1. 2. 3.

Aspect Theme and source material Form, date and time Aims: Language development Intellectual development

Modelling Home reading 1984 by George Orwell Form 11.a, 15.03.2013., 3rd lesson

To practise using the language in conversations (giving arguments) To practise analysis level of students cognitive skills (students create their arguments on topic and answer classmates questions) Students share their thoughts and opinions in the classroom Not to interfere with students work when the assistance of the teacher is not required Objective Activities, instructions Teaching aids, organisation form

Personality development 4. Aim for the teacher

No. Stage and timing

1.

Introduction 5 min T-Ss

To start the lesson in a more relaxed way and to stimulate students to think about what they are going to do today

The teacher greets the students and Whole class asks if they are ready for the lesson The teacher asks about the day students are having and how they are feeling The teacher asks the class who is absent and makes notes Teacher asks questions about the second part of the book and the context of it The teacher gives a puzzle to each student. On a sheet of paper there are words written in Latvian and on the pieces of the puzzle there are words written in English. Students have to put the puzzle pieces on the right word. When all puzzle pieces are connected with the right meanings it makes a picture of gravel. The teacher asks the students what is on the picture and asks why the picture is there. The teacher asks the students what do students know about court and what usually happens there. The teacher tells the class that they will have a debate about Winston being vaporized or not. The teacher explains the rules of the debate The teacher tells that the students Individual work PowerPoint presentation ; A Puzzle

2.

Pre-debate 5min T-Ss

To lead students in the debate, arouse their interest.

3.

Debate 25 min S-S

To practise using the language and speaking in front of other people. To brainstorm the facts from the book.

4.

End of the lesson 5 min T-Ss

To sum up the lesson and explain the homework.

will be evaluated The teacher divides the roles with the help of slips of paper, 1-2 judges are chosen (if the number of students is odd, then 1, if it is even - 2), the rest of the class is divided in two groups - pros and cons - with an equal number of students in them. Students have 5 minutes to prepare arguments for and against Winston being vaporised, judges read the quotations from the book; the comments on quotations and the assessment sheet. Students present their arguments, the opposing team write down questions about the arguments, judges evaluate each argument. Students have 3 minutes to talk about the opposing teams arguments and decide which questions they want to ask them Students ask the questions to the opposing teams, the team answers them. The judges evaluate the answers. The judges count the points and announce the winner team and give a conclusion. The teacher with the help of the students summarises the arguments students gave for and against Winston being vaporized. The teacher introduces with the homework. Homework: students write an essay Should Winston Be Vaporized, 400 words. The essay has to be handed in on the 2nd of April. The teacher reminds about the things that should be taken into account while writing an essay. ( the structure of an essay and the use of formal English) The teacher thanks for the lesson and wishes a nice and productive weekend.

Group work Assessment sheet; pros and cons worksheets; PowerPoint presentation

Whole class PowerPoint Presentation

Hot reflection: The lesson went as planned; most of the students had read the second part of the book 1984 written by George Orwell. Two girls, who had not read the second part, should have been more involved.

These girls should have been given a different task; for example, to observe the debate, make notes and at the end of lesson to present their own opinions. Nevertheless, it could not have been done because there was just half of the original amount of students in the class. The students participated in the debate with a great effort; students seemed very interested in the topic and even took it personal. At the end of the lesson the aim was achieved: students gave proper and convincing arguments and used language in conversation.

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Aspect Theme and source material Form, date and time Aims: Language development Intellectual development

Modelling Home reading 1984 by George Orwell Form 11.a, 02.04.2013., 7th lesson To practise the vocabulary from the book 1984 To practise application level of students cognitive skills (students transfer theoretical knowledge of the vocabulary to practical usage) and analysis level of students cognitive skills (students create their arguments on topic) To brainstorm their ideas To encourage students to express their ideas

Personality development 4. Aim for the teacher No. Stage and timing Objective

Activities, instructions

Teaching aids, organisation form Whole class

1.

Introduction 3 min T-Ss

To start the lesson in a more relaxed way

2. Warm up 8 min S-Ss To practise vocabulary which was used in the third part of the book To practise the communication with the help of body and sign language.

The teacher greets students and asks if they are ready for the lesson The teacher asks about the day students are having; how they are feeling and how did they spend the Easter holiday The teacher asks the class who is absent and makes notes The teacher asks if students while reading the third part of the book 1984 found some words which were unknown for them. The teacher gives to each student two slips of paper and students have to write two words from the third part of the book 1984 with the explanation. While the students are writing the words the teacher walks around the classroom and checks the lists of unknown words from the third part of the book which the students had made. The teacher collects the slips of paper and puts them into a little box. The teacher explains to the students that they will play the charades with the words students wrote. The Teacher (with the help of lottery) chooses a student who will come in front of the class; pick a

Whole class Slips of paper Box Sips with students names

3.

Mind map 15 min T-Ss

To brainstorm the ideas and facts about the book To give ones opinion on the book To practise vocabulary from the book To practise giving opinions on quotations. To refer to the text and the sequence of the actions in the book.

word from the box and show it with the help of body language and mimics. Other students have to guess the word. The student who guesses the word receives a coloured paper. At the end of the charade the person who has the most coloured papers has won. Each student receives a mind map which they have to complete with the key words which are given to them; with their own ideas and vocabulary from the book. Some students are asked to present their mind maps The teacher evaluates them

Individual work Mind map Slips of paper with keywords

4.

Quotations 9 min

5.

End of the lesson 5 min T-Ss

To sum up the lesson and remind of the homework.

The teacher shows a template of a rat to the students and asks why. When students have given the right answer - Winston is afraid of rats each student has to choose one picture of a rat. On the other sides of the pictures there are different quotations from the third part of the book. Students have 3 minutes to read the quotation and prepare their comments. There comments should give answers to the following questions: who is speaking; when and where it is said and what the meaning of this quotation is. The teacher asks some of the students to read their quotations and give answers to the previously introduced questions. Teacher asks questions about the book and the context of it Students hand in their mind maps The teacher reminds about the homework in the Headway students book pg. 46. , ex.1. for Friday, 5th of April. The teacher thanks for the lesson and wishes a nice day

Individual work The slips of paper with quotations and the pictures of rats.

Whole class PowerPoint Presentation

Hot reflection:

In the beginning of the lesson three students announced that they hadnt read the third part of the book. The teacher kept the plan of the lesson which was made before; therefore, those students who didnt read the third part of the book 1984 in the tasks had to refer to the first and the second part of the book. The fact that students were not prepared for the class reflected in the evaluation. The students who were presenting the quotations did well and if someone had some problems the classmates helped out. Students respected their classmates while they were presenting the mind maps and discussing the quotations. In general, the lesson was successful and all the aims were met.

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Aspect Theme and source material Form, date and time Aims: Language development

Modelling A project My English Speaking Country Form 11a, 05.02.2013., 7th lesson.

To practise narrative tenses To practise analysis level of Blooms Taxonomy ( correction of mistakes) Asking for clarifications To make sure that the students understand the classroom rules and the tasks and requirements of the project Objective Activities, instructions Teaching aids, organisation form Whole class

Intellectual development

Personality development 4. Aim for the teacher

No. Stage and timing

1.

Introduction 7 min T-Ss

To start the lesson in a more relaxed way and to learn students names

2.

Introduction with rules, home reading and the project 12 min T-Ss

To introduce students with the deadlines and the upcoming works

The teacher greets the students and asks if they are ready for the lesson The teacher asks about the day students are having and how they are feeling The teacher asks the class who is absent and makes notes The teacher gives for each student a sheet paper and asks to draw one thing they associate themselves with. The teacher gives 3 minutes for the task. Students can use all the coloured pencils and markers which are provided by the teacher. When students have finished the tasks each of them has to introduce themselves and present the picture with the association. The teacher asks the students to share their homework results by giving the definition of the word a rule. Students have to discuss what kind of rules they know and in what occasions they are used. The teacher introduces the rules of the classroom. The requirements for the home reading of the book 1984 written by George Orwell and the deadlines of it are introduced. The teacher explains that the electronic version of the book will

Sheets of paper

Whole class PowerPoint presentation Handouts Classroom rules poster A projector A computer

3. Correction of mistakes 15 min T-Ss To analyse the mistakes of the test and to practise the narrative tenses

6. Homework 1 min T-SS 7. End 5 min T-SS

Remind about the homework To sum up the lesson and welcome students to the next lesson

be sent to the students emails and implemented into the eklase.lv. The teacher gives a list where students have to write their emails. The teacher gives a handout with all of the requirements and deadlines for the home reading The teacher asks if there are any questions regarding the home reading The teacher asks the students to name countries where English is an official language. The teacher shows a map with the countries where English is an official language. The project My English Speaking country and the deadlines of it are introduced. The teacher gives a handout with all of the requirements and deadlines for the project. The teacher shows a list of countries which are available for the project. The list will be sent to the emails and Implemented into eklase.lv. In the next lesson students will have to announce the chosen country for the project. The teacher asks if there are any questions for the project. Students receive their corrected tests The teacher with the help of power point goes through the most commonly made mistakes. The teacher gives handouts to students with the tasks which are similar to the ones they had in the test. Students are asked to do the tasks. The teacher shows the correct answers on the power point and analyses mistakes if there are any. The teacher reminds that for the next lesson students should chose the country for the project. The teacher asks some students to give some examples with phrasal verbs which the students learnt for the test. The list of phrasal verbs is shown in the presentation. The teacher thanks for the lesson and wishes a nice day The teacher reminds the students to

Individual work Handouts with tasks Tests PowerPoint presentation A projector A computer

Whole class PowerPoint Presentation A projector A computer

do their homework Hot reflection: In the introduction part the students seemed interested in the activity; the students could laugh together and learn some new things about each other. When the classroom rules, home reading and the project were introduced, students were a bit confused of the workload. Nevertheless, when the deadlines were introduced the students relaxed a bit. The correction of the mistakes of the test went as planned. In the end all aims were met. Students asked questions in order to clarify the requirements and practise narrative tenses.

1. 2. 3.

Aspect Theme and source material Form, date and time Aims: Language development Intellectual development

Modelling Home reading 1984 by George Orwell Form 11.a, 01.03.2013., 7th lesson

To practise English using the language in a discussion To practise analysis level of students cognitive skills (students create arguments on a topic and answer the teachers questions) Providing arguments To interest students in the book and the topic

Personality development 4. Aim for the teacher No. Stage and timing Objective

Activities, instructions

Teaching aids, organisation form Whole class

6.

Introduction 3 min T-Ss

To start the lesson in a more relaxed way

7.

Warm-up 7 min S-S

To lead pupils in the topic, arouse their interest.

8.

Discussion 15 min T-Ss S-S

To practise using the language while giving arguments and answers to the

The teacher greets students and asks if they are ready for the lesson The teacher asks about the day students are having and how they are feeling The teacher asks the class who is absent and makes notes The teacher gives to the students the slips of paper with the names of different characters from the first part of the book 1984 written by George Orwell. Each student has a slip of paper with a name of one character. Students have to prepare a short description of the chosen character. Time limit for this task is 3 minutes. Afterwards, the students who have the same characters come together in one group and share their descriptions. Each person has 20 seconds for describing the character. The teacher watches the time and gives the signal when the speaking time for one person is over. After this activity one person from the group (chosen by students themselves) tells what were the differences and similarities in the description of the character. In the beginning of the discussion the teacher asks the questions about the author of the book and the context of it. The teacher shares some information about both the author and context of the book 1984

Individual work and Group work

Slips of paper with names of characters

Whole class PowerPoint presentation Videos

discussions questions To brainstorm the facts from the book.

9. After discussion 10 min T-Ss To test the knowledge of the first part of the book To sum up the lesson and explain the homework.

10. End of the lesson 5 min T-Ss

The teacher starts the discussion by asking each student to tell one thing they enjoyed about the first part of the book 1984 and one thing they disliked about it. The teacher is leading the discussion with the help of a PowerPoint presentation and videos. In the PowerPoint presentation there are questions asked in order to awake interest in the issues described in the first part of book. Pictures of powerful men from 1940s are shown in order to draw attention to similarities with the book and the World War II. Further questions are asked to develop the discussion. The commercial of the TV show Big Brother is presented in order to raise questions about conscious and unconscious control. The teacher asks two students to summarize the discussion. The students receive worksheets with different tasks and questions about the first part of the book. Students have to fill the worksheets and hand them in. The teacher gives feedback for the lesson and tells that the students who were the most active in the discussion will receive marks and that the worksheets which students handed in will also be evaluated. The teacher asks to give some predictions what will and might happen in the second part of the book 1984 The teacher reminds about the fifth part of the project advertisement which will have to be presented in the next lesson. The teacher thanks for the lesson and wishes a nice day

A projector A computer Loudspeakers

Individual work Worksheets

Hot reflection: Already in the warm up activity students participated with interest. The objective for the teacher in this task was to learn and observe if all students had read the first part of the book and if not then for the further tasks change for plan B (those students who havent read the book would have to observe the discussion and listen actively, at the end of the discussion these students would be asked to summarize the discussion). Nevertheless, all of the students had read the first part of the book; therefore, the teacher stuck to plan A. From the beginning of the discussion most of the students were active and had their opinion. The discussion was successful. In the end the lesson went as planned.

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Aspect Theme and source material Form, date and time Aims: Language development

Modelling Questions Form 11a, 08. 02.2013., 3rd lesson. To revise and practise the grammar theme Questions To practise comprehension and application levels of the Blooms taxonomy. To practise conversation in a noisy environment To learn students names

Intellectual development

Personality development 4. Aim for the teacher No. Stage and timing Objective

Activities, instructions

Teaching aids, organisation form

1.

Introduction 5 min T-Ss

To start the lesson in a more relaxed way and make sure that students do not have any problems with the project and the home reading material.

2.

Warm up 5 min T-Ss S-Ss

To encourage the students to speak English and switch from other subjects

3.

Homework

To make sure

The teacher greets the students and asks if they are ready for the lesson The teacher asks about the day students are having and how they are feeling The teacher asks the class who is absent and makes notes The teacher asks the students questions about the project; each student has to announce the country which they chose for the project and if there will be enough information available. Students inform the class about their steps for finding the necessary information. The teacher asks if everyone has received the home reading book 1984. The teacher tells students to think three sentences about themselves; two of the sentences have to be lies and one has to be the truth. Each student presents these three sentences; rest of the class has to guess which of the sentences is not true. The student who guessed the most lies receives a chance to decide the order for giving homework answers. All students have to be involved also the person who is deciding the order. Students share their results for

Whole class

Whole class and individual work

Whole class

3 min T-Ss

4.

Grammar presentation 7 min T-Ss

the students did and understood the homework. To interest the students in the grammar topic questions. To introduce with the grammar theme questions

homework in the order the winner of the game decides. In case students had some mistakes or questions; the teacher explains them.

5. Grammar practice 15 min S-Ss T-Ss To help students practise the grammar topic questions.

The teacher introduces the grammar theme questions by asking the students what type of questions they know and when each question is used. The teacher with the help of a Power Point Presentation introduces different types of questions. After each type of question students give an example. Each student receives a text about some celebrity. For each celebrity there are two copies of the text. Therefore, in the class there are two students with the same texts. Students have to read the text they received. Each student has to write ten questions in their notebooks about the celebrity they read about. The answers to the questions should be found in the text. Students should use the question forms which were recently introduced. When the questions are written students who have the texts about the same celebrities come together. Their task is to ask these questions to each other and also give the answers while referring to the text. The questions should be asked with the jigsaw method, which means student A asks one question and student B gives an answer, and then student B asks a question and student A gives an answer. Each student should ask and answer at least three questions. The teacher reminds them of the first task for the project where students have to find: the cheapest way how to travel from Riga, Latvia to the capital city of the chosen country; the cheapest hotel with different facilities and a distance from Riga to the chosen

PPP

Whole class

Handouts about celebrities

Individual work

6.

Homework 3 min T-Ss

Introduce the homework; make sure that everyone understands it.

Handout with deadlines, PowerPoint presentation

7.

End 2 min T-Ss

To sum up the lesson and welcome students to the next lesson

country. The information has to be presented and ready for handing in. The teacher asks some students to give some examples of questions The teacher gives feedback on the participation in the classroom. The teacher reminds students to do their homework

Hot reflection: The students were active and seemed interested in the lesson. The warm-up activity was a success, because it turned out that students did not know many things about each other. The conclusion was that students should get to know each other better with some class activity organized by their class teacher and themselves. The project My English Speaking Country stages were successfully discussed and the countries chosen. The grammar introduction and practise went well without any obstacles.