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”New Approaches to Foreign Language Teaching in Turkey and Romania”
EXAMPLES OF GOOD PRACTICE
The County School Inspectorate, Braila, Romania Karabük Provincial Directorate of National Education, Turkey Braila
2014
The project was co-financed by the European Commission Lifelong Learning Programme, Comenius Regio
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.
Autor Dincă Nicoleta
Brăila, iulie 2014
ISBN 978-973-0-17278-2
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
1
2012 - 2014
"Language is the armory of the human mind, and at once contains the trophies of its past and the weapons of its future conquest."
(Samuel Taylor Coleridge)
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
2
CONTENTS
Acknowledgements 4
Foreword 6
1. Lesson plan by Cristina Chifane 7
2. Lesson plan by Monica Șerban 18
3. Lesson plan by Rodica Neagu 28
4. Lesson plan by Corina Ciolacu 32
5. Lesson plan by Mariana Crăciun 37
6. Lesson plan by Olga Elena Stroe 42
7. Lesson plan by Tatiana Badea 49
8. Lesson plan by Roxana Nicolae 51
9. Lesson plan by Monica Iavorschi 53
10. Lesson plan by Mariana Caplea 56
11. Lesson plan by Anca Gheorghe 60
12. Lesson plan by Ümit Cebeci 64
13. Lesson plan by Arzu Uçar 69
14. Lesson plan by Mustafa Polat 73
15. Lesson plan by Ahmet Biçer 79
16. Lesson plan by Ismail Sezgin 83
17. Lesson plan by Dilek Kiraz Karadöngel 90
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
3
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
4
Acknowledgements
Our thanks and real appreciation is due to several professors from partner institutions in
the project from Braila - Romania and Karabük - Turkey, with whom we had the privilege of
working for two years to bear with us as we tried to find the best and innovative ways of
language learning strategies for their honesty in sharing their insecurities and uncertainties
about this topic, and for we thereby provindingus with the material on which this book is
bassed.
Erol GIRGIN Nicoleta DINCĂ
Karabük Directorate of Secondary School
National Education „Anton Pann”
Turkey Romania
Project coordinators
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
5
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
6
Foreword
The present booklet containing 17 lesson plans designed by the institutions in the
Comenius Regio partnership "New Approaches to Foreign Language Teaching in Turkey and
Romania" is the result of the sustained efforts, discussions and reflections of the project's well-
equipped teaching staff.
It is worth mentioning that through this material, of considerable value, we intended to
inspire the new generation of young teachers by offering them a burst of creativity.
The methods upon which we all agreed are considered amongst the most innovative and
worthy to be part of any teacher's methodological kit. These are: drama, role-play, CLIL and last,
but not least, immersion.
The publication of this booklet has been made possible within the Comenius Regio
project “New approaches to foreign language teaching in Turkey and Romania”, implemented by
Karabük Provincial Directorate of National Education – Turkey and Braila School Inspectorate,
financed by the European Commission through the Lifelong Learning Programme..
In a multilingual Europe teaching and learning a foreign language represents a major
priority, a key factor in the Europe of the 21st century based on knowledge. Learning foreign
languages, particularly the English language, can open up the the path of our students and
teachers or of their decision factors.
The process of learning is regarded as a great opportunity throughout the life, as well as a
valuable accomplishment on the level of the human existence, not only to have access to careers
that previously seemed inaccessible, but also to stimulate them to new experiences with a view to
enriching these ones. We know that pretty often the teacher has to be creative, has to be a good
facilitator of the learning process and a good organiser. Through this project we proposed to
promote foreign languages in our regions, to develop new teaching methods and new
partnerships. Have you ever wondered why learning a foreign language differently? Because
today’s children are different, born at the same time with the technology, more liable to
challenges, more independent , always eager to discover something new.
In conclusion, we wanted this project because it offered us the opportunity of a better
career ,the chance to live, study or work in another country, of even more pleasant holidays, or
why not, a relationship with a person from another country.
Nicoleta DINCĂ, project coordinator from Romania
Erol GIRGIN, project coordinator from Turkey
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
7
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
8
PhD Cristina CHIFANE
Dunărea de Jos University of Galați, Romania
Cristina Chifane is currently post-doctorate researcher at
“Dunărea de Jos” University of Galaţi. In 2011, she has completed her
PhD thesis aiming at offering new insights into Translating Literature for
Children. She has a Master Degree in Translation and Interpretation from
“Dunărea de Jos” University of Galaţi (2006). Her research interests
include: translation and cultural studies, linguistics as well as English and
American literature. She has participated in national and international
conferences and has written a number of articles related to English
language and literature. She has taught English and Romanian classes to
high school students from “Petre S. Aurelian” High School in Brăila from
2004 to 2012 and she has taught practical English Courses and Courses of English History and
Civilization as Assistant Professor at “Constantin Brâncoveanu” University of Brăila from 2007
to 2013.
LESSON PLAN
DATE: 8 November 2013
CLASS: XIth
Grade
NO. OF STUDENTS: 15 students
LEVEL OF STUDENTS: Advanced
SCHOOL: “Gheorghe Munteanu Murgoci” National College, Brăila
TIME OF LESSON: 50 minutes
GENERAL THEME: Revision and Development of Grammar Structures
UNIT TOPIC: Dilemmas – Conditional Clauses
TIMETABLE FIT: Part of a series of lessons dedicated to the recognition and use of
conditional clauses in relevant contexts.
SKILLS: speaking, listening, reading, writing
AIMS:
to review the structures used in conditional sentences;
to introduce more advanced conditional structures, including alternatives to if and
inversion
OBJECTIVES:
to provide a personal ending to a sentence either under the form of a conditional clause or
a main clause;
to distinguish among different types of conditional clauses;
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
9
to complete the grammar rules associated with conditional clauses;
to use the correct tenses required by various conditional clauses;
to match a conditional clause with a main clause according to logic and grammar;
to rephrase sentences either using alternatives of if or inversion through the omission of if
ASSUMPTIONS: Students are already familiarised with the main types of conditional clauses,
the contexts in which they are used and the tenses which their presence requires.
ANTICIPATED PROBLEMS: Students might havedifficultiesin understanding mixed
conditionals or in providing alternatives to if.
METHODS AND TECHNIQUES: brainstorming, lockstep technique, group work, heuristic
conversation, grammar drills
AIDS: Power Point presentation, handouts, pictures
ASSESSMENT: teacher evaluation, student-student evaluation, self-evaluation
BIBLIOGRAPHY:
1. Barnes, Jane, Hyde, Drew, Kenny, Nick, Newbrook, Jacky (2006), Advanced Expert
CAE – Student’s Resource Book, Pearson Education Limited, Harlow
2. Bălan, Rada, Cehan, Anca, Ciută, Cristina, Dascălu, Mihaela, Elza, Gheorghiu, Olaru,
Eleonora (2003), In-Service Distance Training Course for Teachers of English,
Editura Polirom, Iaşi
3. Bell, Jan, Gower, Roger, Hyde, Drew (2006), Advanced Expert CAE – Coursebook,
Pearson Education Limited, Harlow
4. Bolitho, Rod, Tomlinson (1998), Discover English – A Language Awareness Workbook,
Macmillan Publishers Limited, Oxford
5. Hewings, Martin (2005), Advanced Grammar in Use, Cambridge University Press,
Cambridge
6. Kenny, Nick, Newbrook, Jacky, Acklam, Richard (2008), CAE Gold Plus - Coursebook,
Pearson Longman, New York
7. Vince, Michael, Sunderland, Peter (2003), Advanced Grammar and Vocabulary,
Macmillan Publishing Limited, Oxford
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
10
WARM-UP
TIMING: 3 minutes
INTERACTION: T-S
PROCEDURE:
The discussion will start through a brainstorming regarding the meanings of the word
“dilemma”. During this stage the students will be asked to provide personal answers to the
following dilemmas:
If you were to see one of your colleagues cheating during an exam what would
you do?
If your teacher were to see a student cheating during an exam what would she do?
In this way, the teacher will introduce the topic of the lesson: Dilemmas – Conditional
Clauses with the revision and development of the respective grammar structures.
ACTIVITY 1
OBJECTIVES:
to provide a personal ending to a sentence either under the form of a conditional
clause or a main clause;
to distinguish among different types of conditional clauses
TIMING: 10 minutes
INTERACTION: T-S, S-S
PROCEDURE:
Throughout this activity and all the other activities students will be organized in 5 teams
which will be in a competition for the best team. They are going to watch a power point
presentation displaying pictures which show people facing a dilemma. The task of each team will
be to continue a sentence describing the people’s dilemmas by providing either a conditional
clause or a main clause and mentioning the type of conditional clause which has been used in
each sentence.
ACTIVITY 2
OBJECTIVE:
to complete the grammar rules associated with conditional clauses
TIMING: 7 minutes
INTERACTION: T-S, S-S
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
11
PROCEDURE:
Students in each team will have to complete a number of rules on conditional clauses
(types of conditional clause, punctuation rules, alternatives of if, restriction rules, omission of if).
They will see the rules displayed on the power point presentation and they will also have them
on their handouts.
ACTIVITY 3
OBJECTIVE:
to use the correct tenses required by various conditional clauses
TIMING: 8 minutes
INTERACTION: T-S, S-S
PROCEDURE:
This activity will focus upon expressing imaginary regrets, regrets which famous people
might have had concerning certain events in their lives. Students are asked to complete
conditional clauses with the adequate tenses and to guess which famous character (great leaders
in history, successful businessmen, well-known actors or singers, exceptional writers etc.) might
have expressed a particular regret.
ACTIVITY 4
OBJECTIVE:
to match a conditional clause with a main clause according to logic and grammar
TIMING: 12 minutes
INTERACTION: T-S, S-S
PROCEDURE:
Students in each team will have to pick up two halves of two different sentences (a
conditional clause and a main clause). Another student will have the other half. When one
student reads his/her half, the student who has the other half will have to answer and read it.
Meanwhile, all the other students pay attention and complete all the sentences on their handouts.
ACTIVITY 5
OBJECTIVE:
to rephrase sentences either using alternatives of if or inversion through the omission of if
TIMING: 7 minutes
INTERACTION: T-S, S-S
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
12
PROCEDURE:
Each team will have to rephrase one sentence in as many ways as possible using alternatives of if
(only if, otherwise, as long as, unless, providing, on condition that) and to rewrite two sentences
omitting if.
ASSESSMENT ANDHOME ASSIGNMENT – 3 minutes
Both the teacher and the students will evaluate the performance of each team and one of
the teams will be the winning team rewarded with high grades for their activity. The students’
home assignment will be to draw a list with ten major discoveries of humankind and to write
sentences describing how our life would have been different if these things had not been
invented.
Handout No. 1
Type 1 – Real Present
If Clause Main Clause Use
If + any present form
(a)……………… Simple,
Present Continuous or
……….. Perfect)
b)………………./Imperative/
can/may/might/must/should+bare
infinitive/Present Simple
true or likely to happen in
the future
If the weather c)…….. nice, we will go on excursion.
If you have done your homework, you d)………………TV.
If you have a headache, e)…………… an aspirin.
Type 2 – Unreal Present
If Clause Main Clause Use
If + f)…….. Simple or Past
Continuous
Would/could/might + bare
infinitive
untrue in the present; also
used to give advice
If I g)…………. you, I wouldn’t speak to him again.
If he h)……….. so many sweets, he i)………………. a problem with his teeth.
Type 3 – Imaginary situation contrary to facts in the past; also used to express regrets or
criticism
If Clause Main Clause Use
If + Past Perfect or j)
…………… Continuous
would/could/might + have +
past participle
untrue in the present; also
used to give advice
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
13
If she k)……………. how to use the mixer, she wouldn’t have broken it.
When the if-clause precedes the main clause, we separate the two clauses with
l)…………….
If he had been more careful, he wouldn’t have caused the accident.
Conditionals are usually introduced by if. Other expressions are:
m)…………. (= if not)
providing
provided (that)
as long as
in case
on condition (that)
but for + ing form/n)………
otherwise
or else
what if
supposing
even if
only if
After if we normally use o)………… instead of was for all persons in
conditionals type 2 in formal English.
If I p)…………. you, I would tell her everything.
We do not normally use will, would or should in if-clauses.
If you want this, you can have it. (not: if you will want)
However, r)………., ……… or s)……….. can be used in if-clauses to make a
request or express annoyance, doubt/uncertainty or insistence.
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
14
If you will/would be more patient, I’ll be with you in a minute. (request – Will
you please be more patient?)
If he should come, show him in. (doubt/uncertainty – I doubt that he will come)
Omission of “if”
If can be omitted in if-clauses. In this case, should, were and had (Past Perfect) come
before the subject.
If he should win the race, he’ll be very happy.
t)………………. the race, he’llbe very happy.
If I were you, I wouldn’t tell him.
u)..........................., I wouldn’t tell him.
If I had known the truth, I’d have called the police.
v)……………… the truth, I w)……………….the police.
Mixed Conditionals
All types of conditionals can be mixed. Any tense combination is possible if the context
permits it.
If-clause Main Clause
Type 2
If they were working all day,
(They were working all day
Type 1
theywill be tired now.
so they are tired now.)
Type 2
If I were you,
(You are not me
If he x)………. a better driver,
(He is not a good driver
Type 3
I would have accepted the job.
so you didn’t accept the job.)
he y)………………………….. the car.
so he crashed the car.)
Type 3
If she z)……………………. earlier,
(She didn’t finish earlier
Type 2
shewould be going to the party tonight.
so she isn’t going to the party.)
Handout No. 2
1. It (be) better if I (stay) at university in Germany and not gone back to Denmark.
2. If my army (outnumber), I (win) the Battle of Waterloo.
3. If I (deliver) the “I Have a Dream Speech”, the FBI agents (investigate) me my entire life.
4. I (have) a private life if I (found) Microsoft.
5. Maybe if I (divorce) Diana, her tragic accident (take place).
6. If I (be) obsessed with the color of my skin and the way I looked, I (pass through) so many
plastic surgery operations.
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
15
7. Octavian (convince) the Roman Senate to levy war against Egypt if I (have) a relationship
with Cleopatra.
8. I (get) the Oscar for Best Actress for my part in Pretty Woman if Kathy Bates (play) so
exceptionally in Misery.
9. If I (be) in love with Daisy Buchanon, I (get married) and lived a happy life.
10. If I (write) The Satanic Verses, I (receive) death threats.
Handout no. 3
1. We will never get to the meeting a. the farmers will lose their crops.
2.Unless alternative sources of funding are
found
b. if the train doesn’t leave within five
minutes.
3. If the roads haven’t changed in that part of
town
c. I’m sure I’ll be able to find my way there.
4. If the weather doesn’t start improving soon, d. the research will not be able to continue.
5. If it isn’t ridiculously expensive, e. if you have been unemployed for six
months.
6. You are only entitled to state benefit f. I think I’ll buy that painting.
7. Unless the theatre is able to raise 100,000
pounds
g. if you saw the conditions in which the
refugees are living.
8. If it were to be found guilty of libel, h. there would be an outcry for students.
9. If the government were to increase
university fees,
i. I wouldn’t have gone out in the storm.
10. If I hadn’t already been busy in August, j. if I hadn’t studied economics at university.
11. You would be horrified k. he would have called me to say he was
going to be late.
12. If I had been afraid of lightening, l. it will have to close.
13. If he had got his phone with him, m. I’ll clean the house.
14. I wouldn’t understand how the economy
works
n. the newspaper would face huge legal costs.
15. If you tell me where the vacuum cleaner is, o. I would have gladly accepted your
invitation.
Handout no. 4
I. Rephrase the following in as many ways as possible using the words from the list below.
only if, otherwise, as long as, unless, providing, on condition that
Should you go to Rome, you must see the Colosseum.
You can swim but there must be an adult with you.
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
16
Drive carefully so that you won’t have an accident.
He will get a bonus if productivity increases.
I’ll lend you the money, but you must pay me back soon.
II. Rewrite the following sentences omitting “if”:
If I were you, I would think twice before accepting his offer.
If you had brought more money with you, we could have gone on holiday.
If I were you, I’d leave an hour earlier to be sure of getting there on time.
If you get through to the theatre, could you reserve four tickets for tonight’s
performance?
If you had paid the telephone bill on time, your phone wouldn’t have been cut off.
Consult your doctor again if the symptoms remain 72 hours after starting the course of
medicine.
You would know what you have to do for homework, if you had not been absent from
school on Friday.
Clare would have been able to stay with her friends if they were still living in Brussels.
The shop would not have had to shut down if the workers were prepared to accept a wage
cut.
I might have considered taking the job if the salary had been higher.
REFLECTION
The lesson was dedicated to 11th
grade students, advanced level. It was part of a series of
lessons dedicated to the recognition and use of conditional clauses in relevant contexts. In the
context of a new approach to language teaching, developing grammar in context is extremely
important for the acquisition of language skills. Therefore, the teacher has resorted to a
combination of traditional and modern methods and techniques: brainstorming, lockstep
technique, group work, heuristic conversation and grammar drills.
Since the level of the students is advanced, the teacher started from the assumption that
they were already familiarized with the main types of conditional clauses, the contexts in which
they are used and the tenses which their presence requires. Emphasis was laid upon the fact that
students might have difficulties in understanding mixed conditionals or in providing alternatives
to if.
To attract and maintain students’ interest throughout the lesson, the teacher used a
number of aids such as: Power Point presentations, handouts or pictures. In addition, all types of
assessment were used: teacher evaluation, student-student evaluation or self-evaluation.
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
17
Generally speaking, lessons designed to revise and develop grammar structures need to
be carefully planned and organized by teachers since repetitive mechanical drills or retroversion
exercises are not particularly stimulating for students.
The lesson “Dilemmas – Conditional Clauses” had two main aims: to review the
structures used in conditional sentences and to introduce more advanced conditional structures,
including alternatives to if and inversion. Throughout the lesson and at the end of the lesson, the
students were supposed to be able to: provide a personal ending to a sentence either under the
form of a conditional clause or a main clause; distinguish among different types of conditional
clauses; complete the grammar rules associated with conditional clauses; use the correct tenses
required by various conditional clauses; match a conditional clause with a main clause according
to logic and grammar and rephrase sentences either using alternatives of if or inversion through
the omission of if.
Planned for 50 minutes, the lesson included warm-up time, five activities and assessment
and home assignment.
The warm-up consisted in a brainstorming regarding the meanings of the word
“dilemma”. The students were asked questions meant to challenge them and incite their curiosity
(If you were to see one of your colleagues cheating during an exam what would you do?; If your
teacher were to see a student cheating during an exam what would she do?). By answering these
questions, students used conditional clauses in context and the teacher had the opportunity to
introduce the topic of the lesson: Dilemmas – Conditional clauses with the revision and
development of the respective grammar structures.
Throughout the entire lesson students were organized in 5 teams which were in
competition for the best team. The interactive character of such an approach made students get
involved and want to participate.
During Activity 1, students were watching a power point presentation displaying pictures
which showed people facing a dilemma. A representative from each team had to continue 3
sentences describing people’s dilemmas by providing either a conditional clause or a main clause
and mentioning the type of conditional clause which has been used in each sentence. The
students concentrated on the task and reacted positively to the teacher’s requirements, but instead
of 3 sentences only 1 sentence would have been enough to finish the activity more quickly.
On the basis of their previous knowledge and practice, during Activity 2 students had to
complete a number of rules on conditional clauses (types of conditional clauses, punctuation
rules, alternatives of if, restriction rules, omission of if). They saw the rules displayed on the
power point presentation and they also had them on their handouts so students from all teams
could follow and complete them when a representative from another team provided an answer.
In addition to developing students’ language skills, activity 3 contributed to testing and
developing their general knowledge. As a consequence, it focused upon expressing imaginary
regrets, regrets which famous people might have had concerning certain events in their lives.
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
18
Students were asked to complete conditional clauses with the adequate tenses and to guess which
famous character (great leaders in history, successful businessmen, well-known actors or singers,
exceptional writers etc.) might have expressed a particular regret.
Activity 4 relied upon student-student interaction at the same time requiring the attention
of all the other students since students in each team had to pick up two halves of two different
sentences (a conditional clause and a main clause). When one student read his/her half, the
student who had the other half had to pay attention and read his/her part. Meanwhile, all the
other listened to the exchanges and completed all the sentences on their handouts.
Due to objective reasons there was no time left for activity 5 so all students received
handouts to solve the task at home.
At the end of the lesson, both the teacher and the students evaluated the performance of
each team and two teams were the winning teams rewarded with high grades for their activity.
The students’ home assignment was to draw a list with ten major discoveries of humankind and
to write sentences describing how our life would have been different if these things had not been
invented. The respective home assignment focused not only on the development of grammar
structures, but also on stimulating students’ creativity, enhancing their vocabulary and raising
their awareness with respect to the evolution of science and technology.
“Knowledge of languages is the doorway to wisdom.”
(Roger Bacon)
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
19
Ph. D. Assistant professor Monica ȘERBAN
Constantin Brancoveanu University, Braila, Romania
”My name is Monica Șerban and I am a teacher of English and
French at “Constantin Brancoveanu” University of Braila. In 1997, I
graduated “Nicolae Balcescu” College from Braila in the field of
Mathematics - Physics, English intensively and then, in 2001, I
graduaded “Transilvania” University of Brasov, Romania, Faculty of
Sciences in the field of English language and literature-French language
and literature.
Afterwords, in 2007, I obtained my Master Diploma in English
Translation and Interpretation at “Dunarea de Jos” University of Galati,
Romania, Faculty of Letters and Theology. I completed my studies, in 2011, with my Ph. D.
Diploma in Translation as Intercultural Communication. My Doctoral studies were accomplished
at “Dunarea de Jos” University of Galati, Romania, Faculty of Letters and Theology. In 2012, I
compiled a University course entitled “English for Specific Purposes” in collaboration with
Georgiana Mîndreci (coord.), Cristina Chifane, Raluca Prundeanu, Ramona Chițu, Adela
Dumitrescu at “Constantin Brancoveanu” University of Braila. In 2014, I published my Ph. D.
thesis entitled “Translation as Intercultural Communication”. At present, I am writing papers be
published on International Conferences on Economics, Translation and Culture”
SEMINAR PLAN
TEACHER: Professor Assistant, Ph. D. Monica Șerban
AREAL: “Constantin Brâncoveanu” University
DATE: the 31st of October 2013
LEVEL: 1st year students
TIME: 100 min.
TOPIC: Mobility of Labour and Migration
SKILLS: speaking, reading-comprehension, writing
TYPE OF INTERACTION: T-S; S-T; S-S
Assumptions: The students are familiar with parallel corpora descriptions and with the steps to
take in compiling a glossary
Anticipated Problems:
Problems which occur in brainstorming the new lexis;
The need to look up words, phrases and collocations in dictionaries
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
20
Problems which occur in differentiating between simple past tense and simple present
perfect;
Problems which occur in the translating process;
Difficulties in the attempts to bridge cultural gaps.
Students’ Contribution:
Brainstorming items of vocabulary;
Deducing lexis and grammatical patterns;
Providing meaningful contexts;
Interacting with the teacher when exposing real-life situations;
Furnishing definitions with the aim of compiling a glossary;
Finding similarities and dissimilarities between the simple past tense and the simple
present prefect.
Teacher’s Contribution:
Enlarging on the cross-cultural communication, cultural specificity and identity beyond
borders, still the source of further controversies;
Presenting theoretical aspects which favour applicability to a number of drills with
reference to real - life situations;
Suggesting and adapting a number of schemata to the purpose of the seminar’s topics;
Providing a number of definitions for the terms to be explicated in the glossary;
Compiling a glossary with the aim of explaining crucial terms.
Aim:
To provide students with speaking, reading-comprehension and writing practice;
To give students confidence in their ability to use English vocabulary and grammatical
patterns; also to get involved in the communicative activities within the seminar;
To stir students’ interest in and curiosity about all sorts of topics that they feel it will
matter to them.
Objectives:
To offer different views on the topic;
To suggest new definitions;
To compile a glossary with the aim of explaining crucial terms;
To enlarge vocabulary;
To learn vocabulary by means of various drills;
To check the validity and applicability of the vocabulary items in various contexts;
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
21
To find similarities and dissimilarities between the simple past tense and the simple;
present prefect by means of a number of schemata and various drills;
To personalize the topic;
To check the validity and applicability of the grammatical patterns to intercultural
communicationș;
To find corresponding patterns in the TLC and identify significantly different ones;
To find solutions for cases of identical translatability.
DIDACTIC STRATEGIES:
Aids: the students themselves, coursebook, hand-outs, flipchart, computer (Power-Point)
Method: Communicative
Class Management: individual work, pair work, group work
ACTIVITY 1: Warming up
Aim: Checking and reinforcing previous knowledge
Procedure: The teacher helps the students to recall the vocabulary items they have met before
and their explication and puts forward the objectives for the first part of the seminar. The
students answer the teacher’s questions related to the previous topic.
Interaction: T-S, S-T
Time: 7’
ACTIVITY 2: Pre-teaching lexis
Aim: Providing the context for the introduction of the new language
Procedure: The teacher tells the students a parable and asks them questions. The students listen
to it and answer the teacher’s questions.
Interaction: T-S, S-T
Time: 5’
ACTIVITY 3: Pre-teaching lexis (Lead-in)
Aim1: Brainstorming the new vocabulary
Aim2: Stirring the students’interest in the topic and developing speaking skills
Procedure: The teacher tells the students a parable and asks them questions. The students listen
to it and answer the teacher’s questions.
Interaction: T-S, S-T
Time: 3’
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
22
ACTIVITY 4: Presenting lexis (While-teaching lexis)
Aim: Developing speaking skills and raising awareness of the words around the students. As
their awarenss increases, so will their vocabulary.
Procedure: The teacher determines the students to deduce the new items of vocabulary.
Moreover, she provides her own list of definitions for the students to take into account when
compiling the final glossary. The students read the definitions and listen to the teacher’s
explanations.
Interaction: T-S, S-T
Time: 5’
ACTIVITY 5: Practising lexis
Aim: Developing speaking skills
Procedure: The teacher asks the students to find the right collocation as exposed in the Power-
Point presentation. Moreover, they are asked to do exercise VII on page 55. The students find the
right collocation and do the exercise.
Interaction: T-S, S-S
Time: 5’
ACTIVITY 6: Practising lexis
Aim: Developing speaking skills
Procedure: The teacher asks the students to do exercise II on page 54. The students do the
exercise based on synonyms and antonyms.
Interaction: T-S, S-S
Time: 3’
ACTIVITY 7: Practising lexis
Aim: Developing speaking skills
Procedure: The teacher asks the students to do exercise III on page 54. The students do the
exercise based on filling the gaps with the words and syntagms from a box.
Interaction: T-S, S-T, S-S
Time: 5’
ACTIVITY 8: Consolidating the new lexis (Post-teaching lexis)
Aim: Reiterating the new vocabulary
Procedure: The teacher asks the students to do exercises IV, V, VI on page 54. The students do
the exercises and check their answers with their group colleagues.
Interaction: T-S, S-T, S-S
Time: 12’
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
23
ACTIVITY 9: Revising lexis (Post-teaching lexis)
Aim 1: Developing scanning skills
Aim2: Leading into reading
Procedure: The teacher asks the students to do exercise I on page 54. The students do the
exercise and decide individually whether the statements are True or False.
Interaction: T-S, S-T
Time: 5’
ACTIVITY 10: Pre-teaching grammar
Aim 1: Providing the context for the introduction of the new grammar
Aim 2: Developing scanning skills
Procedure: The teacher asks the students to read particular passages from the book so that they
should pay particular attention to the new structures to be introduced. The students read the
passages loudly.
Interaction: T-S, S-T
Time: 3’
ACTIVITY 11: While-teaching grammar (Approaches to structural form)
Aim : Explaining grammar in detail (deductively)
Procedure: The teacher puts forward the objectives for the second part of the seminar and
presents the language by means of a parallel corpora (Simple Past Tense vs. Simple Present
Perfect). The students pay attention to the details.
Interaction: T-S
Time: 5’
ACTIVITY 12: While-teaching grammar (Approaches to structural form)
Aim : Letting the students hear and see and be drawn their attention on form (inductively)
Procedure: The teacher draws a parallel between the two tenses by following three steps. The
students pay attention to the details.
Interaction: T-S
Time: 5’
ACTIVITY 13: While-teaching grammar (Approaches to structural form)
Aim : Challenging the students to discover how language works (discovery techniques)
Procedure: The teacher asks the students questions related to the formation of the two tenses. The
students answer the questions and discover the grammatical patterns by temselves.
Interaction: T-S, S-T
Time: 5’
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
24
ACTIVITY 14: While-teaching grammar (Approaches to structural form)
Aim : Checking the understanding of grammar
Procedure: The teacher asks the students to correct the following sentences if any correction
should be operated. The students reflect and do this exercise orally.
Interaction: T-S, S-T
Time: 3’
ACTIVITY 15: Practising grammar
Aim : Engaging in communicative activities by completing personal forms
Procedure: The teacher asks the students to do the first exercise on the hand-out individually.
The students write this exercise and self-correct themselves.
Interaction: T-S, S-T
Time: 5’
ACTIVITY 16: Practising grammar
Aim : Manipulating the grammatical patterns through activities
Procedure: The teacher asks the students to do the second exercise on the hand-out in groups of
four. The students write this exercise and correct themselves by interacting with the other groups.
Interaction: T-S, S-S
Time: 5’
ACTIVITY 17: Practising grammar
Aim : Engaging in communicative activities by completing personal forms Procedure: The
teacher asks the students to do the third exercise on the hand-out in pairs. The students write this
exercise and correct themselves in pairs.
Interaction: T-S, S-T, S-S
Time: 5’
ACTIVITY 18: Practising grammar
Aim : Checking the understanding of grammar
Procedure: The teacher asks the students to correct the following sentences if any correction
should be operated. The students reflect and do this exercise individually.
Interaction: T-S, S-T
Time: 5’
ACTIVITY 19: Revising grammar
Aim : Checking the understanding of grammar
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
25
Procedure: The teacher asks the students to write the correct verbal tense between brackets. The
students do this exercise individually.
Interaction: T-S, S-T
Time: 8’
ACTIVITY 20: Follow up assignment
Aim : Compiling a part of the glossary and do the final exercises from both the hand-out and the
coursebook.
Procedure: The teacher explains how the assignment to be done
Interaction: T-S
Time: 1’
REFLECTION
The project entitled “New Approaches to Foreign Language Teaching in Turkey and
Romania” aims at finding new methods and techniques of foreign language teaching. From our
perspective, this intercultural project offers us the opportunity to view the teaching of the English
language, as a foreign language, from a modern perspective, that is, from a cultural one. In fact,
it was in that light that our seminar entitled “Mobility of Labour and Migration” we designed.
Moreover, it is the definition of the term “interculture” that spreads a new light on the target of
this project. As culturalists assert, interculture refers to the interactions between cultures where
each group values the traditions, perspectives and contributions of the other. In addition, the
goals of interculturalism are to enhance mutual understanding, reduce marginalization and build
inclusion.
In point of fact, it was from this perspective that we thought the plan of our seminar. More
specifically, this seminar was conceived as a quest with a view to opening a communication
channel between cultures. Nonetheless, we would like to mention that by culture we mean the
culture of an individual or of a group. We attempted to offer a new way of viewing intercultural
communication, that is, through a cultural filter. We also endeavoured to make the Romanian
culture better-known by the English-speaking people abroad.
The seminar entitled “Mobility of Labour and Migration” was intended for the first year
students in “Constantin Brancoveanu” University of Braila. In our opinion, this topic is both an
actual and vital one. In our opinion, the continuous contact between distinct communities carried
out by phenomena such as migration and globalization is in fashion nowadays. The increase of
migration of workers, especially from developing countries to the developed world, is posing
serious challenges. Additionally, the phenomenon of globalization has lead to the augmentation
of migration which altered the feeling of identity and affiliation to one national culture. We
consider that, in the contemporary society, various realities are subjected to negotiation:
language, culture, political ideology and even religion.
The flow across peoples entails a shift between languages and cultures. When constrained to
remove from their homeland, migrants encounter a new and unfamiliar environment which they
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
26
have to adjust to. Competence in learning a new language becomes a prerequisite in surviving
the new environment. Moreover, in the process, their identities will suffer a range of alterations.
In our opinion, the diversity of language groups spread throughout Europe has built a barrier to
communication. Nonetheless, variety represents a step towards mutual improvement for the
speakers who achieve competence in speaking more than one language. We consider it important
to distinguish between multilingualism and plurilingualism and discuss their effects on
communication. In the former situation, the emergence of numerous language communities in
society erects a barrier to communication between them, whereas in the latter situation, the
competence of a person to speak more than one language serves to building a bridge between
communities.
All these problems were included in the unit discussed together with our students. In
point of structure, this seminar comprised two parts: one dealing with vocabulary (lasting for 50
minutes) and the other, dealing with grammar (lasting for 50 minutes). This seminar aimed at
developing skills such as: speaking, reading-comprehension and writing. Moreover, the types of
interaction had in view were: teacher-student, student-teacher and student-student.
Before initiating this seminar, our students were familiar with parallel corpora
description and with the steps to take in compiling a glossary. As every manager of the
classroom, we have anticipated some particular problems that we might have encountered during
the seminar such as: problems which might have occurred in brainstorming the new lexis, the
need to look up words, phrases and collocations in dictionaries, problems which might have
occurred in differentiating between simple past tense and simple present perfect, problems which
might have arisen in the translating process and some difficulties in the attempts to bridge
cultural gaps.
Furthermore, we had in view to provide students with speaking, reading-comprehension and
writing practice, to give students confidence in their ability to use English vocabulary and
grammatical patterns, to get involved in the communicative activities within the seminar and to
stir the students’ interest in and curiosity about all sorts of topics that they feel it will matter to
them.
Additionally, the objectives aimed were: to offer different views on the topic, to suggest new
definitions, to compile a glossary with the aim of explaining crucial terms, to enlarge vocabulary,
to learn vocabulary by means of various drills, to check the validity and applicability of the
vocabulary items in various contexts, to find similarities and dissimilarities between the simple
past tense and the simple present prefect by means of a number of schemata and various drills, to
personalize the topic, to check the validity and applicability of the grammatical patterns to
intercultural communication, to find corresponding patterns in the TLC and identify significantly
different ones and to find solutions for cases of identical translatability.
The first part of the seminar regarding lexis comprised nine activities such as: warming
up, pre-teaching lexis, pre-teaching lexis (providing a lead-in the topic), presenting lexis (while-
teaching lexis), practising lexis (three activities), consolidating the new lexis (post-teaching
lexis) and revising lexis (post-teaching lexis).
More detailed, the warming-up aimed at checking and reinforcing previous knowledge.
The second activity, namely pre-teaching lexis, aimed at providing the context for the
introduction of the new language. The lead-in had in view the brainstorming of the new
vocabulary and stirring the students’ interest in the topic. The fourth activity, namely presenting
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
27
lexis (while-teaching lexis), aimed both at developing speaking skills and at raising awareness of
the world around our students. As their awareness increases, so will their vocabulary. The next
three activities regarding practising lexis were directed at developing speaking skills.
Consolidating the new lexis (post-teaching lexis) aimed at reiterating the new vocabulary and
revising lexis (post-teaching lexis) pointed at developing scanning skills.
The second part of the seminar concerning grammar encompassed ten activities such
as: pre-teaching grammar, while-teaching grammar (approaches to structural form: four
activities), practising grammar (four activities) and revising grammar. In addition, the final
activity was a follow-up assignment.
Thoroughly, pre-teaching grammar aimed at providing the context for the introduction of the
new grammar. The four activities concerning while-teaching grammar (approaches to structural
form) pointed at explaining grammar in detail (deductively), letting the students hear and see and
be drawn their attention on form (inductively), challenging the students to discover how
language works (discovery techniques) and at checking the understanding of grammar. The next
activities regarding practising grammar aimed at engaging in communicative activities by
completing personal forms, manipulating the grammatical patterns through activities and at
checking the understanding of grammar. Eventually, revising grammar pointed at checking the
understanding of grammar. The follow-up assignment regarded a compilation of a glossary and a
sum of exercises from the hand-outs.
We would also like to mention that the method used during this seminar was the communicative
one. This is a modern method as the classroom becomes more student-centered with the teacher
allowing for students to output the language more often on their own. This method was
materialized into discussions around parables, deductions of the new items of vocabulary, into
determining students to find right collocations for the new lexis. The teacher attempted to stir the
students’ interest by communicating her own point of view on the subject matter and by
providing examples from her own background.
As regards grammar, the parallel corpora method fitted the purpose of our seminar.
More exactly, grammar was presented inductively, deductively and by discovery techniques.
These techniques were used in order to keep the channel of communication open and to stir
interest and imagination.
The aids were the students themselves, a coursebook, some hand-outs, a flipchart, a blackboard
and a computer (two Power-Point presentations: one including vocabulary and the other
comprising grammar). We considered that the class management should better serve our purpose
if it were thought as individual work, pair work and group work.
Our students’ contribution to the seminar’s topic was to brainstorm items of vocabulary,
to deduce lexis and grammatical patterns, to provide meaningful contexts, to interact with the
teacher when exposing real-life situations, to furnish definitions with the aim of compiling a
glossary and to find similarities and dissimilarities between the simple past tense and the simple
present prefect.
Conversely, the teacher’s contribution to the seminar’s topic was to enlarge on the cross-cultural
communication, cultural specificity and identity beyond borders, still the source of further
controversies, to present theoretical aspects which favour applicability to a number of drills with
reference to real - life situations, to suggest and adapt a number of schemata to the purpose of the
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
28
seminar’s topics, to provide a number of personal definitions for the terms to be explicated in the
glossary and to compile a glossary with the aim of explaining crucial terms.
The last part of our seminar dealt with a discussion aiming at attaining the proposed
objectives. The discussion revolved around issues such as: presenting vocabulary, practising and
revising vocabulary. In this respect, the students reacted as expected, that is to say, they were
able to understand the new lexis. When practicing lexis, they had some difficulties in
pronunciation but they were overcome. When revising vocabulary, the students were able to
provide an accurate feed-back.
As regards grammar, the first stage, that is presenting grammar, was very dynamic since the
students reacted as expected. They deduced the new grammatical patterns very easily. With
reference to practicing and producing grammatical patterns, the students had some difficulties in
writing the right forms of the irregular verbs in the simple past tense and simple present perfect.
When revising grammar, the students proved to manage the grammatical patterns very well.
Eventually, the selected references employed to serve the purpose of our seminar were the
following:
Bassnett, S. (2002) Translation Studies (3rd rev. ed.) London: Routledge.
Carter, R. (2006) Working with Texts, London and New York: Routledge.
Chen and Starosa (1996) ’Intercultural Communication Competence: a synthesis’
Thousand Oaks: Sage, qtd. inDollerup, C. (2006) Basics of Translation Studies, Iaşi:
Institutul European.
Croitoru, E. (2011) ‘Translating Identity: Rethinking, Right Wording and
Reconceptualization’, in L. Frenţiu, (ed.), Romanian Journal of English Studies,
Timişoara: EdituraUniversităţii de Vest, pp. 146-154.
Cronin, M. (2003) Translation and Globalization, London: Routledge.
Cronin, M. (2006) Translation and Identity, London and New York: Routledge.
D’haen, T. and P. Vermeulen (2006) Cultural Identity and Postmodern Writing,
Amsterdam/New York: Rodopi.
Duranti, A. (2001) Key Terms in Language and Culture, Oxford: Blackwell Publishers.
Mândreci, G, Șerban, M.. (2013) English for Specific Purposes, Pitești: Ed.
IndependențaEconomică.
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
29
Rodica NEAGU
National College ”Gh . Munteanu Murgoci”, Brăila, România
”I graduated from University of Bucharest in 1977, specialising in two foreign languages: French and English. For the first 12 years I taught English at junior school level. Since 1990, when I successfully competed for a post at an elite organisation of secondary education, I have been an English teacher at Colegiul Național “Gh. M. Murgoci”. Given my interest in self development, I applied for and won two Comenius grants in the U.K., within the Lifelong Learning Programme. Promoting excellence in TEFL and raising cultural awareness in students have been the guiding
principles in my career.
LESSON PLAN
CLASS – 10th
grade, Maths-Computer Science with bilingual study of English
LEVEL – B2.2 (Common European Framework)
SUBJECT- What is happiness ?
ACTIVITY – Debate on the following motion:
“Happiness does not mean having what you want, but wanting what you have.”
TEACHING AIDS:
Coursebook MISSION 2 (Unit II, Part 2)
Posters & Stickers
Worksheet
CLASS MANAGEMENT:
Pair – work
Group – work
Lockstep
INTERACTION:
Student – student
Teacher –students
GENERAL AIM : transition from the artificial setting of the classroom to real life situations
OPERATIONAL OBJECTIVES: the students will be able todoresearch on a certain topic,
supply and organise information following the pattern of a formal debate,
summarise the information and draw conclusions,
express personal opinions,
use relevant arguments to support their opinions,
be persuasive.
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
30
ASSUMPTIONS – Generally, adolescents are eager to discuss issues they feel strongly about.
They also like competition.
EXPECTED RESULTS:
abilities
better fluency and delivery;
coherence and logical flow of ideas;
increased self-confidence when speaking in public;
persuasiveness;
values
courtesy;
democratic attitude;
competition and cooperation;
discipline and self-discipline;
MAIN ACTIVITY
Preparation
deciding on the motion (source – coursebook);
making up the teams (3 proposers and 3 opposers);
appointing a chairperson and a time-keeper;
brainstorming for ideas on both sides;
introducing the model of formal debate;
stages
introduction of topic/type of activity
(3’) teacher elicits from students examples of situations that made them happy
(3’) students work in pairs to unjumble the stages of a formal debate (model: British
Parliament)
debate(25’)
- The Chairperson, time-keeper and the 6 speakers take their seats in front of the audience.
- The Chairperson reads the motion and introduces the members of the 2 teams (Proposers and
Opposers).
- The first 2 speakers of each team take turns to present their arguments/counterarguments; the
3rd
gives the summation speech for their respective team.
- A floor-debate follows, with members of the audience asking for clarification or challenging
points made either in favour or against the motion.
- The vote is taken.
- The Chairperson counts the votes and declares whether the motion is carried or defeated.
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
31
Follow-up(7’)
Students are asked to group words/statements into two categories “Pursue happiness” and
“Enjoy happiness”, which summarise the messages in favour or against the motion (two separate
sections of Bb.)
Homework (5’) – individual project work. Suggested subheadings:
Definitions of happiness (Happiness is....)
Thanksgiving Diary (Thank God...)
The ten Commandments of a Happy Life
Tips on How to Fight Depression
Favourite Quotes on Happiness
ARGUMENT
Why “debate” ?
According to the Karl Popper theory, one of the passionate advocates of its educational
role, the debate is “an essential tool for developing and maintaining democracy in open
societies”. As such, the debate format prompts free discussion rather than aggressive
confrontation, offering opponents the ideal environment to discuss controversial issues, without
recourse to insults, emotional pressure or bias.
Although the two sides rarely agree at the end of a debate, they have the chance, by then,
to examine thoroughly the problem under discussion and get nearer to the truth while making
their point. “Honest disagreement is often a sign of progress.” (M.Gandhi)
Teaching English for communication purposes can turn to the debate as a technique that
allows students to use the language naturally and persuasively, as well as approach a topic from
their personal standpoint.
As a learning activity, the debate meets the requirements of the National Curriculum
regarding:
General competences
Oral/written interaction;
Transfer of oral/written messages to different communication situations.
Specific competences
Identifying and selecting relevant information from a variety of authentic sources, with a
view to achieving a structural task;
Expressing opinions on topical issues;
Adapting the form of the message to the respective communication situation, by means of
the appropriate language functions.
Moral values
Teamwork spirit
Flexibility when exchanging ideas.
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
32
Above all, the debate develops extremely valuable life skills, like: doing research, working in a
team and communicating effectively. Focusing on critical thinking and logical argumentation,
the debate will prove to be useful not only at the school level (argumentative essays, oral exams,
presentations) but also in the world of work, or in the civic society: as citizens of democratic
societies, today’s students will be called to pass judgements and make informed choices in order
to defend and maintain democracy.
Why “happiness” ?
Because happiness means different things to different people, depending on the priorities
of each person, which is likely to lead to a clash of ideas. The two definitions that make up the
motion appear to be mutually exclusive, sparking controversy.
Furthermore, the pursuit of happiness is a deeply human aspiration that underlies all our
endeavours, regardless of age, but does so particularly in adolescence. Today’s youth need to
build their identity and shape their moral values against the background of the contemporary
consumer society, whose materialistic philosophy ought to be balanced with ethical principles.
REFLECTIONS
1. The formal debate adopted as a method of teaching – learning English, although not
completely new, can be considered modern, as it is an activity designed to encourage
communication and free exchange of ideas in our increasingly complex societies. As well as this,
it is a student-centred method – the student becomes the subject of learning. He/she collects
information on the topic to be debated upon, analyses the data and builds arguments, interacts
with team members, organises his discourse logically and convincingly, listens to the
counterarguments, highlights any weaknesses, synthesises the information, makes a final point.
Therefore, debating develops both the communicative competence and the cognitive skills of
students, which are at the centre of modern foreign language theory and practice.
The relevance and popularity of this format account for the numerous Debate Societies organised
by Romanian schools, but also for the initiatives at the European level, such as the European
Youth Parliament, whose sessions reunite young people from across the continent, in an attempt
to find answers to global issues, - all this in English, the global language.
2. The actual realisation of the afore – mentioned lesson plan was partly affected by the specific
circumstances “on the ground”. In my opinion, a filmed lesson does not do much justice to the
activity itself. Due to the pressure of performing to the best of his/her ability, the teacher – in
particular – experiences a kind of stage fright. In my case, this showed towards the end of the
lesson, which caused a little confusion among the students.
Nevertheless, I reckon that, overall, the aim and the operational objectives were reached
and that the learners enjoyed the lesson and participated actively.
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
33
Corina CIOLACU
National College ”Gh. Munteanu Murgoci, Brăila, România
Teacher of English at the “Gh. M. Murgoci” National College in
Braila, Romania.She got her Bachellor of Arts degree in English
Language & Literature at the “Al. I. Cuza” University in Iasi,
Romania. She obtained the “First Teaching Degree” (the highest
qualification for the highschool teachers in Romania) as far back as
1991. She competed for and received two major grants for English
teachers in the United Kingdom, improving her teaching methods and
skills at The Institute ofApplied Linguistics, Edinburgh - Scotland and “The Mayflower College
of English”, Plymouth – England. Also she attended numerous conferences, seminars or events
organized for the EFL teachers in different venues. She organized several cultural trips to Britain
with her students. Her students always pass their English exams (all levels, including the
highschool finals, the Cambridge exams, etc) with top grades. Also their results in different
language competitions and contests are excellent.
LESSON PLAN
HIGHSCHOOL: C.N.”Gh. M. Murgoci”
TEACHER: Corina Ciolacu
CLASS: 11 B (Bilingual, 5h/week)
LEVEL: Advanced
NUMBER OF STUDENTS: 15
DATE: 2013, October 30
TIME OF LESSON: 10-11 h
TEXTBOOK: CAE Gold Plus
LESSON TOPIC: ”Pushing the Boundaries”
APPROACH: Communicative, computer-based
LESSON AIMS:
to develop students` ability to work in teams (managing everything that team work
means);
to stimulate students` creativity and responsibility by allowing them to do free- choice
final presentation;
to motivate students to do further individual research, topic-related;
to introduce vocabulary related to the topic ( science );
to determine students to speak freely, express personal opinions, debate.
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34
Note : In fact, this class is a hybrid between a regular textbook-based lesson and project work
activity, with special emphasis on the latter. Also, being computer-based, it will take place in a
Computer Lab.
ACTIVITY 1 : Warm Up
Objective: To introduce and approach the topic of the lesson (science)
Class Organisation: whole-class activity
Estimated Time: 5`
Materials: The class textbook
Description of the activity: Teacher asks SS some questions about science
ACTIVITY 2 : Presentation of some interesting aspects/ultimate researches in the field of
different sciences
Class Organisation: teamwork
Estimated Time: ~ 20`
Materials: Computer Prezi, overhead projector
Description of activity: T told SS they were going to study a lesson about Science 1 week
before asking them what sciences they were particularly interested in and if they would like to
present everybody some aspects of their main interests. They responded enthusiastically as they
attend a scientific profile. So they split into working teams according to the sciences they were
keen on. Then they established what aspects to tackle and started gathering materials. They
decided to present it under this form of a Prezi, as being a more modern, more functional and
even more attractive design than the usual PowerPoint slides.
Note: This was the project work segment of the lesson since T only launched the idea and SS did
absolutely everything themselves, starting with choosing what sciences to approach, then the
structure of every team, etc and all this was done as an extra-school activity, having complete
freedom from T`s part.
ACTIVITY 3: Mini-debates focusing on topics related to the sciences under discussion
Class Organisation: Group work
Estimated Time: ~ 20-25`
Materials: Debate-generating questions
Description of activity: T asked each team to think of at least one question related to the
specific scientific domain they worked on, write it on a piece of paper, put it into an envelope
and give it to me at the very beginning of the lesson. This way, nobody knows the questions in
advance and they will come as mind-blowing, debate-generating problems. Thus the SS will
have the opportunity of speaking freely, giving their opinions, appealing to their knowledge,
finding/discussing a quick solution to a problem, in one word interacting.
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35
ACTIVITY 4: Home assignment
The students are asked to revise Conditional Clauses (which they studied in the past) and are
given handouts containing 40 sentences to be rephrased into If-clauses with a given beginning.
Note: I am attaching a sample handout.
CONDITIONALS
Re-write the sentences so that they have the same meaning as the original.
1. I didn't go to Helen's party because she didn't invite me.
If .......
2. We'll go to the beach unless it rains.
If ............
3. Ann can't buy a new car because she hasn't got enough money.
Ann ....
4. You can get access to the Intranet only by having a password.
You ..........
5. She feels lonely since she hasn't got any friends.
If ............
6. Should you require more information, ask at the desk.
If ...........
7. Jim missed the plane because he arrived late at the airport.
Jim ........
8. Carlos Sainz didn't win the Monte Carlo Rally because his car broke down.
Carlos ........
9. I don't have a modem, so I can't e-mail you.
I ..............
10. I didn't send them a postcard because I didn't know their new address.
If ...........
11. She isn't passing her exams because she isn't studying hard enough.
If ..................
12. I'd like to buy a bigger flat, but I haven't got enough money.
If ..................
13. I didn't get to the meeting on time because my car broke down.
If .................
14. I never travel by plane because I get ear ache.
If ..................
15. I won't go to the party if you don't go with me.
Unless ..................
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
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contained therein.
36
16. If I had been told about the situation, I would have dismissed them.
You ..................
17. The restaurant was full so we couldn't get a table.
If ..................
18. I'm too busy to go to the pub.
If ..................
19. Ice melts down when you heat it.
If ..................
20. You can attend the meeting as long as you are a club member.
If .............
21. We didn't see The Two Towers because the cinema was closed.
We .............
22. She doesn't understand because you haven't explained the situation to her.
If ..............
23. You won't get a promotion if your work doesn't improve.
Unless ............
24. I never eat octupus because I get sick.
If .........
25. We didn't pick you up at the station because you didn't phone us.
Had .............
26. The government won't win the elections unless they create employment.
If ...........
27. I'll buy I new computer provided that I get a rise in salary.
Only if ...........
28. She wanted to buy that picture, but she didn't have enough money.
Provided ...........
29. Whenever I make a promise, I keep it.
If ............
30. We haven't got any matches, so we can't light a fire.
Unless ............
31. I didn't renew my subscription because I lost interest in the magazine's articles.
I .............
32. He was too slow to win the race.
If .................
33. I won't go to Rio unless I find a cheap flight.
If ...........
34. I never sunbathe because I get sunburt easily.
I ...........
2014
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contained therein.
37
35. She will understand you provided that you don't speak too fast.
Only if ...............
36. He won't come for a drink because he's got work to do.
Unless ..............
37. She's too young to get a driving licence.
She ..............
38. They lost the match because of the heavy rain.
But for .........
If ...........
39. Whenever Peter and I meet, we talk about the good old times.
In case ........
40. Should you see Paul, tell him about the meeting.
In case ...............
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38
Mariana CRĂCIUN
National College ”Gh. Munteanu Murgoci”, Brăila, România
”I am a graduate from Faculty of Foreign Languages and Literatures,
University of Bucharest specialising in English and Spanish.
Since graduating in 1998 I have worked extensively in language
teaching , translation and interpreting.
I am part of the English team at the “ Gh. M. Murgoci” National
College and I have been teaching English and Spanish at different
levels. My goal as a teacher is to make my children learn as much as
possible while enjoying the experience. I try to make my classroom a
place where children feel comfortable and I strive to know my students
on a personal level. I treat them as unique people and differentiate
according to their individual needs”.
LESSON PLAN
Teacher: Craciun Mariana
School: National College ”Gh. M. Murgoci”
Date: 1st November 2013
Grade: 11th (Maths - Computer Science with Bilingual Study of English)
Level: Advanced
Time: 50 minutes
Lesson: ”NEAREST AND DEAREST”
Skills: speaking, listening, writing.
Lesson aims:
to create interest in the topic and to initiate discussion anticipating the content of the
lesson;
to raise expectations and create involvement in a listening task and listening for gist;
3.to learn important aspects of friendship which form and keep relationships;
4.to make students be able to express their viewpoints;
5.to give students practice in speaking and writing skills.
Materials: textbook (Gold – Longman), worksheets, cassette recorder, blackboard, poster,
stickers.
Anticipated problems: students may feel a bit awkward about expressing ideas
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39
Class management
Whole class
Pair work
Individual
ACTIVITY 1: 10’
AIM: to initiate discussion anticipating the content of the lesson and to check the students’ task
PROCEDURE: Students remember the qualities and the character traits they look for in a good
friend presented in the previous lesson.
The teacher asks pupils to present the homework - What makes you be a good friend?- then they
add other common features for two of their classmates sustaining their views. The presentations
are displayed.
ACTIVITY 2: 15’
AIM: to introduce the listening
PROCEDURE: Students listen to an interview (Annex-1) twice for finding out an expert’s
opinion about friendship during people’s life. Sarah Brown has written a book –”Parttens of
Friendship” in which she depicts different features of the friendship throughout the stages of
life. Students take notes about the ways that people make friends using the creative technique
”Lotus Blossom Technque” which can help them visualize the stages and their features clearly.
ACTIVITY 3: 5’
AIM: to develop speaking skills
PROCEDURE: Individually, students consider at least five ways to maintain the friendship.
They might come up with something such as: to be a good listener; not to judge your friends
harshly; to find positive common bonds with each other; to be open to trying new experiences;
to establish trust.
ACTIVITY 4: 15’
AIM: to give students practice in writing skills;
PROCEDURE: The students are put into pairs and, using the previous notes, they construct a
comprehensive poem about the friendship. As far as the terms specific for a poem are concerned,
students are reminded similes, metaphors, the uses of the five senses (touch, taste, smell, sound,
sight). Other useful tips which can be helpful for improving creative writing refer to avoiding the
clichés (expressions that have lost their freshness or originality), paying close attention to the
language itself because poems arrive in the form of words. Each pair creates an original stanza
related to each stage of friendship and having classical music still playing in the background help
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contained therein.
40
relax. After the seven minutes the six stanzas are collected to form a poem being read and
displayed.
ACTIVITY 5: 5’ Homework
Students will write a script for a short play related to friendship called “Friends Forever”. If the
script is appropriate for being acted, it will be put on stage and the students will be the actors.
ANNEX-1Listening - Interviewer with Sarah Brown
…and now Sarah Brown is here to talk to us about her latest book, Patterns of Friendship. Sarah,
you've found that there are quite noticeable patterns in the way that people make friends ...
Sarah Brown: Mmm, absolutely. For example, friendship becomes important quite early on, in
children as young as three. But up to about five, children have what you could call unchosen
playmates, based quite practically on what's available, they can't exactly go out to look for them
... often the children of their parents' friends, or family relations. And it's actually quite an
egoistic relationship at this stage (1C) - there may be frequent quarrels over possessions - toys
and so on ...
I: Yes, you think they'll play together happily sharing their toys and the next thing you know,
one's in floods of tears and you have to sort it out...
SB: Yes, but by the time the child's about five it starts to change. Once they're at school,
children begin to choose their own playmates. (2B) - other children in the same class, or living
nearby, maybe in the same street And they start to cooperate more. But friendship's still a way
of serving self-interest, and friends are expected to keep to certain rules.
I: Yes, I've noticed with my own kids that they can get really upset with their friends ...
SB: Yes, exactly, and this carries on to eight or ten years old, but gradually they begin to be able
to see things from other people's point of view - and this, er, marks the point at which the child
is beginning to acquire knowledge of social relationships.
I: And how do they develop these social skills?
SB: Well, from 12 onwards, as they enter adolescence, children are beginning to stand on their
own feet, er, the influence of their parents tends to decline, and they feel the need for a close
friend, nearly always with someone of the same sex. They're looking for friends who are people
they admire, who they see as similar to the sort of person they'd like to be ... and these
friendships take on great importance. Friends have got to be trustworthy.(3D) and friendships
are very exclusive, but at the same time there's the group thing, they're developing networks of
friends, having fun together ...
I: So they go to clubs and cafes in big groups ...
SB: Mmm, yes, and spend a lot of their free time together. And this continues for some years -
so young adults - from 18 to 25, or when they get married, have close friendships, like
adolescents, and may see their friends every day, and spend hours on the phone ...
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41
I: I suppose that for most of us, this is probably the period when our circle of friends is at its
widest, isn't it? But is it affected by marriage?
SB: Oh, yes, quite considerably - the couple may move away, they may have children. Friends
still see one another, but instead of every day or every week, they might get together once a
month or just at special times ... parties and so on.
I: And what about new friends?
SB: They may make some, but they tend to be based more on neighbourhood and work contacts,
and they're often less intimate than the friendships formed earlier on.
I: So less in the way of sharing secrets and confidences.
SB: Yes, exactly. And in middle age, between 55 and 65 - or even older, after retirement, people
take on new friends even less easily. At this time of life they hold on to earlier friendships which
are often more intimate than the more recent ones, even though they see these older friends less
often. Friends now aren't based so much on neighbourhood - they can be with people of any age.
And ironically, when they give up work there's a further decline in contacts with friends.
I: Really?
SB: Yes, because of transport difficulties, illness, that sort of thing. They're more likely to turn
back to their families at this point - full circle, as you might say!
I: Sarah Brown, thank you ...
REFLECTION
To find interesting teaching techniques that will help children understand the lesson that is
being taught is of paramount importance. I think that all lessons can develop creative thinking
when they involve students in generating and extending ideas, suggesting hypotheses, applying
imagination and finding new or creative outcomes.
What promotes creativity is a questioning classroom, where teacher and students ask
challenging questions; where new connections are made; where lessons are presented in different
ways - visually, physically and verbally; where there are fresh approaches and where the effects
of ideas and actions are critically evaluated.
This lesson aims to make use of some creative techniques for increasing the opportunities for
creativity. These creative techniques are very effective and can be used in various class activities.
The alternatives are unlimited. In this way students are learning thinking through the use of
formal processes and the learning experience is enhanced by hands-on class activities. The
students are empowered to learn by finding out something on their own.
I have used two creative techniques during this lesson.
1. Lotus Blossom Technique
After finding out an expert’s opinion about friendship during people’s life, students take notes
about the ways that people make friends using the creative technique ”Lotus Blossom
Technque” and then add their own ideas. This technique involves starting with a central theme -
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42
friendship - and working outward, using ever-widening circles or "petals." Central themes lead to
ideas that themselves become central themes, and so forth. This technique takes advantage of
visualization, free association, and a structured approach to creating idea stimuli and it is suitable
to use when you work in a group of students. It helps to understand the lesson by generating
more ideas when you run out of idea. From one idea it will trigger more idea so you don’t have
to worry about how to generate the ideas. It takes average time to complete because it triggers
the ideas fast.
2. Create a group poem
Writing a poem, another creative technique, is all about observing the world within or around
us. A poem can be about anything, in this lesson about friendship. Writing poetry can help
students become more eloquent and improve their linguistic style. Although poetry writing is
definitely a skill that improves with practice (just like any other type of writing). The students
are put into pairs and create a comprehensive poem about the friendship. As far as the terms
specific for a poem are concerned, students are reminded similes, metaphors, the uses of the five
senses (touch, taste, smell, sound, sight). Other useful tips which can be helpful for improving
creative writing refer to avoiding the clichés (expressions that have lost their freshness or
originality), paying close attention to the language itself because poems arrive in the form of
words. Each pair creates an original stanza related to each stage of friendship and then they are
collected to form a poem.
Another very important factor in enhancing the student engagement is to have a good
supply of resources in the classroom (posters, images, posters, books, pictures card, big sheets
of paper, etc) that the students know how to access.
There is a permanent display showing key words about learning styles and thinking skills.
Evidence of different techniques is displayed in the whole classroom (can be seen in the
recording) such as ‘Mind Mapping’, ‘PMI’ (listing the Plus, Minus and Interesting points of a
topic) or ‘concept cartoons’ created by the students. A bookshelf full of books and magazines is
freely available for them to consult.
Additionally teaching means: designing a classroom so all students can be observed at all
times, maintaining a safe environment, keeping students quiet so everyone can hear the lesson,
teaching children to be respectful and providing meaningful lessons that will keep them engaged.
Considering what I have said so far, I shall conclude that using some creative techniques or
activities makes the process of comprehension easier for the students and allows them to gain
independence, to overcome their fears and to combine what they learn from a lesson to other
activities. As can be seen from this recorded lesson, the direct teaching of thinking showed an
upgrading in the students’ ability to be creative, thus being able to be fluent in producing ideas
that range in flexibility and also in originality.
2014
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43
Olga Elena STROE
National College ”Gh. Munteanu Murgoci”, Brăila, România
Motto: “Good students make good teachers”
CLIL: A LESSON FRAMEWORK
The present paper was structured into three main parts which cover the
both theoretical and practical approaches to CLIL teaching in our school
as an optional course for bilingual classes. In the first part of this article,
Content and Language Integrated Learning, it is presented an
introduction to this field. The second part of the article deals with some
aspects of introducing CLIL into the classroom and suggest a framework
for planning CLIL lessons The third part is entitled CLIL-CHANGING
LESSON INTO LIFE and covers the practical approach of this paper that shows the lesson plan
sample for a CLIL lesson which I have chosen to do with my students from the 9th
grade,
bilingual class, during an optional class.
KEY WORDS: CLIL, ELT, approach, language, skills, lesson, learning, teaching.
UNDERLYING PRINCIPLES
The principles behind Content and Language Integrated Learning include global statements such
as 'all teachers are teachers of language' (The Bullock Report - A Language for Life, 1975) to
the wide-ranging advantages of cross-curricular bilingual teaching in statements from the
Content and Language Integrated Project (CLIP). The benefits of CLIL may be seen in terms of
cultural awareness, internationalization, language competence, preparation for both study and
working life, and increased motivation. While CLIL may be the best-fit methodology for
language teaching and learning in a multilingual Europe, the literature suggests that there
remains a dearth of CLIL-type materials, and a lack of teacher training programmes to prepare
both language and subject teachers for CLIL teaching.
CLASSROOM PRINCIPLES
Some of the basic principles of CLIL are that in the CLIL classroom:
Language is used to learn as well as to communicate;
It is the subject matter which determines the language needed to learn.
A CLIL lesson is therefore not a language lesson neither it is a subject lesson transmitted
in a foreign language. According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson
should combine elements of the following 4Cs:
Content - Progression in knowledge, skills and understanding related to specific elements
of a defined curriculum;
Communication - Using language to learn whilst learning to use language
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44
Cognition - Developing thinking skills which link concept formation (abstract and
concrete), understanding and language;
Culture - Exposure to alternative perspectives and shared understandings, which deepen
awareness of otherness and self.
In a CLIL lesson, all four language skills should be combined. The skills are seen thus:
Listening is a normal input activity, vital for language learning;
Reading, using meaningful material, is the major source of input;
Speaking focuses on fluency. Accuracy is seen as subordinate;
Writing is a series of lexical activities through which grammar is recycled.
For teachers from an ELT background, CLIL lessons exhibit the following features:
Integrate language and skills, and receptive and productive skills;
Lessons are often based on reading or listening texts / passages;
The language focus in a lesson does not consider structural grading;
Language is functional and dictated by the context of the subject
Language is approached lexically rather than grammatically
Learner styles are taken into account in task types.
In many ways a CLIL lesson is similar to an ELT integrated skills lesson, except that it includes
exploration of language, is delivered by a teacher versed in CLIL methodology and is based on
material directly related to a content-based subject. Both content and language are explored in a
CLIL.
LESSON FRAMEWORK
A CLIL lesson looks at content and language in equal measure, and often follows a four-stage
framework, which are presented in what follows:
Processing the text: The best texts are those accompanied by illustrations so that learners can
visualize what they are reading. When working in a foreign language, learners need structural
markers in texts to help them find their way through the content. These markers may be
linguistic (headings, sub-headings) and/or diagrammatic. Once core knowledge has been
identified, the organization of the text can be analyzed.
Identification and organization of knowledge: texts are often represented diagrammatically.
These structures are known as 'ideational frameworks' or 'diagrams of thinking', and are used to
help learners categorize the ideas and information in a text. Diagram types include tree diagrams
for classification, groups, hierarchies, flow diagrams and timelines for sequenced thinking such
as instructions and historical information, tabular diagrams describing people and places, and
combinations of these like the fish-bone diagram. The structure of the text is used to facilitate
learning and the creation of activities which focus on both language development and core
content knowledge.
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45
Language identification: Learners are expected to be able to reproduce the core of the text in
their own words. Since learners will need to use both simple and more complex language, there
is no grading of language involved, but it is a good idea for the teacher to highlight useful
language in the text and to categorize it according to function. Learners may need the language
of comparison and contrast, location or describing a process, but may also need certain discourse
markers, adverb phrases or prepositional phrases. Collocations, semi-fixed expressions and set
phrases may also be given attention as well as subject-specific and academic vocabulary.
Tasks for students: There is little difference in task-type between a CLIL lesson and a skills-
based ELT lesson. A variety of tasks should be provided, taking into account the learning
purpose and learner styles and preferences. Receptive skill activities are of the 'read/listen and
do' genre. A list of listening activities might be:
Listen and label a diagram/picture/map/graph/chart
Listen and fill in a table
Listen and make notes on specific information (dates, figures, times)
Listen and reorder information
Listen and identify location/speakers/places
Listen and label the stages of a process/instructions/sequences of a text
Listen and fill in the gaps in a text
Tasks designed for production need to be subject-orientated, so that both content and
language are recycled. Since content is to be focused on, more language support than usual in an
ELT lesson may be required. Typical speaking activities include:
Question loops - questions and answers, terms and definitions, halves of sentences;
Information gap activities with a question sheet to support;
Trivia search - 'things you know' and 'things you want to know;
Word guessing games;
Class surveys using questionnaires;
10 Questions - provide language support frame for questions;
Students present information from a visual using a language support handout.
INTERNET RESOURCES
Content and Language Integrated Project (CLIP) - www.cilt.org.uk/clip
Euro CLIC - www.euroclic.org
European Centre for Modern Languages - www.ecml.com
Forum for Across the Curriculum Teaching - www.factworld.info.com
Norwich Institute for Language Education - www.nile-elt.com
Science Across the Curriculum - www.scienceacross.org
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46
The National Centre for Languages (CILT) - www.cilt.org.uk
LESSON PLAN
LEVEL: IXE grade – optional class
DATE: 3rd
June, 2013
TEACHER: Olga Stroe
TOPIC:WATER FACTS
TEXTBOOK: GEOPROFILES
INTERACTION: T-Ss, group work, Ss-Ss, Ss-T
MATERIALS: Language Maximisier, blackboard, teacher’s book, handouts, notebooks, CD,
Laptop, textbooks, OHP
GENERAL AIMS:
to evaluate recently acquired knowledge using dialogues;
to increase overall creativity of the group;
to improve Ss imagination;
to make Ss aware of words and expressions which are related to senses;
to make Ss able to express personal opinions about the topic;
to encourage Ss oral fluency;
to practise the language of discussions and suggestions;
SKILLS: Speaking, Listening, Reading, Writing
TIME: 50 MIN
BIBLIOGRAPHY: Harmer, Jeremy, 1997– The Practice of English Language Teaching.
Longman, London and New York. Lee, W.R., 1964. Language teaching games and
contests.Oxford University Press. Nye, Gertrude Dorry ;MacGraw-Hill. 1966. Games for
Secondary Language Learning. BookCo. New York
ANTICIPATED PROBLEMS: Ss may find the topic difficult to understand
ACTIVITY 1
AIMS:
To prepare students for the next activity and raise interest in learning about water facts;
To revise vocabulary from the previous lesson
CLASSMANAGEMENT: Whole class
SKILLS: Speaking
MATERIAL: blackboard
TIME: 5 min
PROCEDURE:
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47
T asks the Ss how they are feeling and then what they have learnt during their previous
class;
T encourages Ss dialogues asking about what they did not speak about in the previous
lesson;
T tries to elicit the title of the lesson from the students helping them if they need. T writes
on the blackboard the following word: WATER.
INTERACTION: T-Ss, Ss-T, Ss-Ss
ACTIVITY 2
AIMS:
To improve Ss imagination;
To make Ss aware of words and expressions which are related to senses
CLASSMANAGEMENT: Whole class
SKILLS: Speaking, Writing
MATERIALS: handouts
TIME: 15 min
PROCEDURE: T explains and writes on the blackboard the golden rules for this activity: every
idea has equal worth; no judgment; no criticism; no comment; stay focused on the topic; every
person thinks, speaks and listens. Students are asked to complete the sense chart from their
handouts 1 by writing the words in the correct places after they close their eyes and imagine that
they are the golden fish immersed into the Danube River. Teacher checks their answers. Then
students are asked to present what they saw, smelt, touched, tasted and heard under the Danube
River. Then students provide the main ideas of the topic.
INTERACTION: T-Ss, Ss-T, Ss-Ss
ACTIVITY 3
AIMS:
To raise Ss’ interest in learning about water facts;
To express personal opinions and predict the cause of the water facts.
CLASS MANAGEMENT: Whole class
SKILLS: Reading, Writing, Speaking
MATERIALS: OHP, Laptop, CD, Handouts, Blackboard
TIME: 10 min
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
48
PROCEDURE:
T asks the Ss to move from imagination (immersion) to reality inviting them to watch an
authentic material about Water facts. Students are asked to complete the chart from their
handouts 2 by writing the words in the detail places after they watch the video twice
T makes them more aware of the language and style of a documentary.
INTERACTION: T-Ss, Ss-T, Ss-Ss
ACTIVITY 4
AIMS:
To make Ss able to express personal opinions about the topic;
To encourage Ss oral fluency;
To practise the language of discussions and suggestions.
CLASSMANAGEMENT: Group work
SKILLS: Speaking, Reading, Writing
MATERIALS: Handouts, Blackboard
TIME: 10 min
PROCEDURE: Ss are asking to divide in 5 small groups. The Ss try to guess how the event
happened and discuss the possible solutions. The leaders of the group present the conclusions
after their short discussions. T encourages them to provide 5 collective conclusions and asks
them what they can add to their title WATER. T writes then on the blackboard: FACTS.
Assigning task: Students are asked to write 10 acronyms after the T’s model or a poem about
WATER FACTS, as homework.
INTERACTION: T-Ss, Ss-T, Ss-Ss
ACTIVITY 5
AIMS: To focus attention and to sum up what you have been doing
To encourage Ss singing in English language
CLASSMANAGEMENT: Whole class
SKILLS: Speaking, Reading, Writing
MATERIALS: OHP, CD, Laptop, Blackboard
TIME: 10 min
PROCEDURE: T reintroduces the Ss into the atmosphere of the film and music asking them to
write the lyrics of the song HEAL THE WORLD by Michael Jackson after they have listened to
the 1st part of song twice. Ss check their lyrics on the OHP and T encourages them to sing the
song.
INTERACTION: T-Ss, Ss-T, Ss-Ss
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
49
REFLECTION
From a language point of view the CLIL ”approach” contains nothing new to the EL
teacher. CLIL aims to guide language processing and 'support language production in the same
way as ELT by teaching strategies for reading and listening and structures and lexis for spoken
or written language. What is different is that the language teacher is also the subject teacher, or
that the subject teacher is also able to exploit opportunities for developing language skills. CLIL
is also a concrete step towards effective education and according to Nelson Mandela, Education
is the most powerful weapon we can use to change the world. This is the essence of the CLIL
teacher training issue and the main aim of our Comenius Project entitled: ”New approaches to
teaching foreign language in Turkey and Romania.
ANEXA 1 ANEXA 2
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contained therein.
50
Tatiana BADEA
College National "Gh. M. Murgoci "Braila, Romania
” A graduate of the University "Alexandru Ioan Cuza" Iasi.
Teacher of German at College National "Gh M. Murgoci "Braila, Romania.
Training and refresher courses organized by VHS
BildungszentrumSambachshof 2007, Goethe Institut Frankfurt 2008,
Goethe InstitutBukarest 2009”
PROJEKT DES DIDAKTISCHEN VORGEHENS
Datum: Okt. 2013
Die VII. Klasse
ZweiteSprache
Stundetypus:Vertiefung/neueKenntnisse
Thema: Die ersteVerabredung
OperationelleZielsetzungen:
Am Ende der Stundewerden die Schülerfähigsein:
1.ein Bildbeschreiben
2.Einfache Sȁtzeformulieren
3.Kurze Textehőren und Biderzuordnen
4.einen Dialog zumThema:”Die ersteVerabredung” schreiben
DidaktischeStrategien:
Unterrichtsmethoden und Verfahren:Ausspracheűben, Dialogeschreiben
Unterrichtsmaterialien: Bilder, CD-Player
Arbeitsmittel:Gruppenarbeit,Frontalarbeit,Einzelarbeit
Zeit:50’
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
51
VERLAUF DER STUNDE
UNTERRICHTS-
SCHRITTE
AKTIVITÄT DES SCHǗLERS
SOZIAL- FORM
HILFS- MITTEL
ZEIT ZIEL AKTIVITÄT DER LEHRERIN
Organisatorischer
Moment
Die Schűlerbegrűßen und setzensich.Siestellen die
Aufgabevor: ”Das Wetter”
FA
EA
5’ MűndlicheLeistungskontrolle
Einfűhrung BeschreibenBilder und machenVermutungen
FA 5’ 1 Macht das Thema der
Stundebekannt und
gibtweitereHinweise
Űbungsphase A.Űbungenvor
demHőren
Schreiben je 3 SȁtzezudemBild
FA Bild 10’ 1,2 Beobachtet die Schűler und hilftihnen;
B.Űbungen während des
Hőrens
kurzeTextehőren und Biderzuordnen ; den Text
lesen; richtig /falschŰbungenzum Text
EA FA
CD, CD-player
10’ 3 erklärt die Aufgaben und die unbekanntenWőr
ter/Ausdrűcke
Semantisierung und
Vertiefung
Dialogeschreiben und vorstellen
GA 15’ 4 Hilft den Schűlern
Anwendung/Transfer
Auf Fragenantworten Notieren die Hausaufgabe-
Dialog: Entschuldigungenbeidem
Date-Partner
FA 5’ Gibt den Schűler die Hausaufgabe
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
52
Rosana NICOLAE
National College "Gh. Munteanu Murgoci", Braila, Romania
“ I am a graduate of „The Faculty of Letters and Sciences from Galati „Dunarea de
Jos” University, the specialization French- Romanian. After I got my second degree,
at the proposition of my inspector, I participated in training courses regarding the
assesment component, in the period 1999 – 2001. At the end of this course I had
another training course in France, at Lyon, where I interrelated with teachers and
students from a similar educational system but also with different approaches from
the ones we apply in Romania.
In the period 2008 – 2011 I was an assistant manager of „Panait Cerna” Highschool
in Braila, during which I started a series of projects and school partnerships on cultural topics. Also I was
a coordinator of the highschool’s magazine,at whose launch I invited the representatives of the local
mass-media. Since September 2011, I have been a teacher of French at „Gh. M. Murgoci” National
College.”
PROJET DE LEÇON
Professeur:Nicolae Rosana
CLASSE: la XI e débutants
SUJET: „La cantatrice chauve” de Eugène Ionesco
TYPE DE CLASSE: activité périscolaire
DUREÉ: 30’
OBJECTIFS CULTURELS:
sensibiliser à la littérature/théâtre/textelittéraire
amenerl’élève à combattre la consommation des substances interditesd’une perspective littéraire
développer la créativite et les aptitudes d’art dramatique des élèves
éveillerl’intérêt pour le FLE
OBJECTIFS GÉNÉRAUX:
développer la collaboration entre les élèves
stimuler la disponibilitecréatrice
éveillerl’ensemble des qualitésintellectuelles et morales des élèves (l’inventivité,laflexibilité,la
patience)
renforcer les disponibilitésintellectuelles des élèves
OBJECTIFS LINGUISTIQUES:
encourager l’expression et la compréhension d’un textelittéraire en français
réagir aux messages
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
53
RESSOURCES PSYCHOLOGIQUES:
le développement de la mémoire et de l’imagination
RESSOURCES MATERIELLES:
éléments de décor,costumes,letexte original
MÉTHODES ET PROCÉDÉS:
la lecture, l’explication,l’analyse,le remue-méninge,la conversation
ORGANISATION PÉDAGOGIQUE:
Cette demarche pédagogique commence de la proposition du professeur et des élèves de promouvoir
l’étude du FLE.
Le choix du texte dramatique est fait du désir de mêler une activité nonformelle à l’acquisition du
vocabulaire,de la compréhension du texte et de la typologie du courant dramatique.
Le résultat-la mise en scène de la version d’après „l’anti-pièce” „La cantatrice chauve”-estqu’on a
donné une touché originale à un texte déjà moderne. Le théâtre de l’absurde deviant cohérent et logique
même pour les étudiants lycéens par une perspective actuelle de la vie des jeunes: le péril de la
consommation de la drogue. Donc,traiter un sujet „dangereux” à travers un texte litteraire français, écrit
par un....Roumain,nous a paru intéressant .
Le défi a été lancé a tout le groupe d’ élèves -de bonsou de niveau moyen en français. On a debattu
le texte, son message de sorte que l’interprétation soit croyable.On a travaillé sur la prononciation et on a
procédé à la sélection des répliques et des scènes. Le talent des certains élèves et le désir de „s’affirmer”
des autres ont convergé à un jeu dramatique convaincant.
Les répétitions après les cours,dans un espace propice (le théâtre de la ville),la fabrication des costumes et
des accesoires,ont aidé les élèves à mieux se connaître,à devenir „célèbres” parmi leurs collègues.
La durée de la préparation de l’activité a été difficile à cause du programme chargé et differencié des
élèves qui appartiennent à des classes différentes (phylo,sciences-naturelles).
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
54
Ingrid Monica IAVORSCHI
National College "Gheorghe Munteanu Murgoci", Braila, Romania
Classe :XIème G
Niveau: B1
Professeur: IAVORSCHI INGRID-MONICA
Compétencegénérale : COMPRÉHENSION ORALE / EXPRESSION ECRITE
Compétencesspécifiques :
• Identifier le sens global d’un message oral
• Identifier des détails du message authentique
Sujet de la leçon : Les loisirs – les voyages
Support: http://www.youtube.com/watch?v=3jD_8l8f7Cg
Vidéoprojecteur
Fiches d’activité
Objectifs:
Linguistiques :
identifier les mots et les structures appropriées pour le sujet (les voyages)
utiliser de manièreappropriée les règlesgrammaticalesd`emploi (orthographe, syntaxe et
lexique).
Socio- culturel :
découvrird’autres cultures
Situations de communication: trouver des informationssur un sujetd’actualité (loisirs, voyages)
Organisation de l’activité :frontale, individuelle, par groupes, par paires.
Matérielutilisé : web, les fiches de travail, les feutres, l’ordinateur.
ÉTAPE
DÉROULEME
NT
RÔLE DU
PROFESSEUR
ACTIVITÉ DES
ÉLÈVES
ORGANISATION
DE LA CLASSE
MATÉRIEL
UTILISÉ
Mise en
train
Présentation
des
compétences
et des
objectifs.
Explicitation
de la consigne
ainsi que du
détail des
objectifs.
Écoute active de
la consigne
donnée.
Organisation de la
classe
Grand groupe
2014
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contained therein.
55
Mise en
route
1.
Conversation
sur l’idée et le
concept
« voyages»
Le professeur
propose des
activités pour
introduire le
sujet
1. Quels sont
les
monuments/
centres
d’attraction
de Paris que
vous
connaissez ?
2. Top –
centres
d’attraction
à Paris.
Mettez les
centres
d’attraction
dans l’ordre
de leur
importance.
Les élèves
répondent aux
questions,
discutent sur les
concepts, notent
dans leurs cahiers
etc.)
Faire le TOP
personnel des
monuments/centr
es d’attraction de
Paris
Petits groupes
Petits groupes
Fiches TOP
Compré
hensin
orale
1er
visionnement
du clip
Le professeur
guide la
compréhension
du clip pour
faciliter la
compréhension
de celui-ci
Reconnaître la
vile
Reconnaître les
lieux
Les élèves
regardent le clip,
posent des
questions pour
comprendre,
notent.
Petits groupes
L`ordinateur
http://www.
youtube.co
m/watch?v=
3jD_8l8f7C
g
Compré
hensin
écrite
2e
visionnement
du clip
Le professeur
met des
questions sur le
clip :
Refaire le TOP
des centres
d’attractions de
Les élèves
recherchent les
informations et
formulent des
réponses.
En petits
groupes
Mise en
commun en
grand groupe
Fiche
questionne
ment
détaillé
2014
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56
Paris
Comparer avec
leurs propres
TOP
Renforce
ment
Le professeur
stimule les
élèves à
vérifier leurs
réponses.
Ils mettent en
commun les
résultats / TOP
Individuel
Mise en
commun en
grand groupe
Fiche
questionne
ment
détaillé
Devoir Devoir
On propose
aux élèves un
sondage
Auprès de
leurs amis sur
le sujet donné
(le TOP de
leurs
destinations de
vacances)
Les élèves
doivent faire un
sondage auprès de
leurs amis sur
leurs destinations
de vacances
favorites
Grand groupe Fiche de
travail –
sondage
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
57
Mariana CAPLEA
Tichilesti Secondary School, Braila, Romania
Mariana CAPLEA, currently a teacher of English at Tichilesti Secondary
School in Braila, has participated in several European projects, out of which two
in-service courses in England (2009, 2013). She is a graduate of the Faculty of
Letters, History and Theology at the University of Galati and has been teaching
the English language for twelve years. As a great fan of the British and American
culture, she has always encouraged her students to keep themselves up-to-date
with the latest information in the field.
In the period 10th – 21st June 2013, two teachers of English from our team, more precisely, Mariana
Caplea from Romania and Ismail Sezgin from Turkey, took part in an in-service training in Scarborough,
England, within the Comenius Regio partnership. Its title was “Language and Methodology for teachers of
English- a Blended Approach” and lasted for two weeks, being thus a great opportunity not only to get
more experience concerning the newest approaches to foreign language teaching, but also to share it with
their peers from both countries, and, why not, from everywhere, via this project.
Firstly, this course encouraged them to adopt a more reflective approach to the way they teach and to the
students’ needs. Besides giving them a wider range of teaching methods, it enhanced their organisational
skills and upgraded their knowledge of other countries and their educational systems.
The course programme adopted at Anglolang Academy of English, the institution from
Scarborough, was designed particularly to suit their needs. As a result, they had both language
development classes(with a focus on speaking practice, work on listening and grammar) and methodology
classes, which turned into really catchy discussions and valuable resources for the dissemination back
home.
The teaching methods discussed within this training were also shared at the second mobility of the
Romanian team in Karabuk, and agreed upon the fact that we, as teachers, can design and permanently
invent new activities and games for our students as long as the old ones provide a frame on which
creativity can be built.
Thanks to the continuous discussions and sharing of ideas and reflection within this course, the
two participants were further motivated to carry on developing other types of links and partnerships. The
great emphasis on practice and emphatic abilities on the trainers’ part outlined once more that the key to
good English-speaking students is the sustained effort and constant work on both the teacher’s and the
student’s part.
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
58
LESSON PLAN
English in my trolley
Date: the 22nd of November 2012
Form: 14 pupils from the 5th to the 8th grade;
Methods: brainstorming, conversation, matching exercise, games;
Time: 60 minutes;
Materials: flip-chart sheets, markers, worksheets, glue, scissors, strips of paper, ;
Objectives:
to raise Ss' awareness that English is present everywhere around them;
to actively participate in interactive games;
to cooperate with their foreign colleagues in their groups;
to create a lovely, friendly atmosphere of learning the English language.
ACTIVITY 1 (3’): All sorts of packaging ...
AIM: to make Ss aware that English is on all sorts of packaging;
PROCEDURE:Ss and Teachers alike take a look at all those packaging on their desks, giving examples
of the English language.
ACTIVITY 2 (5’): Memorable slogans
AIM: to remember the famous brands ;
PROCEDURE: T shows a flip-chart with famous slogans that survived throughout the time, asking the
pupils to recognise the famous brands which match them.
ACTIVITY 3 (7’): Go round the class!
AIM: to match the halves of the same sentence;
PROCEDURE: Ss have to go round the class and search for the matching halves of the same sentence,
then put them together on a particular spot.
ACTIVITY 4 (10’): Find the thief
AIM: to practise the use of Past Tense and names of products;
PROCEDURE:Ss take turns in asking and answering about the thief.
ACTIVITY 5 (7’): Singing time
AIM: to enjoy singing the song „Shopping”;
PROCEDURE: Each student will have a line of the song. They will stand up as they hear the lines.Then,
everyone in the classroom will sing the song.
ACTIVITY 6 (8’): Video clips
AIM: to guess the slogan at the end of each video clip;
PROCEDURE: Ss watch the video clips about well-known products.They have to come up with a slogan
for each advertisement.
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
59
ACTIVITY 7 (20’): Advertise a product!
AIM: to be creative and design an advert;
PROCEDURE: Ss receive flip-charts on which they will have to illustrate an advert , with a slogan, too.
REFLECTION
Learning a foreign language is a complex process which has many specific features for each age
group as well as for each individual stepping inside this process.Considering this, I am aware of the fact
that the most important thing in my classes is to build learners’confidence and to make them actively
participate along the whole lesson.
Encouraging them to speak by choosing adaptable activities (easier ones for the shy low students –
” Go round the class”, for example and more d ifficult ones for the daring ones like ’Find the thief”) was
one of my main objectives and I have to admit I achieved it.Of course there were times when the shy
students had the wonderful chance to step ahead and make themselves more visible , due to the very easy
tasks such as the one in the activity called „Singing” when all they had to do was to stand up as hearing
the line they had previously received from the teacher. Definitely, these were the students who would have
never preferred to engage in a much livelier activity such as ” Advertise the product”.
The way I combined the activities for this lesson enabled me to activate both shy and energetic
students in a very enjoyable manner, leading to the creation of a relaxed atmosphere, the perfect
environment for learning the English language.
Another important aspect which worths being mentioned here is the way in which we, as teachers ,
increase students’ motivation by making them feel that they shouldn’t worry about the mistakes they make
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
60
or the fluency they often tend to lose on the way.
Any reaction from the part of my students matters the most for me, no matter how slight, as it is a
sign of learning and therefore very important. I always try to show even the least interested students that
things are not that difficult and they can succeed.
Designing gradual tasks should be an essential point to keep in mind for every passionate teacher,
as this can help the teacher establish a competitive atmoshere in class.
Moreover, each student should know his/her place and strive to get to a higher level ,that is a more
challenging activity, every time he/she is involved in the lesson.
I know that in my class there were students who couldn’t do without my help, while others, eager
for independence and creativity, resented my interference. I hope I took such differences into
consideration and acted accordingly. With the help of efficient group work, I trained the students to help
one another. This kind of group work was beneficial for both categories of learners : the students who
needed support felt more relaxed when helped by their peers; while helping their mates, the proficient
students actually produced language in an organized way.
Finally, I chose to do the ” Advertise ” activity in the end of my lesson because
such creative and personalised outcomes have a greater potential to remain in learner´s memory than a
pure language exercise from the textbook.
After watching the recorded lesson, I realised how much attention and effort I paid to this lesson right
before its design. As a self-reflection exercise, I must admit there is always room for improvement.
Of course it is not an easy thing to feel there is a pair of eyes spying on you, and not one forming part of
your class of students.
Through my lesson I tried to create an enjoyable atmosphere and have my pupils practise new vocabulary
related to shopping and advertising; watching the recorded version of the lesson gave me the feeling that I
achieved my goal, although I would have wanted more commitment on the part of my students. They did
not react naturally, on the contrary they behaved as if some restrictions were imposed on them.
In terms of activities, the easier ones were dealt with plenty of attention and commitment, such as “Go
round the class” or “Singing” when they did all right – paying due attention to the lines, they managed to
stand up at the right time. In contrast to these activities, “Find the thief “ and “Advertise a product” aimed
at producing new language while coming up with new original ideas. Especially the last one, “Advertise a
product” was thought of as a follow-up activity that should involve learners in a creative response to a
listening text, in our case, these short videos with advertisements. It is precisely here where I think I
should have given them more time to work this task out. Yet, their responses to this task might have been
uninhibitedly given, provided I prepared some models in advance.
Consequently, I think this kind of listening activities take up a lot of time and they require a lot of
preparation before the proper lesson. Taking into consideration the fact that a recorded lesson , in our case
a sample lesson , should show a greater amount of activities, it would be almost impossible to have all
these previously mentioned unless more time were allocated. To sum up, the lesson was well organized
and lively and the students did their best to take part in the activities proposed by the teacher. Of course
plenty of meaningful exposure to listening, combined with carefully thought-out tasks, simple during the
first round of listening and then more complex during the later ones, will assist students in acquiring the
skill. This will be the key to mastering a challenging skil.
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
61
Anca GHEORGHE
”Vlaicu Vodă” School, Brăila, Romania
Member of the “Anton Pann Cultural Community Center”
Graduated from The “Lower Danube” University of Galati, Romania
Course: ”Developing oral fluency in the English language classes”- Exeter, UK-
march 2008 2004-2006 colaborated with “Alexander Language Schools,”, Braila,
Romania, as a student trainer for CAE and FCE Cambridge examinations; has
participated with several research papers in the “Scientific Communication
Sessions” held by ISJ and CCD Braila (eg: Class management: How to deal with
disruptive students”)
LESSON PLAN
Form: II B
Level: Starter
No of students: 28(15 girls and 13 boys)
Lesson:She’s wearing a pink dress
Book : Pebbles (G Ellis &P Hancock,Ed Longman)
Time :50 mins
Skills: Speaking,Reading, Listening,Writing
Type of lesson: Reactivating I’ve got/He’s got/She’s got and face parts and introducing He’s/She’s
wearing
Language :
I’ve got/ He’s got/ She’s got
blue,green,black, brown,fair
eyes,mouth,nose,ears,hair
T-shirt,dress,jacket,shoes,hat
he’s/she’s wearing
wedding, man,woman,littleboy,little girl
Terminal objective(s):
Ss will review the vocabulary learned in the previous lessons.
Ss will learn new vocabulary and grammar
Recent work: Students have learnt about facial features , colours and clothes; they should be able to
express possession in simple language: I’ve got/He’s got / She’s got [big eyes]; [brown
eyes], a [jacket] etc
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information
contained therein.
62
Teaching aids: blackboard,handouts,wordcards,cellotape,toys,medals,pictures,drawings, tape, cassette
recorder, students themselves
Class management: whole class, group work
Type of interaction: TSSS, S S,SSSSSS
Method: Communicative
ACTIVITY 1:
TIME: 3’
STAGE :Warm-up
AIM :Introduce the students to a joyful, stress-free learning climate by singing “The face song”
ANTICIPATED PROBLEMS AND SOLUTIONS: P:Maybe a little bit of difficulty singing the lyrics
at the same speed as the singers on the tape S:encourage them to keep singing
PROCEDURE:. Start with some small talk ; run a quick review of the face parts by getting students to
answer the question What’s this?when pointing to them and invite the students to sing
The face song accompanied by the cassette
==whole class ==
ACTIVITY 2
TIME: 5’
STAGE: Vocabulary and grammar practice
AIM :Use I’ve got’He’s got/She’s got for physical description
ANTICIPATED PROBLEMS AND SOLUTIONS: P:Some students might need some help to
understand what their task isS: encourage and help them until they manage an accurate description
PROCEDURES:
1. Start the activity by demonstrating Hello! I’mAnca. I’ve got brown hair and brown eyes;
2. Wave a magic wand pretending to turn into another person and pass the wand on to another child
suggesting that he/she does the same. A few more students come to the front of the class to describe
themselves in the same manner;
3. Point to one of the Ss who has just described him/herself and say :”He’s/She’s got black hair and
brown eyes”. Get the whole class to say the same about the rest of the students whose descriptions
they hear insisting on gender differences.
== whole class ==
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63
ACTIVITY 3
TIME: 10’
STAGE: Reading and writing practice
AIM : Develop the students’ reading, listening and writing skills by presenting them with the written
form of the vocabulary related to physical description
ANTICIPATED PROBLEMS AND SOLUTIONS:
P:Some students might find it difficult to read the words correctly as they are so very young and barely
learning their own language
S:adopt an encouraging attitude and get them to read in chorus until they are confident
P: Some students might not understand the recorded message so they might fail to point to the right
picture
S:encourage them to listen for very familiar words; stop the tape and give them time to process the
message
PROCEDURES:
Hold up the word cards prepared in advance to introduce the written form of hair, eyes, hair colour
and eye colour. Read them out loud one time,to serve as model (eg:fair hair green eyes).Then have
the students repeat them in chorus;
2.Ask students to open books at page 16 to see the pictures of four children-two boys and two
girls-who have different hair/eye colour;
Alternatively, show students the same pictures,enlarged;
Display the pictures on the blackboard and write the names of the children on the right hand side
of the blackboard one below another,at random;
Tell ss that they are going to hear the four children introduce and describe themselves on the
tape,and that they need to point to each of the children whose descriptions they hear to prove
understanding of a recorded message(Eg:. My name’s Sally. I’ve got brown hair and brown eyes);
Play the cassette again,asking students to match the word labels below the pictures in their books
to the correct picture.One of the students who finishes first and correctly goes to the blackboard to
stick the larger word cards on the bb below ther right picture. The other students check their own
work.The same student gets to match the names of the children to the right picture. A nice round
of applause is his/her reward for a job well done.
==whole class ==
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64
ACTIVITY 4
TIME: 10’
STAGE: Vocabulary presentation
AIM: Introduce wedding and clothes related vocabulary.
ANTICIPATED PROBLEMS AND SOLUTIONS:
P:Some students might mistake “woman” for “man”
S: repeat until there’s no confusion
P:Some students might feel amused seeing their colleagues impersonatin a woman, man etc
S:draw their attention to the real reason for this .
P: Some students might fail to understand the recorded message and point to the right person
Repeat the part of the script in question or get other students to fix the problem
PROCEDURE
Revise clothes by getting students to pay attention to the clothes templates you are holding up.
They need to identify them.;
Hold up the enlarged picture of a wedding which they can see in their own books, too. Teach
“wedding, woman, man, little girl, little boy” ;
Have some students come to the front of the classroom to play the roles of the wedding characters
while the class choruses the new words;
Play the cassette one timeso that the students can follow and point to the person being mentioned.
==whole class ==
ACTIVITY 5
TIME: 5’
AIM: Introduce “He’s /She’s wearing...” Engage the students in communicative situations by getting
them to decide what the people in the picture are wearing
ANTICIPATED PROBLEMS AND SOLUTIONS:
STAGE: Listening practice
PROCEDURE:
Instruct the students to listen to the tape a second time and to repeat the language they hear right
after you have stopped it.Eg: Look! A Wedding! Look at the woman! She’s wearing a white dress.
And she’s got some flowers! Students pay attention and chorus the target language;
They also pay attention to the meaning of the words,and point to the pictures in their books at the
same time.
==whole class ==
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65
ACTIVITY 6
TIME: 15’
STAGE: Grammar practice
AIM: Practice He’s/She’s wearing in a meaningful context
ANTICIPATED PROBLEMS AND SOLUTIONS:
P: Some students might have a hard time understanding the instructions
S:Make sure you repeat them,use other words, make use of mimic,gestures,any body
languagepossible,to clarify things. Use mother tongue if the situation requires it.
P: It could take a bit too long to organise the students
S:Let things happen and plan sequel to the activity next time
P:There might be too much noise and things migh tend to get out of control
S: Observe the groups carefully and try to remind them to pay attention to the tape.Alternatively, if
necessary,knock on some hard material to cool students down,or raise the level of your voice pitch to
make yourself heard by the little enthusiastic children.
PROCEDURE:
Tell the students that they are going to work in groups to work out what the characters are
wearing. Explain that each group is going to get a picture of the wedding characters which they
must colour in as they listen to the tape a third time;
Inform students that each group is going to have a representative/ a leader /a“boss” who is going to
do the colouring in. The other members’ role is to pay attention to the tape and help the
representative with any necessary information;
Show students a box which contains pieces of different colours from a game. Revise colours
briefly by holding the pieces up and getting students to identify them;
Explain that the groups will be formed according to the colour of the piecethey are going to pick.
Circulate among students an have each of them pick one piecefrom the box, at random. Call out
the colours in order to form the groups. Name the representative of the group, distribute the
handout and instruct each representative to get his/ her coloured pencils and get ready to listen and
colour. Inform students that the winners get medals on condition their work is perfect. Play the
tape and observe the activity of the groups. Repeat instructions and try to keep the students
focussed and relatively quiet.Check each group’s work and offer feedback. Award the golden
medal to the group who finish first and whose work is perfect and give them a nice round of
applause.
==group work==
ENDING THE LESSON. 2’
Tell students that next time we meet they will pick up from where they left off in order to consolidate the
knowledge they got today. Say good bye and dismiss the class.
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66
MATERIALS
ACTIVITY ONE: THE FACE SONG
I.I’ve got eyes on
my face(x3)
Open and close
my eyes
II.I’ve got a nose on
my face(x3)
Sniff,sniff,sniff with
my nose
III.I’ve got a mouth
on my face(x3)
Talk,talk,talk with
my mouth
IV.I’ve got hair on
my head (x3)
Brush,brush,brush
my hair
V.I’ve got ears
on my head (x3)
Wiggle,wiggle
my ears
Note: Students have only been taught the lyrics which contain”I’ve got” and “Eyes etc”, “”on my face etc”
ACTIVITY THREE: PICTURES OF KIDS,WORDCARDS AND TAPESCRIPT
1.My name’s Sally. I’ve got brown hair and
brown eyes.
My name’s Paul. I’ve got black hair and brown
eyes.
My name’s Ruby. I’ve got red hair and blue
eyes.
My name’s Mark.. I’ve got fair hair and green
eyes.
ACTIVITIES FOUR,FIVE AND SIX -PICTURE AND TAPESCRIPT
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67
ÜMIT CEBECI
TED ColleageKarabük,Turkey
Ümit Cebeci was born in 1986 in Ordu. He completed his primary and secondary
education in Ordu. In 2004, He started his uniersity education at Karadeniz Technical
University - Department of English Language and Literature and became Erasmus
student between the years 2006-2007 at Chemnitz University of Techology in
Germany. He had his English Language teaching Certificate in the academic years
2007-2008. He was chosen as Student Leaders by the U.S. Department of State and
was sent to New York and Washington to have leadership skills courses. Since 2010,
he has been working as an English language Teacher at TED Karabük College.
LESSON PLAN
Class:
3rd or 4th grades
Theme/Topic:
The Peanut, Butter and Jelly Song
Why do we teach?
To teach students sequencing words and teaching songs to
make lesson more interactive and enjoyable.
Content:
The Peanut, Butter and Jelly song from Youtube.
Speaking
Objectives:
Students will be asked what foods they like and which food
they eat at school.
Listening
Objectives:
Students will listen to the video and repeat the action words
and to the action by acting out.
Reading
Objectives:
(Why?)
Students will read the sentences silently and they will be
asked to underline (find) verbs.
Writing
Objectives:
Students will write the lyrics of the song on two A4 papers.
Students will be asked to prepare a small hand-made booklet.
Vocabulary
Objectives:
Students will learn food-related words such as
Cut, grapes, peanut, crunch, eat, and etc.
Use of English
Objectives:
Students will be able to talk about how they can make peanut
sandwiches. Later, they can use similar structure to talk about
different foods.
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68
Methods and
Techniques:
(How?)
Communicative Language Teaching Method
The use of music or song.
Materials: (With …..?) PC, Projector, Internet (or downloaded video), A4 Papers.
Assessment:
Teacher evaluation: See next page.
As stated in the project, New Approaches to Foreign Language Education in Romania and Turkey,
Communicative Language Teaching approach has a lot of effect on teaching and learning, especially;
teaching english as a second or foreing language. The approach enables and wants language learners and
teachers to communicate through the use of target language.
Apart from these uncountable approaches besides communicative ones, I think that language
learning must start with for sound features, the sentence, and abstract models of language in order.
Therefore, I set my lesson for this project upon Communicative Language Teaching approach by using a
song by Dr. Joan Shin (UMBC professor and teacher trainer). The song is called Peanut Butter and Jelly
as below;
Peanut, Peanut, Butter and Jelly (2)
First, you take the peanut and you crunch them, crunch them
Peanut, Peanut, Butter and Jelly(2)
Then, you take the grapes and squish them, squish them
Peanut, Peanut, Butter and Jelly(2)
Then, you take the bread, and spread it, spread it
Peanut, Peanut, Butter and Jelly(2)
Then, you take the sandwich and eat it, eat it
Peanut, Peanut, Butter and Jelly(2)
OBJECTIVES
In the lesson, there were no explicit linguistic objectives but the aim was to use language
communicatively. However, the main aim of the lesson was to teach students use of these words such as
first, then, second, after so as to teach them sequencing sentences. Thanks to Communicative Language
Teaching Method, I was able to teach students to learn about their own learning and take responsibility for
their learning.
SOME PRINCIPLES
It is important to start learning a second language at an early age. The younger the child is when
learning a foreign language, the closer the process comes to acquisition. At the initial stage of second
language acquisition, children tend to prefer listening and enjoy soaking up the language they hear. This
helps to strengthen their listening skills and to create a deeper understanding of the language. Therefore, in
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69
kindergarten (5-6 year-olds) and in primary (grades 1-3), teachers should use craft activities, rhymes,
songs, chants, games, characters and storiesthat children find loveable and interesting, and support them
with visual prompts to help to encourage motivated exploration in students’ learning. A fun, friendly,
loving, caring, and safe environment allows for learning by removing inhibitions and providing
opportunities for the production of learned material.
The main aim of Communicative Language Teaching Method is that language is for
communication and it can be learned both individually and collaboratively. Therefore, I chose a song to
enable them enjoy the lesson and learn with their peers. While singing in chorus, students are in
cooperation and competition is not encouraged in order to motivate students. Throughout the recording of
the class, it can be understood that students correct their errors themselves. The most important part of this
lesson for students is to understand the meaning and speak the language without any filter which can
sometimes cause bad experiences in language classes. By means of the song which I prefer for my young
learners, they feel themselves at ease and take part in all the activities through the lesson.
Young learners want to use the language, they are not ready to learn grammar directly and they are
willing to use English without worrying about accuracy. They need ample opportunities to practice on the
same topic from a variety of sources in a supportive and motivating classroom context. They love
communicating about real events and objects to accomplish real goals. They are eager to use the language
when it is functional and communicative, frequent and consistent with their identity.
In this activity, lesson learners and teacher’s has some roles and these roles have great impact on both
teaching and learning language:
Learners’ role
• A member of community;
• To listen to the knower;
• To provide the meanings they wish to express;
• To repeat target utterances;
• To support members of the community;
Teacher’s role
• A counselor;
• A model for imitation;
• To help students to understand their own problems about target language;
• To monitor learners;
• To support them in their struggle to master target language;
• Learning is dynamic and creative.
2014
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70
Arzu UÇAR
Karabuk University, Turkey
Arzu UÇAR was born in Van in 1987. Arzu UÇAR finished her primary school in
Ankara and her secondary school in Antalya. She graduated from Akdeniz University
Education Faculty Foreign Language Teaching department. After receiving her
bachelor degree, UÇAR started to work at Karabuk University the School of Foreign
Languages as English Instructor in 2011. She has continued her master’s degree at
Anadolu University, Department of Curriculum and Instruction since 2013. After
Karabuk University the School of Foreign Languages was accredited as a
EURODESK Contact Point, Arzu UÇAR took charge in the EURODESK. Contact Person. e-mail:
arzuucar@karabuk.edu.tr
LESSON PLAN
NAME OF THE TEACHER: Arzu UÇAR
DATE: 19Th
November, 2013
SCHOOL NAME: National College “Gh. M.Murgoci” High School, Braila
LEVEL OF STUDENTS: Upper Intermediate /B2
TIME OF LESSON: 60+ min
TOPIC: Asking/giving advice
SKILLS: Reading, Listening, Writing, Speaking (Integrated)
GENERAL AIMS:
1. to evaluate recently acquired knowledge using dialogues and practical exercises;
2. to make Ss be able to express personal opinions about the topic;
3. to encourage oral fluency and practice the language of discussions and suggestion;
4. to improve Ss’ writing skill and strategies.
INTERACTION: T-Ss, Ss-T, pair work, group work, Ss-Ss
MATERIALS: Posters, white sheet, board marker
ACTIVITY 1: Warm up
TIMING: 5 minutes
INTERACTION: Ss-T, T-Ss
OBJECTIONS:To raise their attention for the lesson
PROCEDURE: Teacher greets the class and asks them how they are. T sticks 3 posters which belong to
Game of Thrones, Breaking Bad, How I Met Your Mothers Tv Series to the board and asks Ss if they
know these Tv series. T asks Ss why she sticks these posters. After she gets the answers, she explains that
these are her favourite Tv series.
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71
ACTIVITY 2: Warm-up Activity 2
TIMING: 5 min
INTERACTION: Ss-T, T-Ss
OBJECTIVES: to get Ss involved in the lessons, to learn Ss’ interests
PROCEDURE: After T explains these posters are her favourite Tvseries , she asks Ss to write their
favourite 3 movies, Tv series or books. T asks some of the students their answers.
ACTIVITY 3: Listening Activity
TIMING: 15 min
INTERACTION: T-Ss
OBJECTIVES: to improve Ss listening skills and strategies
PROCEDURE: Teacher takes two posters but she leaves Breaking Bad poster. She sticks another poster
which belongs to the main character of the serial. She asks Ss if they know about the serial and the main
character. After getting the answers, she says ‘I have a letter from Walter White and he needs your help
and advice.’ She starts reading the letter.
ACTIVITY 4: Post-Listening Activity
TIMING: 10 min
INTERACTION: Ss-T, T-Ss, Ss-Ss
OBJECTIVES: To make Ss write advice for complicated situation, to develop Ss speaking skills, to make
Ss share and compare their ideas
PROCEDURE: After Ss listen to the letter , T asks Ss to write advice for Walter White and compare their
answers with their partner.
ACTIVITY 5: Writing Activity
TIMING: 20 min
INTERACTION: Ss-T, T-Ss
OBJECTIVES: To develop Ss writing skills and strategies, to make Ss explain a situation
PROCEDURE:T reminds Ss their favourite movies ,Tv serials or books. She wants Ss to think of their
character and the situation which the character feels like she/he is caught in the middle and needs some
advice. Ss think they are in the shoes of this character and write a letter to get advice for the situation.
After Ss finish their writing, T collects the writing and sticks them on the classroom’s wall.
ACTIVITY 6: Reading and Writing Activity (Integrated)
TIMING: 10 min
INTERACTION: T-Ss
OBJECTIVES:
1. to develop Ss reading skill;
2. to develop Ss writing skill;
3. to make Ss write advice for a complicated situation
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72
PROCEDURE: Teacher asks Ss to stand up, read the letters and write advice for the situation.
ACTIVITY 7: Speaking Activity
TIMING: 5 min
INTERACTION: Ss-T, T-Ss, Ss-Ss
OBJECTIVES: To develop Ss speaking skill
PROCEDURE: T collects the letters from the walls and hands them out to their owners. T asks Ss to read
the written advice. T asks some of the students to read their advice and asks them to share their ideas
about advice.
REFLECTION
I have never experienced the feeling of giving a lesson in a different country. Therefore, I had
been nervous and curious about it. After I had learned the level of the students in English which is B1+
and their ages, I started planning my lesson.
Since I had expected both sides – me and the students- would be excited and nervous, I brought
‘Turkish Delight’ and served them. Thus, we used it as an ice-breaker and also as a cultural exchange.
I had chosen the TV series as the theme of the lesson since I know that teenagers like watching
them and talking about them. As a warm-up activity, I sticked 3 posters which belongs to Game of
Thrones, Breaking Bad, How I Met Your Mothers Tv Series to the board. I asked some questions about
the TV series, the characters and the plot. Surprisingly, all of the students knew the three Tv series and
they were eager and excited to talk about them which encouraged me to have more interactive lesson.
They started talking among them in English about the TV series which showed that I was successful in
raising their attention for the lesson. However, even though the posters had good effect on them, I could
have used the trailers of them instead of posters.
After having explained that the posters were my favourite TV series, I asked them to write their
three favourite TV series, books or movies. I asked their answers and some follow-up questions about
their preferences, which was really good to have chance for interaction between us.
I took out the two posters and left the Breaking Bad one. I started asking questions about the series
especially about the main characters. I was satisfied that most of them knew about the series and they were
eager to talk about it. I said that l had a letter from Walter White who was the main character of the series
and started reading. All of the students gave attention to it and took some notes. After having finished
reading the letter, l asked them to write some advice for Walter White as pair work. They started talking
about the solution and some of them were in dilemma and they tried to convince each other. Although the
activity reached the objectives, I could have recorded the letter instead of reading it since I am not a native
speaker and it would have been better for them to listen to the letter from someone who is as a native
speaker. I got some of the answers on the solution and we discussed them. Their advice was very creative
and funny and I realized that they got really involved in the situation.
I reminded them about their favourite movies, Tv serials or books. I wanted them to think of their
character and the situation in which the character felt like she/he was caught in the middle and needed
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73
some advice. They thought they were in the shoes of this character and wrote a letter to get advice for the
situation. Even though l prepared the activity as an individual one , after having seen the strong
interaction between the pairs, I turned into it a pair work. While they were writing, I walked around the
classroom and asked the situation they were writing. After they had finished their writing, I collected the
writing and sticked them on the classroom’s wall. I was so surprised and happy that they wrote very
interesting and detailed letters. When l had planned this activity I aimed to make students personalize the
character and the result achieved its objective.
After having collected the letters from students, I sticked them on the board. I asked them to stand
up , come to the board and write advice about the letters their friends had written. They were eager to read
and write advice. While doing this activity, they were talking about the letters and making comments
which shows that they got involved in the activity. I collected the advice, unfortunately, we were out of
time to read together and comment on them.
In conclusion, I tried to adjust my original plan according to the classroom atmosphere and
students’ need. I put an effort to elicit the information instead of spoon feeding to my students.
Additionally, I focus on communicative approach in the classroom. All in all, the experience was so
different, efficient and important for my professional and individual development.
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74
Mustafa POLAT
Karabük University, Turkey
Mustafa Polat was born in Erzurum in 1988. After completing his primary and
secondary school education in Ankara, POLAT graduated from Anadolu
University, Department of English Language Teaching as an honor student in
2010. After receiving his B.A degree, POLAT started his master's degree at
Anadolu University, Department of Curriculum and Instruction and now he is
continuing his academic studies on the dissertation stage. POLAT who is also the
Projects and Courses Coordinator in the School of Foreign Languages, has been
working as Instructor in Karabük University SFL since 2012.
e-mail: mustafapolat@karabuk.edu.tr ; web: http://mustafapolat.wordpress.com
LESSON PLAN
NAME OF THE TEACHER: Mustafa POLAT
DATE: 19th
November, 2013
SCHOOL NAME: National College Gheorghe Munteanu Murgoci High School, Braila
NUMBER OF STUDE NTS: 15-20
LEVEL OF STUDENTS: Upper Intermediate /B2
TIME OF LESSON: 60+ min
TOPIC: Building Vocabulary
SKILLS: Reading, Listening, Writing, Speaking (Integrated)
GENERAL AIMS:
to improve students’ abilities to both explore, store and use vocabulary;
to include the students in a more autonomous style in their learning process, rather than simply
having them presented with word lists selected by the instructor;
to encourage students to create and to use new strategies for vocabulary learning.
to improve students’ critical thinking and self-initiated independent learning strategies.
INTERACTION: Teacher-Students, Students-students (Individual work and cooperative work)
MATERIALS: OHP, Laptop, Speakers, The Presentation, The Article, The Crossword, The video.
ACTIVITY 1: Warm up
TIMING: 10 minutes
INTERACTION: Students-Teacher / Students-Students
OBJECTIVES:
to increase students’ curiosity about the lesson.
To increase the performance in the activity we are going to do.
PROCEDURE:
After greeting students, the teacher introduces himself. Then, he asks some trigger questions like “What
comes to your mind when you hear the word “nature” ?”. Thus, he tries to create a relaxed atmosphere in
the classroom and more and more students attend the lesson. At the end of the conversations teacher asks
that “Have you heard the word “aquifer” ?. Probably none of the students know the meaning of this word
because it’s literally scientific term about geology. Teacher listens to all the answers but he doesn’t give
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75
the correct definition, he tries to keep the interest alive. After all the answers, he writes the word “aquifer”
on the board and says; “we will learn this mysterious term completely at the end of the lesson but now I
have some interesting illustrations for you!”
ACTIVITY 2: Warm-up Activity 2
TIMING: 15 minutes
INTERACTION: Teacher-Students / Students - Students
OBJECTIVES:
to get students involved in the lessons;
to learn students’ previous vocabulary knowledge;
to get students to remember and encode vocabulary.
PROCEDURE:
Teacher has prepared some challenging illustrations in a presentation. There is a sentence under each
picture and there is a blank in each sentence. Firstly teacher shows the picture via OHP and then read the
sentence under it. Students try to find the missing word by using critical and creative thinking strategies.
Teacher listens to all the answers and guide them until they find the correct one. When students find the
correct word, teacher shows the word in the sentence. The word must be highlighted to catch students’
attention. When they find all the correct words, the teacher reviews all the pictures again and get students
to encode the words with pictures and sentences.
ACTIVITY 3: Active Listening Activity
TIMING: 15 min
INTERACTION: Teacher-Students
OBJECTIVES:
To improve students creative and critical thinking strategies.
To make students recognize and encode the new words.
PROCEDURE:
Teacher starts the video which is famous folk tale and involves the words in the presentation. Thus,
students have a chance to review the new words in authentic context. While students watching the video,
teacher pauses and asks some gist questions like “who is the real cunning creature in this video?” or “what
is the purpose of the fox’s silly behaviours?”. By this way students use critical and creative thinking
strategies.
ACTIVITY 4: The Crossword
TIMING: 10 min
INTERACTION: Students-Teacher
OBJECTIVES:
To practise new vocabulary.
To increase familiarization of new vocabulary.
PROCEDURE:
Teacher explains the purpose of the activity and hands out the crosswords. Teacher explains the directions
and students complete the crossword individually.
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76
ACTIVITY 5: Reading Activity TIMING: 15 minutes
INTERACTION: Teacher- Students; Students-Students
OBJECTIVES:
To make students share and compare their ideas
PROCEDURE:
Teacher turns back and circle the word “aquifer” on the board and says “It’s time to solve the secret
term!”. He hands out the worksheets and get students to read the article about aquifers on the earth
silently. After reading the article students are going to write definitions for the underlined words in the
text in exercise A, mark the statements as true or false according to the text in exercise B and finally
answer some open-ended questions in exercise C. Teacher offers Turkish delight all the students and
finishes the lesson.
REFLECTION
Before the lesson, I prepared my lesson plan for 60 minutes but I learned that lessons are 45
minutes in the school so I had to make small changes in my plan. At the beginning it was not a big
problem but at the end of the lesson I had to be quick to finish the lesson in time. To be honest, I felt a bit
nervous when the bell rang. I wished I hadn’t changed my original plan and just had a 5-minute break for
students instead of being quick and feeling nervous.
I learned that students were so nervous and excited before the lesson, thated was the first time they
attended a foreign teacher’s lesson and they also wondered about me and my teaching style. Thus, at the
begining of the lesson, I offered Turkish delight to the students to get them relaxed and I introduced
myself briefly. They really liked it so Turkish delight served my purpose quite nicely.
I had two different warm up activities in my lesson plan but I skipped the first warm up because of
the time limitation so I started with my vocabulary presentation via projector. I preferred projector
because it has many advantages. First of all, it is a commonly used technology which is used to project
illustrations or videos onto a large screen for groups of people to view at once so presentations on a
projector, additionally, reduce the need to make copies of materials to pass out to classmates. Secondly,
they have a crisper and higher quality of image than posters or other printable solutions. These higher
quality images or videos give a better experience to the audience due to the crispness of each of the slides
and it attracts students’ attention easily.
I wasn’t sure that this activity attracts their attention but I felt very comfortable because even
though the students were not young learners, they were motivated to learn by illustrations. When they
couldn’t find the necessary words, I gave some hints such as the first letter of the word or the synonym of
the word etc. During the presentation, students focused on the activity. All of the students were actively
participating and responding to my questions. They commented on the pictures and tried to find the
missing parts. One of the missing word in the presentation was “taken aback” and I didn’t expect that they
could find but one of the students found it easily and I was literally taken aback. Their English level is
really good when I compare it with Turkish highschool students.
After the first activity, the students were ready for the folktale. They were going to review the new
words in authentic context. While they were watching the video, I sometimes paused and asked some
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77
questions to keep the interest alive. After watching the video I couldn’t talk about it because of the same
reason: time limitation.
I am a supporter of Communicative Approach in language teaching and it emphasizes learning to
communicate through interaction in the target language and authentic texts into the learning situation so I
preferred this funny video in the lesson because it is possible to incorporate video into vocabulary
teaching like many different aspects of language teaching and learning. The learners who watched videos
or saw pictures were able to produce a higher percentage of acceptable sentences using the most difficult
target words than were the learners who read only the narratives or those who read both the narratives and
definitions. This would indicate that if vocabulary learning is going to be measured by productive use,
video is certainly facilitative.
After watching the video, I handed out the crossword related to the words they learned in this
lesson. I explained the directions and students complete the crossword individually. It was amusing
activity for them, they were competing with each other to solve the crossword. I think, they learned all the
new words easily and they evaluated themselves by this crossword because they had a chance to see their
performance on their own. Using crosswords in language teaching has many advantages. First of all,
Teachers can have control over which vocabulary is used in the puzzle, ensuring that the key content
words are used. Secondly, Teachers can use simplified or sophisticated language when writing the
definitions, depending on student need. Thirdly, teachers can use them in different part of the lesson for
different purpose easily. For example, it can be used before a lesson as a preview to vocabulary or during
a lesson as a listening guide, whereby students fill in the answers as they hear the word and the definition
or at the end of a lesson as a review of the key terms to practice new vocabulary.
Finally, I handed out the worksheets to the students. There is an article about “aquifers” on the
earth. I chose that terminological headline because I thought it attracts students’ attention and by the way,
they focus the article easily. Firstly, I asked them to have a look the text in seconds and asked some gist
questions like “What is the text about?, Are there any statistics or numbers in the text ?” After this
scanning phase, they read all the article silently and got ready for the reading exercises.
I didn’t do the first warm-up activity so I didn’t talk about the nature and aquifer so when I handed
out the article they were confused rightfully. I criticize myself for this, I wished I had a chance to mention
about it at the beginning of the lesson. After reading the article students did post-reading exercises with
their pairs. One of the extremely important advantage of pair work and is the learner's confidence.
Especially timid students, or ones who are not good at manipulating the language yet, feel more relaxed
and self-confident trying to put their language abilities during the activity and seeing how they use them.
This encourages students to cooperate with one another. Pair work has advantages not only for the learners
but also for the teachers. First of all they save time. Instead of asking individual students to practice a
structure or answer the questions, he/she can divide the class into pairs and make them do the exercise at
the same time. As a result students are able to practice the language more during the course. When the
time is saved, the teacher can take his/her students through much bigger material and many more
activities.
To sum up, this lesson is a very different experience for me because this is the first time to have a
chance being a teacher in another country. I try to learn something from each lesson and modify my
teaching styles according to the needs and personality of my students. Therefore, every teaching
experience is a unique learning experience to remember and to put in practice.
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78
Ahmet BİÇER
Karabük,Turkey
“My name is Ahmet Biçer and I’m 29 years old . I am an English teacher in
Karabuk , Turkey and I have been teaching English for some 8 years . In 2006 , I
started teaching English in a high school . In 2010 , I thought I would be happier
with younger learners and started teaching in a secondary school as of September ,
2010 . I taught English to the children aged 10 to 14 for three years. I changed my
school again in September , 2013 and I’ve been teaching in a primary school since
then. My pupils are aged 7 to 10 and it’s the first time they have learnt English .
My pupils think that I am an extraordinary teacher because I almost always play
unusual games in my English classes , which makes my pupils highly motivated .
I often use a sound equipment in my English classes so that I can easily catch
my pupils’ attention . They like hearing the words via microphone and I sometimes enable them to hear
their own voice by giving them the microphone . I am highly interested in games in language teaching . I
know that these games provide my pupils with an enjoyable atmosphere in which they learn English
enthusiastically. Finally , I am a humorous teacher and I can make my pupils laugh easily , which makes
them feel comfortable and happy during the English classes . I always try to be a creative teacher and I
think that I have the makings of a good teacher”.
LESSON PLAN
PART-1
Lesson English
Class 4th grade ( age 10 )
Unit 7
Subject Pets and numbers ( 10 to 20 )
Time 40 min.
PART-2
WARM-UP Showing the pupils some toys and
asking about them
AIMS
1. Understanding the names of pets
and making sentences about them using
their colors and body parts
2 . Understanding numbers
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METHODS
Communicative approach , grammar
translation method
TEACHING MATERIALS Book , workbook , toys , boxes , wheel
of fortune
LEARNING ACTIVITIES
1. Use some toys to motive the
students . Ask them some
questions about these toys .
2. Do some mental exercise by asking
them to translate the sentences into
Turkish or vice-versa .
3. Play the box game
4. Play the Wheel of fortune game .
5. Write some questions on the board
and ask the students to answer
them .
6. Write the numbers ( 10 to 20 ) .
PART-3
ASSIGNMENT Students write the names of the
numbers as homework .
The role of games in language teaching
Almost everybody loves playing games no matter how old they are . From early childhood playing is an
enormous part of most children‟s lives and it plays a big part of their development as well.
Why games?
There are a number of reasons that games deserve a place in the language classroom.
First of all, they are fun, which is extremely important, because they can help activate students who may
have been inactive before, due to lack of interest. Keeping students active is vital because teachers will
never be able to actually teach students anything unless they can get them to participate in their own
learning process.
Secondly, games also play a big part in helping students to feel equal. Playing games in the classroom can
also help create a friendly and positive atmosphere .
Thirdly , games are good for shy students and students with low confidence, and that works specifically
when playing takes place in smaller groups because then they get a chance to speak in front of fewer
audience instead of having to express themselves in front of the whole class. Also it is sometimes easier to
open up and forget the shyness when playing a game because the atmosphere is not so serious and more
emphasis is put on fluency rather than grammatical correctness.
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Fourth and the most important one is that students learn English in an enjoyable and enthusiastic way and
it will be much easier for them to review the subjects and learn words as they are playing the game .
When games are used in the classroom , the teacher must control the game in the right way. Also he
or she must make sure that every participant has a positive experience because the classroom must not
become a place where students feel vulnerable .
Another thing that is important to acknowledge is the fact that not all games fit the classroom
environment, or all groups of students, and that it can be hard finding the right game. In fact, it is good to
keep in mind when selecting a game that a recipe for a good educational game is one that balances both
fun and challenge .
As to my English class , I studied ‘ pets ’ and ‘ numbers ’ with my 4th graders that day . I prepared
some popular toys and cartoon characters that would attract the pupils’ attention easily . I always keep in
mind that motivation is the key factor in language teaching . At the beginning of the class , I showed these
toys to my pupils and asked them a number of questions ranging from colours to body parts .
Communicative approach was of vital importance for me . Also , I asked them to say what they
understood when they heard my sentences in English . They tried to translate the sentences into their
mother tongue , Turkish . They were really successful .
Afterwards , I did the vice-versa and my pupils tried to translate my
Turkish sentences on the pets into English . By this way , they did some brainstorming and this activity
was very enjoyable both for me and for the pupils .
After doing some mental exercises like that , we started to play my box game. Let me explain this game .
There are 6 blue boxes and six pupils hold the boxes . One of the pupils can be the host of the programme.
I choose two pupils and they become the contestant pupils and rest of the class become audience. It is like
a television programme .
As I said before , there are 6 blue boxes in which there are written papers I have prepared in advance.
I mean, I may write a word to guess, a sentence to translate, a question to answer or I may leave a blank
in the middle of a sentence on the papers.
The contestant pupils ask the others, who hold the boxes, to open the boxes one by one and they try to
answer the questions in the boxes .
If they answer them , they get points.
There may be different points on the papers in the boxes in accordance with the level of difficulty of the
questions or sentences. It is up to you .
So, pupils feel very excited and highly motivated while performing the game.
By this way, they can learn words or sentences in a very enjoyable way .
Only disadvantage of this game is that you can choose two pupils for the game because there are just six
boxes and two or three contestant pupils are suitable for this game . Although this is a disadvantage for the
pupils in a class , you can also choose 10-12 pupils for the game if you decide to play this game during
the whole class that takes 40 minutes .
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After playing the box game , I played another popular game with my pupils . This was the Wheel of
fortune game . Let me explain the game .
As you all know , there is a wheel on which there are different points and the pupils spin the wheel
and they say a random letter from the letters on the board . If they know the letter , they get points . The
one who finds the hidden sentence on the board first wins the game .
You can play this game with 5-10 pupils .
During the game , I ask my pupils a sentence or a question which is related to a recent subject and they try
to guess it by spinning the wheel and saying the letters .
They get some points and the winner has the right to go to the ‘shopping corner’ to buy some presents
with his/her points . To be honest , I don’t always have time to prepare that corner . Unfortunately , I and
my pupils forgot to prepare the presents that day because of the exciting athmosphere of that day.
In brief , If the winner has got a lot of points at the end of the game , he/she can go home with a
huge present packet consisting of biscuit , chocolate , fruit juice or maybe a notebook . As you guess , this
game is an exciting one for the pupils .
At the end of my English class , I wrote the numbers from 10 to 20 on the board and asked my
pupils to repeat them after me in order that they can learn how to pronounce them . Then , I gave them
some homework about the numbers and finished the class .
As a result , please keep in mind that the one who dares to teach must not cease to learn . A teacher must
be creative and enthusiastic . We must not forget that motivation , exposure and opportunity are
indispensable elements in English teaching.
2014
”New Approaches to Foreign Language Teaching in Turkey and Romania”
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82
İsmail SEZGIN
English Teacher/Teacher Trainer
Safranbolu Anatolian High School, Turkey
İsmail SEZGIN was born in 1967. He graduated from English Language
Teaching department of Marmara University, Istanbul. He currently works for
Ministry of National Education. Previously, he worked at Marmara University and
for In-Service-Department of Ministry of Education as a Teacher Trainer. In these
institutions, he has worked as an instructor, curriculum and materials development
coordinator and a teacher trainer. He has delivered a lot of international and
national seminars in ELT field on different topics for the past fifteen years. He has
written a lot of books on English grammar and vocabulary. He is now doing his master’s degree on
English Literature at Karabük University.
e-mail: ismailsezgin78@gmail.com
LESSON PLAN
DATE: 6 January 2014
CLASS: 10thGrade
NO. OF STUDENTS: 16 students
LEVEL OF STUDENTS: A2
SCHOOL: Safranbolu Anatolian High School
DURATION: 40 minutes
TOPIC: Presenting Future tense “will”.
SKILLS: speaking, listening, reading, writing
AIMS:
to predict future
to introduce future tense - “will”
ASSUMPTIONS: Students are expected to learn what piece of language is to be used while predicting
future
ANTICIPATED PROBLEMS: Students might havedifficultiesin reading and understanding the
horoscopes due to the unknown vocabulary
METHODS AND TECHNIQUES: brainstorming, drama, pair work, grammar drills
AIDS AND MATERIALS: a skirt, blouse, wig, laptop, power point presentation, handouts
ASSESSMENT: teacher evaluation, self-evaluation
WARM-UP
TIMING: 1 minute
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INTERACTION: T-S
PROCEDURE:
Usually it takes more than one minute to warm up, but as this will be a video recorded
lesson, we have to stick to the time allocated, so I will just greet the students as usual and tell them to be
relaxed in front of the camcorders.
ACTIVITY 1
OBJECTIVES:
to draw students’ attention on the topic
TIMING: 14 minutes
INTERACTION: T-S, S-T
PROCEDURE:
The teacher puts on the skirt and the blouse. And at this stage he asks “what his job is?” and elicits
the answers. The teacher looks for the word “fortune teller”, but at this stage it is too early to get the
answer. Then the teachers puts on the wig and acts like a fortune teller. Again trying to get the answer
“fortune teller”, he asks what her job is. If he can’t get the answer, he tells what her job is and asks what a
fortune teller does. Then the teacher invites a student in front of the board and acting like a fortune teller,
the teacher predicts the student’s future looking at the student’s palm. While doing this, the teacher uses
the pre-prepared sentences written on a power point file.
ACTIVITY 2
OBJECTIVE:
to elicit the grammar rules associated with future tense
to make drills using Future tense
TIMING: 7 minutes
INTERACTION: T-S, S-S
PROCEDURE:
Teacher asks students to study the sentences presented on the power point presentation and wants
them to find out the rules. The teacher also asks the students if the teacher is talking about planned actions
for the future. Afterwards, the teacher gives out the handouts to do some drills on Future Tense and gets
the answers.
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ACTIVITY 3
OBJECTIVE:
to read daily horoscopes
to expose students to Future Tense in context
TIMING: 8 minutes
INTERACTION: T-S, S-S
PROCEDURE:
This activity will focus on reading daily horoscopes in which Future Tense is often used so that
students can see its usage in context while doing some tasks assigned by the teacher. There are daily
horoscopes at different places of the classroom and the students will go around the classroom and read
those daily horoscopes. (Annex 1) Before they go round the classroom, the teacher gives the students a
handout (Annex 2) and wants them to find out what problems people will face and what the solution will
be. Then the teacher and the students will discuss together.
ACTIVITY 4
OBJECTIVE:
to listen to a song
to expose students to Future Tense in a listening context
TIMING: 8 minutes
INTERACTION: T-S, S-S
PROCEDURE:
Students will listen to the song called “Sera, Sera”. First students will listen to the song just for
pleasure. Then, they will be given a handout (Annex 3) to fill in the blanks. Finally, answers will be
elicited.
ASSIGNMENT: 2 minutes
Students will be asked to write a daily horoscope of their own choice.
REFLECTION
As teachers we usually complain about our students not being eager to learn or participate into lessons. I
always hear teachers saying “My students do not participate in my course. How can I motivate my
students? I try to do everything for them but they are not happy with my classes and so on”. In fact there
are lots of answers to these questions, but I want to give a simple answer. If your students do not want to
eat what you cook, cook what your students want to eat.
What do I mean by saying “If your students do not want to eat what you cook, cook what your
students want to eat”? If your students enjoy your lessons, this can provide the motivation as teachers we
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85
look for. If your lessons are well-paced and if you include different kinds of activities in your lesson, this
will surely keep your students interested in your course.
As we all know learners have different learning styles and intelligences.
If there are 30 students in your classroom, this means there are at least four or five different types of
learners. If you cater for only one type of learner, then the others will fall behind and they won’t be eager
to participate. What’s important here is that we should put variety into our lessons in terms of our
approach to teaching activities.
In my lesson I’ve tried to make the lesson more fun. What’s more, I wanted it to be remembered
by the students using drama. I am sure that they will never forget this session all their life and of course
they will always remember how they learned “Future Tense”. Furthermore, by using different types of
activities –reading, listening - I wanted to cater for different types of learners. I wanted them to stand up
from their desks and go round the classroom to read the daily horoscopes so that I can feed kinaesthetic
type of learners. I used drama technique for the visual learners. I added a song into my lesson so that
auditory learners can also enjoy the lesson and benefit from it. To sum up, we should always take into
consideration that there are different types of learners in our classrooms and accordingly we should
prepare our lesson plans.
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YOUR DAILY HOROSCOPE
ARIES (March 21 – April 20)
Today you will come across an old friend. You will be very happy. He will help you with
one of your problems.
TAURUS (April 21 – May 21)
You will be busy this week. You will have to work a lot. Don’t worry! You will have some
time to relax at the weekend.
GEMINI (May 22 – June 22)
You feel tired today. Take it easy! Have a light dinner and go to bed early. You will feel
great in the morning.
CANCER (June 23 – July 23)
You feel lonely these days but don’t worry. You will meet someone very interesting
towards the end of the week. You will enjoy a lot together.
LEO (July 24 – August 23)
You have some financial problems but you should be patient. You will get good news on
Thursday. You will solve your problems.
VIRGO (August 24 – September 23)
You don’t think that your parents love you. This is not true. If you listen to your parents,
you will understand them. Everything will be all right soon.
LIBRA (September 24 – October 23)
Come on! Make up your mind! Do you like that boy? What are you waiting for? You
should act now. If you don’t do anything, you will lose him.
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SCORPIO (October 24 – November 22)
You are worried about your weight. This is true, but, if you avoid fatty foods, you will
lose weight. You will be healthier if you eat more fruit and vegetables.
SAGITTARIUS (November 23 – December 21)
A close friend will call you today and she will invite you to a party. Go to that party! You
will enjoy a lot.
CAPRICORN (December 22 – January 20)
You will be very happy today, because you will receive some unexpected money. You
will go shopping and buy some clothes. Be careful! Don’t spend all of the money.
AQUARIUS (January 21 – February 19)
At the beginning of the week you will feel bored. After Wednesday your week will start to
be interesting. You will go on a short journey at the weekend.
PISCES (February 20 – March 20)
You don’t spend much time with your friends. Why don’t you mingle with them? If you
socialize more, you will feel better. Listen to my advice! It will be useful for you.
HOROSCOPE PROBLEM SOLUTION
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When I was just a little girl
I asked my mother, “what _____ I be?”
“_____ I be pretty, _____ I be rich?”
Here's what she said to me.
Que Sera, Sera,
Whatever _____ be, _____ be
The future's not ours to see
Que Sera, Sera
What _____ be, _____ be?
When I grew up and fell in love
I asked my sweetheart what lies ahead
” _____ we have rainbows, day after day?”
Here's what my sweetheart said.
Que Sera, Sera,
Whatever _____ be, _____ be
The future's not ours to see
Que Sera, Sera
What _____ be, _____ be.
Now I _____ children of my own
They ask their mother, “what _____ I be?”
“_____ I be handsome, _____ I be rich?”
I tell them tenderly.
Que Sera, Sera,
Whatever will be, will be
The future's not ours, to see
Que Sera, Sera
What will be, will be.
2014
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89
Dilek KIRAZ KARADÖNGEL
Yenişehir Primary School, Karabük,Turkey
“ I was born in Yenice , Karabük in 23/05/1988. I went Atatürk Primary
School and YIBO Secondary School. After that I contınued my educatıon
in Safranbolu Anatolıan Highschool. After university exam , I studied
English Language and Literature ın Dumlupınar University,Kütahya .In
2010-2013 I was English teacher in Diyarbakır and since 2013 I am
working in Yenişehir Primary School as an English teacher in Karabük”
LESSON PLAN
CLASS:
WARM UP (5 minutes)
(Revision of the last lesson)
Teacher asks the students what they learned in the last English lesson. Students answer saying
“Numbers”. Then teacher asks the students who wants to count the numbers 0 to10. Students
raise their hands and the three of them chosen by the teacher count the numbers 0 to 10.
Then jump game is played (students and teacher stand together to count the numbers and after
saying 5 and 10 students jump).
ACTIVITY 1 ( 10 minutes)
Teacher asks the students what colours they know . Then teacher writes the colours in English
but doesn’t write the Turkish meanings. Instead, the teacher sticks the true coloured paper
opposite the each word.Finally teacher asks the students to repeat after him/her.Teacher
pronounces the colours and the students repeat after the teacher.
ACTIVITY 2 (10 minutes)
Two short videos about the colours are watched by the students
ACTIVITY 3 (5 minutes) Teacher draws two circles on the board. And sticks the papers on
which teacher has written the colours before to one of the circles. Then she sticks the picture
of the some coloured things on the other circle. Finally teacher asks the students to stick the
right colour under the right picture.
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ACTIVITY 4 ( 10 minutes)
A game about the colours is played by the students. Teacher divides the class into two groups
and writes the English colours on the board. Then, he/she says Turkısh names of colours and
wants students to find the right answer.
REFLECTION
We started our lessons with warm-up activities because we have two English lessons in a week
so it is not enough to learn English effectively. Warm-up actıvıties help students to remember
what they have learned.
Our topıc is colours so I have used vısual tools like pictures, projector, computer, songs and
coloured papers..For the 2nd graders vısual things are very important when learnıng English
because they raise students’ attentıon to the lesson.
It ıs important to use multı-media tools when teaching a foreıgn language. They help students to
remember very effectıvely.When we use multi-media tools in the lessons , students’ motıvatıon
increases at the same time.
Benefits of the multı- media tools can be the following:
It helps learnıng
It adds diversity and differences to the process of learnıng
It prevents verbalism and evaluates the time better.
It makes students to practıse and exercise too much about the topıc they learn
Disadvantages of multı-media tools
It may decrease thınking of students
In some cases,it may requıre to use the language too much
It may cost too much
We may not have enough tıme and preparatıon to use the tool effectıvely.
I used games ın my lessons because games help students to learn in a funny and efficient
way. They enjoy the lesson when playing games and they love English lessons thanks to
them. Advantages of using games when teaching a foreıgn language can be sorted as:
They develop children’s practical skills,
develop children’s understanding and speech skills ,
children enrich their vocabulary,
2014
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helps children to pronounce accurately,
develops children’s role play skill,
develops children’s memory.
In my lessons students attend lessons actıvely and both me and them enjoy the lessons.
I don’t use target language too much but I use it sometimes because students are getting bored
when they don’t understand the teacher.They don’t attend the actıvıtıes and don’t want to learn
English .
Braila 2014
ISBN 978-973-0-17278-2
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