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Subject information: Subject: English Subject area: Speaking Specific topic: Interview strategies Kerndoel(en): CEFR A1:listening and writing: to listen to authentic spoken language and make notes
General information: Name school: Six week planning Curriculum Design Type of education: VMBO Class: 3 Date & time: Duration of lesson: 50 minutes
Materials: Students have brought a newspaper article. Speech cards to practice an interview. Yellow colored cards to write down questions and red colored cards to write down answers shown in the you tube fragment. http://www.youtube.com/watch?v=38WDm_TXvIY Starting situation: Week 1 was the introduction where all students got a time table and a folder assignment sheet to make it clear to them on what tasks they will be working on for the next weeks. The students have started their individual vocab list and groups have been formed to work together towards an final presentation. Last lesson the teacher gave a GO/NO GO sign for the groups project planning. Every student brought a news paper article to class.
Cognitive learning objectives: The students can > talk briefly about their English news paper article. > understand the general meaning of a You Tube Interview > listen to the interviewer and write down some questions he asks > listen to the criminal and write down some answers he gives > think of their own interview questions and possible answers to the questions.
Affective learning objectives: The students can > work in pairs and ask each other questions as if the other person was a criminal Personal learning objectives: The teacher can > let the students talk about their newspaper article. > explain the watching assignment > organize the class situation to create an interview setting Time Teacher activity Beginning (warming up, preknowledge, recap) What have we learned so far?
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Middle 15 Introduction of interview techniques. The teacher shows a you tube fragment of Louis Theroux: Money s effect on crime South Africa http://www.youtube.com/watch?v=38WDm_TXvIY , and hands out yellow and red cards to write on. Teacher tells the students with the yellow cards to pay attention to the interviewer, and to the students with the red cards to listen to the criminal. Teacher hands out new colored cards and tells the students to write down possible questions to interview a criminal. Students have to watch, listen and write down in key words as many interview questions and answers they hear. After the fragment students discuss their questions/ answer in pairs.
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Students work on the interview questions (individual) Students work on the interview answers (pair)
Teacher hands out new colored cards and tells the 10 students to write down possible answers for the questions. End (evaluation, summary, planning for next lesson) Teacher asks students to demonstrate an 5 interview Next lesson students will act out a little role play by interviewing each other. Grammar lesson on the tenses.
Two volunteer students demonstrate their interview. Homework: write down your own interview questions and also possible answers for those questions. Divide roles for doing an interview.
LESSON PLAN Week 2 Lesson 2 Names: Maya Vonsee, Inge Zwierink, Rini Slootweg Student numbers: 1607106, 1615117, 1610852 Rachel Collins
Subject information: Subject: English Subject area: Speaking an d Grammar Specific topic: Interview role play and grammar focus Kerndoel(en): CEFR Speaking A1/A2 o vocabulary and appropriate grammar constructions o act out in a role play using topic related vocab and grammar. o students are using their pronunciation skills in doing their role play.
General information: Name school: Six week planning Curriculum Design Type of education: VMBO Class: 3 Date & time: Duration of lesson: 50 minutes Cognitive learning objectives: The students can > interact in a prepared role play. > ask relevant questions to a criminal > respond in simple sentences to the questions. > apply grammar rules in speaking Affective learning objectives: The students can > work simultaneously
Materials: Worksheets on tenses: Present Simple/ Past Simple Schedule on the tenses White board Students speech cards to do an interview.
Starting situation: Students have basic knowledge of grammar structures, but find it difficult to apply the grammar rules in their speaking and writing exercises. Last lesson students ended with preparing interview questions/answers and in this lesson they will act it out simultaneously.
Personal learning objectives: The teacher can Provide a class situation where students can interact their short role play, can clearly explain grammar in a inductive way ( = interaction/ participation with the class) Time Teacher activity Student activity
Beginning (warming up, preknowledge, recap) Teacher let the students interact their prepared interview and tells them to play their roles as an 15 interviewer and a criminal and when finished the students change roles. Teacher makes agreements on speaking level Middle What kind of grammar tenses did you use in your little role play? Inductive grammar on tenses: teacher plays the role as interviewer and asks for reasons why the criminals are in prison and why they committed the crime. Teacher hands out grammar work sheets (past simple) and grammar schedule Discuss the grammar work sheet
Students will play their role as an interviewer or criminal using their prepared speech cards.
Students look at their speech cards and mention the verb tenses they have used .
Students answer the questions and try to use the correct tens.
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Students make the grammar work sheet and ad new words to their vocab list. Students give the answers
End (evaluation, summary, planning for next lesson) Teacher asks students to demonstrate their 5 interview Next lesson students will learn about rap music and make their own 8 -line rap.
Homework: make the grammar work sheets and study the schedule for the tenses. Listen to rap songs at home.
LESSON PLAN Week 2 Lesson 3 Names: Maya Vonsee, Inge Zwierink, Rini Slootweg Student numbers: 1607106, 1615117,
Subject information: Subject: English Subject area: Listening and Writing Specific topic: Gangsta Rappers
Kerndoel(en): CEFR A1:listening and writing: to listen to a rap song and explain the meaning of the song. Students can write their own little rap.
General information: Name school: Six week planning Curriculum Design Type of education: VMBO Class: 3 Date & time: Duration of lesson: 50 minutes
Materials: Keys to grammar exercise A3 sheets to make a word web on rappers and rapmusic. Lyrics of the song Changes by 2 PAC http://www.youtube.com/watch?v=kOINSUWOqyo immortal techniques-third world http://www.youtube.com/watch?v=gJEcoTRhSjU luniz -I got 5 on it http://www.youtube.com/watch?v=Ay9BWM8lwOA\ Tupac changes http://www.youtube.com/watch?v=PWoBRVO9PDE Gangsta paradise by Coolio
Cognitive learning objectives: The students can > listen to a rap song and explain what the song is about. > listen to the rap and fill in the missing words. > make an eight -line rap
Starting situation: Students already know about all kinds of criminal activities and they have expanded their vocabulary on this subject. Last lesson the students worked on interview techniques and focused on the past simple tens.
They made grammar exercises as homework which the Affective learning objectives: The students can tell what kind of emotion rap students brought to class. music gives them and can explain the meaning of rap music. Personal learning objectives: The teacher can Speak English at all times , adapt to the level of students, explain the assignment, take care of class management; like structure and atmosphere in class Time Teacher activity Student activity Students check their homework and correct it if necessary. Groups write down as many features of rap music as they know . Groups write down names of famous English and American rappers. Students share their ideas on rap music and
Beginning (warming up, preknowledge, recap) 5 Teachers shows the answers of the grammar sheets and discuss them with the students What do you know about rapmusic? Do you know famous English or American rappers? Teacher ends with a short discussion about rap music
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famous rappers. Middle 7 Teacher puts on Changes by 2 PAC http://www.youtube.com/watch?v=Ay9BWM8lwOA\ Teacher let the students listen to the song again and gives them the lyrics exercise. Teacher let the student work on a 8 line group rap Students listen to the song and write down what this rap is about
Students fill in the words that are missing. (think about rhyme) Students work in groups of 4 on a rap and know that they might present it to class. Students choose a rap they want to hear while working.
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End (evaluation, summary, planning for next lesson) Teacher explains the next folder assignment: Make a 8- line rap about things you would like to change. (or things you dont agree with) Next lesson students will learn about prison life and write a diary entry
Homework: Make your own 8-line rap, put it in your Folder and bring to next lesson.