Lesson+plan


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by [|Liudmyla Klymenko] - Sunday, 9 October 2011, 04:00 PM || Don't forget to include the following information: [|Reply] || by [|Raisa Istomina] - Tuesday, 11 October 2011, 01:40 AM ||
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2043/f2.jpg width="35" height="35" caption="Picture of Liudmyla Klymenko" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2043&course=3"]] || Your lesson plans
 * || Choose one of the websites you have looked at or another you know and write a brief description of a lesson plan and post it here.
 * Who is the lesson for? Primary, secondary? Low/high level?
 * What is the aim of the lesson? What is the language focus?
 * What website(s) are you using?
 * What activities would you do before your students used the website?
 * How would you use the websites?
 * What activities would you do after the students have used the websites?
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2040/f2.jpg width="35" height="35" caption="Picture of Raisa Istomina" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2040&course=3"]] || Re: Your lesson plans
 * || Lesson plan -- "Escape Artists"

Level: advanced Theme: Travelling Focus: reading, speaking Aim: To describe a proper place

1. Pre-task warmer Brainstorm exotic places the students have visited. If none, they'd like to visit. Why? What's special about the place? (Teacher puts the ideas on the b/b.)

Divide the class into halves (5-6 students in each), distribute roles:secretary, timekeeper, ... 2. Research Each group gets the name of the place to visit, but they keep it in secret. They have time-limit (15 mins) for reading the info about the place. Main research site: Wikipedia; http://en.wikipedia.org/wiki/Main_Page 3. Post-task activity The groups present the info about the place in the format they prefer: acting, making a dialogue. The main idea of the activity is to describe the place not giving its name. The task of another group is to guess the name. While presenting students use active vocabulary.

( Edited by [|Liudmyla Klymenko] - original submission Sunday, 9 October 2011, 09:46 PM ) [|Show parent] | [|Reply] || by [|Liudmyla Klymenko] - Tuesday, 11 October 2011, 01:44 AM || could you comment on your choice of the student proficiency level? Is there any opportunity to use the lesson plan for lower levels? In this case, what changes would you make to the lesson, if any? [|Show parent] | [|Reply] || by [|Raisa Istomina] - Wednesday, 12 October 2011, 07:29 PM || Thanks for your comment. I teach senior university students, it's why I designed that plan. as for changes, it's possible. I think that the procedure can be the same but topics and information for them relevant to secondary school students. I think the topics like "Animals: wild and domestic", "Fruit and vegetables", etc. can be more appropriate. A pre-stage task: - matching pictures with names of ...., - sorting out them according categories,
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2043/f2.jpg width="35" height="35" caption="Picture of Liudmyla Klymenko" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2043&course=3"]] || Re: Your lesson plans
 * || Dear Raisa,
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2040/f2.jpg width="35" height="35" caption="Picture of Raisa Istomina" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2040&course=3"]] || Re: Your lesson plans
 * || Lyuda,

As for presentation: students should follow some models/patterns to practise vocabulary and grammar structures.

[|Show parent] | [|Reply] || by [|Tetyana Yarmysh] - Saturday, 15 October 2011, 01:44 PM || I would like to ask you some questions about you lesson plan as topic Travelling is the one I always try to think of something new on. [|Show parent] | [|Reply] || by [|Raisa Istomina] - Saturday, 15 October 2011, 03:20 PM || Thanks for these questions. When brainstorming, the focus is not only on the names of the places but also on commom features. My question: "Why would they like to visit it?" - helps them to concentrate on smth specific, unusual. Choosing one continent for brainstormimg can be reasonable.
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2041/f2.jpg width="35" height="35" caption="Picture of Tetyana Yarmysh" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2041&course=3"]] || Re: Your lesson plans
 * || Dear Raisa,
 * Warm up**. Do you think it would be better to brainstorm exotic places within the limit of not more than three countries or one continent?
 * Research**. Are the names of the places for research taken from the list made during the brainstorming or they have been planned by you before? If the second and they have not been mentioned by the students, don't you think it would be a challenge to guess their names in the post-task activity?
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2040/f2.jpg width="35" height="35" caption="Picture of Raisa Istomina" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2040&course=3"]] || Re: Your lesson plans
 * || Dear Tetyana,

As for this point in my lesson plan, I choose two places in advance, read the information, evaluate how relevant it is to the level, topic. And it helps me to set right time-limit. I pay much attention to this "ingredient" of Classroom Management.

Is it easy or not to guess the name of the place? It depends on the quality of presentation. Sometime very easy, more often not easy. at first the students present general info about the place, then they describe a famous place of interest.

[|Show parent] | [|Reply] || by [|Angela Moninets] - Thursday, 13 October 2011, 05:50 PM || Aim: to practice use of The Present Simple Tense. To practice daily routine verbs. Website: //**vocabulary.co.il**// Procedure: 1. Brainstorming. What activities children do daily. How their weekends differ. 2. They put down a few sentences about their routine, further on comparing them to their parters'. 3. Students are asked to find vocabulary.co.il. Afterwards they are directed to"contraction games", where they find "memory match" game. They complete the task, which is a revision of contracted forms itself. They can do it twice,the second game will definitely be done faster ( there's a stopwatch). There can be set a competition for two. For fast finishers or as a follow up activity there is another game - "fill it in", which practices the above. 4. Students are asked to write a short comparison of their usual day and the one of their parent or older or younger brother. The person to compare with should have a different routine for the comparison to be effective. ( Edited by [|Liudmyla Klymenko] - original submission Thursday, 13 October 2011, 12:12 AM ) [|Show parent] | [|Reply] || by [|Tetyana Yarmysh] - Thursday, 13 October 2011, 08:35 PM || = Level: pre-intermediate = **Theme**: London **Focus**: reading, speaking **Aim**: to make advice about visiting one of the sights ** Warm-up ** Put the pictures of the sights ( London Eye, London Bridge…) on the board and ask the students what they are, where they are and what they know about them. ** Research ** Each pair of students is given the task to research one of the sights using sites [|http://videojug], [|http://wikipedia.org] and get ready to report to the rest of the class. The time limit is 20 minutes. ** Post-task activity ** In the group of five, each person in which searched for a different sight, the students exchange information and make a decision what three sights they would advise to the rest of the class to visit. They are given examples of some useful vocabulary to be used ( It is worth visiting…. You should definitely visit… .I advise you to see… .You will enjoy walking along… .). [|Show parent] | [|Reply] || by [|Angela Moninets] - Saturday, 15 October 2011, 11:23 PM || Here is my feedback on your lesson plan. I would love to mention that you are very recourseful and creative. What I would ask you to reconsider is the **Aim introduction**. How about opting for " To practice giving advice in the context of the topic Sightseeing in London"? The **warm-up** **stage** sounds reasonable, however I would never be sure students will come up with the correct answers without being pre-taught. They might name only those you mentioned in the plan and fail to recognise the others. **You** may well have to introduce them. You did not state in the **"focus"** __writing__. Are students presupposed to remember everything they have found for 20mins. or they will be able (allowed) to read this directly from the site? Would you take a closer look at this stage? The **post-task activity** sounds enticing. There is only one thing I would draw my attentio to. When the students have to agree on two sights to recommend, there might be no two who would agree to give up theirs. What would you suggest? I might have misinterpreted you, but I failed to find info about London on videojug. Or at least the URL you provided is not complete. I must say that the expected outcome of this lesson could easily be achieved without integrating LT by simply giving advice on some trivial matters. But in the context of such a topic, LT contributes a great deal and students just wouldn't get by without a proper e-sourcing option. Hope the lesson is a success. Best of luck! [|Show parent] | [|Reply] || by [|Helen Onyshchenko] - Sunday, 16 October 2011, 12:41 AM || I'm in charge of writing the feedback on your lesson I have imagined myself in the place of one of your pupils and have gone through all stages of the suggested lesson, and I should say in the first place that I would both enjoy this lesson and get a good practice of daily routine verbs Here are some things I would like us to contemplate on: - whether it is necessary for our primary pupils to make this a bit long way to the target activity page, i.e. finding vocabulary.co.il, choosing 'contraction games', finding 'memory match' game (and there are two memory match games on the same page, for different levels). If we want to teach them some searching and browsing skills, then making this way to the exercise is a part of learning. If it isn't our aim at this particular lesson, then it is better to take them directly to the exercise page. It is up to the teacher and the time limit for this exercise. - whether the web-based activity corresponds to the target vocabulary or constructions used during the lesson. The contractions exercise on the site includes I've, can't, I'm, which will hardly be used when talking about the pupils' daily routines. So maybe the follow-up activity should be changed somehow (or the pupils should be directed to use these contractions). It's a good idea to use the 'fill it in' game after the 'memory match' game. At first pupils look at the contractions and memorize them, then they practice writing the short or full forms in 'fill it in'. Can you write some example sentences for 'short comparison of their usual day' activity? Thank you for sharing a great site with us and generating this interesting lesson idea [|Show parent] | [|Reply] || by [|Angela Moninets] - Sunday, 16 October 2011, 04:36 PM || Thank you, Lenochka, for not being that critical, but moderate as well as tolerant! After having read the others' feedbacks and having compiled one myself, I dreaded to think what I was going to "hear"! Concerning my leading all my students all that way through the Net. I'd prepared the lesson plan before I got to know the proper way of formulating the link (URL). I now would just insert the direct link. I must admit my IT skills leave much to be desired. But I am here hoping for better. Regarding use of contractions applicability to speak about students' daily routine, I am totally with you there. I must either set an example or restate the task. Providing a few sentences for example in the post-activity is what I did have in mind. Thank you indeed! And thank you for your lesson plan as well! [|Show parent] | [|Reply] || by [|Helen Onyshchenko] - Thursday, 13 October 2011, 09:09 PM || [|Show parent] | [|Reply] || by [|Raisa Istomina] - Saturday, 15 October 2011, 11:53 AM || it's my feedback on your lesson plan.
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2027/f2.jpg width="35" height="35" caption="teacher" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2027&course=3"]] || Re: Your lesson plans
 * || Level : elementary, primary ( this site can be used on a larger scale).
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2041/f2.jpg width="35" height="35" caption="Picture of Tetyana Yarmysh" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2041&course=3"]] || Re: Your lesson plans
 * || ** Lesson plan- Sightseeing  **
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2027/f2.jpg width="35" height="35" caption="teacher" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2027&course=3"]] || Re: Your lesson plans
 * || Dear Tetyana!
 * Research**. The task of the research is not quite well-formulated. I wouldn't know what to search for, which points to consider to be worth mentioning. Do you think providing a list of questions or theses would do good? For me as a visual learner a visual, tangible information gap (for the task to be motivating) is a must.
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2029/f2.jpg width="35" height="35" caption="Picture of Helen Onyshchenko" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2029&course=3"]] || Re: Your lesson plans
 * || Dear **Angela**,
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2027/f2.jpg width="35" height="35" caption="teacher" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2027&course=3"]] || Thank you, Helen!
 * || Dear Helen!
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2029/f2.jpg width="35" height="35" caption="Picture of Helen Onyshchenko" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2029&course=3"]] || Re: Your lesson plans
 * || **Lesson plan – ‘World’s Most Endangered Animals’**  **Level:** intermediate (or lower), secondary pupils (or high primary)  **Topic:** endangered animals  **Focus:** reading (scanning, for gist, for details); speaking, wriring (completing a factfile).  **Aim:** Students access the Internet to research an endangered animal of their choice and fill in the factfile to further speak on behalf of their animal. **Websites:** [|e-How - World's most endangered animals] [|Yahoo!Kids]  __1. Pre-task activities:__ - brainstorming: what pupils know about endangered animals (What does ‘endangered’ mean? What are three examples of endangered animals? Who or what are the animals threatened by? Do you know any extinct animals? etc) - topic-related vocabulary exercise; - which species are most endangered? work with a partner and write your list __2. Research:__ Individual pupils (or pairs) are given an empty endangered animal __factfile__ chart which they are going to fill in by finding the information on the Internet. Factfiles may include the following items: Name of the animal: Country: Habitat: Feeds on: Threatened by: Interesting facts: Students start with [|e-How - World's most endangered animals] article at eHow site. They name the animals mentioned on this page and choose one for their factfile. By scanning the article they start filling in the factfiles. For further information about the chosen animal students go to [|Yahoo!Kids] homepage and type the name of their species in the search field. The search engine provides them with the links to several sites which students can browse to find necessary information and interesting facts about their animal.  __3. Post-task activities:__ Students are asked to imagine that they are the animal which they have been researching about. They should walk around the classroom, stopping to speak to each other on behalf of their animals, sharing information about them and discussing their problems, finding out what they have in common with other ‘animals’. The factfiles completed by students can be collected and formed into a poster or a book.
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2040/f2.jpg width="35" height="35" caption="Picture of Raisa Istomina" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2040&course=3"]] || Re: Your lesson plans
 * || Helen,

You try to integrate webresources into traditional framework. As for some of us (me too) it's a new experience how to become web literate, it's not easy to combine all the points together to make the process easy going and productive for both teachers and students. We are here to learn and support each other. That's exactly I mean evaluating your lesson plan.

The suggested topic is important as it makes the students think about the real situation in the world. 1. I see that both the name of the lesson and the topic are almost the same. Is it an Introductory lesson to the topic? 2. Level. I notice the range of levels - from high primary to intermediate. Why did you decide to design the lesson for different age groups? 3. Focus. There are three main skills to practise. One of them is reading. You specify reeading as "scanning, gor gist, for details". Can you explain the difference between "scanning" and "reading for details"? 4. Aim. You are really supportive to give the instruction before setting the aim. Actually we should fomulate the aim (what we expect to achieve). Can you put the aim to the lesson again? 5. Websites. I've visited the suggested sites. They are quite informative. When choosing the sites did you evaluate grammar and vocabulary in the texts? Can all the students be able to scan the info effectively?

Pre-task activities. 6. Brainstorming is a useful technique to revise vocabulary, make a list of ideas for discussion, etc. "brainstorming: what pupils know about endangered animals" it is "elicitation". We can use this technique/elicit when we want to get info on the topic from the students' previous experience. Helen, how often do you use this technique in class? Why? 7. "What are tree examples of endangered animals?" -- It's a question from Pre-task activities. While eliciting the students can give no examples or only one. What are your further actions? 8. You ask the students if they know the most endangered animals and use the word "which". It's not clear if the students should use the info got in class or from their own experience. In this item in your plan you ask the students to work in pairs and write "their list". Should they be able to complete the task? (see #7 in this feedback)

Research. 9. One more time about reading. How much time do they have to read on eHow site? What about time-limit? 10. Choice of an animal. Everybody chooses the same animal, for example. How do you regulate the process of choosing an animal? Is it your responsibility or the students'? 11. Visiting Yahoo!Kids homepage. I did that and got a long list of links. I chose "tiger". It took me a lot of time to look through the info on the links and I was frustrated what to choose, where to go. Then I added "endangered" to the "tiger" and... now the list is quite "edible". 12. One of the suggested levels is "high primary". I decided to follow "Planet Kids" link in "Yahoo!Kids" which can be relevant to this age group. I failed. The page doesn't exist.

Post-task activities. 13. "Students walk aroung the classroom". While walking should they mime the movements of the animal? If yes, why? 14. "...stopping to speak to each other". Do they all start moving around the class simultaneously? What's the procedure? What about time-limit for speaking to each other? 15. Writing. It's one of the points in focus for the lesson. But I'm not sure if chart completion is writing. It's about making notes, gathering infomation for writing.

I'd like to get your comments on my feedback, as feedback is important not only for the person who gets it, but also for the person who gives it.

[|Show parent] | [|Reply] || by [|Liudmyla Klymenko] - Sunday, 16 October 2011, 03:33 PM || thank you for setting a good sample to follow by doing such thourough analysis and providing detailed and constructive feedback. Well done! [|Show parent] | [|Reply] || by [|Helen Onyshchenko] - Sunday, 16 October 2011, 01:11 AM || I think all the questions that you have asked can be used as a guide to create a good quality lesson in the end I stated different levels of pupils because the lesson idea can be adapted depending on the age and level of pupils. For example, for lower level pupils some parts of the chart can be filled in already, and we can suggest a carefully selected website (or a couple of websites) for their further research task, without making them search the Yahoo!Kids, or we can specify what word combination they should type in the search field in order to get a shorter list of results. So, here comes an idea: the worksheets should include the animal name, the chart, and a set of clear instructions where we can mention the word combination for the Yahoo!Kids search and recommended sites to choose among when they see the list of links. As for the secondary students, I believe they will cope with the 'searching and choosing a good site' part, keeping in mind that to teach them browsing, searching, choosing websites is one of our aims (so I should have included it into my list of aims for the lesson) [|Show parent] | [|Reply] || by [|Irina Dygal] - Saturday, 15 October 2011, 04:42 PM || __**Topic:**__ Shopping 1) To practice use of the vocabulary connected with shopping 2) To practice making special questions 3) Interaction activity [] [] [] [] [|Show parent] | [|Reply] || by [|Natalia Kolotova] - Monday, 17 October 2011, 12:16 AM || I liked the idea of integrating LT into your lesson. The exercises reflect the topic which helps a lot to achieve the first aim . There are some points which I would like to clarify. Why did you choose shopping for clothes and grocery during one lesson? It seems like grammar points are quite different - numbers and countable nouns for clothes, uncountable nouns and some/any pronouns for grocery (will it be easy enough for pre-intermediate Ss?). How about shoes or hats for this lesson? Do you feel these exercises provide enough opportunities for practising special questions? Overall, the aims could easily be achieved with a coursebook but integrating LT makes the lesson more vivid and more student-oriented (you would recommend those who work faster other exercises, wouldn't you?) [|Show parent] | [|Reply] || by [|Irina Dygal] - Monday, 17 October 2011, 01:07 PM || - grammar(countable/uncountable nouns) - vocabulary (shopping) - interactive skills(making dialogues) I work at a specialized school with intensive foreign languages learning so these topics are not difficult for the Ss as we have already learned the material and it was just one more opportunity to practice. [|Show parent] | [|Reply] || by [|Angela Nikishina] - Saturday, 15 October 2011, 09:32 PM || Level:intermediate,upper-intermediate (secondary) Aim: practise understanding maps,designing own map of a garden Skills:speaking,listening,writing Procedure 1.Brainstorming.Importance of maps and design. 2.Ss answer questions checking their knowledge of maps and symbols. 3.Case study:Desinging a garden.Where to put a climbing frame,a vegetable garden,etc. 4.Watch Videojug (direct Ss to Lyfestyle &Home Section,Garden Design).Ss are given different pieces to watch. 5.Discussion.Ss share info about the video watched and after discuss in groups design ideas. Homework: To design own garden using http://www.arcon.ru, http://grafomania.com.ua or some other sites or programs they know or prefer and demonstate it next lesson featuring their perfect gardens [|Show parent] | [|Reply] || by [|Natalia Kolotova] - Saturday, 15 October 2011, 11:04 PM || - //**general chat about the USA**// (Have any of Ss visited the country? What did they do there? What did they visit and see?) - **group work** (3-4 Ss in a group) - find out what they like doing when they visit a new city, make a list of likes and dislikes Ss are supposed to plan a day out in Cambridge, Massachusetts. They must try to agree on what to see and do and to accommodate likes and dislikes of each member of the group -Complete the SIGHTSEEING TOUR worksheet (Write a brief summary of times and activities as you plan them) - New groups with everyone explaining to the others what their group decided to do, where to go, etc. - Home assignment: design a similar resource for the city Ss live in [|Show parent] | [|Reply] || by [|Myroslava Loboiko] - Sunday, 16 October 2011, 04:54 PM || Level : Intermediate, upper intermediate Theme: Natural disasters and safety rules Focus: Reading, speaking, writing Aim: To give information about one of the natural disasters which can happen on the territory you live and the main safety rules. 1. Pre-task warmer Brainstorm the names of natural disasters and write them on the board. Ask students which of them can happen on the territory you live. Choose three the most typical disasters for your territory. Brainstorm as much information on them as possible: - What is it? - Why can it happen? - What shall we do in case of a disaster? Write their ideas on the board in three columns. Divide the class into three groups. Assign each of the group one of the three natural disasters. 2. Research Ask each group to research their topic using the sites below according to the plan: 1) Definition   2) Major causes. 3) Safety rules.   ü National Geographic - []   ü Wikipedia – free encyclopedia - []    ü Yahoo Education Encyclopedia - []   ü PG&E - []   ü Family Home Security - []   Checking unknown words    ü Oxford Advanced Learner’s Dictionary - []    3. Post-task activity.    Using the collected information, each group has to produce a GLOG (interactive poster) with the help of Glogster Edu site - []   4. Presentation of the glogsters.  [|Show parent] | [|Reply] || by [|Nataly Katsaran] - Monday, 17 October 2011, 10:07 PM || Thank you for the perfect lesson both students and me! [|Show parent] | [|Reply] || by [|Kseniia Rozdolska] - Tuesday, 25 October 2011, 06:07 PM || Thanks a lot Myroslava! [|Show parent] | [|Reply] || by [|Angela Nikishina] - Sunday, 16 October 2011, 08:51 PM || I reallly liked your lesson plan.I would like to have a similar lesson and topic discussion with my students.Could you,please,explain to me how exactly you will use the material of the suggested websites or how you will direct the students while browsing these websites to achieve the aims of the lesson. Thanks very much in advance. Angela
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2043/f2.jpg width="35" height="35" caption="Picture of Liudmyla Klymenko" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2043&course=3"]] || Re: Your lesson plans
 * || Dear Raisa, Tetyana and Angela,
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2029/f2.jpg width="35" height="35" caption="Picture of Helen Onyshchenko" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2029&course=3"]] || Re: Your lesson plans
 * || Dear Raisa, thank you so much for this explicit and profound comment! In fact, it's way more profound than my lesson sketch [[image:http://courses.britishcouncil.org/pub/learningtechnologies/theme/britcounv3_nav/pix/s/blush.gif caption="blush"]]
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2030/f2.jpg width="35" height="35" caption="Picture of Irina Dygal" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2030&course=3"]] || Re: Your lesson plans
 * || __**Lesson plan**__
 * Level:** Pre-Intermediate
 * Focus:** reading, speaking, writing
 * Aims:**
 * Websites:**
 * Brainstorming.** Divide class into 3 groups. They are to make lists of goods or products they may buy in the following departments: Ladies’ Wear, Men’s Wear, Grocery’s. You may put some pictures on the board to prompt. Read the lists aloud
 * The Procedure.** The first group(Ladies’ Wear) works with [] (gap filling online); the second - [] ; the third - [] . After they finish gap filling they may check themselves online. Next each group read the dialogue they got. Next they make up own dialogues using the phrases from word lists [] . Each group represent the dialogue they’ve made up.
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2036/f2.jpg width="35" height="35" caption="Picture of Natalia Kolotova" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2036&course=3"]] || Re: Your lesson plans
 * || Dear Irina,
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2030/f2.jpg width="35" height="35" caption="Picture of Irina Dygal" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2030&course=3"]] || Re: Your lesson plans
 * || Dear Natalia,Thank you for your comment. This lesson was a kind of revision. In this way we managed to revise many patters:
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2028/f2.jpg width="35" height="35" caption="Picture of Angela Nikishina" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2028&course=3"]] || Re: Your lesson plans
 * || Theme of the Lesson: "Creating A Garden Design"
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2036/f2.jpg width="35" height="35" caption="Picture of Natalia Kolotova" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2036&course=3"]] || Re: Your lesson plans
 * || **Lesson plan- Sightseeing**
 * Ss-** (young) adults
 * Level**: intermediate and above,
 * Focus** : reading, speaking
 * Aim** : making arrangements, suggesting, agreeing, disagreeing (revision lesson)
 * Websites:**
 * [], [], []**
 * Pre-task**
 * Research**
 * Time limit** - 30 minutes on the Net.
 * Post-task activity**
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2035/f2.jpg width="35" height="35" caption="Picture of Myroslava Loboiko" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2035&course=3"]] || Re: Your lesson plans
 * || Lesson plan – Natural Disaster Safety
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2038/f2.jpg width="35" height="35" caption="Picture of Nataly Katsaran" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2038&course=3"]] || Re: Your lesson plans
 * || Dear Myroslava, I was asked to write the review on your lesson. The first impression of it was ambiguous. You've done the great work, introducing one of the most interesting and //useful// topics for students! But I wasn't pretty sure about the duration of the whole activity and how it works. Thank you for the answers you sent me. So here is my feedback to your lessonplan:
 * 1) I think your lesson perfectly fits the syllabus of 9-11th formers when their level is intermediate+ It'll be the exciting activity to learn about their safety at the time of natural disaster and take the responsibility to inform others about it.
 * 2) The sites you offer are specialized on nature, disasters and safety (except Wikipedia and Yahoo Education Encyclopedia--- they are the EXPERTS at everything[[image:http://courses.britishcouncil.org/pub/learningtechnologies/theme/britcounv3_nav/pix/s/smiley.gif caption="smile"]]) and contain the adequate information. Perhaps some students will get lost searching the sites so they should be confident i-net users, be aware of site-navigation and searching. I'd better focus on the three sites which give quite detailed information on natural disasters, i.e. National Geographic, PG@F and Family Home Security. But they don't provide information on Ukraine and this might cause some problems. But you anticipate this and offer other international sites like Yahoo and Wikipedia. Well-done!
 * 3) The research activity is well-integrated into the lesson. I like brainstorming indeed. It warms up students and motivate them to think and speak. Working in groups when each member is performing the certain task to reach the goal is superb! Providing the vocabulary site is also a good idea! But most of all I was impressed by the post-activity--GLOGSTER. I hadn't heard about it before but I fell in love with this site at the first sight! It's a wonder for educational presentations, much better than PPT or Moviemaker. Very simple to use and it takes minutes to create own interactive posters, upload to the blogs and share with others.
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2033/f2.jpg width="35" height="35" caption="Picture of Kseniia Rozdolska" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2033&course=3"]] || Re: Your lesson plans
 * || The warmer activity is quite interesting, it's not like just name or repeat. so that the children have to answer the questions, they need to think (that's what I like about the tasks - thinking). The glogster site is amazing. I think that the children would be very happy to do such a poster, it's not boring. That's a new and a fresh way to make posters. I surely will try to do this with me students.
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2028/f2.jpg width="35" height="35" caption="Picture of Angela Nikishina" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2028&course=3"]] || Re: Your lesson plans
 * || Hello,Natalia![[image:http://courses.britishcouncil.org/pub/learningtechnologies/theme/britcounv3_nav/pix/s/smiley.gif caption="smile"]]

[|Show parent] | [|Reply] || by [|Natalia Kolotova] - Monday, 17 October 2011, 12:43 AM || was the question about Sighseeing lesson? (with my brilliant name I easily find several namesakes everywhere ) A few days before the lesson I usually check what's on in Cambridge (e.g., there's A Tribute to Italian Song today) and in the university ([|Harvard LBTQ Women's Lunch], [|Music from Terezín, Performed by the Hawthorne String Quartet], etc.). So I prepare a list of points ("milestones") to be considered. Then I try to throw in ideas with similar events while brainstorming and making a list of what they like/ dislike doing when they visit a new city. Once I made sure they included most of the "milestones" into their lists, I monitor the activity. I join groups for a few minutes listening to their interactions and if necessary asking questions which encourage them to check some events. But it definitely requires a great deal of preparation before the lesson and a lot depends on the group (my Ss are adults so Harvard is a very nice attraction for them  ) [|Show parent] | [|Reply] || by [|Nataly Katsaran] - Sunday, 16 October 2011, 08:59 PM || Level Upper Pre-intermediate/Intermediate Theme Staying and studying in UK Focus Listening, reading, writing Grammar Past Simple positive and negative Aim to describe about experience of studying/travelling abroad Equioments computer lab with earphones URL [| http://learnenglish.britishcouncil.org/en/i-wanna-talk-about/my-life-uk] Anticipated problems students may never been and studied abroad ( In this case the discussion is about their trips in the past) Computer skills good site navigation skills, basic listening-to-audio-on-line skills
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2036/f2.jpg width="35" height="35" caption="Picture of Natalia Kolotova" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2036&course=3"]] || Re: Your lesson plans
 * || Hello Angela,
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2038/f2.jpg width="35" height="35" caption="Picture of Nataly Katsaran" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2038&course=3"]] || Re: Your lesson plans
 * || Lesson plan **"Studying abroad"**

Write the word expression "Studying abroad" and ask students to think about associations with it. Brainstorm as much information as possible: accomodation, language barrier, cultural shock, etc. Put the words like in mindmaps to make the plan for further speaking (see an attachment)
 * Pre-task warmer (5 min)**

//Listening 1// //Listening 2// //Listening 3//
 * Pre-listening activities (introducing new words) (5 min)**
 * Go to the site and ask students to do the Preparation activity individually
 * Check the answers in class and give comments on the words
 * Listening activity (20 min)**
 * Ask students to listen to the audio individually for the first time without stopping and do the Comprehension task (10 min). Ask them to remember the score.
 * Elicit general information, ask questions like "Where does the speaker come from? Where did she go? What did she do there? etc". Write the answers on the blackboard in brief.
 * Ask students to listen to the audio for the second time but listen difficult for them parts for 2-3 times. Ask the students to go through Comprehension task for the second time. Compare the scores from Listening 1 and Listening 2. For weaker students it's possible to look at tapescript and listen to the audio.
 * Ask questions for details like "How long did it take her to get to York? What was her host family like? What did she do in Oxford?" Elicit answers with Past Simple used, correcting mistakes carefully.
 * Focus on Grammar. Ask if students have noticed some mistakes in the speaker's presentation (the speaker corrects the mistakes immediately). Draw attention to the verbs in Past Simple they've heard during the listening, ask the students to reproduce some of them.
 * Listen in class and read the tapescript on the site. Ask students to put their hands up to stop at difficult parts, comment on them.
 * Check the blackboard notes you've made and the true information. Encourage Past Simple both positive and negative.
 * Speaking (15 min)**
 * Discuss in class briefly advantages and disadvantages of studying abroad, using the mindmap, their own experience and the information from the tapescript.
 * (for homework) Ask students to write about their experience of studying/travelling abroad

[|Show parent] | [|Reply] || by [|Myroslava Loboiko] - Tuesday, 18 October 2011, 06:56 PM || The lesson “Studying abroad” will perfectly fit into the school syllabus. It can be given in Forms 9-10 to Pre-intermediate + students. The British Council Learn English website is written specially for learners of English as a foreign language and is a perfect resource to use at the lessons as it contains reliable, authentic and accurate info. Talking about tasks, they are really a very significant point for the teacher to consider when integrating the Web. I think, Nataly has coped with the task perfectly. The pre-task warmer – associations, brainstorming, mindmapping – leads the students into the topic, makes them plunge into the vocabulary needed for comprehension and prepares them to listening. Moreover, the pre-listening activity (preparation task) helps the students get prepared to listening. Nataly has done a great job to develop such skills as listening for gist and listening for specific detailed information. And the attached mindmap will help the students to discuss the topic as a post-task activity. It won’t be technically difficult for students to do the tasks, as the computer skills required are basic browsing and site navigation. The only anticipated problem (I agree with Nataly) is the fact that the students may have never experienced being or studying abroad and they will have to imagine the situation or speak from the experience of others. I should add, Nataly has done a great job. She has presented a very good lesson plan explained in the details. Having analyzed the plan, I am sure to use the activities and the link with my students at my lessons. Well done! [|Show parent] | [|Reply] || by [|Nataly Katsaran] - Wednesday, 19 October 2011, 06:56 PM || [|Show parent] | [|Reply] || by [|Kseniia Rozdolska] - Monday, 17 October 2011, 08:37 PM || **Level:** primary **Theme**: School **Focus:** Reading, speaking, listening **Aim:** to practice grammar structure What’s this?
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2035/f2.jpg width="35" height="35" caption="Picture of Myroslava Loboiko" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2035&course=3"]] || Re: Your lesson plans
 * || Thank you, Nataly, for such warm words concerning my lesson plan. Now it's my turn to give feedback to yours.
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2038/f2.jpg width="35" height="35" caption="Picture of Nataly Katsaran" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2038&course=3"]] || Re: Your lesson plans
 * || Dear Myroslava, thank you for appreciating my lessonplan so high. I think we all here on the site are experts and trying to do our best to be more professional.[[image:http://courses.britishcouncil.org/pub/learningtechnologies/theme/britcounv3_nav/pix/s/cool.gif caption="cool"]]
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2033/f2.jpg width="35" height="35" caption="Picture of Kseniia Rozdolska" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2033&course=3"]] || Re: Your lesson plans
 * || **Lesson plan - School**

**1. Pre-task warmer** Play the game Slow reveal. You cover the picture with a piece of paper and then slowly open it for pupils to guess what it is.

**2. Practise the words and grammar structure** 2.1 Ask pupils to listen to the story with two funny mice. Tell them that these mice want to go to school, but they don’t know what they should take with them. After listening to the story ask the children about the plot, what has happened, why the mice were scared. [] 2.2 Now tell the children that they are going to practice their memory and find out, are the mice ready for school or not, do they remember all the objects. [] 2.3 Now it’s time for relax. Tell the pupils that they are going to play a jackpot game, and if they do everything well they’ll get a present from you (some sweets, pencils, children usually loose their pencils J ) [] **3. Post-task activity** Give one pupil a picture of a school object, ask: What’s this?. The pupil answers: It’s a … and then takes the picture and asks the other classmate: What’s this?. Then pupils take it in turn like a non-stop activity. They ask and answer. [|Show parent] | [|Reply] || by [|Liudmila Ariutova] - Monday, 31 October 2011, 06:01 PM || I will take for my lessons.Thanks for sites addresses And I'd like to say that all lesson plans are very professional. It's never late to learn. [|Show parent] | [|Reply] || by [|Liudmila Ariutova] - Sunday, 23 October 2011, 10:11 PM || Aim: : / 5 min. Individual work/ ** Aims :  ** ** Educational:  ** To bring up the future leaders and citizens of the 21st century with deep awareness of their essential role in the solution making process of preserving human life not only on the Earth but in the whole Universe in comparison with their daily life today. ** Developing:  ** >   ** Learning **** : ** >   ** Practical ** To implement the received knowledge by presenting Ss own self created projects To develop creative thinking To teach students to be focused on their future 1. Warming up ** A teacher ** asks students: Do you know the names of the planets in our solar system? (Students could shout them out or discuss the names in pairs). ** A teacher ** hands out the worksheet (task 1). ** T. ** – You have to put the planets on order in Worksheet Task 1and do it in   pairs
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2034/f2.jpg width="35" height="35" caption="Picture of Liudmila Ariutova" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2034&course=3"]] || Re: Your lesson plans
 * || Ksenya, thank you for the lesson plan. It's a good one for students involvement
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2034/f2.jpg width="35" height="35" caption="Picture of Liudmila Ariutova" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2034&course=3"]] || Re: Your lesson plans
 * ||  Lesson plan: Life on the other planets
 * To help students understand a text about space exploration
 * To develop students’ vocabulary on the topic of astronomy and space exploration
 * To develop students’ communication and discussion skills
 * To learn about the planet’s problems
 * To learn how to help the planet, wild life
 * To teach students to compare and analyze and to make their own conclusions
 * To develop reading and speaking skills on the basis of Integrated ones
 * To use conditional sentences
 * To review the use of modal verbs (must, have to, should/ought to, mustn’t, can)
 * To increase Ss knowledge in other school subjects: Physics, Biology, and Astronomy.
 * To learn new vocabulary ( the names of planets)

T - Pay attention that the clue is a mnemonic.

**// My Very Excellent Mother Just Sent Us Nine Pizzas //****. **  The first letter of each word represents a planet - in the correct order. ** T - ** Let’s quickly drill the planet names now. What do you know about Pluto? (It’s been reclassified as a dwarf planet or   ‘plutoid’). || **Worksheet Task 1** These are the planets that orbit the sun: ||  Earth Jupiter Mars Mercury Neptune (Pluto) Saturn Uranus Venus  ||

Can you put the planets in order? Here’s a clue: My Very Excellent Mother Just Sent Us Nine Pizzas **Teacher** - Let’s use a map of the Solar system. Point out to the planets. **Students** – The eight planets that orbit the Sun are (in order from the Sun): Mercury, Venus, Earth, Jupiter, Saturn, Uranus and Neptune. Another large body is Pluto, now classified as a dwarf planet or plutoid. 2. Pre-reading activities. Speaking. / 5 min utes, Individual and pair work/ **T**. - You have to look at the word cloud in **Worksheet Task 2** and underline the planets (there are 3 – ** Earth, Neptune and Mars **). All these words are from a text that you are going to read later. Circle the largest words (these are the ones that occur most frequently in the text) and tell them ** Ss ** – They tell the words ** T ** - Could you guess what it is “Kepler?” ** Ss ** – It’s the name of a telescope and space mission as well as a person. ** T ** – Do in pairs, complete the sentence ‘I think the text is about…’ with your ideas. Write up the different ideas/predictions on the board to refer to later. (A teacher uses the Internet connection and a projector to display the word ** cloud **on the screen: []

Look at the word cloud. The words are from a text. Circle the biggest words then complete this sentence:
 * ** Worksheet Task 2 **

I think the text is about **………………………………………………………** **…………………………………………………………………………………**

|| The word cloud was created here: [] 3. Reading / 10 minutes. Critical thinking, work in pairs /

T. - I give you a time limit of 2 minutes to read the text in **Worksheet Task 3** (they’ll read it again in more depth later) and check whether any of the predictions on the board were correct.

Ss – They read a text silently and then aloud (in order to work independently and then practise better pronunciation) = __Worksheet Task 3__  = T. - **Now read the text. Was your prediction in Task 2 correct?**

How many planets are there in our galaxy? That’s a **tricky** question to answer. Are there other planets that support life? That’s exactly what the Kepler mission hopes to discover.

NASA launched the Kepler space telescope, designed to find habitable planets, in 2009. So far it has discovered five new Earth-sized planets beyond our solar system. These planets are hotter than the Earth – much too hot for life as we know it. The Kepler team predict that they will need **at least** **three** years (and possibly longer) to find an Earth-like planet.

The simplest requirement for a planet to have life (carbon-based life like on Earth) is for there to be liquid water (not frozen or gas) so the distance from the planet’s sun and therefore temperature are important. There also needs to be the correct amount of air. If a planet is as small as Mars (half the size of Earth) its **weak** gravity means that it can’t hold on to air molecules. If a planet is Neptune sized (four times bigger than Earth) it has very strong gravity and too much air. So **size** matters too.

The cost of the mission is approximately six hundred million dollars. It is scheduled to observe until 2013 but this could be extended. Will we be sad if we discover we are **alone** in our galaxy or happy if we find that we share it with other life forms?

Glossary tricky – difficult at least three - three or more weak – the opposite of strong size – dimension, if a thing is big or small alone – with no other people

Read and match 1-6 with a-e to make sentences about the text. || 1 The Kepler space telescope  ||  a) are not in our solar system.  ||  ** 4. **** Follow up reading activities. Peer discussions and writing **   **  / 8 minutes. In groups/ **
 * = __Worksheet Task 4__  =
 * 2 Kepler has found five planets that ||  b) will not have enough air.  ||
 * 3 A planet can support life if it ||  c) will have too much air.  ||
 * 4 A very small planet ||  d) is looking for life on other planets.  ||
 * 5 An extremely big planet ||  e) about $600 million.  ||
 * 6 The Kepler mission will cost ||  f) has water and air.  || ||

T. - Find and underline the numbers in the text in **Worksheet Task 5.** First cover the text and then try to remember what the numbers refer to. You could do this in pairs Look at numbers written on the board. I allow you to have a sneaky look at the text if necessary. Then check your answers by looking back at the text and write them down in your copy-books

// Ss - Answers: // // 2009 - This is the year that NASA launched the Kepler space telescope // // 5 – The Kepler telescope has discovered five new Earth-sized planets beyond our solar system // // 3 – the number of years that the Kepler team predict that they need to find an Earth-like planet // // ½ - Mars is half the size of Earth // // 4 - Neptune is four times bigger than Earth // // 600 000000 – The cost of the mission in dollars // // 2013 –The mission is scheduled to observe until 2013 // Read and match 1-6 with a-e to make sentences about the text. || 1 The Kepler space telescope  ||  a) are not in our solar system.  ||
 * = __Worksheet Task 4__  =
 * 2 Kepler has found five planets that ||  b) will not have enough air.  ||
 * 3 A planet can support life if it ||  c) will have too much air.  ||
 * 4 A very small planet ||  d) is looking for life on other planets.  ||
 * 5 An extremely big planet ||  e) about $600 million.  ||
 * 6 The Kepler mission will cost ||  f) has water and air.  || ||

[|Show parent] | [|Reply] by [|Liudmyla Klymenko] - Sunday, 4 December 2011, 11:58 PM || thank you for sharing your lesson plans and reviewing the plans of your peers. I hope you also found the activity worthwhile even though I can assume how time consuming it was. You seem to learned a lot from your peers and your own experience of lesson plan evaluation. [|Show parent] | [|Reply] || You are logged in as [|Nataly Katsaran] ([|Logout])
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2043/f2.jpg width="35" height="35" caption="Picture of Liudmyla Klymenko" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2043&course=3"]] || Re: Your lesson plans
 * [[image:http://courses.britishcouncil.org/pub/learningtechnologies/user/pix.php/2043/f2.jpg width="35" height="35" caption="Picture of Liudmyla Klymenko" link="http://courses.britishcouncil.org/pub/learningtechnologies/user/view.php?id=2043&course=3"]] || Re: Your lesson plans
 * || Dear All,