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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