Unit 17

WORKSHEET – UNIT 17

Task 1 – How can the teacher use the board to maximum effect?

• Have a good plan and a clear direction on were to take the class.
• Start with a clean board.
• Write large and clear.
• Correct using an eraser or similar to keep the board orderly.
• Divide in sections.
• Use different colors and graphical aids.
• Only put essential information on the board.
• Erase what is no longer needed.
  
  

Task 2 – Imagine you have a video or DVD containing several scenes or comedy sketches. You wish to use one of the scenes/sketches in an intermediate lesson tomorrow.

a) Give an overview of the video you have in mind, and your reasons for choosing it.

The video has to have:

• The appropriate vocabulary level.
• The dialogue has to loud and clear and at a space according to the students English level.
• Has to be an interesting subject.
• Has to be related to the class.
• There has to be clear purpose for using the video.

b) Explain what you would do in preparation for the lesson and how you would use the excerpt:

The classroom has to have:

• A TV set.
• DVD/VCR equipment.
• Enough volume for the whole class to hear.
• The video has to have a clear purpose for helping the students with the lesson.

c) Devise an intermediate ESA lesson plan that revolves around the scene or sketch you have chosen. As always, include your aims, context, learner objectives, etc, as well as the procedure, as per the lesson plan outline on pages 6 and 7 of unit 14.

Date - time	June 27, 2009
Teacher:	Marcos Blass	Room:	212
Number of students	16	Level	Intermediate
Names of Lesson	Distortions of pronunciation in English in everyday use
Teaching aids	Video – Jerry Seinfeld comedy sketch.
Objectives	Give the students a view of how the language is used in everyday situations, the changes in pronunciation from formal to common use
Personal Aims	Encourage students to verbally participate in class. Full understanding of the story and differences. Learn new vocabulary.
Anticipated Problems (students)	Lack of interest, lack of participation. Lack of understanding of the story.	Solutions	Use as many aids as possible. Make the students feel confident.
Anticipated Problems (teacher)	Lack of interest, lack of participation.	Solutions	Use as many aids as possible. Make the students feel confident.
Procedure			Phase	Timing	Interaction
Start conversation by greeting the class and discussing their activities the day before.			Engage	5 min	T  - S
Give a short briefing on the importance of verbal comprehension of English in the real word and explain that the language is distorted in its spoken form.			Engage	2 min	T
Give each student a copy of the scrip of the sketch and explain the activity until all students fully comprehend			Engage	3 min	T
Students read the story by themselves.			Study	5 min	T - S
Students read the story again and pick any vocabulary words and verb tenses they don’t know.			Study	5 min	T - S
Students write a brief summary of the main idea of the text.			Study	5 min	S
Students watch the sketch.			Engage	5 min	T - S
The sketch is discussed in class, it meaning is explained and questions are answered.			Engage	10 min	T  - S
A game is played using the lesson learned and changing proper written English into common spoken.			Activate	5 min	T - S

Task 3 – Describe how you would use the following pieces of equipment and aids in the classroom:

a)      OHP – display transparencies, written material and lessons that would take to long to re-write in the board.

b)      Visuals – help student associate the lesson and the vocabulary with images and concepts they already know in their own language.

c)      Worksheets – custom made lesson designed for the proper English level, with the new vocabulary and for the purpose of the day’s class. Easy to grade and keep track of progress.

d)    Cassette recorder – Practice listening comprehension exercises with recorded dialogue.

e)      Video camera – record role play activities for discussing in class.

f)        Computer – EVERYTHING can replace all others and can be used for surfing the web in search of material.

g)      Dictionary - looking for the meaning,  part speech and the verbal pronunciation of new word.

h)      Course book – well thought and carefully selected lesson plan. Easy to grade. Provides plenty of material. Offers a clear path towards progress.

i)       Resource book – complement text book.

j)       Photocopier – copy and distribute material.

Task 4 – If you could have only five items of equipment from Task 3 available, which five would you choose?  Give reasons for your choices.

• Computer: can be used for EVERYTHING, can replace all others and can be used for surfing the web in search of material.
• Course book – well thought and carefully selected lesson plan. Easy to grade. Provides plenty of material. Offers a clear path towards progress.
• Worksheets – custom made lesson designed for the proper English level, with the new vocabulary and for the purpose of the day’s class. Easy to grade and keep track of progress.
• Visuals – help student associate the lesson and the vocabulary with images and concepts they already know in their own language.
• OHP – can be used to display worksheets, visuals, transparencies, written material and lessons that would take to long to re-write in the board.