HOST SCHOOL: Prva gimnazija

CLASS: I – b

ENGLISH LANGUAGE METHODOLOGY EXAM

HOST TEACHER: Lejla Havic EXAMINER: Larisa Kasumagic – Kafedzic, MA

Sarajevo, 10 September 2009

Student: Name Date: 10 September 2009 Time: 08.00 – 08.45 Host School: Class: I – b
(Index no.) Prva gimnazija Teacher: Lejla Havic

NUMBER OF approximately 25
STUDENTS
LANGUAGE English (first foreign language)
RECENT A Dog’s Life (SKILLS: listening, speaking; LANGUAGE: multi-part verbs)
WORK
TEACHING Module 1; Unit 3 – British Lifestyles (VOCABULARY: fractions, percentages; SKILLS: reading,
listening, speaking)
UNIT
TYPE OF vocabulary use; practicing skills – reading, listening, speaking)
LESSON
AIMS AND Long-term: to improve Ss’ receptive and productive skills
OBJECTIVES Short-term: to engage Ss in the topic; to encourage them to use new vocabulary; to practice reading,
listening and speaking skills
TEACHING communicative – engage – study – activate
METHODS
CLASSROOM frontal, individual, pair and group work
MANAGEMENT
TEACHING AIDS textbook, chalk, blackboard, pictures, CD player; CD, OHP, transparencies
AND MATERIALS
PROCEDURE introduction, main and final part
SOURCE New Opportunities, Pre-Intermediate, Harris, M et al, Longman, 2006
POSSIBLE PROBLEMS Ss may feel reluctant to speak; may feel insecure to practice fractions. T will try to engage them into
speaking by asking them short questions, by creating a relaxed atmosphere.
AND SOLUTIONS
CONTINGENCY If all planned exercises are exhausted before the end of the lesson, Ss will compare lifestyles between
two countries – UK and Bosnia and Herzegovina. If the exercises are done timely, this task will be set
PLAN
for homework.
HOMEWORK New Opportunities (Student’s Book), p. 15, exe. 6. Comparing Cultures, p. 15 – if not done in class

STAGE AIMS AND OBJECTIVES CLASS ORGANIZATION, TEACHING AIDS INTERACTION POSSIBLE PROBLEMS TIME
PROCEDURE AND ACTIVITIES AND MATERIALS AND SOLUTIONS

To elicit Ss’ interest into the
topic, to encourage the Ss to
speak
1. Teacher comes into the class, introduces
himself and asks Ss to write their names on
a piece of paper. He then displays pictures
of three cartoon characters and asks Ss to
describe the images. He writes some of their
ideas on board. He leads the Ss into saying
that the lesson will be about lifestyles.
pictures, blackboard, T – S, S - T Ss may feel reluctant to
chalk speak at first and may not
recognize the characters. In
that case, T will encourage
them to speak by asking
them some short questions
about the appearance of the
cartoons, or about their
habits.

4 – 5’
Vocabulary presentation;
Ss will be encouraged to do a
task, using the new words
2. T asks Ss about their habits, precisely, pictures, OHP, T – S, S – T, Some Ss may feel
about the time they get up when they go to transparencies, textbook uncomfortable or confused
school early. He displays a picture with a S – S, S - T with fractions and
clock on the board. Ss state the time; T percentages. T will
shows the time on the clock (7.15; 7.30). He encourage them by praising
asks them about other ways to express time their mathematical skills and
(quarter past/to). He asks them what a by expressing importance of
quarter is. He presents the fraction solving the task with their
graphically on the board and asks them friend.
about another way to say ¼ (25%). He also
presents percentages graphically and tells
the Ss to do the same with 7.30 (=1/2 =
50%). He then tells them to open books to
page 14 and do the task No. 1 with their
friend (pair work), in which they need to
match percentages and fractions. He gives
them three minutes for the task. T prepares
transparency with the results and waits for
Ss to complete the task. Once the task is
completed, Ss and T check answers
together.
 8-10’

INTRODUCTION
STAGE AIMS AND OBJECTIVES CLASS ORGANIZATION, TEACHING AIDS INTERACTION POSSIBLE PROBLEMS TIME
PROCEDURE AND ACTIVITIES AND MATERIALS AND SOLUTIONS

Text comprehension, 1. T tells Ss they can relax because there textbook T – S, S – T Some Ss may need more
developing reading will be no more mathematical problem time to scan for the
(skimming & scanning) and solving. He asks them to comment on a information in the text. T
speaking skills picture from the book (Covent Garden, will encourage Ss to ask
London). He will ask them to describe the their peer for help, should
picture and to say if they know where the they need it during the
market is situated. Once the Ss (or T) say reading process.
that the picture is Covent Garden, London,
T will say that they will look at lifestyles of
the British people and that they will begin
by commenting sentences in the book (p.
15, task 2). Five volunteers will read a
sentence and say if they think it is true or
false. Once the task is completed, T will say
that there is only one way to find out the
truth – by reading the text. He tells the
students to quickly read the text on their
own, looking for the information that
support or deny the sentences from task 2.
Ss should not worry about the meaning of
every word in the text. He gives them 3
minutes to scan the text. When reading is
over, T and Ss check the answers together,
making a couple of comments on, for
example, the number of overweight people
in Britain.

8 – 10’
Brief introduction to a
vocabulary section;
encouraging Ss to use
dictionaries (the Mini
Dictionary, which is a
component of their textbook)
MAIN PART
STAGE AIMS AND OBJECTIVES
2. T continues discussion on lifestyles, textbook, OHP, T–S Any confusion will be
asking the Ss if they have friends. He tells transparencies avoided because the Ss will
them that words can be friends – both good see on the transparency the
and false. He uses OHP and a transparency definitions, examples and
to present the meaning of good and false homework assignment
word friends. He provides an example for defined clearly.
each. He then sets a homework task: to find
good and false word friends in the text (p.
15, task 6). He encourages the Ss to use
their Mini Dictionaries if they are uncertain
about meanings of some words.
3’
CLASS ORGANIZATION, TEACHING AIDS INTERACTION POSSIBLE PROBLEMS TIME
PROCEDURE AND ACTIVITIES AND MATERIALS AND SOLUTIONS
To encourage Ss to talk 1. T asks Ss about music they listen to. He textbook, CD, CD T – S, S – T, Ss may have problems while
about music (activating asks them if they listen to folk music and player, blackboard and guessing the meaning of
previous vocabulary how they feel about it. Ss will also be asked chalk (if necessary) S – S, S – T some words. Should this
knowledge), vocabulary if they know anything about folk music in problem arise, T will provide
presentation other countries (Britain). T tells Ss they will visuals and enable Ss to
listen to a folk song today, but before they guess meanings of words.
do, a volunteer will read a small passage
about the British folk music. When the
student finishes reading, T asks them to
briefly compare the themes in British and Since they will work in
Balkan folk songs. T tells Ss that it is time groups, a discipline problem
to listen to some music, but in groups, with may arise. T will go around
their friends. He instructs the Ss to form the and make sure they all are
groups of (preferably) four. (If they are involved in the listening
already sitting in groups, T will only tell Ss task.
that they will work in their groups.) He pre-
teaches some vocabulary: worn-out, clothes
in rags, carrier bags, rim, seaman’s
mission, ribbons. Before listening, T tells Ss
to mark the correct order of verses as they
listen (since they are mixed-up in the
textbook). Once the song ends (4’20’’), T
briefly checks the verse order with Ss.
 8’

To encourage Ss to write 2. T tells Ss to work with their group and textbook T – S, S – S, Some Ss may rely on their
short answers to questions answer the questions from textbook. He peers to complete the task. T
from the textbook, using gives them 4 minutes to do so (brief S–T will notice that and give
verses from the song to answers). As they are working, T goes them a precise question (no.
support their opinion. around, checking the Ss progress. When the 2, for example) to do on their
time expires, T checks answers with Ss. If own.
enough time is left, more than one answer
will be presented. T assigns homework – to
compare lifestyles of two countries –
Britain and Bosnia and Herzegovina. In the
end, T thanks the host teacher and Ss for
cooperation.

9’
 FINAL PART
STAGE AIMS AND OBJECTIVES
Ss practice their writing and
speaking skills. They
practice using new
vocabulary (fractions,
percentages, adjectives).
They learn to cooperate with
peers to complete an activity.
CLASS ORGANIZATION, TEACHING AIDS INTERACTION POSSIBLE PROBLEMS TIME
PROCEDURE AND ACTIVITIES AND MATERIALS AND SOLUTIONS
1. T tells Ss to work in groups of four and students’ notebooks T – S, S – S, Since they will work in
think about the lifestyles of people of groups, a discipline problem
Bosnia and Herzegovina. He instructs them S–T may arise. T will go around
to make short notes, containing data similar and make sure they all are
to that presented in the text The Changing involved in the listening
Face of the UK. He gives them enough time task. (This is the same
to make notes (that will depend on time problem which could arise in
left). Once the time expires, T listens to part two – final part).
some of their ideas. If there is more time, T
tells Ss to write a short essay on the
differences in lifestyles. If not enough time
is left, T will tell Ss to write the essay for
homework.
 Time will
be
determined
during the
lesson.

CONTINGENCY PLAN
SOURCES:

 New Opportunities, Pre-Intermediate, Harris, M et al, Longman, 2006

 www.cartoonnetwork.com
 www.garfield.com
 www.eones.com
 BLACKBOARD LAYOUT

pictures of cartoon characters

(Garfield, Johhny Bravo, Couch Potato) *T will write comments on the blackboard, when necessary.
An image of a clock presenting quarter(s) and half-hour;

the same image also contains fractions and percentages.

OHP transparencies will be shown on the blackboard,

containing answers to one of the tasks, as well as

definitions of “good and false word friends” with their examples.

homework assignment (task no.6) will be outlined below the definitions.

CONTENTS:

 General Information…………………………………………………………………………………………...1
 Introduction……………………………………………………………………………………………...……2
 Main Part……………………………………………………………………………………………………...3
 Final Part……………………………………………………………………………………………………...4
 Contingency Plan……………………………………………………………………………………………...5
 Blackboard Layout……………………………………………………………………………………………6
 Garfield (image)………………………………………………………………………………………………7
 Johnny Bravo (image)………………………………………………………………………………………...8
 Couch Potato (image)…………………………………………………………………………………………9
 Clock (image)………………………………………………………………………………………………..10
 Ribbon (image)……………………………………………………………………………………………....11
 OHP transparency…………………………………………………………………………………………...12
 “British Lifestyles” (p. 14, 15)……………………………………………………………………………....13
 Sources……………………………………………………………………………………………………....14