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Teacher's Notes
- Lesson
1 -
Student's book page
32. "My Project Notes"
| Materials: |
IN THIS LESSON WE NEED
THE TEXT FOR THE "STRIP STORY" (TEACHER'S RESOURCE).
REMIND STUDENTS TO FILL IN "MY ATTENDANCE SHEET" (STUDY BANK)
FOR THIS LESSON. |
| 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: |
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Student's book page
34.
"Why?" - Warm-up:
| Materials: |
Student
book (click
here to see the student page) |
| Students: |
Groups or pairs |
| Rationale: |
Ice-breaker; review of
past tense; review of questions and responses. |
| Method: |
Students ask each
other questions, using whatever structure the teacher chooses.
Partners must respond appropriately. The questioner then asks
"Why?":
A)
"What did you do yesterday?"
B) "I went swimming."
A) "Why did you go swimming?"
B) "Because I wanted to."
A) "Why did you want to?" ... |
| Notes: |
This can be a difficult
activity, with problems of tenses and of communicating meaning,
but it can also be very interesting. If students have trouble
forming the questions, a simple "Why?" can be used instead. |
Student's book page
35.
"Brainstorming" - Project-work:
| Materials: |
Student
book (click here
to see the student page) |
| Students: |
Groups or pairs |
| Rationale: |
Establishing a "News"
schema. Students access their own knowledge of vocabulary, and
start thinking about what is involved in a "News" Project.
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| Method: |
Students think of and
write down any words that they associate with the topic, dictating
these on to the board at the end of the activity. The schema is
then available to everyone, and "faster" students are
helping "slower" ones by making more words available.
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| Notes: |
The teacher can bring
newspapers into the classroom to make the brainstorming more productive.
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Student's book page
36.
"Strip Story" - Project-work:
| Materials: |
Student
book (click here
to see the student page)
Text (Teachers' Resource); Student
book; scissors; tape; walls. |
| Students: |
Groups or individuals
|
| Rationale: |
Preparation for information
collection and reporting. Listening to and dictating factual information.
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| Method: |
A number of versions are
suggested. Teachers will want to adapt as they think best, and
should feel free to use their own texts.
Version 1: The complete text is put on the wall of the classroom
(or on a wall outside the classroom). One student from each group
goes to the text, remembers one sentence and dictates it to the
others. The next student then comes out and remembers the next
sentence, etc....
Version 2: The text is cut up and put around the classroom, each
text box in a different location (on the walls, or other places).
Students (singly or in groups), find all the text boxes and write
them down. (One student in each group can remain seated and write
down all the information). Students finally work out an order
(this final negotiation should be in English).
Version 3: The text is cut up in strips and given to each group.
Students sort out a sequence.
Version 4: One strip is given to each students in the class. Students
memorize the content, and return the strip to the teacher. They
then share the content with each other and attempt to construct
the text. |
| Notes: |
Versions used should
introduce the idea of searching for information, before reporting
it to a central agency. Since it is a dictation exercise, the
issue of comprehension is not uppermost. Students will be unsure
of many words and this will give them a chance to use Comprehension
Gambits: "What did you say?" "How do you spell
it?" "Say that again, please." |
Rationale: Method:
Student's book page
34.
"Phone-call" - Homework:
| Materials: |
Student
book (click here
to see the student page)
Text (Teachers' Resource); Student
book; scissors; tape; walls. |
| Students: |
Pairs |
| Rationale: |
Encouraging conversation,
reporting, etc. Students talk in English in a medium that has
no non-verbal markers. |
| Method: |
Students call up the
person who comes before them on the class phone list. They also
make notes of what was said (Student Book). |
| Notes: |
The notes can be checked
at any time by the teacher (e.g. Mid-term Evaluation Session),
but the aim is to put the responsibility for carrying out this
task onto the students.
This activity appears in the Student Book before the "Brainstorming"
page. |
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