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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?

WE NEED THE FOLLOWING TEACHER'S RESOURCES FOR THIS LESSON:
"EGGS" - EGGS, BALLOONS, TAPE, A4 PAPER, FLOOR CLOTHS
"FREE TRADING" - ROLE CARDS.

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

Student's book, page 154. "Eggs" - Warm-up:

Materials:	Student book; balloons, tape, eggs, cloths, paper (Teacher).
Students	Groups
Rationale:	Group problem-solving in a Meetings format.
Method:	Students (in groups) are given two balloons, a roll of tape, three sheets of paper, an egg, and a floor cloth. They have to discuss (informal meeting) how to drop the egg from a height, without breaking it. After 10 minutes, the teacher calls time, and asks the groups to "perform."
Notes:	This is a problem-solving game in which success is immediately obvious! It can be very interesting and funny, and lends life and meaning to the Meeting. The immediacy of the this activity can make students want to contribute outside the "Meetings" format, and can therefore help them to think about that format, since some form of ordered input is needed to reach a decision. (in English!)

Student's book, page 154. "Free Trading" - Project-work:

Materials:	Student book; "Free trading" cards (*Teachers' Resource*)
Students:	Groups (2 or 4 people)
Rationale:	Negotiating.
Method:	Students are given country cards (two for each country) on which there are requirements for Imports, and possible Exports. Students assign roles, and then half (1 or 2 students) go to another country to bargain. Having come to some agreement, the original group gets together again and discusses the situation. The cards are designed so that it will not be possible to obtain all the Imports without buying some goods which are not needed by the country itself, but which can be exchanged with another country for goods that are required.
Notes:	This is a Meetings activity in another guise. This time negotiation has to occur between different countries, with reporting and decision-making in the second stage.

Student's book pages 155, 156. "Language" - Homework:

Materials:	Student book (1) Student book (2);
Students:	Groups, then singly;
Rationale:	(In class) Students (in groups) decide who will be the chairperson of their project-meeting. (Out of class) They then each choose a phrase for each part of the meeting, according to their roles, and record themselves (on their Cassette Journals) saying these phrases.
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.
Notes:	Activities up to now have been introducing various concepts, and familiarizing students with those ideas. This homework tries to give them some more tools for the project itself.

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 157. "Congratulations! - Warm-up:

Materials:	Student books.
Students:	Pairs
Rationale:	Body language.
Method:	Students match pictures and phrases of congratulations, and then congratulate their partner with one of these phrases. Students then find new partners and continue to congratulate each other, paying attention to non-verbal expression, as well as intonation and stress.
Notes:	Body language, gestures and facial expressions are used to convey meaning, reinforcing the attention given in this book to the importance of these factors in communication. Students might consider how these factors play a part in meetings. The positive action of congratulating others and being congratulated in class can have a beneficial effect on affective filters, so the teacher should join in !

Student's book, page 157. "Role Play" - Project-work:

Materials:	Student books.
Students:	Groups
Rationale:	Discussing.
Method:	The final Meetings situation is an interesting one, in which students role-play a committee which has the problem of how to spend money and then how to save it. This can be a useful brainstorming activity, so teachers could use it earlier if wished.
Notes:	If students are given the freedom to move through the book and choose activities which they would like to try, before getting on to their project, this could be a useful one for them to look at.

Student's book, page 158. "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.

Teacher's Notes
- Lesson 6 -

REMIND STUDENTS TO FILL IN "MY ATTENDANCE SHEET"
(STUDY BANK) FOR THIS LESSON.

Student's book, page 158. "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.
Notes:

Student's book, pages 159-60. "Learning-Style Inventory"- Homework:

Materials:	Student book (1) Student book (2);
Students:	Groups
Rationale:	Self-assessment; ongoing personal record.
Method:	Students assess their learning style and look at their VPS (Visual Preference Score), their APS (Auditory Preference Score) and their TPS (Tactile Preference Score). Advice on study strategies appropriate to their preferred learning styles is then offered .
Notes:

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