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Task Sheet for Unit 17 (Resources/Eqpt) Resource ideas: a) Make a board plan prior to class. b) Section board for Vocab, Grammar, & Notes. c) Use diff colors &/or underlining & circling, eg to show irregularities, differences, etc d) Involve students in writing process (even on the board) Visual Aids ? ? Illustrate meaning quickly & effectively (reducing TTT) ? Add variety & interest; attract attn; help memory ? Elicit language & stimulate discussion ? Set context/present new vocab? ? Just part of a lesson, or permanent display? Worksheets & cards ? Prompting/cueing ? Role plays ? Reading & grammar; vocab A/V - ? Make sure it works, test sound & monitor setup ? Use to present info & background; show dialog & interaction; ? Build listening comprehension skills ? Show videos to analyze/present new language, for summary/review, stimulate discussion & communication ? Use video to have students in pairs respond: one sees, one doesn?t (then switch places?) Video camera ? ? Record students & play back for anal/disc ? Have students record a film, newscast, play, etc Computers ? ? To produce plans and handouts ? EFL CDs & online content/games ? Reference for dictionaries, etc. ? Email for T-S, S-S & S->world ? Computer-aided language learning ? Online sources, eg via www.fredriley.org.uk/callhull/languages/english ? COBUILD: www.collinsdictionary.com/dictionary/english ? http://www.1-language.com/memorymatchelem/index.htm : many resources (games, etc) & teaching tools ? http://bogglesworldesl.com/ - tons of resources & lesson plans ? 1biggrammarbook.pdf ? work sheets galore ? www.letslets.com/teach_english.htm - SONGS! Task 1 ? how to use the board to max effect a) Make a board plan prior to class. b) Section board for Vocab, Grammar, & Notes. c) Use diff colors &/or underlining & circling, eg to show irregularities, differences, etc d) Involve students in writing process (even on the board) Task 2 ? Comedy Video (Celebrating Lifelong Friendship ? Lily Tomlin & Jane Fonda) a) Overview & Reasons for choosing: The dialog between 2 famous women shows they are funny and serious and glamorous and wise. (All in first few minutes?) And they use interesting language, fun to analyze: - Use of language, especially idiomatic phrases: ?You?re taking up our time?? ?Just being with her sucks the life out of me?? ?You ain?t seen nothin? yet?? ?What do you look for in a friend?? ?Sense of fun, audacious, forthcoming? ?Even a small scrap of passion for the planet? ?Decent, has a sense of justice, and thinks I?m worthwhile.? ?I have my friends, therefore I am.? ?My friends?make me stronger, they make me braver, they tap me on the shoulder when I might be in need of course-correcting?? ?Parallel aging?? b) I would introduce the clip saying today we?ll see a short TV interview showing 2 famous women talking about friendship. (Later, if you like it, and show you could understand their words, we can see more of it.) I would tell students to listen and capture the special phrases (above) the friends use. The phrases would already be highlighted and available for discussion, but I would stop and repeat as needed, or re-play at least once. Then I would stop it and ask students how they liked it, and if they understood the language. c) I?d hand out a worksheet with the highlighted phrases, divide class into triplets, and ask them to discuss each and make notes about what they think they mean. After 15 minutes I?ll ask each triplet to pick a phrase to explain to the class. Lesson Plan: Comedy Video ? Celebration of Lifelong Friendship Dee Knight. Student Level: Intermediate children & youth Instructor: Dee Knight Observer: n/a Date and time: June 17, 2017, 5pm Class level: Intermediate children & youth Expected number of students: 9 Language Points: Understanding and using colorful language Teaching aids: Video ? Celebration of Lifelong Friendship; worksheet of special phrases from video Learner objectives: For students to understand idioms and ?special language? Personal aim: Engage & activate students effectively Anticipated problems for students: understanding fast talking and unusual words Solution: Re-play portions, and have language printed Anticipated problems for teacher: Correcting effectively (enough but not too much) Solution: Have students correct each other Procedure Phase Timing Interaction Introduce the video clip saying today we?ll see a short TV interview showing 2 famous women talking about friendship. They are they are funny, serious, glamorous and wise ? all in first few minutes! (Later, if you like it, and you understand it, we can see more.) Engage 7 min T-S Tell students to listen and capture the special phrases (below) the friends use. The phrases would already be highlighted and available for discussion, but I would stop and repeat as needed, or re-play at least once. Then I would stop it and ask students how they liked it, and if they understood the language. Study 7 min T-S Hand out a worksheet with the highlighted phrases, divide class into triplets, and ask them to discuss each and make notes about what they think they mean. After 10 minutes I?ll ask each triplet to pick a phrase to explain to the class. a) ?You?re taking up our time?? ?Just being with her sucks the life out of me?? ?You ain?t seen nothin? yet?? ?What do you look for in a friend?? ?Sense of fun, audacious, forthcoming? ?Even a small scrap of passion for the planet? ?Decent, has a sense of justice, and thinks I?m worthwhile.? ?I have my friends, therefore I am.? ?My friends?make me stronger, they make me braver, they tap me on the shoulder when I might be in need of course-correcting?? ?Parallel aging?? Study 15 min S-S Invite each triplet to report on 3 lines (1 member each), until all lines have been discussed. Activate 10 min S-S-T Grapple with confusion: Q&A about lines that students could not figure out. Ask each triplet to say which was their favorite and why. Study 15 min S-T Wrap up: Watch a bit more of video clip, time permitting. Homework: invite students to write one or more of the lines they choose. Activate 5 min S-T
