Lesson plan – In a cafe (NEF Elementary)

Now I want to share a lesson plan with you and I’m looking forward to your comments and opinions.lesson-plan

So, it’s New English File Elementary Practical English Unit 3 “In a coffee shop”.

I need to say that not everything went as I had expected and after some time spent reflecting on how I should have done it better I’m going to write the second version here. If you’re interested to know what my mistakes were just let me know in the comments.

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Grammar Tenses Revision Activity (Intermediate and higher)

Hi there!

I’m here to introduce you an activity I’ve recently tried on my students. Due to the task you will be able to revise main tenses such as Present Simple, Continuous and Perfect, Past Simple, Continuous and Perfect, to be going to and Present Continuous with future meaning.

The task is created in the form of cards with different actions written in different tenses.

Here is the example:

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Stage 1: Ask your students to work in pairs and put the cards in the groups in the right chronological order. Then check it as a whole class. Usually students come up with something like this:

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You might need to revise the rules of using the tenses, it depends on how well they’ve accomplished Stage 1.

Stage 2: Students work in pairs creating a success story about any person’s career.

Stage 3: Students tell their stories to the whole class. Then they might choose the most interesting story.

Don’t forget to give feedback to their performance.

Hope it could help you somehow.

Cheers

Not more than 40% new info at a lesson?

I’ve recently read somewhere that it’s necessary to give not more than 40% of new information with 60% of revision each lesson. Or it might even be 30%-70% or even 20%-80%.

I can hardly estimate the percentage at my lessons. I’ve never thought about it.

Do you know that?

Do you follow it at your lessons?

I’m interested in the explanation of this percentage. Might be quite reasonable. I’m going to google it when I have a spare moment, but I’m also interested in your personal opinion and experience.

Lesson Plan: vocabulary on investment and finance (Market Leader Int 3rd eddition)

Hi there! I wanted to post here two lesson plans which go together on financial vocabulary.

We have Market Leader 3rd edition and, frankly speaking, I dislike the book and the way material is organized there, so I have to create and find a lot of activities to make it more interesting and effective.

Lesson 1.i

Aim: at the end of the lesson the students will be able to use the target vocabulary to speak about financial situation in different companies.

1. To introduce the topic in a simple and relaxed way I decided to play hangman with the word INVESTMENT. Then we discussed several questions on the topic like the following:

a) Would you like to invest money if you had enough?

b) What would you invest in?

c) What do you need to know to invest successfully?

d) What qualities should an investor have?

2. I chose the vocab book which is called “Words at work”. Unit 14 is dedicated to the investment and finance.  We did exercises  1a (individually and as a whole class), 1b (in pairs and as a whole class) and 2a (individually, then in pairs, then as a whole class).

After that I asked students in pairs to give each other definitions and words for the definitions to memorize the vocab.

3. Unfortunately, I can’t possibly find the story I created for “fill in the gaps” task. It was a success story of a company with most of the words and phrases. We did it in pairs and then checked as a whole class.

4. For the final task I wanted them to change the partners so I wrote some phrases on cards with the beginning on one card and the ending on another, so that they could find a new partner by matching them. As I had only three students that day I was somebody’s partner.

The task was to make up a news report on financial situation in a company after some events. I offered some ideas to the students but they were free to invent their own. The ideas were: “Nokia after the merger with Microsoft” and “Apple after launching of iPhone 5”. One of the students in one pair was a news anchor and another was an expert, in my pair I just helped a student to create the text and he performed as a news anchor alone.

5. We performed the reports and gave each other feedback.

Lesson 2.

Aim: to revise previously taught vocabulary and get acquainted with new phrases in order to use them to describe financial events.

1. To revise the previously taught vocab I created a word cloud with all the words plus some extra words on finance already familiar to the students. You can do it here http://worditout.com/word-cloud/make-a-new-one.

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I read the definitions of the words and they numbered the words. After that I gave them the definitions and they checked the answers in pairs. Then we checked it as a whole class (usual checking stuff, you know)

2. Market Leader p 53. We did the vocab tasks as they are given, checked in pairs and together.

3. The next task can be described as a dictation of a graph. It can be modified depending on the number of students. If you have an even number of them they can dictate to each other, if the number of students is odd, as I had three students you can give a graph to one of the students sitting their face to the board and one student would draw on the board and one more student would sit with their back to the board and draw the same on a sheet of paper.

As you put your students in the necessary positions do your best to explain the task as easy as possible.

a) the person who has a graph dictates everything to their partner

b) he/she has to replace the underlined words with definitions

c) the person drawing the graph on the board or on the sheet of paper should guess the words from definitions and write original words

When everything is dictated the both graphs should look the same.

Here are the examples of the graphs:

Doc - 10.10.13, 22-53 - p1 Doc - 10.10.13, 22-53 - p4

4. The last task is taken from the book “Words at work”, exercise 9. It is a game where when getting on a cell with a situation you should decide whether it’s good or bad for your company and move 2 cells forward or back accordingly. It’s relaxing after such a challenging activity as the previous one.

After these two lessons I was sure that the students learnt the vocab quite well as they could freely use it without looking at their notes.

I would appreciate it if you leave your comments or ideas on the lessons I described.

Cheers