Авторская разработка


Кусаинова Екатерина Юрьевна

преподаватель ЧУ “Учебный Центр”

Basic  þ  Intermediate  ¨  Advanced

Lesson Plan

 

 

Business/Materials

 

Lesson Objectives

1.      3 pictures (a woman talking to a fish, a woman talking to a bug, a woman talking to a gorilla)

2.      Marker

3.      Magnets

4.      Board

5.      Interactive board

6.      Flash drive with Youtube video “A conversation with Koko” (https://youtu.be/SNuZ4OE6vCk) or Internet access

7.      Cards with adjective + noun phrase per each pair

8.      Sticky note paper for each student

9.      Large format paper (one for all)

10.  Paper for each student

11.  Pencil for each student

 

 

1.The students will be able to express their own opinion on the necessity to share common language with other species

2. The students will be able to listen to the conversation of a scientist and gorilla and analyze the way to break century-old stereotypes

3. The students will recognize the images, associating with adjective + noun phrases

4. The student will demonstrate their ability to recall verbal text with a help of visual image as well as to work on the pronunciation of the words

5. The students will be assessed on their ability to create an outline of the basis of the listening passage

 

 

Warm-up and Objective Discussion

Warm-up (3-4 minutes)

The teacher either displays or draws 3 pictures on the board (a woman talking to a fish, a woman talking to a bug, a woman talking to a gorilla) and divides the students into pairs. Then the teacher asks students to discuss the following questions:

1.      Who is more likely to answer the woman? Why?

2.      What their conversation can be about? How can they talk?

3.      Who would you like to talk to? Why?

The students have 2 minutes to do that. After that the teacher nominates students to answer these questions to the whole class.

Objective Discussion (1 minute)

The teacher informs the students that they will listen to the passage and find out how to build close relationships with other species by teaching them sign language. Also he/she tells them that they will have a  chance to enrich their vocabulary by paying their close attention to adjectives used in the passage and building their own associations. The teacher informs students that they are going to try to recall the verbal text with a help of visual image. Finally, the students will be asked to create an outline of the listening passage.

 

 

 

 

Instruct and Model

 

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Instruct and model (2-3 minutes)

The teacher takes one copy of the handout and reads the enlisted words. Then she/he asks the students to define a part of speech these words belong to. When the teacher elicits “noun”, she/he asks if adjectives precede or follow the noun. When the students say “precede”, the teacher praises them and points to the gaps on the copy. She/he tells that the students have to fill in the gaps with the adjectives that they hear in the listening passage. The teacher calms the students down by saying that they will have a chance to listen to the  passage twice.

The teacher spreads the handouts among the students, turns on video and the students start working.

 

 

 

 

 

Guided Practice

 

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1.      Listen with your back (8 – 10 minutes)

The students sit by the interactive board with their backs. They are asked to close their eyes and relax. They get the task to listen to the passage to get the overall feeling about the heroes and the place where the conversation could happen. (Top-down strategy, i.e. the students get the global picture first, before they notice details). When they finish listening, they all open their eyes, sit in a circle and discuss their impression about what they heard.

 

2.      Would you repeat slowly, please? (5-6 minutes)

The students are divided into pairs. Each pair is given a pack of cards with adjective + noun phrase from “A Conversation with Koko”.  The pack has to be put face down on the desk. The first partner takes a card from the top of the pack and reads the phrase to a partner as quickly as possible. The other partner who can’t catch the phrase has to request for clarification by saying “Would you repeat that slowly, please?”. The student #1 repeats the phrase slowly and distinctly.  The student # 2 draws a picture, associating with the phrase on the sticky note paper. Then they switch and continue till the last phrase in the pack. When the students finish, all of the pairs stick their papers with associations to the large format paper right under their name, so they can see the way other people’s mind work.

 

3.      Why did you draw it for this concept? (5-6 minutes)

Mingle activity. Then the students have 30 seconds to learn more about the illustrations on the sticky note paper. When their time is over, the teacher asks them to talk to at least 5 people, whose pictures seemed unusual to them. The students have to ask the question: “Why did you draw it for this concept?” and take notes (request for elaboration). At the end of the activity the teacher nominates some students to talk about their findings about their partners’ memory.

 

4.      Pronunciation mini-lesson (5 minutes)

The teacher says that the classroom is divided into 2 parts. And the students have to either agree with the teacher’s pronunciation of the adjectives or disagree. If they agree the run to the Part A. If they disagree they run to the Part B. The teacher starts pronouncing adjectives from the list of adjective + noun phrase, making mistakes from time to time. The students have to run either to Part A or to Part B of the room. At the end of the activity they repeat all words from the teacher’s list after the teacher correctly.

 

 

 

 

Independent Practice

 

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Video without sound (20- 23 minutes)

The teacher divides the students into “A”s and “B”s. All students are asked to take paper and pencils with them. All “A”s take their chairs and sit down facing the interactive board. All “B”s take their chairs and sit down back to back with their partners, so they can’t see the board. The teacher turns on video on the mute mode. All “A”s start telling the story to their partners on the basis of the visual video image. Their partners take short notes while listening. Then they switch. “B”s tell the story and “A”s take notes.  At the end of the activity they recall the whole story, paying attention to their notes.

 

 

 

Assessment

 

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The students have to write the outline for the passage as a home task. They must hand it in the next lesson. Their homework will be assessed by the teacher.