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Teacher's Notes
- Lesson
1 -
WE NEED A TAPE
OF QUIET MUSIC AND ID CARDS ("FORMAL INTRODUCTIONS", PAGE 164).
WHO'S TAKING THE MINUTES?
REMIND STUDENTS TO FILL IN THEIR
ATTENDANCE SHEETS
FOR THIS AND EVERY LESSON.
Student's book, page 162.
"A Good Thing" - Warm-up:
| Materials: |
Student
book; (click
here for the student's page), cassette
tape (quiet music), cassette player. |
| Students: |
Whole class. |
| Rationale: |
Positive thinking; confidence
building. |
| Method: |
Method:
Stage 1: The teacher plays a tape of quiet, relaxing music
and asks students to be calm, to breathe slowly and to close their
eyes.
Stage 2: Students think of something good that has happened
to them recently.
Stage 3: The teacher speaks about something good that has
happened to him/her recently.
Stage 4: Students share ideas on recent "good" experiences. |
| Notes: |
Notes:
Election campaigns often focus on negative aspects, but if we
concentrate on constructive criticism and positive ideas, this
Project can be a chance to emphasize the value of Positive thinking
and to get the students feeling good about themselves and their
abilities.
Students will probably find this a strange activity and will be
unfamiliar with the ideas involved. However, as they become acquainted
with it, it can be good to repeat this activity at other times
when appropriate. The tape of relaxing music is not essential,
but can be useful in setting the atmosphere. |
Student's
book pages 161,
162. "Project Schedules"Student's
book pages 161,
162. "Project Schedules"-
Project-work:
| Materials: |
Student's
book (1) Student's
book (2) (Click here) |
| Students: |
Whole
Class |
| Rationale: |
Students decide
whether to use the Project
Schedule or the Alternative
Schedule |
| Method: |
Discussion, negotiation,
student/student, student/teacher, group/teacher. |
| Notes: |
Students need to
get used to being able to make decisions about what and how they
learn. This is an important time for them (choosing which Project
Schedule to use). In addition to expressing opinions and negotiating
the learning environment, they will be growing as learners |
Student's book,
pages 162, 163. "Formal
Introductions" - Project-work:
| Materials: |
Student's
book (1), Student's
book (2); "Study
Bank" for this Project; I.D. cards (Teachers'
Resource). |
| Students: |
Groups |
| Rationale: |
Language of Introductions
in a formal setting. |
| Method: |
Stage 1: The teacher
distributes an "I.D. card" to each student.
Stage 2: Each student looks at the "Positive Words" in
the student's book (pp. 181-82) and (individually) chooses 4 words
that they feel apply to them, and write these on the I.D. card,
along with their name.
Stage 3: The teacher collects the I.D. cards. Students
look at the Student Book and put the seven introductory phrases
there in sequence of formality (1 - 7).
Stage 4: The teacher chooses one of the I.D. cards
and introduces that person, using the introductory phrases in
the Student book and WITHOUT mentioning the name. Students have
to guess the identity of that person.
Stage 5: The teacher redistributes the cards (randomly)
and students repeat Stage 4. One student introduces someone using
the words on the card and the phrases in the Student book, but
WITHOUT mentioning the name. Other students guess who is being
introduced. |
| Notes: |
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Student's book, page 163. "Brainstorming"
- Project-work:
| Materials: |
Student
book (Click
here) |
| Students: |
Pairs or groups |
| Rationale: |
Preparing ideas and key
words |
| Method: |
Students think about what
happens and what sort of ideas are used in an Election campaign,
making notes on the page (Student book) and setting up the schema. |
| Notes: |
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Student's book, page
164. "My Project Notes" Project-work:
| Materials: |
Student
book, |
| Students: |
Groups or pairs |
| Rationale: |
Preparing ideas and key
words |
| Method: |
Students work on the language
they need for their campaign. Note-taking, organising ideas. |
| Notes: |
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Student's book, page 165. "Elvis 2"
- Homework:
| Materials: |
Student
book, Cassette
tape of "Elvis 2" Interview (A/V Library) |
| Students: |
Groups or pairs or singly |
| Rationale: |
Listening; use of A/V
resources. |
| Method: |
Students go to the A/V
library and find the "Elvis 2" tape, which they listen to in the
Listening Room. They fill in the missing words in the text in
their books. |
| Notes: |
The complete text is
in the student's book (page 191). Students who wish to copy directly
from this are making their own choice. However, many will want
to actually perform the exercise and listen to Elvis, with a view
to improving their listening abilities. Teachers should
encourage the latter attitude, and all homework assignments in
this book assume this approach. Students will talk about their
homework in the Final Evaluation Session, and they are the ones
who must decide (and perhaps change) their study methods
and priorities. |
Teacher's Notes
- Lesson 2 -
WE NEED "SPEAKER"
AND "AUDIENCE" CARDS ("DELIVERY
1" PAGES 178-9) FOR THIS LESSON.
WHO'S TAKING THE MINUTES?
DON'T FORGET THE ATTENDANCE
SHEETS!
Student's book,
page 166. "Delivery 1" - Warm-up:
| Materials: |
Student
book (Click here); "Speaker"
& "Audience" cards (Teachers'
Resource) |
| Students: |
2 teams |
| Rationale: |
Importance of body language
and gestures in Public speaking. |
| Method: |
Stage 1: Team
1 leaves the room and the teacher gives each member a "Speaker"
card. Team 2 stays in the room and the teacher gives each member
an "Audience" card.
Stage 2: Members of Team 1 then come into the room and
say "Hello everyone" according to the instructions on their card
(happily, slowly, sadly, preparedly, unpreparedly, confidently,
noisily, etc). Members of Team 2 react according to the instructions
on their cards (not making eye contact, turning round, fiddling
with their pens, talking, making eye contact, making notes, being
quiet, etc.).
Stage 3: Teams reverse roles.
Stage 4: Students discuss their feelings about the types
of body language they have used. Which ones were valuable for
the Speaker? |
| Notes: |
¡¡ |
Student's
book page 166: "Delivery
2" - Project-work:
| Materials: |
Student
book; (click here for the student's
page). |
| Students: |
Pairs, groups |
| Rationale: |
Use of stress and pauses
in Public speaking. |
| Method: |
Students look at the unpunctuated
speech in their books and mark the stresses and pauses as they
feel appropriate. They then perform this speech to each other
and give feedback on their effectiveness. |
| Notes: |
¡¡ |
Student's book,
page 167. "My
Role" - Homework:
| Materials:
|
Student
book |
| Students: |
Groups, pairs. |
| Rationale: |
This encourages students
to think about the Project. "What will I do?" "Who will perform
which parts of the Project?" "What do I need to prepare?" Students
are asked to think about their own contributions and to start
preparing for the Project. |
| Method: |
¡¡ |
| Notes: |
¡¡ |
Teacher's
Notes
- Lesson 3 -
WHO'S TAKING THE MINUTES?
DON'T FORGET THE ATTENDANCE
SHEETS! (STUDY
BANK)
Student's
book, page 168.
"Loudly" - Warm-up:
| Materials: |
Student
Books
|
| Students: |
Groups - 8 to 10 students |
| Rationale: |
Ice-breaker; preparation
for data-collection. |
| Method: |
Students make circles
of 8 to 10 members. They then talk to the person opposite them
in the circle. They will need to speak loudly and clearly to do
this, and there should be a lot of noise in the classroom during
this activity!
Questions are provided in the student book. If these are used
as topics of communication, it can help the students to start
thinking about how they are going to survey opinions on promises
that need to be made in the campaign. |
| Notes: |
¡¡ |
Student's book, page 169. "Survey"
- Project-work:
| Materials: |
Students'
book, |
| Students: |
Groups. |
| Rationale: |
Making a questionnaire;
making questions; asking and responding to questions; canvassing
opinions. |
| Method: |
Step 1: Students
think about the types of questions that they need to ask ("True/False";
"Yes/No"; "Good/OK/Bad"; "Often/Sometimes/Never"; "Open-ended").
Step 2: Students design questions that will be useful
to them in their campaign (the examples in "Loudly" can be used
as suggestions, but there are further ideas at the bottom of the
"Template" page) and write these on the questionnaire template
(students' book).
Stage 3: Students carry out a survey using the questions
they have designed. They can limit themselves to one class, or
they can go into other classes and survey as many people as possible. |
| Notes: |
There are many things
happening in this activity - brainstorming, designing, writing,
questioning and answering. It can take some time but it is a valuable
experience to make a questionnaire and to research it, especially
if this includes asking people in other classes. |
Student's
book, page 170. "Famous
Speeches" - Homework:
| Materials: |
Student
book computer;
Internet connection |
| Students: |
Singly or
pairs |
| Rationale: |
Listening,
oration techniques, using Internet links. |
| Method: |
Step 1:
Students find a given page on the Internet (student books).
They click on a link, which takes them to a page of "Famous Speeches"
sound files.
Step 2: Students listen to the speeches and complete cloze
exercises.
Step 3: Students look at the other links on this page.
One of these links interactively composes speeches and could be
very useful for the campaign. |
| Notes:
|
|
REMIND STUDENTS TO FILL IN
MY ATTENDANCE SHEET (STUDY BANK} FOR THIS LESSON AND EVERY LESSON
¡¡ |
