14-05-2015_19-15-42 / AНСМОВА_ПДРУЧНИК

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APPENDICES

Appendix 1. Sample lesson fragments

You are supposed to design lesson fragments (parts of a lesson which focus on a special language training or skills development) and then be able to create a whole lesson plan following the models done.

Part 1. Grammar teaching. Grammar fragments

Choose any grammar topic you like and work out appropriate exercises following the models. Use any materials you want, do not forget to make reference to the authors. In each model you have to start with stating communicative task. It is the key issue as every grammar structure possessing appropriate meaning functions in speech.

For example, if we want to speak about our dreams in English, we use II Conditional; if we speak about our plans for near future, we do it with the help of Present Continuous Tense, etc.

MODELS OF GRAMMAR FRAGMENTS

Aim: to introduce students the Present Perfect tense

Objectives: to the end of the lesson students will recognize the Present Perfect tense and will be able to correlate the form with its meaning.

Variant 1

Use deductive approach

Variant 2

Use inductive approach

Procedure

Variant 1

Use deductive approach

1. State communicative task. For beginners L1 is desirable.

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e.g. Сьогодні ми з вами навчимося повідомляти новини англійською мовою.

Новини – це те, що вже сталося, але результат має значення зараз, є

очевидним зараз і впливає на сьогодення.

Наприклад, "Я прочитала цю статтю".

Щоб сказати це англійською, необхідно використати часову форму дієслова в

Present Perfect Tense, яка складається з

I have read the article 2. Follow up activities/exercises:

e.g. a) form the Present Perfect Tense with the verbs be, do, have, live etc;

b)read the text and find the verbs in the Present Perfect in it;

c)listen to the text and recognize the verbs in the Present Perfect in it.

Variant 2

Use inductive approach

1. State communicative task. For beginners L1 is desirable.

e.g. Сьогодні ми з вами навчимося повідомляти новини англійською мовою.

Подивіться на цей короткий діалог, де друзі обмінюються новинами:

-Hello, Steve! I'm glad to see you. How are you?

-Fine, thanks. I have passed my exam today.

2. Inducing the rule from the context:

Яким чином Стів повідомляє свою новину? Яка форма дієслова використовується у цьому реченні?

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Це часова форма дієслова Present Perfect Tense, яка нам потрібна, коли ми

хочемо повідомити новини один одному.

2. Follow up activities/exercises:

e.g. a) read/ listen to the text and pay attention how people exchange news using the

Present Perfect;

в) read/ listen to the text and recognize the verbs in the Present Perfect in it.

Part 2. Vocabulary teaching. Vocabulary fragments

Imagine you are working with Pre-Intermediate students and your next topic is

Food & Drinks. Your textbook gives the following list of words to work out:

ice-cream, cabbage, pepper, lettuce, aubergines, strawberries, lobster, carrots, prawns, mushrooms, crab, cake, pumpkin, chicken, turkey, sausages, grapefruit juice, lamb chops, steak, ham, milk, cheese, grapes, salmon, beans, yoghurt, trout, pineapple, pear, peach, artichoke, garlic, onion, mussels

Your aim/objective is to make students recognize the words proposed while reading

and listening, then reproduce /pronounce them correctly and use in speech situations

both orally and in written form.

In order to achieve the aim design or find in teaching materials a set of

exercises to present and practice the items using those ways from listed below which

best fit to your aim:

1.Realia and visual.

2.Word-building.

3.Matching.

4.Guessing from context.

5.Demonstrating.

6.Synonyms.

7.Familiar or famous words.

8.Examples.

3.Prediction activity. Students are proposed to guess the content of the recording after reading the title of it or looking at the pictures, then predicting vocabulary that may be used in the text, etc.

While-listening activities

Design 1-2 tests aimed at checking the learners' comprehension.

For example, propose true-false or multiple-choice tests:

True-false statements. You will be given cards with true-false statements. Please read these statements attentively. When listening try to decide whether these statements are true (T), false (F), or impossible to know (IK) according to the passage:

1.Everyone wants to be attractive.

2.Most beautiful people are unhappy.

3.No one likes to talk to a very pretty woman.

4.Some people think that handsome men are unintelligent.

5.Attractive men and women are usually intelligent.

6.Ugly people are not happy people.

7.A plain face is easily forgotten.

8.Not many interesting people are also attractive.

(Now pupils compare their answers in pairs/groups)

Follow up

Making corrections. The teacher checks the answers and corrects the statements which are wrong.

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Post-listening activity

Design 2-3 activities aimed at checking the learners' comprehension and encouraging their speaking or writing skills as a follow up activity.

For example, organize a discussion or exchange of opinions based on the content of the text, propose some questions or proverbs (as in the example below) for such a discussion.

Look at these English proverbs and agree/disagree with them:

a)Your face is your fortune.

b)Beauty lies in lover's eyes.

Match the proverbs to their equivalents:

Beauty and the beast

Beauty is but skin-deep

Beauty is in the eye of the gazer

Sleeping beauty

That‘s the beauty of it

Part 4. Teaching reading. Reading fragments

Find the text for reading comprehension and work out your lesson fragment according to the model done.

Pre-reading activities. Design 2-3 exercises (activities) aimed at facilitating reading the text proposed. Examples are done below.

1. Preparation exercise (vocabulary revision or presentation/ grammar

acquisition ).

Sample instructions:

1. Look at the pictures below and match the words with the pictures.

honeymoon, bicycle, car, DVD player, banquet, apartment, household appliances, studio wedding photos, radio, furniture

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1. 2. 3. 4. 5.

6. 7. 8. 9.10.

2.Work in pairs and look at the pictures again. Which of them are wedding gifts? Do you think they are good wedding gifts? Put a tick beside the things you would like to be given.

3.Working in groups find as many words as possible connected with wedding. Then each group presents the words.

4.Answer the question: "What would you change if you had the chance to

be/were____?" using the structures "If I had the chance…" and "If I were

____…". Discuss the answers in pairs.

2. Prediction activity. Students are proposed to guess the content of the text after reading the title of it or looking at the pictures.

Sample instructions:

1. Read the headings A-H and the title of the article. What do you expect to read in the text? Read the article and check your guesses.

While-reading activities. Design 1-2 tests (true-false / multiple-choice/completion) aimed at checking the learners' comprehension; propose exercises for scanning and/or skimming reading if the text is for rapid comprehension.

Sample instructions:

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- I‘d prefer to go sightseeing/experience the local culture because ...

3. Grammar practice. Vicky is telling Mr Robinson her story. Put the verbs in

brackets into the correct tense. Choose from this list: the past simple

the past continuous the past perfect the present perfect

the present perfect continuous

4. Speaking practice. Discussion based on the text devoted to the problems of endangered species:

What animal can you associate yourself with? Why? Imagine that you are only one step away from total extinction. Ask people for help. Use such words:

to hatch; tusks; natural habitat; ecosystems; to die out; pollution; toxic wastes; greenhouse effect; changes in climate; ozone layer; ecology; destruction; environment; resources; wildlife.

What is the difference between animals in zoos and animals in the wild. Agree or disagree with the following statements:

Animals are free in zoos.

Animals get medical care in zoos.

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Animals live very happy lives in zoos.

Animals don‘t have food in zoos.

Animals are protected from hunters in zoos. Animals are in their natural habitat in zoos. Animals are not protected from extinction in zoos. Animals are lonely in zoos.