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Teacher's Notes
- Lesson 4 -

STUDENTS NEED TO SIGN UP (FOR THE EVALUATION SESSION

WHO'S TAKING THE MINUTES FOR THIS LESSON?

REMIND STUDENTS TO FILL IN THEIR ATTENDANCE SHEETS
FOR THIS AND EVERY LESSON.

Student's book, page 171. "Promises" - Warm-up:

Materials:	Student book; balloons, tape, eggs, cloths, paper (Teacher).
Students	Groups
Rationale:	Promising (identifying key concepts); memory game.
Method:	Students use the chart at the bottom of the page (Students; book) to get things started. One student begins with a promise: "I will reduce taxes." The next student repeats that promise and adds a new one: "Yes, he/she will reduce taxes, but I will make new jobs." The next student adds another promise: "Yes, he/she (pointing) will reduce taxes, he/she (pointing) will make new jobs, but I will help old people." The activity continues as a chain-memory exercise, students adding their own promises to those on the page.
Notes:

Student's book, pages 171-3. "Speech Language" Project-work:

Materials:	Student book (1) Student book (2) Student book (3) ;
Students:	Pairs, individuals
Rationale:	Speech structure; speech composition.
Method:	Step 1: Students look at a sample campaign speech (page 172), and identify and mark items of structure. They then circle "problems", check "questions" and underline "promises" in the speech. Step 2: (Next page - students' book) Students compose their own campaign speech (p. 173) using the one on the previous page as an example. They then practice this in their groups.
Notes:

Student's book, page 171. "Cassette Journal" - Homework:

Materials:

Student book Cassette tape

Students:

Groups, then singly;

Rationale:

Self-assessment; ongoing personal record.

Method:

Students expand their Cassette Journals, adding something of their own choice this time. They can talk about their learning, the course, their school life, etc. or they can read something they find interesting, such as a poem, a story or a piece of prose. Some suggestions are given in the Student book:

	"My Election speech"
	"How is my learning?"
	"My favorite movie"
	"My favorite English song"

Notes:

Teacher's Notes
- Lesson 5 -

STUDENTS NEED TO SIGN UP FOR THE MID-TERM EVALUATION
REMIND STUDENTS TO FILL IN THE ATTENDANCE SHEET .
WHO'S TAKING THE MINUTES FOR THIS LESSON?

Student's book. Page 174. "Rehearsal" Project work:

Materials: Student books.

Students: Groups

Rationale: Project rehearsal.

Method: Students rehearse whatever they have produced so far. This can be a good time for teacher-input on many topics (linguistic, dramatic, grammatical, counseling, etc.)

Notes:
These notes are concerned with the Alternative Schedule, but it is possible that students and teachers are moving away from it by now, and into project work. However, if students are comfortable doing only the activities in the Alternative Schedule, now is a good time to rehearse one of those in preparation for performing it in the next lesson.

Student's book. Page 175. "Language Learning" - Homework:

Materials: Student books.

Students: Singly or pairs

Rationale: Opinions on Language Learning; preparation for the Final Evaluation Session.

Method: Students fill in the questionnaire in their books, though this can be done in class as an interactive exercise.

Notes:
All of the learning-related questionnaires can be used for surveys or in whatever way the students wish.

Teacher's Notes
- Lesson 6 -
REMIND STUDENTS TO FILL IN "MY ATTENDANCE SHEET"
(STUDY BANK) FOR THIS LESSON.

WE NEED VOTING SLIPS (TEACHER'S RESOURCE) FOR THIS LESSON.

Student's book. Page 177. "Performance" - Project-work:

Materials:	Student book;
Students:	Groups
Rationale:	Project performance.
Method:	Students perform whatever they have prepared. They also evaluate their own and the other groups' performances ("How was the Project?" Study Bank), their progress ("How is my learning?") and their effort ("My Project-Assessment"). All students should be able to perform something by this stage of the course, even if it is heavily based on the Alternative Schedule. The teacher can give out voting slips (Teacher's Resource) and ask students to cast their votes.
Notes:	The Election speeches will go well if performed on a stage or in an Auditorium. As in other Projects, it can also be good to record the performances (cassette tape, video tape), giving the students a record of their efforts and providing them with useful feedback.

Student's book. Page 176. "Self-assessment" - Homework:

Materials:	Student book;
Students:	Groups
Rationale:	Self-assessment; ongoing personal record of participation and ability
Method:	Students think about their participation and performance in the Project. Having assigned values to aspects of the Unit, they are encouraged to assess their present language-learning situation and to think about whether their learning goals are being met.
Notes:	This page can be referred to in the Final Evaluation Session when counseling is given on setting and achieving learning goals.

Student's book. Page 177. "Feedback 2" - Reflection

Materials:	Student book;
Students:	Whole class.
Rationale:	Course feedback. Programme adaptability. Reflection on the classroom environment.
Method:	The teacher puts sheets of paper on the walls, and the students write their thoughts about the year.
Notes:

Student's book. Page 178. "What did I learn?" - Homework:

Materials:	Student book;
Students:	Groups
Rationale:	Self-assessment; ongoing personal record of participation and ability
Method:	Students make a final reflective entry in the book. Hopefully they will be thinking by now of continuing their English studies independently. Hopefully they have the learning tools to do this.
Notes:

REMIND STUDENTS TO FILL IN THE ASSESSMENT SHEETS (STUDY BANK) FOR THIS PROJECT.

　Teacher's Notes
- Final Evaluation Session -

Materials:

Student book; Sign-up sheet; Marking sheets and Marking criteria (Teachers' Resources); Cassette recorder; Cassette Journals.

Students:

Groups (3 or 4 students).

Rationale:

This is a "Student conversation" in which students talk about their learning needs, goals and achievements. The conversation is thus authentic, in that it directly addresses the needs of the students. They report on their progress during the semester and use the target language to do this.

Preparation:

　Students need to bring these things to the evaluation:

	Student books (homework, self-assessments, "Time Management");
	"Cassette Journals";

Method:

At least two weeks before the Session, Students sign-up for the Evaluation Session. (Teachers' Resource). In the Session they talk about their learning in two parts. Information on the Session is in the Students' book.

Evaluation Part 1 (up to 5 minutes):
Students give their Cassette Journals to the teacher. They then talk together about some of these topics:

	"Language Learning" ("Elections" Project - homework).
	"How is my learning?" (assessment unit).
	"Class Minutes" (Individual versions).
	"Feedback 2" ("Elections" Project & homework)
	"Cassette Journal" (Cassette tape)

Evaluation Part 2 (up to 5 minutes):
Students talk together about the English course, referring to the "Time Management" sheet in the book ("Introduction, p. 105"). They can use the following as a start:

"Has anything changed (since doing the original activity)"

"What are our goals now?"

"What are our plans for future learning?"

"Do we have anything to say to the teacher?"

Assessment:

The teacher will look for Range, Fluency, Delivery, Attitude and Interaction as on the Marking Criteria. The role of the teacher is (as before) to note his/her assessment of student needs and progress and to offer such input as may be needed, including advice on how to proceed in learning English. This is particularly relevant at this time, since the course is over at this point. The teacher will therefore want students to talk about their future learning plans and will want to help them in this, contributing to the conversation and counseling and assisting students when he/she identifies useful ways of doing this.

Students need to realize that this is an Self-assessment Evaluation Session and is not really a test. This is part of the process of helping students to become self-directed learners and aims to raise consciousness of the learning process. It is important therefore that students have access to marking criteria .