Метод проектів як засіб самореалізації та формування ключових компетентностей в учнів

Сьогодні перед вчителем англійської мови постає нелегке питання: як зробити, щоб урок був цікавим для учнів, щоб розкрив їх творчий потенціал особистості, поставив її в ситуацію самостійного пошуку, сприяв розширенню кругозору, забезпечив використання знань з інших предметів на практиці. Цього можна досягти лише за умови, якщо вчитель знаходить такі шляхи найефективнішого досягнення мети навчання, прийоми оптимізації навчального процесу, змінивши сам підхід до здобуття знань з англійської мови.

Пропрацювавши в школі більше 30 років, я дійшла висновку, що нині найефективнішими є саме інтерактивні технології навчання. І, на мою думку, метод проектного навчання іноземної мови, що успішно застосовується як у європейській, так і в американській школах, найкраще відповідає цілям, які стоять перед сучасним навчальним закладом.

Все більше педагогів України цікавляться і використовують проектну діяльність учнів. Ідея включення проектної діяльності в освітній процес була запропонована американським педагогом і філософом Джоном Дьюї більше століття тому. Вперше у вітчизняній педагогіці актуальність цієї проблеми вивчав О.Макаренко, який в результаті своєї новаторської педагогічної діяльності дійшов висновку про проектування особистості як суб’єкта педагогічної праці. Таку думку не раз висловлював В. Сухомлинський, багатогранну спадщину якого пронизує ідея проектування людини. Німецький педагог А. Флітнер характеризує проектну діяльність як навчальний процес, в якому обов’язково беруть участь розум, серце і руки, тобто осмислення самостійно добутої інформації здійснюється через призму особистого відношення до неї і оцінку результатів в кінцевому продукті.

Великою перевагою проектної діяльності є вміння, які набувають учні, а саме:

· планувати свою роботу, попередньо прораховуючи можливі результати;

· використовувати багато джерел інформації;

· самостійно збирати і накопичувати матеріал;

· аналізувати, співставляти факти, аргументувати свою думку;

· приймати рішення;

· розподіляти обов’язки, взаємодіяти один з одним;

· створювати "кінцевий продукт";

· представляти створене перед аудиторією;

· оцінювати себе та інших.

Метод проектів – педагогічна технологія, зорієнтована не на інтеграцію фактичних знань, а на їх застосування і набуття нових (часто шляхом самоосвіти). Активне включення учнів у зміст тих або інших проектів дає можливість засвоїти нові способи людської діяльності в соціокультурному середовищі.

Проектна робота – одна з найбільш цікавих методик, які може використовувати вчитель. Вона дозволяє ефективно реалізувати комунікативний підхід у навчальному процесі з іноземної мови, а саме: вивчення мови через особисту діяльність учня, оволодіння мовою у процесі спілкування.

Метод проектів є дидактичним засобом для підвищення мотивації розвитку особистості учня, універсальним засобом для застосування в навчальному процесі; хорошою формою консолідації лексичного матеріалу і розвитку комунікативних умінь. За допомогою проекту здійснюється різнорівневе навчання.

Процес роботи за методом проектів складається з кількох основних етапів, назви і зміст яких незначно відмінні у різних авторів.

Якщо узагальнити історичний досвід розробки методу проектів, то можна виділити такі основні його етапи.

· Вибір теми. Учні пропонують теми, а вчитель допомагає їм у виборі однієї з них. Якщо проводиться перший проект у даному класі, то цей пункт опускається.

· Визначення мети. Вчитель допомагає учням визначити найактуальніші і водночас посильні для учнів завдання на певний проміжок часу.

· Розробка проекту-плану діяльності для досягнення визначеної мети. На цьому етапі відбувається вибір методів і засобів для роботи над проектом. Наприклад, експеримент, інтерв’ю, соціологічне опитування, вивчення літератури, пошук інформації.

· Виконання проекту. Конкретна практична робота або низка практичних кроків до поставленої мети. Час виконання і термін проміжного контролю визначаються вчителем.

· Підбиття підсумків або презентація проекту проводяться як під час уроку, так і в позаурочний час.

Розробляючи метод проектів, доцільно звернути увагу на їх класифікацію. В.Кільпатрик виділяє 4 види проектів: 1) продуктивний; 2) споживчий; 3) проект розв'язування проблеми; 4) проект-вправа.

Сьогодні пропонується кілька варіантів класифікації проектів, а саме:

· за складом учасників (колективні, малі, індивідуальні);

· за метою спрямування (продуктивні, пізнавальні, самовиховання, розважально-ігрові, творчі);

· за тематикою;

· за терміном реалізації тощо.

Вимоги до використання методу проектів:

· наявність значущої в дослідницькому плані проблеми, яка вимагає інтегрованих знань (вплив кислотних дощів на довкілля, парниковий ефект, виробництво органічних та неорганічних речовин, логічне пояснення структури періодичної системи, фізіологічна дія спиртів тощо);

· практична, теоретична і пізнавальна значущість результатів;

· самостійна діяльність учнів (індивідуальна, групова);

· структурне планування проекту із зазначенням поетапних результатів;

· використання дослідницьких методів.

Вибір тематики проектів необмежений: учитель пропонує тему відповідно до навчального плану. Учні самі пропонують теми проектів, особливо для позаурочної діяльності.

Метод проектів все ширше використовується в системі освіти різних країн, і причини цього такі:

· необхідність не тільки передавати учням суму знань, а й навчити їх здобути ці знання самостійно, уміти користуватися ними для розв'язання пізнавальних і практичних задач;

· актуальність набуття комунікативних навичок і вмінь під час виконання різних соціальних ролей;

· актуальність широких людських контактів, ознайомлення з різними точками зору на одну проблему,

· значущість для розвитку учня вміння користуватися дослідницькими методами, збирати необхідну інформацію, факти, аналізувати їх з різних точок зору, висувати гіпотези, робити висновки.

Реалізація методу проектів на практиці веде до зміни позиції вчителя. Із носія готових знань він перетворюється на організатора пізнавальної діяльності своїх учнів. Змінюється психологічний клімат в класі, оскільки вчителю доводиться переорієнтовувати свою навчально-виховну роботу і роботу учнів на різноманітні види самостійної діяльності, на пріоритет діяльності пошукового, дослідницького, творчого характеру.

Загальні підходи до структуризації проектів

1. Вибір теми проекту, його типу, кількості учасників.

2. Можливі варіанти проблем, які потрібно дослідити в рамках проекту, обдумуються вчителем. Самі проблеми пропонують учні з допомогою вчителя (допоміжні запитання, ситуації, що допомагають формулювати проблему, "мозковий штурм").

3 Розподіл завдань за групами, обговорення можливих методів дослідження, пошуку інформації, творчих розв'язків.

4. Самостійна робота учасників проекту за своїми індивідуальними та груповими планами.

5. Поетапне обговорення отриманих результатів у групах.

6. Захист проекту.

7. Колективне обговорення, експертиза, оголошення результатів, оцінювання роботи, формулювання висновків.

Параметри зовнішнього оцінювання проекту

1.Значущість і актуальність проблеми, адекватність темі, що вивчається.

2.Коректність методів досліджень і обробки даних.

3.Активність кожного учасника відповідно до його індивідуальних можливостей.

4.Колективний характер рішень.

5.Характер спілкування, взаємодопомоги, взаємодоповнення учасників проекту.

6. Залучення знань з інших предметів.

7. Уміння аргументувати свої висновки.

8. Естетика оформлення результатів.

9.Уміння відповідати на запитання опонентів, лаконічність і аргументованість кожного виступу.

Проекти органічно вписуються в навчальний процес або виконуються в позаурочний час. Метод проектів як метод навчання відповідає основним положенням системи освіти: формує критичне і творче мислення як пріоритетні напрямки інтелектуального розвитку людини. Критичне мислення сприяє розвитку таких навичок: аналіз інформації, відбір і порівняння фактів, встановлення асоціацій з вивченими явищами, фактами, самостійність, логічна побудова доказів, систематизація результатів.

Творче мислення передбачає такі навички: мислений експеримент, самостійне використання знань для розв'язання нової задачі, здатність комбінувати відомі методи, комплексний підхід до проблеми, здатність передбачати можливі наслідки рішень, що приймаються, встановлювати причинно-наслідкові зв’язки, інтуїтивне розв'язання проблеми.

Метод проектів дає змогу розв'язувати завдання формування всіх перерахованих вище інтелектуальних умінь критичного і творчого мислення. Колективна та індивідуальна робота над тією чи іншою проблемою, яка має на меті не тільки розв'язати дану проблему і довести правильність її розв'язку, а й показати результат своєї діяльності як певний продукт, передбачає необхідність у різні моменти пізнавальної, експериментальної творчої діяльності використовувати сукупність перелічених вище навичок. Усі ці навички потрібно формувати. Для цього і використовується метод проектів.

Роботу над проектами починаю з першого уроку вивчення теми. Спочатку обговорюємо з учнями їх назви, потім – основні завдання і план роботи. Також проводимо підготовчу мовну роботу з тем проектів, виконуємо тренувальні вправи. Упродовж вивчення теми учні збирають додаткові матеріали, опрацьовують окремі питання, проводять консультації. Проектна діяльність передбачає роботу в колективі. Великий інформаційний і технологічний обсяг проектів змушує їх об’єднуватися в групи. Така ситуація сприяє становленню, формує соціалізовану особистість. Працюючи в команді, учні вчаться взаємодіяти один з одним, вирішувати можливі конфлікти, набувати навичок естетичного міжособистісного спілкування, брати відповідальність за вибір рішення, аналізувати результати діяльності. Останній урок – захист проектів.

Презентація – дуже важливий етап проектної роботи. Її головна цінність - сприяння подальшому розвиткові творчої роботи, позитивній мотивації і є засобом виховання впевненості у собі (Додаток№4).

Використання комп’ютера на уроках англійської мови та в позаурочний час відкриває для учнів нові можливості оформлення проектів: створення мультимедійних презентацій у програмі Microsoft Power Point. Ця програма дозволяє створювати презентації у вигляді слайд-шоу, презентації з гіпертекстом, включати звук, відео та різні види графіки.

Використання методу проектів дозволяє залучити до творчої навчально - пізнавальної діяльності учнів з різним рівнем навчальних досягнень, вчити по-новому бачити відоме, комбінувати зібрану інформацію, аналізувати її, що сприяє реалізації здобутих ними знань та умінь. Учні, які мають достатній та високий рівень навчальних досягнень, виконують проектну роботу з використанням комп’ютерних технологій.

Ще одним прикладом застосування проектних технологій є інтегровані уроки з предметів «Історія України» та «Іноземна мова» «Географія»та «Іноземна мова» Це уроки систематизації та узагальнення знань. Вони були проведені з використанням інтерактивної, проектної та інформаційної технологій .

На етапі закінчення вивчення теми «Захист довкілля» учням було запропоновано виконати проект, що викликало жвавий інтерес. Робота над проектом включала декілька етапів.

На першому етапі обговорювалися зміст і характер проекту, способи збору необхідної інформації. Були сформовані мікрогрупи з урахуванням психологічної сумісності партнерів, рівня володіння мовою, можливостей лідерства, творчих здібностей. Учні були поділені на оформлювачів, авторів тексту, фотографів,. Завдання розподілялися по групах і обговорювалися способи їх вирішення. На другому етапі проводилася робота по виконанню проекту.

Ставилися такі навчальні завдання:

· уміти вибирати з тексту потрібну інформацію, використовувати отримані відомості

· обмінятися інформацією з партнерами;

· скласти тексти з опорою на слова і вирази, вивчені в процесі роботи над темою;

· створити презентацію проекту (дивись додаток №).

Практична робота над проектом починалася на етапі закріплення матеріалу і стала гармонійною частиною єдиного процесу навчання. Однією з головних особливостей проектної діяльності є орієнтація на досягнення конкретної практичної мети - наочне представлення результату: презентації чи буклету.

Практична діяльність учнів полягала в:

· створенні текстів про проблеми довкілля в Україні та на місцевому рівні,а також в пошуку можливостей збереження навколишнього середовища, в складанні словника специфічних термінів що стосуються даної теми;

· підготовці презентації «How to save our planet»;

· демонстрації підготовленого творчого матеріалу.

У навчанні англійській мові метод проектів надає можливість учням використовувати мову в ситуаціях реального повсякденного життя, що, поза сумнівом, сприяє кращому засвоєнню і закріпленню знань іноземної мови.

Завершальний етап - презентація проектної роботи.

Результатом виконання проектної роботи учнем є усвідомлення “ситуації успіху”, своєї значимості, успішності, розвиток комунікабельності, вміння співпрацювати в групі, розвиток умінь добору інформації, її аналіз, презентація виконання проекту, зацікавленість у вивченні теми. (Додаток № 4)

Широко застосовую метод проектів і створення презентацій в позакласній діяльності, а зокрема в написанні сценаріїв свят і їх проведенні. Це викликає неабиякий інтерес в учнів і формує в них стійку мотивацію до вивчення англійської мови. (Додаток№9)

Під час підготовки та при проведенні уроків іноземної мови, залучення учнів до виконання проектів чітко прослідковуються міжпредметні зв’язки, які сприяють формуванню та розвитку в учнів ключових предметних компетенцій.

St Paul's Church, Covent Garden
Bedford Street, London WC2

St Paul's Church was designed by Inigo Jones (1573 - 1652), as the centrepiece of his 1630s Italian-style piazza in Covent Garden. This plain Tuscan-style church looked towards the tall terraces of an arcaded, three-sided square, but all these houses have now gone.
Jones was a revolutionary architect, influenced by the Italian neo-Classicism of Palladio. His Classical churches of the 1620s and 1630s shocked a public accustomed to conservative Gothic designs.
When penny-pinching Francis Russell, the 4th Earl of Bedford, commissioned Jones to build a new church on the Covent Garden piazza, he requested, 'I would not have it much better than a barn'. The architect replied, 'Well then, you shall have the handsomest barn in England'.
St Paul's was built in 1631 - 33 but not consecrated until 1638. The church was a plain, towerless rectangle with tall, arched windows and a notably overhanging roof. Jones designed St Paul's with its altar at the west end to allow his Tuscan portico, with its two square and two round columns, to face into the new piazza. When this unorthodox arrangement was disallowed by Archibishop Laud the altar was moved to its conventional position at the east end. However, Jones continued with his original exterior design and as a result the church entrance is from the west, leaving the portico at the east end as a fake door.
The interior was destroyed by a fire in 1795 and was rebuilt by Thomas Hardwick in the architect's original airy style. The interior is undivided apart from a Doric west gallery and a screen beneath. Inigo Jones is remembered by a fine 17th century carving by Grinling Gibbons on the west screen.
In the 1870s the interior was much reordered by William Butterfield, who removed the north and south galleries and raised the east end to make the altar more prominent.
Many famous Londoners have been associated with the church. Among those buried here are Sir Peter Lely, the 17th century portrait painter, Grinling Gibbons, the master carver and Thomas Arne, composer of 'Rule Britannia'.
With Covent Garden being so closely connected with theatre, St Paul's Church has long been known as 'the actors' church'. Plaques commemorate some of the famous men and women of stage and screen including Charlie Chaplin, Boris Karloff, Vivien Leigh, Noel Coward and Terrence Rattigan.
The church is mentioned in George Bernard Shaw's play 'Pygmalion' , and the musical that came from it, My Fair Lady, Eliza Dolittle meets Professor Higgins beneath the portico of St Paul's Church.
Today the grand portico is used as a stage by Covent Garden's street entertainers.

British Library
96 Euston Road, London NW1

The new British Library, a post-modern red-brick building beside St Pancras Station in the Euston Road, was commissioned by Margaret Thatcher in 1992.
The huge collection of books was transferred from its original site at the British Museum in 1997 and the new British Library was opened to the public in spring 1999.
The piazza in front of the British Library is dominated by a huge statue by Sir Eduardo Paolozzi, his version of William Blake's image of Isaac Newton, measuring the universe with his compass.
The British Library houses over 12 million books, maps and manuscripts.
The John Ritblat Gallery, one of the permanent exhibitions, houses the 'Treasures of the British Library'. This showcases the library's superb collection of rare and historic works, such as the Lindisfarne Gospels (AD 700), the Magna Carta (1215) and the Gutenburg Bible (1455).
Other permanent exhibitions include the Philatelic Exhibition, thought to be the finest display of classical stamps in the world, and the Workshop of Words, Sounds and Images, which traces the history of book production.
The British Library also holds temporary exhibitions and holds lectures, discussions and events.
At the heart of the building is the King's Library, some 65,000 volumes and 20,000 pamphlets, as well as over 400 manuscripts collected by George III. The library was presented to the nation by George IV in 1823. Housed in a six storey glass-walled tower, the King's Library has mobile shelving and internal lifts and stairs to enable staff to retrieve the books. The working library can be seen by all those using the cafй and restaurant.
When the British Library was re-located here the British Museum was transformed with the creation of its 'Great Court' - London's first glass-covered public square. The British Library's original domed Round Reading Room at the centre of the Great Court was painstakingly restored to its original decoration and opened to the general public.
A pass must be obtained in advance for the National Sound Archive or Humanities Reading Room.

Hyde Park London

The ancient manor of Hyde once formed part of the lands belonging to Westminster Abbey. In 1536, at the Dissolution of the Monasteries, this land was seized by Henry VIII and became part of the King's hunting grounds.
It has remained a royal park ever since. In the early 17th century James I opened Hyde Park as London's first public park.
Although it was plagued by highwaymen and duelling nobles, Hyde Park soon became one London's most prized public spaces and a fashionable place to see and be seen. Queen Caroline (wife of George II) was a keen landscape gardener and in the 1730s the queen was behind the scheme that dammed the Westbourne river to create an artificial lake. Known as the Serpentine, this became the park's central feature; popular for both boating and bathing.
In 1851 Hyde Park was the setting for the Great Exhibition. Joseph Paxton's magnificent 'Crystal Palace' stood between the Serpentine and the Prince of Wales Gate. In 1852 the vast glass building was dismantled and rebuilt in south-east London. (That area is still named after the great glass-house, although the actual Crystal Palace was destroyed by fire in 1936).
Today, despite being surrounded by some of the world's busiest streets, Hyde Park is a peaceful haven for the capital's office workers and tourists.   At 1.5 miles long and just under 0.5 mile wide, it is central London's largest park. There are 350 acres of woods, grasslands, lake and gardens.
Hyde Park also has a horse riding track, originally laid out from the West End to Kensington Palace by William III. This famous track is known as Rotten Row, a corruption of 'route du roi'.
Other highlights include a children's playground and boating on the Serpentine. In the summer there are Sunday afternoon concerts at the bandstand and open air music concerts are also regularly held here.
On Sunday mornings, Speaker's Corner, at the north-east corner near Marble Arch, is a venue for free speech (an 1872 law made it legal for a speaker to assemble a crowd and address them on any subject).
At around 10.30 am every day the Household Cavalry can be observed riding through the park from Hyde Park Barracks to Buckingham Palace. On royal anniversaries and other important occasions a 41-gun salute is fired in Hyde Park, opposite the Dorchester Hotel in Park Lane. е

Пиджак	Фартук

Coat	Apron

Халат	Брюки

Dressing-gown	Trousers

Туфли	Носки

Shoes	Socks

Печать

Кепка	Шляпа

Cap	Hat

Сапоги	Ремень

Boots	Strap

Animals

• ACTIVITY Creating texts for young learners

At least every other week, write together a class diary. Ask the students “What did we do today? What did we learn today?” Create simple sentences from their experiences. “Today we counted to 20. Today we played a game. Today we learned new words.” Have the children read the text with you, several times. If you can, during the week, take a few seconds to have them read the text again with you. They will quickly memorize these texts because they contributed the text and it is based on their own experience (trust me – this works!) Then if the Director shows up and says, “I want to hear the children read,” you turn to the class diary entries and chorally the children will “read” the passage. If your Director isn’t fixated on this task, then just do it for the fun of it with the kids. But this is a great “out:” if you need it.

Write this on the chalkboard (change it to fit your family, etc.)

Hi. My name is Barbara. I am 60 years old. In my family I have a husband, a son and a daughter. I live in the town of Seattle, in America. I do/ do not have pets. I like to read and I also like to dance.

Then wipe out the nouns, such as Barbara, 60, a husband, etc. Ask a volunteer to speak and fill in the blanks.

Students are practicing Myself and my family and introductions.

Post these texts on wallpaper.

Select four students = two boys and two girls . They will be Vova, Dima, Inna and Lena.

These are phrases (patterns) to practice with them

Introductions

My name is

I am ____ years old

I go to school at ___________

I am in the __________ form

I like to ____________

I don’t like to ___________

___________ is my friend

Then the second child must tell about the first child like this

His name is ________

He is _________ years old

He goes to school at ___________

He is in the __________form

He likes to _________

He doesn’t like to_________

___________ is his friend.

If he makes a mistake, ask if anyone in the class can do it correctly. That person then becomes Vova or Dima. Then do the same with Lena and Anna.

Post these texts.

Put the children in pairs. Each child should ask the other about his or her family. Then the child tells the class about the partner’s family. Or you can use inner and outer circles and have each child tell his (changing) partner about his or her family.

Dialogues. Once you have done the dialogue in one direction, reverse the direction.

I am Nina. She is Lena.

I am six. She is six.

I have blonde hair . She has brown hair.

I am short. She is shorter.

I like red. She likes blue.

I am second form,. She is, too.

I like to run. She likes to read.

I live in a tall building. She lives in a small house.

My name is Vova.	My name is Anna
I have a father and a mother	I do too
My father’s name is Stepan.	My father is named Vladimir
My mother’s name is Sveta.	My mother is named Hanna
I have one brother.	I have a sister
His name is Andrey and he is 10	My sister is 10, too. She is named Julia.
Do you have a dog?	No, I don’t have pets.

Make large, medium and small spoon people with the plastic spoons from the bazaar. Draw on eyes and a mouth, add hair, and cut clothing from colored paper. Ask each child to come up and using the spoon figures and some tape create and describe his or her family tree. Each child can create a written text which you can then use as reading material for another class.

Nature – to create a text for reading and sharing. Do this as a group activity. Help them with vocabulary.

Do a tree journal or diary. Pick a tree that is observable from your classroom. Each month write three sentences on a piece of wallpaper about the changes you observe in the tree.

January The chestnut tree has many black branches and a black trunk. When it snows, the branches hold white pillows of snow until the wind blows the snow away. The tree does not move.

March The tree has small twigs growing along the branches. They are dark but not black. At the end of each twig is a bud – it looks like a brown egg getting bigger. If you pick a twig from the tree, the inside is green and yellow. There is snow on the ground but under the ground the roots of the trees can feel that warm days are coming. You can see mud instead of ice around the tree.

April When you look at the tree you will see many small green shapes that are coming out of the twigs. There are even more twigs. The sun comes up early now and it is still light at supper time. The sun feels warm again. At the end of the month, you will see small green leaves all over the tree. They are the shape of paws.

Use what the children say in class to create text. When you are speaking about which sports or hobbies they like, write on wallpaper, “Dima likes to play football. Sasha likes to play chess.” This then becomes text.

Put the four students in front facing the class

Practice the present continuous

Practice changing verb endings

Practice the imperative

Your goal is to get a student to lead this exercise but you must lead it until students learn.

Jump, Vova, jump. See Vova jump.

Vova, are you jumping? Yes, I am jumping

Read, Inna, read. See Inna read.

Inna, are you reading? Yes I am reading

Then practice changing the endings of the verb

Are you dancing? Yes, I’m dancing.

Is she reading? Yes, she’s reading

Are you all reading? No, you are not reading. You are dancing.

Is he playing football? Yes, he’s playing football. Is he singing? No, he isn’t singing. He’s playing football.

Are they reading? Yes, they are reading. No, they are not reading. Vova is not reading.

Inna, are you reading? No, I am dancin

2 A : MIX ' N ' MATCH BOOK

I Can Read Colors

Orange is an orange

Yellow is the sun.

Brown is the bear and

Purple is the plum.

Red is an apple.

Green is a tree.

Black is a man’s hat.

I can read!

Listen to me.

I Can Read Colors

Orange is an orange

Yellow is the sun.

Brown is the bear and

Purple is the plum.

Red is an apple.

Green is a tree.

Black is a man’s hat.

I can read!

Listen to me.

I Can Read Colors

Orange is an orange

Yellow is the sun.

Brown is the bear and

Purple is the plum.

Red is an apple.

Green is a tree.

Black is a man’s hat.

I can read!

Listen to me.

I Can Read Colors

Orange is an orange

Yellow is the sun.

Brown is the bear and

Purple is the plum.

Red is an apple.

Green is a tree.

Black is a man’s hat.

I can read!

Listen to me.

I Can Read Colors

Orange is an orange

Yellow is the sun.

Brown is the bear and

Purple is the plum.

Red is an apple.

Green is a tree.

Black is a man’s hat.

I can read!

Listen to me.

AIMS: To introduce/revise animals and colors

• To practice body parts

• To follow instructions LANGUAGE: Elephant, lion, monkey, bear, tiger, zebra

• Cut, fold, staple

• Legs, arms, head, feet, tummy, nose, ears, eyes, tail

• I've got

• Colors TIMING: 35 mins GROU SIZE: Class/lnd/Pairs WHAT YOU NEED: Photocopy 2 per child. Scissors. Stapler. Pictures of new vocabulary.

WHAT TO DO:

1 Explain that the children are going to make a book of funny animals. Preteach the animals involved, using mime, sound effects or pictures. Give out photocopy 2 and revise body parts. Use the children themselves, e.g. Simon says touch your head, tummy etc and then the animals, e.g. Point to the lion's legs, feet, tummy

2 Practice colors. Ask What color’s a lion? etc. The children don't color in anything yet, but explain that they can soon start to color their photocopies.

3 Show them how to make their book, by cutting each animal strip lengthways. Next, cut horizontally up to the shaded section on each strip.

4- Half the class should color the animals. The other half should cut their strips and you go round with the stapler. The shaded sections need to be stapled together. Once

you have stapled a child's book, they can continue to color the animals.

5 Let the children enjoy their books in pairs, telling each other the names of the animals. Call two children to the front to demonstrate.

6 In pairs, each child makes up a funny animal, without the partner seeing. The pair then share their animals. If a child has flipped over the monkey's head, elephant's middle and lions bottom he can say I've got a monkey an elephant and a lion.

FOLLOW-UP ACTIVITY:

In pairs, child A closes her eyes while child B flips the pages of his book. Child B then asks (without showing the page) What's this? Child A must guess: It's a tiger, a monkey and an elephant. One part correct scores 1, two parts 2, and three parts 3. Swap turns. The highest score wins.

• • ACTIVITY 2B: MY ANIMAL'S GOT

AIMS: To describe features or attributes of animals

• To practice the possessive form • To introduce/ revise animals

LANGUAGE: Elephant, lion, monkey, bear, tiger, zebra

• Cut, fold, staple

• Legs, arms, head, feet, tummy, nose, ears, eyes, tail

• My animal's got a ... 's head, a...'s body and a...'s legs

• Colors TIMING: 40 mins

GROUP SIZE: In/Class/Pairs

WHAT YOU NEED: Photocopy 2 per child. Colors. Scissors. Stapler. Pictures of animals.

WHAT TO DO:

See Activity 2A Steps 1-4.

5 Revise body parts and introduce or revise the apostrophe V. Revise I've got one head, two ears, two legs, two feet etc.

6 Explain that you are going to play a class game. You imagine an animal and the children have to try and read your mind and make up the same combination of head, body and leg in their own books. You then describe your imaginary animal: My animal's got a monkey's head, a lion's body and a tiger's legs. If a child has the same he must put up his hand and say My animal's got a monkey's head etc. Each child with the same animal wins a point.

7 The children now make up their own animal in their books. In pairs, they then show and describe it to their partner.

FOLLOW-UP ACTIVITY:

The children play a game in pairs. They can score a point for every similarity, e.g. same color, same body part. B: (chooses combination) OK, I'm ready A: (imagining animal). My animal's got a monkey's head, a ... 's body and a ... s legs. B: Yes! My animal's got a monkey's head. One point! Swap turns. The pair with the highest score wins.

• * • ACTIVITY 2C: INVENTED ANIMALS

AIMS: To practice the possessive form

• To use looks like ... (Follow-up) • To introduce/revise animal names and body parts LANGUAGE: Elephant, lion, monkey, crocodile, tiger, zebra

• Cut, fold, staple

• Legs, arms, head, feet, tummy, nose, ears, eyes, tail

• My animal's got a ... 's head, a ... 's body and a ... 's legs. My animal's like a ..., a ... and ...

• Has it got...? TIMING: 30 mins

GROUP SIZE: Ind/Class/Pairs WHAT YOU NEED: Photocopy 2 per child. Colors. Scissors. Stapler. Pictures of animals.

WHAT TO DO :

See Activity 2A Steps 1-4.

5 With the class write the animal names on the board in syllables, like this: MONKEY, LION, EL-E-PHANT, TIOER, ZEB-RA, CROCO-DILE. Leave these on the board.

6 Now let the children jumble their strips to make funny animals. Hold up one or two and get the class to make a funny name, using the syllables on the board, e.g. Ll-GER-PHANT

7 Let the children invent a name for their funny animal, e.g. a monk-li-phant. Collect all the funny names on the board.

8 Demonstrate this next stage with two
children at the front. One of the children
can make up a new animal and say the
new name to their partner e.g. zeb-key-
dile. The partner has to quickly (within one

minute) match the new name to pictures in their flip book, e.g. choosing a zebra's head, a monkey's tummy and a crocodile's bottom: A: Zeb-Key-Dile. B: (making an animal) It's got a zebra's head. A: Yes. B: It's got a monkey's tummy. A: Yes. B: It's got a crocodile's bottom. A: Yes! Swap turns and let all the pairs play the game.

FOLLOW-UP ACTIVITY:

The children make an animal in their book. They can then describe it to their neighbor, but they must muddle the order, e.g. A: My animal looks like a monkey, an elephant and a lion. Child B has to guess which animal has which body part, e.g. B: bias it got brown ears? A: Yes. B: It's got a monkey's head A: Yes. Has it got a grey body? A: No. etc.

• ACTIVITY 3A: ANIMAL TRAIL GAME

AIMS: To practice numbers 1 -6

• To introduce animal vocabulary LANGUAGE: Numbers 1 -6

• Throw again, dice

• Ladybird, shark, monkey, spider, crocodile, zebra, octopus, cat, bird, butterfly, cow, rabbit, mouse, elephant, bee, kangaroo, frog, fish, lion, snake, horse, dog

TIMING: 20 mins GROUP SIZI: Class/Pairs WHAT YOU NEED: Photocopy 3 per child. A dice per pair. Pictures of any new vocabulary.

WHAT TO DO:

1 Preteach the new animal names using mime or sound effects. Practice them with the whole class using the pictures. (If there are too many items of vocabulary for your class, white out some of the animals and replace them with extra bees.)

2 Give out photocopy 3.

3 Once the animal names are known, the children can play the game in pairs. Each child throws the dice but can only move along a path if the number of the path matches the number on the dice. If it does not, the child is stuck. If they land on a bee, they have an extra throw.

4 The players try to move from the top of the page to the bottom, moving from animal to

animal as the dice numbers allow. They should color the paths they travel as they go.

5 They can only move if they know the name of the animal they are on. If they don't, they miss a turn. If they do, they throw again. If the second number doesn't match the paths available, they are stuck until their next turn. The first player to the end wins.

6 Ask a few individuals to tell you which animals they landed on by reading aloud their trail from start to finish.

FOLLOW-UP ACTIVITY:

In pairs, the children play a guessing game. Child A starts to draw one of the animals and child B has to guess which one it is. They swap turns.

• • ACTIVITY 3B: ANIMAL GAME

AIMS: To practice numbers 1-10

• To introduce animal vocabulary LANGUAGE: As Activity 3A TIMING: 30 mins GROUP SIZE: Class/Pairs WHAT YOU NEED: Photocopy 3 per child. A dice per pair. Pictures of new animals.

WHAT TO DO:

I Preteach the new animal names and practice them through whole class games, e.g. by guessing the animal being drawn on the blackboard and through pictures. See Activity 3A Steps 2-6 7 The children should note down which number they use each turn and add them up as they go along. If you land on a bee it means double the total so far. This is good because the player with the highest total is the winner.

FOLLOW-UP ACTIVITY:

Each child should choose one of the animals and give a short description of it, e.g. I've got 4 legs, I'm brown, I live in a tree. They should then say this aloud to the class or a small group so that the others can guess the animal, e.g. An elephant? No. A monkey? Yes. etc.

• • • ACTIVITY 3C: GAME/CLASS MATRIX

AIMS: To use animal vocabulary

• To classify animals using which LANGUAGE: Numbers

• Throw again, I'm/You're stuck

• Ladybird, shark, monkey, spider, crocodile, zebra, octopus, cat, bird, butterfly, cow, rabbit, mouse, elephant, bee, kangaroo, frog, fish, lion, snake, horse, dog

• Live, try

• In/on, farm, Africa, Australia

• Legs TIMING: 35 mins GROUP SIZE: Pairs/Class WHAT YOU NEED: Photocopy 3 per child. Dice. Colors. Paper. Pictures of animals.

WHAT TO DO:

See Activity 3A Step 1.

2 Give out photocopy 3.

3 Once the animal names are known, the children can play the game in pairs. Each child throws the dice but can only move along a path if the number of the path matches the number on the dice, If it does not, the child is stuck. Teach You're stuck/I'm stuck.

See Activity 3A Steps 4-6.

7 Now play the game again, but this time the children should note down which number they use each turn and add them up as they go along. Landing on a bee means double the total so far. The player with the highest total is the winner.

8 Finally draw a class matrix on the board. Write the following categories down the left hand side: animals which live in water/animals which fly/animals which live in Africa/animals which live on a farm/animals which live in Australia. Write 0 legs/2 legs/4 legs/6 legs along the top.

• The children should help you fill in the matrix (some animals may appear twice) on the board.

I O In pairs, they can then play a guessing game, using the matrix on the board as a prompt, e.g. A: I live in Africa. I've got no legs. B: You're a snake. A: Yes.

FOLLOW-UP ACTIVITY:

Let the children work out which route to the bottom would carry the most points!

• ACTIVITY 4A: FIVE LITTLE SPECKLED FROGS SONG

AIMS: To read and sing a counting song

• To practice numbers 1-5 LANGUAGE: Numbers 1 -5

• Frog, log, tool, pool, speckled

• Eat, sit, jump

• Delicious, bug, munch, lunch, nice, little, most
TIMING:    30 mins
GROUP    SIZE:    Class
WHAT    YOU    NEED:
Photocopy 4 (top) per child. Cassette
(tapescript p.90). Colors, Five paper
frogs and five paper bugs (beetles).
Blu-tack.

WHAT TO DO:

1 Draw a log on the board. Stick a paper
frog on it. Teach log and hog. Use a
colored chalk to make speckles on the
frog and the log. Teach speckled. Teach
on, sit, eat and bug. Use a blue chalk to
draw a pool. Draw a sun and suggest it's
hot on the log, but cool in the pool. Teach
munch and jump using mime.

2 Explain you will teach the children a song about five frogs (attach them one by one and let the class count them, forwards and backwards) who like to eat bugs. Use your paper bugs.

3 Play the cassette once and then teach the song line by line.

4 Let the children sing the song several times.

FOLLOW-UP ACTIVITY:

Five of the children can act out the song, sitting on a 'log' made of coats or jumpers, while the rest of the class sings the song.

• •ACTIVITY 4B: THE HAPPY FROG SONG

AIMS: To read and sing a counting song

• To practice numbers 1-5

• To introduce adjectives which describe feelings

LANGUAGE: Numbers 1-5

• Frog, log, cool, pool, speckled

• Sit, jump, eat • Delicious, bug, munch, lunch • Happy, sad, sleepy, angry, frightened • Tree, rock, hole, leaf, flower

TIMING: 30 mins GROUP SIZE: Class WHAT YOU NEED:

Photocopy 4 (top) per child. Cassette (tapescript p.90). Colors. Five paper frogs and five paper bugs (beetles). Blu-tack. Visuals of happy, sad, sleepy, angry, frightened and frog, log, pool, big, tree, rock, hole, leaf, flower. An envelope (Follow-up).

WHAT TO DO:

See Activity 4A Step 1. 2 Use the photocopy and visuals to teach the adjectives happy, sad, sleepy, angry and frightened. Tell the children to number the frogs so that / = the sad frog,

2 = angry frog, 3 = sleepy hog, 4 = frightened hog, 5 = happy frog. Use the numbers to check understanding. Say Happy Frog etc. The class should say / etc. Then say the number and the class identifies the frog.

3 Explain you will teach the children a song about five frogs. Attach the paper frogs on the board and let the class count them, forwards and backwards.

4 Play the cassette (tape script 4A) once and then teach the song line by line.

5 After the children have sung the song a few times, choose five children to come

and act out each of the frogs, as the rest of the class sing.

FOLLOW-UP ACTIVITY:

Team game Where's the hog?

1 Teach free, rock, hole, leaf and flower. Show the children how each feature can be drawn very simply and quickly.

2 Split the class into two teams. Tell them you are going to "hide" a frog next to a tree, rock, hole, leaf or flower. The children draw one of the places on a piece of paper. They have one minute.

3 You draw the place you have chosen at the same time and put it in an envelope. Stop the class, open your envelope and see how many children from each team have drawn the same place as you. The team with the most children who have read your mind correctly wins a point. Repeat.

ACTIVITY 4C: WHICH ANIMAL?

AIMS: To practice the alphabet

• To develop reading skills • To consolidate animal vocabulary LANGUAGE: Duck, giraffe, snake, monkey, parrot, elephant, rabbit, bug, kangaroo, zebra

• Which? • Jump, swim, fly, have, say, like • Cars, neck, legs

• Stripes, big, long, bananas TIMING: 20 mins GROUP SIZE: Class/lnd WHAT YOU NEED:

Photocopy 4 (bottom) per child. Pencils. Visuals of duck, giraffe, snake, monkey, parrot, elephant, rabbit, bug, kangaroo, zebra.

WHAT TO DO:

1 Use visuals or mime to introduce
animal vocabulary. Check the alphabet.

2 Introduce Which? Then explain you will
choose a letter which is the first letter of the
first name of somebody in the class, e.g.
Which M sits next to Jo? Answer = Mario.

3 Before showing the children the
photocopy, practice body parts and teach
any new words. Ask Which D swims?
(question 2) and ask all the other questions
orally as well.

4 Give out the photocopy and read it through. The children can then circle the correct answers, working individually.

5 Check answers as a class.

6 In pairs children ask each other the questions and give the answers.

ANSWERS:

Which 8 has six legs? (bugj

Which D swims? (duck)

Which E has big ears? (elephant)

Which G has a long neck? (giraffe)

Which K jumps around? (kangaroo)

Which M likes bananas? (monkey)

Which P flies? (parrot)

Which R has got long ears? (rabbit)

Which S doesn't hove legs? (snake)

Which Z has got stripes? (zebra)

FOLLOW-UP ACTIVITY:

The children make up five puzzle questions about animals or other objects, and then ask a partner.

THE GIRAFFE

Aim:	Describing, recognizing and naming animals.
Materials:	One copy of Sheets 13A and B (pages 61 -62) and Sheets I4A and & (pages 63-64), both double-sided, per group of four children. A sheet of blank paper and a pencil for each team.
Duration:	15 minutes
Language focus:	head, tail, legs, neck, body, eyes, ears Adjective + noun: big/small, short/long lives in grasslands, water, cold places, in the mountains, in a tree, in the jungle, eats fish, bananas, meat, leaves, grass Colors: black white, brown, yellow, grey, red, blue, green
Aim of the game:	Names of animals To complete the drawing of a giraffe by answering questions about animals correctly.

INTRODUCTION

Divide the class into two teams. Each team decides on their name; suggest that they choose the name of an animal. Write the team names up on the board. Take the list of questions from Sheets 13A and 14A and read these out one by one. The teams take it in turns to answer the questions. When they answer correctly, give their team a point and write the name of the animal they have given on the board for later reference. (Make sure the children realize that many of the questions have more than one possible answer.) If a team cannot answer, this question is then given to the other team. By the end of the quiz, there should be a list of animal names on the board so that the children can refer to these while they are playing the game.

PREPARATION

Sheets I3A and B and I4A and B need to be photocopied carefully so that 13B is on the reverse of 13A, and I4A is on the back of I4B. The sheets should then be cut along the dotted lines on 13A and 14A to make double-sided cards.

PLAYING THE GAME PPPP

1 In their groups of fours, the children divide themselves into two teams of two. Each team takes a piece of paper and a pencil and draws the body of a giraffe. It is probably easier if you draw an example on the board. Remember this should only be the body, NOT the legs, head etc.

2 Give each group of four a complete set of the cards cut out from Sheets 13A and B and 14A and B. The questions should be face up.

3 Write the following parts of the body on the board: 4 legs, a tail, a neck, a head, 2 eyes, 2 ears Now explain that the aim of the game is to complete the drawing of the giraffe by answering questions correctly. The first team to complete their drawing are the winners. BUT they can only draw 'a head* when they have drawn 'a neck,' and '2 eyes' and '2 ears' when they have the head!

4 Each team takes it in turn to read and answer the question on the top of the pile of cards. For example, one pupil in Team A has the question What animal eats fish? and the other pupil in Team B answers A cat. (Note: either or both the pupils in Team B can answer.) Team B accepts the answer. Team A then turns over the card and on the back they read 4 legs. They may now add the giraffe's legs to their drawing. The card is then placed under the pile of cards with the question face up and it is now Team B's turn. Their question reads What animal lives in cold places? and they answer A penguin. Team A accepts the answer. Team B turns over the card and it reads 2 ears. Team B cannot draw the ears as they still need a neck and a head so the card is placed under the pile and it is Team A's turn again.

The game continues in this way until one of the teams in each group has completed their giraffe. They are the winners.

Key - possible answers:

What animal has got a long trunk? - elephant What animal has got a long neck? - giraffe

What animal is grey and lives in water? -hippopotamus

What animal is strong? - lion/tiger

What animal is brown and yellow? - giraffe What animal lives in cold places? - penguin What animal can swim? - fish

What animal has got big teeth? – crocodile

What animal eats grass? - horse/cow/ostrich What animal has got short legs? - crocodile What animal has big ears? - elephant

What animal eats meat? - dog/cat/lion/tiger What animal lives in grasslands? –

giraffe/elephant

What animal has got a long tail? - dog/cat/lion What animal has got long legs? – ostrich

What animal eats leaves? - giraffe

What animal is black and white? - panda

What animal has got two legs? - ostrich/monkey

What animal lives in water? - crocodile/fish

What animal is black? - dog

What animal has got a big mouth? -

crocodile/frog

What animal eats bananas? - monkey

What animal lives in the jungle? - lion/tiger/

monkey

What animal lives in a tree? - bird

What animal has got four legs? -

dog/cat/cow/sheep

What animal is black and yellow? - tiger

What animal has got a short tail? - elephant

What animal is small? - mouse

What animal is red and blue and green? - parrot

What animal can speak? - parrot

What animal lives in the mountains? - eagle

What animal has got small ears? - hippopotamus

What animal is white? - polar bear

What animal has got two arms? - monkey

What animal eats fish? - cat/penguin

What animal can run very fast? - ostrich/leopard

Extra ideas Children can invent their own game based on the same idea by writing their own questions. They can choose a new animal to draw, for example an elephant, and they write the parts of the body on the reverse, e.g. the body, the head, 2 eyes, a trunk, a mouth, 4 legs and a tail.

How Things Work

• ACTIVITY 2A: PAPER ACTIVITY - ELEPHANT CARD

AIMS) To listen for information and instructions

• To create an elephant card

LANGUAGE: Cut, color

• Stand up

• Elephant, herd, animal, big

• What's your elephant called? It's called...

TIMING 15-20 mins

GROUP SIZE Ind/Pairs/Class WHAT YOU NEED: Photocopy 2 (top) per child. Scissors. Colors. Pictures of elephants. One ready-made and colored elephant card.

WHAT YOU DO:

1 Using the pictures elicit elephant.
Introduce the word herd and explain that it
is the word for a big group of elephants.

2 Explain that the children are going to
make a herd of elephants. Show them that
your stand-up elephant card is joined at the
top and that is why it stands up.

3 Give out photocopy 2 (top) to each child
and let them cut out the elephant card.
Remind them not to cut away the join at the
top. Children color in their elephants.

4 When the children have made their
elephant they should choose a name for it
and write this name inside.

5 In pairs, the children ask each other
What's your elephant called? Answer It's
called ...

6 Now create an elephant herd by putting
all the elephants together.

FOLLOW-UP ACTIVITY:

1 Create stand-up cards for other animals and fish and put them into groups. Let the children design the cards.

2 Create an exhibition of other sorts of cards: 3D, pop-up or moveable ones.

• • ACTIVITY 2B: PAPER ACTIVITY - MAKE A WINDMILL

AIMS: To listen to instructions • To make a windmill

• To discuss how the windmill works

LANGUAGE: Blow, turn, cut, catches, round

• Windmill, wind, air

• Why does it turn?

TIMING 20-30 mins

WHAT YOU NEED: (This activity needs nails and a small hammer - be careful.) Photocopy 2 (bottom left) per child. Scissors. Glue/sticky tape. Pens. Colors. Thin sticks (short garden canes are ideal). Pins/tacks/nails. A small hammer. A ready-made windmill and one cut out but unmade.

WHAT YOU DO:

1 Show the children your ready made
windmill and blow it so that it turns. Ask
Why does it turn? The children should tell
you that it is the wind or air that turns it
round. Help them discuss this in English.

2 Now tell the children it is called a
windmill. Describe the sequence of events,
e.g. / blow on the windmill, the windmill
catches the air and this turns the windmill
round.

3 Tell the children they are going to make a windmill. Give out photocopy 2 (bottom left). Using your cut out windmill show the children what they have to do.

4 When they have cut out their windmills let them color them in lots of bright colors. They can do this on both sides of the paper.

5 Using your cut out windmill show the children how to make theirs: a Turn down one of the stars to the middle circle and glue it in place. Do this with all the stars making sure that the 'sails' are not flat. b Now attach your windmill to the stick with the pin/tack/nail taking extra care for safety. (You may wish to do this for every child as it can be dangerous) Now blow on your windmill and it should turn!

FOLLOW-UP ACTIVITY:

Create a lovely display of windmills by putting a lot. of sand into a small bucket/ litter bin and then stand all the windmill sticks in the sand. If this is placed by an open window the windmills will turn.

• •• ACTIVITY 2C: PAPER ACTIVITY - FLICK-BOOK

AIMS: To listen for information and instructions

• To create a flick-book

LANGUAGE: Draw, cut, stick, put together

• Flick-book, cartoons TIMING: 30-35 mins

Photocopy 2 (bottom right) per child. Scissors. Colors. Staple. A flick-book ready-made to show the children. Examples of cartoons from newspapers/magazines. Photocopy 2 (bottom right) cut out and ready to make into a flick book.

WHAT YOU DO:

1 Show the children the flick-book you have made and introduce flick-book and cartoons. Show them the examples of cartoons you have brought in.

2 Show the children how they work i.e. each page has a drawing on it, this drawing changes a little at a time on each page so that when you 'flick' the pages through it looks as though the characters in the drawings are moving.

3 Give out photocopy 2 (bottom right) to each child. Tell them to cut out the strips of paper.

4 Using your cut out strips, show the class how to put them together in order from 1-14. Then staple one end of all the strips so that you can 'flick' the strips.

5 Children then make their own flick-
books. Go round helping individuals.

6 When they have finished, children play
with their flick-books .

FOLLOW-UP ACTIVITY:

The children can design more flick-books using their own cartoons and have a 'Flick book library' in class.

Lesson Title: Vocab Improv

Submitted By: Megan Hari, TEFL XXV

Site: Ivano-Frankivsk Teacher Recertification Institute, Ivano-Frankivska Oblast

Target Level: 9^th-11^th form

Time Required: 45 minutes

Materials Required: Flipchart paper/wallpaper or chalkboard, marker or chalk, timepiece, word lists, word pair cards

Objectives: SWBAT: (1) correctly infer lexical relationships between given words, (2) generate a list of everyday conversational situations, (3) improvise plausible scenes using given vocabulary within a set time limit.

Procedure:

Warm-up (5-10 minutes): Before class, prepare a simple set of word pair cards (amount depending on the size of your class), with each pair emphasizing some sort of lexical relationship (antonyms – exciting/boring, synonyms – humorous/funny, words with definitions that relate to each other – passport/visa or hurricane/typhoon, tense – think/thought, proper nouns – Kyiv/Canberra, etc.). Write one word on each card, and distribute one card to each student.

Then have the students get up, walk around, and share their words until they find the person whose card somehow matches up with theirs. When they find their person, have them sit with them – you’ve now created partners for the main activity (also, if you know who works well together and who doesn’t, you can control who ends up together by strategically passing out the cards!). If time allows, have each new pair explain the relationship between their cards.

Application (30-40 minutes): The aim of this activity is for students to improvise short scenes in pairs given a set of vocabulary words (new or review) within a set time limit. Difficulty level can be adjusted by changing the amount and difficulty of given words, and/or altering the time limit. Students can generate the words themselves, or the lists can be compiled to review previous learned vocabulary.

Choose one student to keep time and another to mark off the list of vocabulary as each word is used by the participants. Select a pair of students to go first if there aren’t any volunteers. Ask the rest of the class to come up with a relationship and situation (Ex: grandmother/grandson, doctor/patient, Santa/elf, and at the zoo, at a Dynamo game, on an airplane, in Yushenko’s hot tub, etc.).

Have a list of words already on the board, but covered up. Reveal the list at this point, and give the pair of students some time to look over the words – tell them to say “begin” when they are ready. The pair must then improvise a plausible scene within the time limit you’ve given while using all of the words on the list. If this is a review activity, you may want to just keep using the same list of words over and over, or smaller lists of words regarding the same topic. Otherwise, throw anything you want up there.

Repeat with new relationships and situations until each pair of students has made an attempt.

Reinforcement/Homework: Select 10-15 words from the list(s) you used, and give the entire class the same, wacky relationship/situation you’ve thought of in advance. Have them start and later finish as homework a short but creative composition using ALL of the words (required length depending on the mood you’re in). Share compositions aloud during the next lesson.

Lesson Title: Famous Ukrainians, “Then and Now”

Submitted By: Lisa Pollak, TEFL XXV

Site: Smila School #12, Cherkaska Oblast

Target Level: 11^th form, Intermediate/Advanced

Time Required: 45 minutes

Materials Required: Copies of Kyiv Post article (provided below), music (optional)

Objectives: SWBAT: (1) skim a given text and discuss it’s general topic, (2) correctly respond to questions correlating to the given text, (3) communicate about their favorite Ukrainian.

Procedure:

(A) Warm-Up: Quiz on Famous Ukrainians (10 minutes, may be done in groups)

1. This author’s writings of his personal experiences during World War II have deep meaning for many Ukrainians. (Answer: Oles Honchar)

2. This woman wrote her first poem at the age of 9. She had wished to be a pianist, but tuberculosis impaired her ability. (Answer: Lesiya Ukrainka)

3. This self-educated woman had to fight against the traditional roles of women and she became famous for her realistic and modern literature. (Answer: Olha Kobylianska)

4. He is buried near the Dnipro River and is regarded as a national hero. (Answer: Taras Shevchenko)

5. This hetman fought against the Polish to free Ukraine. (Answer: Bohdan Khmelnytsky)

6. This young scientist was killed at a young age for trying to overtake Tsar Oleksandr II. (Answer: Mykola Kybal’chych)

7. This musician was a composer, conductor and teacher. He wrote many operas such as Christmas Night and Marusia Bohuslavka. (Answer: Mykola Lysenko)

8. This artist’s avant-garde work was confiscated during WWII and was arrested by the Soviets. (Answer: Fedir Krychevsky)

9. This Ukrainian from the Carpathians sings with a distinct sound that has earned her much praise. (Answer: Ruslana)

10. This woman won 2 Olympic medals in Athens 2004. (Answer: Yana Kluchkova)

(B) Pre-Reading Activity: After skimming the following article, speak about what you may or may not know of the singer and your opinion of his music.

(C) Reading Activity: Read the following article either as a group or in partners:

Ukrainian Alt-rocker type Dilya

By Oksana Hoshva, Special to the Post, Feb 09 2005, 23:24

When Dilya arrives late for lunch at Fruktopia Fashion Cafe near the Bessarabian Market, it seems a typical pop star move. But it turns out the former TNMK keyboardist overslept only because he was up late reading the night before. Dissolution had nothing to do with it.
He orders mint-packed tea (Hr 7) and starts talking about how much he likes living in central Kyiv.
“Since I moved into my new apartment, I walk a lot more,” the Kharkiv native says. “I really love it, because everything is so close now. I walk really fast, and am never stopped on the street by my fans. But if a nice girl catches my eye, I’ll stop listening to my walkman and say hi.”
Now settled into the brightly decorated restaurant, Dilya orders his favorite salad, the seafood-based New Year Sea Tale, (Hr 58), and brings up his new solo project.
Dilya, whose real name is Eduard Prystupa, launched his solo project, Nedilya, back in the fall of 2003. Nedilya means Sunday in Ukrainian, but it also means Not Dilya, a nod to the fact that he wants to leave his identity as a member of Ukrainian hip-hip heroes TNMK somewhat behind. Dilya had been with TNMK for more than nine years, and says he had tired of his role. Hence his decision to go solo.
“I decided to leave TNMK on Sept. 18 of last year while celebrating my 29th birthday,” Dilya says. “To tell you the truth, it wasn’t a hard decision to make, even though it was quite a surprise for the other band members.”
“They never took my solo work seriously, and maybe even now they don’t. The atmosphere with TNMK hadn’t been very positive for some time before I made the decision to leave. I felt like I couldn’t express my musical ideas, and what I thought wasn’t important to them.”
A Hipster’s Genesis
Dilya grew up in a musical family. His father was a jazz musician. His mother, a vocalist, had perfect pitch. The two decided their son would become a musician when he was a baby, and Dilya proved a natural. His parents lived in a private house with what he describes as an ancient piano, which he was learning to play even as he was still learning to walk. Later came piano lessons, which he recalls fondly, and by the time he was eight he was composing songs. The first he wrote was dedicated to his mother.
In 1993, when he was still a student at a milk industry technical school in Kharkiv, he got a break when he was invited to join Novye Doma (New Houses), the group that morphed into TNMK. After he graduated, Dilya and TNMK produced their first studio album, and Dilya entered Kyiv’s State Music Academy, studying in the variety/jazz performers’ department.
“I didn’t have enough time to prepare for the piano department entrance exams,” he says.
In 1996, with the addition of band member Fagot, TNMK won the Chervona Ruta music contest. Their careers in high gear, they moved to Kyiv.
He Wrote That Song
Two years later, Dilya met the popular Ukrainian folk-fusion singer Rosava. The two hit it off.
“Her voice has a great timbre and she’s a true Ukrainian,” he says of his former girlfriend. “Rosava is a separate creative individual, but I also see her as a member of the Nedilya project.”
“When we met at Chervona Ruta in 1999, we fell in love immediately. It was a very creative and strong vibe. We’ve been apart for about two years now, but we do continue to work together as musicians. It’s sad, but I still can’t find a better woman than Rosava.” Caught up in the conversation, he neglects his veal liver in a raspberry-mustard sauce (Hr 38).
The Dilya-Rosava collaboration has generated a lot of public interest. Rumors circulate that they’re still together, and will even wed. What’s true is that Dilya wrote Rosava’s Nasha Ukraina (Our Ukraine), one of the songs that made up the soundtrack to the Orange Revolution. He actually penned it in 2001.
“I’m convinced that a true musician has to be indifferent to politics and be able to produce his or her music no matter which president or government is in power,” Dilya says.
“I personally never heard [the song] played on Independence Square, but I saw it on pirate Orange Revolution discs in addition to another song of mine, I Will Fly. It made me almost furious, because no one asked me for my permission.”
Now Dilya is working on a second solo album as well as a Rosava project, and he even competed for the chance to represent Ukraine in the 2005 Eurovision contest, losing out to singer Ani Lorak.
In the meantime, Dilya continues to work on his English language skills, which he sees as key to his plans for boosting his career, especially outside Ukraine.
“I constantly work on my English-language material and pronunciation, he says. At night when I don’t feel like sleeping I watch movies in English with a dictionary and repeat what I hear. I’ve already got five songs in English, and more coming soon.”

(D) Post-Reading Activity: Discuss the following questions:

1. Why was Dilya late for the interview?

2. Where is he originally from?

3. He is often stopped by fans on the street: True or False.

4. What are the meanings behind his name, Nedilya?

5. Why did he leave TNMK?

6. Who influenced him as a child?

7. How old was he when he wrote his first song?

8. Describe the love of his life.

9. How does he feel about politics?

10. What is he doing to make his music become more popular?

(E) Follow-Up:

Ask the students to choose any Ukrainian, alive or dead, and create a list of questions regarding what they would like to know about them. They could then create a letter and write to this person.

If time permits, listen to some of Nedilya’s work, especially the English songs!

Lesson Title: Realtors

Submitted By: Adam Howell, TEFL XXV

Site: Velyka Bahachka, Poltavksa Oblast

Target Level: 9^th to 11^th form

Time Required: 45 minutes

Materials Required: pictures of different buildings (the more unusual, the better; I found some wacky ones in an issue of Architectural Record), flipcharts or wallpaper, markers

Objectives: SWBAT: (1) correctly use newly-introduced realty vocabulary, (2) create a sales pitch in English from a realtor’s perspective, (3) analyze the pros and cons of property investment.

Procedure:

This lesson asks students to play the role of real estate agents and to “sell” a property to a prospective buyer. It is for students who already know basic English terms such as the rooms of a house, buildings in a city, and professions.

Warm-Up: Create a word web with the profession you decide to target in the sales pitch (or students can pick one at random).

Introduce the following new vocabulary: real-estate agent, owner, buyer, seller, property, sales pitch.

Application: Divide students into groups of 3 or 4, and let them choose a building. Ask them to make a sales pitch for a prospective buyer – give them a profession to target. Ask them to answer the following questions in their presentation:

Who do you want to sell this house to?

Why is it an ideal property for such a buyer?

Where is it located?

What conveniences/amenities does it include?

When was it built, when is it available, etc.

How much does the seller want for it?

Encourage students to make any drawings, lists of cool features, etc., that they wish. They must make a presentation, and teachers decide the winning seller.

Alternative lesson: Let one group be the “buyer,” and have them answer the same questions based on what they want in a property; the selling group that best matches their criteria wins.

Lesson Title: Auction

Submitted By: Ashley Milsop, TEFL XXVII

Site: Kobelyaky, Poltavska Oblast

Target Level: 5^th form and higher

Time Required: 45 minutes initially, 20 minutes once pupils are familiar with concept

Materials Required: Pieces of paper with the names of things being auctioned off on them, play money (optional)

Objectives: SWBAT: (1) accurately subtract in English, (2) accurately count to ten in English, (3) accurately use the possessive form, (4) accurately identify uses for new vocabulary nouns.

Procedure:

Every student gets (an imaginary) $10. Explain the concept that they will receive no more than $10, and you will not tell them which item you will auction off before it’s on the table. This keeps them guessing.

If you are using play money, you won’t have to worry about the kids saying they have more money left than they really do. If you don’t have play money, each student should write “$10” in his/her copybook, and then subtract the money that they’ve spent before you reveal the next item up for bidding.

This activity will quickly become chaotic if you don’t firmly establish a “raise your hands” policy. The kids can place their bids only after you call on them.

Even if you’re focusing on vocabulary and not possession, it makes the auction more interesting to the students if you auction off famous people’s things. Here’s a starter list:

v Christina Aguilera’s microphone

v J.K. Rowling’s pen

v Harry Potter’s eyeglasses

v Alyssa Milano’s shoes

v Brad Pitt’s sunglasses

v Julia Roberts’ television

v Tom Cruise’s belt

v Arnold Schwarzenegger’s car

v Sarah Michelle Gellar’s house

v Cameron Diaz’s bag

v Eminem’s hat

v David Beckham’s football

v Something that belongs to the PCV

*If you notice that a student has a copybook, for example, with a celebrity you’ve otherwise not noticed as being popular in Ukraine, use that celebrity! It’ll be a nice gesture toward the student.

There should be at least as many items up for auction as there are students.

When a student “buys” an item, you can have them perform different tasks, depending on the objective of the lesson. For example, they can say, “ten minus five is five,” if they have five dollars left, or they can say, “I have J.K. Rowling’s pen.”

The auction ends once you’ve sold everything. Wrap up by asking everyone what they bought and collect it, along with any remaining play money, as each student names his or her purchases.

Lesson Title: Food Talk

Submitted By: Teresa Bommarito, TEFL XXV

Site: Svaliava School #3, Zakarpatska Oblast

Target Level: 9^th to 10^th form

Time Required: 45 minutes

Materials Required: pictures of food and different dishes, fill-in-the-blank sheets for each student

Objectives: SWBAT: (1) correctly use newly-introduced realty vocabulary, (2) create a sales pitch in English from a realtor’s perspective, (3) analyze the pros and cons of property investment.

Procedure:

Warm-up: Unscramble different words related to shopping for or preparing food (i.e.: shopping, store, vegetables, fruits, etc.).

Application: Hold up pictures of various foods, and individual and different prepared meals. Describe what is there and how they can make it.

Play “hot seat” – with one student in the middle, the class has to describe a food to the student without saying the color. They can describe different ways to cook it and which other foods it tastes good with. Each person takes a turn, and then change it into short sentences so that each word must be described (I guess it’s like Taboo, where you have to give clues around the word until it’s guessed).

In partners, have the class create a dialog for purchasing foods or ordering at a restaurant. Act out the dialogs in front of class and have other students help with correcting mistakes.

Conclusion/Wrap-up: Have students complete a fill-in-the-blank sheet that you create that consists of sentences that use the new vocabulary.

Lesson Title: The Most Important Thing…

Submitted By: RPCV Katie Cappalla via TEFL Lesson Plans, Part II, 2001

Site: Kherson, Khersonska Oblast

Target Level: 8^th to 11^th form

Time Required: Approximately 30 minutes

Materials Required: A list of objects, a watch with a second hand for timing purposes, blackboard, chalk

Objectives: SWBAT: (1) speak and follow a train of thought in the English language, (2) think quickly and creatively through the debate process, (3) work together in teams.

Procedure:

This lesson pits two students against each other in an orderly fashion. Each student is given one minute to defend his/her object (written on the board by the teacher) as being “the most important thing in the world.” This is also a good way to review or wrap up a unit by focusing the list of words on one topic.

1. Choose 2-3 students to be judges. You will also need 2 teams of students. Make sure that the teams will be even as you choose your judges.

2. Draw a line down the board and designate a side for each team. Depending on the class’s level, you may write each team’s word on the board either before or after they choose a person to come up to the front of the room. If you write it on the board beforehand, it gives the team a chance to confer with each other and choose the most prepared person to speak. Each team member must speak at one point during the game.

3. The 2 people chosen are each given one minute in which to speak and present his/her opinion as to why the given object is “the most important thing in the world.”

4. The judges must listen to the arguments, and not just to the number of reasons each person gives. They then must award points accordingly (I allow them to give as many points as they want, although they usually stay fairly modest).

5. Many times the “judges” may orchestrate it so that the teams are tied. As a way to break the tie, you can have one of the judges take a turn at arguing, one judge for each team. Assign each team to award points to one of the judges. The students may assume that their team will receive those points, but instead, give those points to the other team, and vice versa.

Lesson Title: Creative Writing Using Pictures

Submitted By: RPCV Dee Dee Fickes via TEFL Lesson Plans, Part II, 2001

Site: Kerch Secondary School #1, AR Crimea

Target Level: 9^th to 11^th form

Time Required: 45 minutes

Materials Required: 5 pictures from magazine ads, newspapers, a photo album, or whatever you choose, as long as they are unrelated, tape/magnets to stick pictures to board

Objectives: SWBAT: (1) practice creative writing and thought, (2) employ traditional fiction elements into their writing

Procedure:

This activity can be done individually or in pairs.

1. Hang up the five pictures on the board in any order.

2. Instruct students/pairs to create a story that links all five pictures together in any order they choose. They must name characters, describe a setting (time and place), and use a plot that makes sense (though it should be as imaginative as possible). Segue between photos is important. Give them a minimum sentence length (10 to 15 works well, depending on level).

3. Encourage them not to worry about spelling and grammar as much as the content of their stories.

4. While they are writing, play some music that contributes to a mellow, creative environment and let their imaginations go wild.

5. When each student or pair is finished, have them come to the front of the room, arrange the pictures in the order appropriate to their story, and share what they wrote.

Lesson Title: Prepositions in a Bag

Submitted By: Barbara Schlieper, TEFL XXV

Site: Kirovohrad, Kirovohradska Oblast

Target Level: Young learners/primary forms

Time Required: 45 minutes

Materials Required: As many opaque bags containing items for placement as you have groups in your classroom, a demonstration bag for you to use in front of the class (contains a napkin, a small book, a tea cup, a rubber band, a cork, a plastic spoon, an eraser, and as many other small objects as you wish)

Objectives: SWBAT: (1) through Total Physical Response and repetition, master the challenge of English prepositions of place.

Procedure:

Review: Review a posted list of prepositions. Use gestures and ask the pupils to both say the word and demonstrate the gesture. Go through this sequence until all the pupils can quickly make the appropriate gesture. Then call on one pupil and, without cuing (that is, you don’t show the gesture), call out a preposition and the pupil must say it and make the appropriate gesture. Do this with parts of the class, pairs, one student – whatever dynamic works for your class.

What you are doing is using TPR – Total Physical Response – to help pupils remember not just with their brains or eyes, but also with their hands and bodies. Suggested gestures:

On – lay both hands flat, with right on top of left

In – make a cup with the left hand and put the right hand into it

Under – put one hand out flat and then put the other hand under it

Next to – hold your arm out next to you with the hand pointed down, point to the hand with your other hand and indicate that it is “next to you”

Between – put the “next to” arm in position, then use your other arm to show “between” that arm and your body

Behind – with your hand, point over your shoulder and behind you

In front of – point with your hand to a space in front of your chest

In a corner – make a corner with your feet and point to it with your hand

In the middle – hold one hand out flat, and with your other hand point into the middle of the flat hand

Around – hold one hand upright, and with the other hand, circle the raised hand

Above – hold a hand above your head

Below – hold one hand out flat, then bring the other hand in a semi-circle to be below the first hand – do NOT do it the same way as under

On the same day or next day, after reviewing the TPR preposition, introduce this new activity:

Put 10 household objects in a bag you can’t see through.

Gather the pupils around a central table or desk. The teacher should demonstrate this the first time. Take the napkin out of the bag and lay it flat on the table. Say, “The napkin is on the table.” Pupils repeat. You may then take one object after another out of the bag and place each one somewhere on the napkin to practice under, in, around, between, etc. If your group is quick, you can begin and then have the pupils take turns placing an object from the bag. The pupil must then make a sentence telling where the object is on the desk while using a preposition. This becomes a snowball activity. As each object is added, the pupil must say where his/her object has been placed, and then go back though all the other objects that have been placed, saying where each is (Ex: “The shoe is in the middle of the napkin.,” “The spoon is on the corner of the napkin.,” “The playing card is between the spoon and the shoe.,” “The cup is under the napkin.”).

Production: Once pupils have done this with you successfully, distribute bags (with different items, if you wish) to each group. Have each group in turn perform the drill.

At intervals throughout the year, review and repeat the TPR drill and the prepositions in a bag activity, as otherwise the pupils will probably forget them!

Hometask (if desired): In a room in your house, describe the objects in a cupboard or on a table using the prepositions we have practiced.

Lesson Title: Around the Room

Submitted By: Megan Tetrick, TEFL XXV

Site: Krasyliv, Khmelnytska Oblast

Target Level: 6^th-9^th form

Time Required: 45 minutes

Materials Required: flipchart paper with the poem Messy Room (provided below) written on it (prepositions left blank), preposition cards (on, under, over near, behind, etc.)

Objectives: SWBAT: (1) correctly use prepositions of location in describing objects in a room, (2) listen to and draw a room description as read by the teacher.

Procedure:

Warm-up: Teacher gives each pupil a preposition card. Pupils move around the room and use their preposition to describe the location of objects in the room using a complete sentence. Students change cards and describe different objects.

Teacher reads a description of a room. Pupils listen and draw what they think the room looks like. Example: The rug is in the middle of the room. The sofa is near the wall. The door is to the left of the sofa. The table is to the right of the sofa. The TV is across from the sofa. The window is to the left of the TV. Pupils compare drawings and try to create the correct room on the board.

Review new vocabulary for the poem Messy Room, and then read the poem once for understanding while pupils fill in the blanks with appropriate prepositions. Check to see that answers are correct. Pupils again select preposition cards and say a sentence about objects in their own room.

Messy Room by Shel Silverstein

Whosever room this is should be ashamed!

His underwear is hanging on the lamp.

His raincoat is there in the overstuffed chair,

And the chair is becoming quite mucky and damp.

His workbook is wedged in the window,

His sweater’s been thrown on the floor.

His scarf and one ski are beneath the TV,

And his pants have been carelessly hung on the door.

His books are all jammed in the closet,

His vest has been left in the hall.

A lizard named Ed is asleep in his bed,

And his smelly old sock has been stuck to the wall.

Whosever room this is should be ashamed!

Donald or Robert or Willie or —

Huh? You say it’s mine? Oh dear,

I knew it looked familiar!

Lesson Title: Strange but True (adapted from the GO2 textbook)

Submitted By: Agnes Tan, TEFL XXVII

Site: Illichivsk, Odeska Oblast (Secondary School)

Target Level: 7^th-8^th form

Time Required: Two 45-minutes lessons

Materials Required: Three short texts (provided below), photocopied for students

Objectives: SWBAT: (1) understand the use of the past continuous tense, (2) practice English communication skills by talking about personal experiences.

Procedure:

1. First explain that the past continuous tense is used to describe what was happening in the past when something else happened. This type of sentence construction uses the linking words “while,” “when,” and “as.” Dissect out an example of a sentence showing two events with a linking word joining them. One part of the sentence uses the simple past tense while the other uses the past continuous tense. For example: I was washing my hair when the electricity went out.

2. Give more examples and have students dissect the sentence structure.

3. Ask students to give examples using this type of sentence construction.

4. Write the new vocabulary from the new texts on the board and explain them with the help of definitions from the dictionary. For example: motorist, bumped, bald, tortoise, eagle, lightning, massage, etc.

5. Pass out photocopied sheets containing these three short texts:

A motorist in Spain was driving along the road when he saw a rabbit. He stopped, shot the rabbit and put it in his car. As he was driving along, the rabbit woke up and jumped out of the window. On the way out, it bumped into the motorist’s gun – and shot him in the neck!

The Greek writer Aeschylus was talking to a friend one day when a tortoise fell on his head and killed him! Eagles often drop tortoises onto rocks and then eat them. This eagle thought Aeschylus’s bald head was a rock!

In 1994, while Veronica Ronn was playing football in Stockholm, Sweden, a thunderstorm started and she was hit by lightning. The lightning threw her out of her boots and into the air. Her heart stopped, but a teacher saved her life with heart massage. When she woke up in the hospital, her first words were “How did the match go?”

6. Ask a student to read a text and retell the story. Because of the special twist to each story, they usually cannot get it right the first time.

7. Since the text is short, have students read it again and again until the whole class understands exactly what happened.

8. Then have students look for the sentence construction they have learnt in the text and dissect the structure. Continue to the next text, and so on.

9. Have students share about their own experiences with stories that are “Strange but True.”

10. The first hometask is to write 5 sentences using the past continuous tense.

11. The second hometask is to write a “Strange but True” story using the following prompts: Who is telling the story? When did it happen? Where was the person? What was he/she doing? What did he/she see? What was happening? What happened next? What happened finally?

Lesson Title: A Collage – What is It?

Submitted By: Ingrid Everson, TEFL XXV

Site: Bila Tserkva, Kyivska Oblast

Target Level: Low to high intermediate

Time Required: 20 minutes

Materials Required: One collage handout per student (provided below)

Objectives: SWBAT: (1) define the word ‘collage,’ (2) practice directionality (adverbs of direction), (3) identify and label pictures in a collage, (4) exhibit creativity in their drawing.

Procedure:

Practice/Application: Ask in any students know what ‘collage’ means. A collage is a form of art where separate items are drawn close to, on top of, under, next to, etc., each other.

Have students label as many of the objects on their collage as they can. The teacher writes the names of the items on the board as the students write on their collages.

Discuss the relationship of each object to the others: next to, under, around, across from, over, etc.

Have students complete the process of labeling the items on their collages.

Summary/Closure: Have a class discussion on their impressions of collages. Elicit information they might have on previous work with collages as an art form.

Hometask: On the back of their handout, have students design their own collage. Be sure to overlap pictures and have them face different directions.

Lesson Title: John Silver the PigeonLesson Title: Trash – What is It, What Can We Do With It?

Submitted By: Justin Sandver, TEFL XXV

Site: Rohatyn Gymnasia, Ivano-Frankivska Oblast

Target Level: 6^th-8^th form

Time Required: 45 minutes

Materials Required: Blackboard and chalk, copies of handout for students (information included below), plastic bag with the following items inside: an empty ½ liter bottle, a broken CD, an old spray bottle, an old shirt/piece of fabric, a used toothbrush (or other “trash” items that can be used without much difficulty).

Objectives: SWBAT: (1) think of creative re-uses of discarded materials, (2) think critically about the amount of trash produced in their household, and the resources required to make these materials, (3) think about ways to reduce the amount of things that people throw away.

Procedure:

Warm-up/Introduction (5 minutes): What is trash? Write the word on the blackboard and ask pupils about what it can mean. Write all answers produced on the board.

Ask the following questions to keep the conversation going:

Ø What do you throw away?

Ø Where does your trash go?

Ø Is trash a problem in your town? Is trash a problem for the world?

Ø How much trash do you think you make?

New Material: Introduce the following vocabulary:

Reduce – to use less

Re-use – to use the same product again

Recycle – to use an old product to make a new product

Decompose – to disintegrate, or break up after environmental action

Give students a handout with the following information and ask them to read it (5 minutes):

1. It takes more than 500,000 trees to make the newspapers Americans read on one Sunday.

2. If the pilgrims (people from 1700) had used aluminum cans at the first Thanksgiving, the cans would still be around today!

3. Making a recycled aluminum can takes only 5% of the energy required to make a new one.

4. Product packaging is 30% of the weight and 50% of the volume of trash from our homes.

5. 10% of the money we pay for food pays for packaging.

6. A plastic cup can take 50-80 years to decompose.

7. When you recycle 1 aluminum can, you save enough energy to run a 100-watt light bulb for about 3 and a half hours.

Discussion (5 minutes):

Ask students what they think about this information. What did they learn from this? Is there any way to stop making more trash? What ideas do you have to make the amount of trash we produce less? What are some good ideas we can use from the text to produce less trash, to save money, or to save energy? Introduce the 3 R’s (Reduce, Re-use, Recycle). Explain that these ideas can help us to make trash less of a problem in our cities.

Reduce – to use less trash. How can we do this? What can you buy so that you use less packaging?

Re-use – How can you use items again? What are good things to use many times and not throw away after one use?

Recycle – What can you recycle?

Application (25 minutes): Activity – The World’s Most Important Thing

Break the class into 5 groups of 3-5 people. In a non-transparent bag, place an empty ½ liter bottle, a broken CD, an old spray bottle, an old shirt/piece of fabric, and a used toothbrush. Ask each team to pick out 1 item from the bag. When each team has an item, announce the game, “The World’s Most Important Thing.”

The object of this game is to think of as many uses as possible for the object that you have, and to argue why it is the world’s most important thing. To help students, ask them to first write about all of the qualities of the item. For example:

What is it made of? Is it strong or weak? What parts does it have? What shape is it? What color is it? Is it heavy or light? Can it bend?, etc.

After the students have generated a list of the item’s qualities, tell them to think about how it can be used differently. After all groups have had time to do this, ask one person (or more) from each group to come to the front of the room and explain to the other students how their object can be used. After a team speaks, the other teams will award them points from 1 to 5 for how good their ideas were. The team with the most points wins.

Conclusion (5 minutes): Review the facts about trash that students read. Remind them that this game shows one way (re-use) to limit the amount of trash we throw away but there are also other things we can do. Ask every team to give you one idea for how to make less trash in the world.

Lesson Title: Biodegradable Materials

Submitted By: Justin Sandver, TEFL XXV

Site: Rohatyn Gymnasia, Ivano-Frankivska Oblast

Target Level: 6^th-8^th form

Time Required: 45 minutes

Materials Required: Blackboard, chalk, items for decomposition: plastic, glass, newspaper, magazine paper, potato, onion, a nail, handout with decomposition times (included below), small plastic cups, dirt or potting soil

Objectives: SWBAT: (1) recognize trash in their local environment as something introduced, (2) identify more and less biodegradable materials, (3) understand the process of organic decomposition.

Procedure:

Introduction (5 minutes):

Trash in the community: Ask students to think about how they got to school today. On their walk, what kinds of trash did they see? What did it look like (color, texture, etc.)? Was it old or new? What types of trash looked the most new, and what type of trash had changed? Try to elicit a number of different materials from the class.

New Material (5-10 minutes):

Introduce the idea of biodegradability: how fast a material will break down (change into smaller pieces). Point out that the biodegradability of all materials is different. Some things will change very quickly, some things will change very slowly or not at all. Different things can influence how fast a material biodegrades: temperature, sunlight, water, microbes in soil, air. Draw a picture.

Introduce the idea of composting: using organic materials (NOT MEAT OR DAIRY) to create dirt or soil very rich in nutrients (vitamins) for plants. Does anyone use compost? Is it dirty? Can anyone say what he/she puts in compost?

Application (10 minutes):

Display the following materials to be tested: a piece of plastic, a piece of onion, a scrap of newspaper, a piece of glass, a scrap of magazine paper, a potato, a nail. Any combination of organic and non-organic materials will work depending on availability.

Have the class make predictions about how the items will decompose: In groups, ask pupils to write detailed descriptions of objects. Some ideas of what to record include weights, measures, color, texture, smell, density, etc. Following the descriptions, tell students to write which objects they think will decay first, which will take a long time, if all things will start to decay, etc. Finally, ask pupils to write estimates for how long it will take each material to fully biodegrade.

Bury the objects: Let pupils bury 1-3 objects in a cup with dirt. It is more fun, though less economical, if you let each group of students bury their own objects. Unearth the objects a few lessons (days, weeks) later to see the results.

Short Review (5 minutes): Pass out the handout with a list of the items and the correct estimated decomposition times. Ask the following: Do these times surprise you? What do you think is a good amount of time for an object to live? How long is too long? What are the disadvantages of high biodegradability times? What are the advantages? Is it important for some items not to biodegrade?

Biodegrading Times

Item Time Needed to Biodegrade

Styrofoam container more than 1 million years

Leather shoe 45 years

Plastic jug 1 million years

Wool sock 1 year

Disposable diaper 550 years

Paper bag 1 month

Aluminum can 200 to 500 years

Banana peel 3 to 4 weeks

Tin can 90 years

Lesson Title: Web of Life

Submitted By: Justin Sandver, TEFL XXV

Site: Rohatyn Gymnasia, Ivano-Frankivska Oblast

Target Level: 6^th-8^th form

Time Required: 45 minutes

Materials Required: Cards with pictures or names of things in an ecosystem (animals, plants, sun, rain, etc.), a ball of yarn

Objectives: SWBAT: (1) create examples of environmental interaction, (2) critically consider the effects of a variety of environmental inputs on an ecosystem.

Procedure:

Introduction (5 minutes):

Solicit a discussion: How many living things can you think of in our classroom? What about our school? The school territory? Focus on species (people) and not members of a species (Ihor, Oksana, etc.). Draw a picture on the board, or write the words from the biggest living things to the smallest.

New Material Presentation (5 minutes):

Introduce the idea of an ecosystem: all species that live in a particular habitat and interact with one another. What are inputs into this system (sun, water, migrating animals, etc.)? What are the outputs of this system (food production, air production, animals, etc.)? It may be helpful to draw a diagram showing arrows for inputs and outputs in relation to the cyclical ecosystem.

Application (10-15 minutes):

Play the game Web of Life. Here are the steps:

1. Give each student a piece of paper with a piece of the ecosystem written on it.

2. Arrange the students in a circle.

3. Starting with the teacher, say a sentence that links your card with a card of another person in the room (for example, “I am an apple tree, and birds live in my branches”). Holding a ball of yarn, wrap it around your finger and toss the ball of yarn to the person with the “birds” card.

4. The person with “birds” will wrap the yarn around their finger, make another sentence connecting to another person’s card, and toss the yarn to that person.

5. As the game progresses, it will become more difficult to think of casual links – let students think of answers and solicit ideas from the group for difficult links.

6. When the “web” is finished, call on one student at a time to tug on his/her yarn. Ask all students who can feel the tug to raise their hands. The students with raised hands should try to identify the link they have to the person who pulled the yarn. Do this 3 or 4 times.

7. Choose a student and ask them to think of a disaster or problem that would kill or make it difficult for the item on their card to exist. Tell them to drop the yarn. After they drop the yarn, all people who are connected to him/her must also drop their yarn. Continue until all links are broken, and the web completely falls apart.

8. Ask students about the significance of the exercise. What does it show? What does it mean?

Lesson Reinforcement/Review:

Brainstorm contemporary environmental problems. What are the far reaching effects from these events? How long does it take to affect humans? If time allows, ask students to compose a story, one line at a time, about the effects of a particular stress on the environment (for example, oil spills, new species introduction, air pollution, etc.). Each student will say one sentence of the story, connecting each event with the next.

Сторінки

Наочність та додадковий матеріал.

Objectives: SWBAT: (1) skim a given text and discuss it’s general topic, (2) correctly respond to questions correlating to the given text, (3) communicate about their favorite Ukrainian.

Ukrainian Alt-rocker type Dilya

By Oksana Hoshva, Special to the Post, Feb 09 2005, 23:24

Objectives: SWBAT: (1) correctly use newly-introduced realty vocabulary, (2) create a sales pitch in English from a realtor’s perspective, (3) analyze the pros and cons of property investment.

Who do you want to sell this house to?

How much does the seller want for it?

Objectives: SWBAT: (1) correctly use newly-introduced realty vocabulary, (2) create a sales pitch in English from a realtor’s perspective, (3) analyze the pros and cons of property investment.

Styrofoam container more than 1 million years

Leather shoe 45 years

Plastic jug 1 million years

Wool sock 1 year

Disposable diaper 550 years

Paper bag 1 month

Aluminum can 200 to 500 years

Banana peel 3 to 4 weeks

Немає коментарів:

Дописати коментар

моя діяльність

Про мене

Calendar 2015