|
Teacher's Notes
- Lesson
1 -
WE NEED SEQUENCE SENTENCES WHAT HAPPENS WHEN? (TEACHER'S
RESOURCE) FOR THIS LESSON.
REMIND STUDENTS TO FILL IN THEIR
ATTENDANCE SHEETS
FOR THIS AND EVERY LESSON.
Student's
book page 144: "How are you feeling?" Warm-up:
| Materials: |
Student
book; (click
here for the student's page). |
| Students: |
Whole class. |
| Rationale: |
This is another "Ice-breaker",
with an added aspect of rehearsing "feelings" vocabulary.
|
| Method: |
Students choose a "Feelings"
word from the Study Bank, and stand up. The teacher reads the
words one at a time at random (see the table below), and when
a word matches one that individual students have chosen, they
sit down. When half of the students are seated, one of them can
continue to choose the words and read them out. Students can then
repeat the activity in smaller groups, and with different types
of words if wished (perhaps using the "Meetings" words
that come later). |
| Notes: |
Students are referred to the
"Study Bank" at
the end of the book for relevant words, and should be encouraged
to use this as a learning resource.¡¡
 |
Student's
book pages 143, 144. "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 page 144.
"Meetings Words" - Warm-up:
| Materials: |
Student
book (Click
here) |
| Students: |
Singly or pairs |
| Rationale: |
There is a lot of new
and specialized vocabulary in this project, so some of it is presented
here (rather than in the word bank) in a "Match" exercise.
|
| Method: |
Students match English
and Korean using the following model exercise, "Model Minutes",
for context. If they combine these two activities and use "Model
Minutes" for finding the meaning of the "Meetings Words",
it can be useful "skimming" practice. |
| Notes: |
The model presents a sample
of how a later activity ("Projects" Role-Play) might
be minuted, and uses one of the situations in that activity (students
can therefore refer back to this). |
¡¡
Student's book,
page 145. "Model Minutes" - Project-work:
| Materials: |
Student
book, |
| Students: |
Groups or pairs |
| Rationale: |
Sample Minutes. |
| Method: |
¡¡ |
| Notes: |
¡¡ |
Student's book, page 146.
"Class Minutes" - Project-work:
| Materials: |
Student
book, |
| Students: |
Groups or pairs |
| Rationale: |
Template for making individualized
Minutes of the lesson. |
| Method: |
Responsibility for taking
the minutes of the lesson using the "Class Minutes"
template is allocated to students by turn on a weekly basis. When
it is his/her "turn", the student must minute the events
of the lesson, and give a copy to the teacher and to class members
at the beginning of the next lesson. If students are comfortable
with this format, an email template can be made for ease of distribution.
|
| Notes: |
The concept of asking
students to make Minutes of each lesson from this point on, can
be very useful in encouraging responsibility in the students as
a whole, since every lateness and absence will be recorded by
fellow students, as well as the events of the lesson. Students
will also be thinking about what is happening in the lesson. |
Student's book, page 147.
"What happens
when?" Project-work:
| Materials: |
Student
book (Click here);
sequence sentences (Teachers' Resource) |
| Students: |
Groups |
| Rationale: |
This is a sequencing
activity, and aims to familiarize students with the constituent
parts of a Meeting. Having memorized relevant terms, and having
repeated these and listened to others a number of times, they
should begin to get acquainted with these terms, in preparation
for using them in the final performance. |
| Method: |
The teacher gives each
student a card (21 cards in all) containing a phrase about part
of a Meeting. Students have a minute or so to remember the phrase.
Having collected the cards, the teacher can join in with the students.
Students (in pairs or groups) attempt to find a logical sequence
for the sentences. |
| Notes: |
This can be a difficult
activity but is part of the process of internalizing the new vocabulary.
A suggested solution is in the Student Book (Study
Bank). |
Teacher's Notes
- Lesson 2 -
THERE SHOULD BE A STUDENT TAKING THE MINUTES OF THIS LESSON.
REMIND STUDENTS
TO FILL IN THEIR ATTENDANCE SHEETS
FOR THIS AND EVERY LESSON.
Student's book,
page 148. "Meetings - tips"
- Warm-up:
| Materials: |
Student
book (Click here) |
| Students: |
Groups. |
| Rationale: |
This activity is intended
to encourage brainstorming and discussion about useful things
to bear in mind when planning a Meeting. |
| Method: |
Students in groups discuss
the "Tips" and choose their "best 5". They
then break into new groups, and produce new lists. When this is
done a third time, there should be some consensus on what happens
in a "good" meeting, and a fair amount of discussion
on this topic should have taken place. |
| Notes: |
¡¡ |
Student's book page 149:
"Learning Strategy Notes"
| Materials: |
Student
book; (click here for the student's
page). |
| Students: |
Individually |
| Rationale: |
Making notes; organising
learning. |
| Method: |
Note-taking pages occur
regularly in the book. These are to give students opportunity
to make notes of new language, but also to brainstorm, organise
ideas, write scripts, collect data - whatever they need for their
project. The empty pages in the book are therefore important for
learner training, and encourage as well as facilitating note-taking. |
| Notes: |
¡¡ |
Student's book, page 150.
"Titanic 2"
- Project-work:
| Materials:
|
Student
book |
| Students: |
Groups, pairs. |
| Rationale: |
The activities in this
Alternative Schedule focus on aspects of Meetings. Here students
are given a chance to use the Meetings format for problem-solving.
Can they turn a potential discussion topic into a Meetings format?.
|
| Method: |
Students read the instructions
individually (comprehension test) and then choose their own 5
items for the lifeboats (forming a personal opinion which they
will express in the Meeting). They then talk about it in a group,
having chosen a chair-person, who must direct conversation, and
ensure that a decision is made. |
| Notes: |
¡¡ |
Student's
book page 151. "Phone call" - Homework:
| Materials: |
Student's
book |
| Students: |
Pairs |
| Rationale: |
Phone conversation in
English (student/student). |
| Method: |
Students ring each other
up again, using the revised version of the "Address sheet"
and making notes in their books of what was said in the conversations.
This time they phone the person who is two places after them on
the list. |
| ¡¡ |
¡¡ |
Teacher's
Notes
- Lesson 3 -
REMIND STUDENTS TO FILL IN "MY ATTENDANCE SHEET" (STUDY
BANK)
FOR THIS LESSON AND THE
NEXT LESSON.
WE NEED THE FOLLOWING TEACHER'S RESOURCES FOR THIS LESSON.:
"LISTENING GAME" - CARDS
"PROJECTS" - ROLE CARDS.
Student's book,
page 151. "Listening Game" - Warm-up:
| Materials: |
Student
Books
Listening sentences (Teachers' Resources) |
| Students: |
Groups - 5 students |
| Rationale: |
Listening game. |
| Method: |
The teacher gives a card to each student
in the group (5 members). One student will have the card with
"? I declare the meeting open." in the "I said
... " column on the card. This student reads that sentence
and the others listen, looking for the same sentence in their
"I heard" section. The appropriate student then reads
the sentence on the same line, in the "I said" section.
A path of questions and answers finishes with "Yes, let's
go!", at which point there is no continuation. |
| Notes: |
Students should
be encouraged to continue this game until they reach the conclusion,
restarting as many times as is necessary (or interesting!). There
will be various misunderstandings, so there will also be ample
opportunity for practice of comprehension gambits ("what
did you say?" "One more time, please." "How
do you spell it?"). Once students understand how to play
this game, it will be good to get them to perform it quickly and loudly,
so that the "Meetings" phrases get absorbed and reinforced,
and so that students get some idea of the sort of interactions
that can occur in a meeting (in English!). |
Student's book, page 152.
"Projects" - Project-work:
| Materials: |
Students'
book, Project cards (Teachers' Resource
1) (Teachers' Resource
2) (Teachers' Resource
3) (Teachers' Resource
4) (Teachers' Resource
5) (Teachers' Resource
6) |
| Students: |
Groups. 5 students |
| Rationale: |
Role-play |
| Method: |
Students (in groups) choose
a situation from those offered on the ROLE CARDS and act
it out. These situations address real topics and should help students
by giving them a framework in which to practice their Meetings
skills. |
| Notes: |
These suggested situations
can be used by students who haven't yet decided on a topic and
format for their project (see also the Mid-Term Evaluation
Session), and the role-plays provided give some basic ideas on
the issues involved. There is no need to force students into the
project mould until they are ready. |
Student's
book, page 153. "Janis
2" - Homework:
| Materials: |
Student
book |
| Students: |
Singly |
| Rationale: |
Authentic
listening |
| Method: |
Students access
the listening tape and listen to Janis Joplin in an interview
recorded in the Royal Albert Hall in London in 1969. |
| Notes:
|
Any tape of an authentic
interview will serve the same purpose at this point. Students
might want to access listening sites on the internet (e.g. BBC,
CNN) |
REMIND STUDENTS TO FILL IN MY ATTENDANCE SHEET (STUDY
BANK} FOR THIS LESSON AND EVERY LESSON
|
The
Way Ahead
