.

P.S

This is very beautiful place with great nature. I feel myself as in my country because it looks like this one. Yesterday my friends and I saw a deer. It was near us. and we also saw a skunk. Skunks donot bother you, unless provoked. Stay far away , they spray a bad smell when they are scared. The staff is very nice and friendly. Our trainers Andy and Radmila are very nice, helpful and friendly too. Mr. Neil is very nice too so everyone is very great person. The people who are here always smile and shake hands. 

Today was very busy but enjoyable day. We had workshop - Learning-centered. It was very interesting for me. I will  use such kinds of activities for my lessons and trainings because to my mind my students will like this and all of them will be motivated. we also walked to Brattlerboro. Beautiful nature. 

Tomorrow we have very interesting day too. Trainings and shopping

TOTSI 2013

I am in Tbilisi, hotel Vere Palace and we are being trained how to make and use blogs. It is very useful for us. We are flying to USA tonight and I am very excited. It is my first visit to there USA and it was my childhood dream. I'm very happy that I have a chance to visit and get very useful experance as ateacher. I am very happy to meet a lot of people . I like new relations.
Thanks PH International for everything. I will do my best to return more exsperienced and more motivated.

scaffolding as a teaching strategy

Lesson plan

Class: II grade

Overall Objective: Students will develop awareness of volunteerism and develop language related to cleaning up (clean up; pick up; recycle; environment; rubbish; a recycle  bin; waste paper; a tin; water bottles)

Language Objective: students will use active verbs (clean up; pick up; recycle.) and new vocabulary (environment; rubbish; a recycle  bin; waste paper; a tin; water bottles)

Civic Education Objective: Students will develop awareness of volunteerism through a concrete example

Warm up: Teacher shows some pictures of water, flowers, birds, wood, trees with power point and asks them to say what they are and tells them everything around us is our environment and students repeat this word. (5mn)

Activity 1: Teacher shows the students a picture of rubbish, water bottles, tins, waste paper with power point (pictures with  names) and asks them what they are and helps them to learn these words in English.(10 mn)

Activity 2: There is some rubbish in the classroom: waste paper; tins; water bottles. Teacher indicates three recycle bins with the names of Waste paper; Tins; Water bottles and asks them to clean up the classroom, pick the rubbish and put it in its appropriate recycle bin. During this activity teacher asks the students what they are doing to learn the verb pick up and clean up. (10 mn)

Activity 3: Teacher distributes the papers with new words with missing vowels and asks them to fill the gaps. One example is done. (5mn)

Activity 4: Workshop “Recycle the Waste Paper”. Teacher distributes some waste colourful paper, glue, scissors and some material of  New Year’s tree and tells them they should make some things for New Year’s tree from these things. During the workshop teacher asks them what they are doing to learn the word recycle. At the end of the workshop students should make an exhibition of their works. (12 mn)

Homework: Teacher asks students to make a poster “Save Our Environment” at home and gives them some instructions. (3mn)

Name: Thea khachoshvili Class: II grade Overall Objective: Students will learn new words (king; president; sword ;bow and arrow; crown; tie; suit; )and develop awareness of kings and presidents Language Objective: Students will use new vocabulary and compare the things Civic Education Objective: Students will be able to compare different clothes and persons. ( a king and a president) Warm up: Teacher shows the students a Georgian cartoon “ A king and a cat” and asks them what is the lion for the animals. After this teacher shows the students a photo of president and asks them who is this person and what is this one. ( teacher helps the students to say a king and a president writes these words on the flip chart. ( 5 mn ) Activity 1: Teacher shows the students a picture of king and asks them to say what the king has and writes the words on the flip chart in English. (3 mn ) Activity 2: Teacher shows the students a picture of president and asks them to say what he is wearing and writes down the answers on the flip chart. (2 mn ) Activity 3: Teacher shows new words with pictures on slides and helps them to repeat these ones. ( 5 mn ) Activity 4: Teacher distributes the pieces of paper with new words in Georgian and in English and asks them to match these ones in groups.(10 mn ) Activity 5: Teacher distributes the paper with a chart with the words of a king and a president and asks them to look at the students who are dressed up and writes down the things which they have and wearing. After this teacher asks them to make a presentation(10mn) Activity 6: Teacher shows the students a process of coronation and inauguration .After this she dresses two students up as a king and a president and asks them to mime the process. ( 10 mn http://youtu.be/NUBHR6JjyYM

Teacher: Tea Khachoshvili

Class: III grade

Overall Objective:   1.Students will learn the names of animals ( a monkey; an elephant; a lion; a crocodile/ an alligator; a cow; a dog; a horse; a sheep; a cat;     a pig.)    2. Students will develop awareness of the diversity of animals in the jungle and on the farm. 3. Students will be able to classify the animals

Warm up: Teacher asks students : “ Have you ever been to the zoo? “, “ what animals have you seen in the zoo? “, “what animals do you have in your house?” (5mn)

Activity 1: Teacher shows the clips about animals in the jungle and on the farm and asks them to write down the names of animals which they watch. ( students may write the in Georgian and teacher helps them to translate ones) . After this teacher asks them to say the names and writes the answers on the flip chart. Then she asks them to mime the animals from the clips. (7mn)

Activity 2: Teacher asks the students to read the names of animals which are written on the flipchart with pictures. (3mn)

Activity 3: Teacher distributes the papers with small, simple text “Animals” and asks them to read silently and underline the names of animals. After this she asks them to compare their texts and after this they say the words in groups. (10mn)

Activity 4: Teacher distributes the papers to the students with a chart of animals in the jungle and animals on the farm and asks them to classify them in the chart  in groups. After this she asks them to write these words on the flip chart and make a presentation. (10mn)

Activity 5:  Teacher distributes the papers with questions and asks them to answer and fill the crossword according to the questions. (8mn)

Activity 6/Homework: Teacher asks the students to do the exercise yes/no  according to the text.(2mn)

gakvetilis gegmebi

Teacher: Thea khachoshvili

Class: II grade

Overall Objective: Students will develop awareness of people involved in laws and learn new words:  a parliament; a law; a policeman; a judge; a citizen;

Language Objective: Students will be able to use new vocabulary to describe basic tasks and jobs.

Civic Educational Objective: Students will be able to describe the relationship between some careers and the law.

Warm up: Teacher plays the clip of police anthem and students listen to it. After listening and watching it the teacher asks them what about this song. What the policemen do. ( 5 mn )

Activity 1: Teacher shows a picture of old and new building of parliament and asks them what building they are, where is the new parliament. What is the role of parliament. After this the teacher distributes the papers with some words and read them loudly and translate these ones in English. She asks the students to read these words silently. After reading the teacher reads each word loudly and asks the students to say “ yes” if they agree and “ no” if they do not agree. After this she explains  the students they make a law about their classroom rules. And parliament makes the laws these way. (10 mn )

Activity 2: Teacher shows the picture of policeman and asks students what is this person and what this person does. After this she shows them a picture of judge and asks them what is this person and what this person does. ( 5 mn )

Activity 3: Teacher distributes the flip charts with the words (Parliament-make a law; Policeman - enforce the law; Judge – enforce the law; Citizen – obey the law.) and pictures in groups and asks them to stick the pictures on their appropriate place. After this she asks them to make a presentation. (10 mn )

Activity 4: Teacher distributes the papers with new words in broken lines and asks them to write these ones. ( 10 mn )

Activity 5 / Homework: Teacher distributes the papers with new words in Georgian and in English and asks them to match these ones. (5mn )