comparatıve form of adjectıves

Topic / Title / Concept goes here

Instructor:

Level:

Ss’ Target Age:

Student #:

Length:

Dunaeva E.D.

Pre- intermediate

Adult

10

60 min

Lesson Aims:

By the end of the lesson, the students will:

have learned unknown vocabulary.

have improved the sub-skills of skimming, scanning and intensive reading of a biography. - have completed all of the assigned tasks successfully.

be able use their creative writing abilities.

-be able to use critical thinking and imagination.

Language Skills:

Reading:The text “How to eat an elephant” handouts (See Appendix A)

Listening:Listening to their classmates reading the story, listening to CCQ questions that T asks between each paragraph.

Writing: writing a fictional story (post reading)

Speaking: during warm-up, pre-reading fiction story, CCQ question between the paragraphs

Language Systems:

Lexis:Selected words from the text (challenge, overcome the feelings, overwhelmed)

Phonology:how to pronounce the new vocabulary according to teacher’s instructions.

Grammar: Present simple

Function: Learning usage of present tense.

Discourse:Questions and answers, reading sub-skills with the context, creative writing, speaking.

Assumptions:

Students are the same level and know each other.

Students have done similar types of activities but haven’t read the article “How to eat an elephant”.

Students are interested in sharing their ideas and listen to each other.

Students are able to use imagination both in writing and speaking.

Anticipated Errors and Solutions:

Students might not be familiar with some of the words in the text. So, T should pre-teach some of the words.

Students might not be able to complete some tasks correctly. So, T should encourage them by giving hints to elicit correction.

Materials:

Images, video, worksheets, cards, real objects, charts, Power Point presintation

Notes/References:

YouTube video https://www.youtube.com/watch?v=LZpAYmUpx44

Images from google

Lead In / Warm Up

Materials:

Time & Set Up:

Procedure:Procedure: A warm upactivity to lead the student to the concept of the text without giving any obvious hints.

5

T greats the students and ask how they are. Students answer back.T gives everyone a sheet of paper with one adjective, but students don’t show them to each other. Students should explain the meaning, say synonyms of the word and her neighbour guesses what adjective is.

Instructions:

Everybody will work one by one.

Explain the meaning, say synonyms of the word.

Guess what adjective is.

T Shows an example.

This person woks very much, he is responsible (hardworking)

CCQs:

What is the task? (explain the meaning of adjective, give synonyms)

Should you show your card your neighbor? (no)

What does your neighbor do? (guess the answer).

Pre-Reading

Materials:

Time & Set Up:

Procedure:Prediction of the topic/theme, pre-teaching vocabulary and a guiding question.

15

Today we are going to read the text about people’s behavior, reaction to the different types of emergences. But first of all let’s get acquainted with our keywords.

Pre-Teaching Vocabulary:

T. shows the pictures with different types of emergences: plane crash, house fire, accident on the road. Students call these types of emergences orally and share opinions, feelings about them.

Emergency – something dangerous or serious, such as an accident, that happens suddenly and needs fast action in order to avoid harmful results.

Ex. – You can land a plane on water in an emergency.

VCCQs:

Is it a positive, happy event? (no)

How often do see emergency? (several times a month)

Personalization Questions:

Have ever helped people, who face with emergency? (Yes)

How do react when you face with an emergency? ( panic)

Challenge (noun) something that needs great intellectual and physical effort in order to be done successfully and therefor tests a person’s abilities.

Ex. – It’s a challenge for lazy person to do morning exercises

VCCQs:

Is it a challenge to pass TESOL exam? (Yes)

Is being challenged good for a person? (Yes)

Personalization Questions:

When do face with challenge for the last time ? (2 days ago)

What is the most difficult challenge for you? (do morning exercises)

What effort people use to win the challenge? (intellectual and physical)

T. shows the pictures. What person can you on the picture?

Overwhelmed –to be concentrated of something; to be overpowered by thoughts or feelings. You feel like you want to cry because you have so much that is on your mind.

Ex. – I’m overwhelmed with my project work.

VCCQs:

Is overwhelmed a positive feeling? (no)

Have you ever been overwhelmed? (yes)

Personalization Questions:

Have ever overwhelmed someone? (Yes)

Do you like being overwhelmed? ( no)

We will play a game with the 3 vocabulary words from the story.

Words - emergency / challenge/ survival

This game will be played in groups. Teams race each other to get points in each section. 1 points for each word = 6 total points available. The team with the most points wins.

Example:

1^st :the teacher will show a scrambled up word: ex.eycmenrg. The fastest group (raise hands) to guess the answer: challendge gets one point.

2^rd: if they can use the word in a sentence ex. It is challendge for lazy people to do morning exercises... they get a point.

If the group that guesses the scramble gets the definition or example sentence wrong or if they don't know then the other groups get the chance (RPS to choose)

CCQS: What is the first step? Can you work together? How many points per word? How can teams that aren't first to guess a scramble get points?

T facilitates by running PPT, checking who raised hands first and checking definitions etc. T must assure that everything is fair.

After reading the text be ready to answer the Guiding question:” How can we survive in emergency situation.”

While Reading

Materials:

Time & Set Up:

Procedure:Reading the text aloud and silent

20

*1^st Reading: Students read loudly

Instructions:

- I will hand out the texts. We will read some of the paragraphs aloud and some silently. - After each paragraph I will ask some questions so please read carefully.

CCQs:

Will we read the text silently? (No)

What will we do after each paragraph? (Answer questions)

How to eat an elephant?

At least 80% of us react in the same way to a life or death crisis or emergency: we’re simply overwhelmed –the challenge seems too great, the problem insolvable. In air Air Force survival school, try to teach how to overcome this feeling. One of the thing they ask new cadets, is ‘How would you eat an elephant?’ and they make them memorize the right answer, which is ‘You eat an elephant one bite a time.’ Survival means dealing with a huge life-of-death problem, one which you may not be able to solve quickly or all at once. The key to survival is to slow down and divide the challenges into small, manageable tasks, one goal at a time, one decision at a time. When an avalanche buried the survivors of a plane crash in the Andes, the survivors whispered to each other ‘Breathe. Breathe again. With every breath you are alive.’ In a hopeless situation without oxygen or light this approach kept them going until they found a way out.

How do we react to a life or death crisis or emergency?(Comprehension Question)

What a piece of advice give us an Air Force survival school?(Comprehension Question)

What does it mean survival? (Comprehension Question)

What is the key to survival? (Comprehension Question)

This and much more is what survival expert Ben Sherwood tells us in his best-selling book The survivors club, which brings together stories of real life survivors from all kinds of disasters. He begins by explaining the 10-80-10 principle. When faced with an emergency 80% people freeze. They are stunnedand ‘turn into statue’ or are so bewildered by what is happening around them that they can’t react. Ten per cent lose control. These people scream and cry, and often make the situation worse. But ten keep calm and behave in a rational way. They don’t panic and they assess the situation clearly and take decisions. These people have the best chance of survival in a crisis, and Sherwood explains how you can try to become more like them.

Who is Ben Sherwood?(Comprehension Question)

What is the title of his book? (Comprehension Question)

What will happen with people when they face with emergency or challenge? (Comprehension Question)

Who has the best chance to survive? (Comprehension Question)

He also reminds us that, apart from staying calm and not despairing, knowing the right thing to do in a crisis is also vital, and that in most emergencies many more people survive than don’t. For example, most people think that you can’t survive a plane crash, but American research has shown that the survival rate in all air crashes is historically 95,7%. Sherwood not only tries to show us how to behave rationally and calmly, he also gives us the information we need to join ‘The survivor Club’.

How many percent of people will survive from plane crash?(Comprehension Question)

What is the main goal of Ben Sherwood? (Comprehension Question)

T checks the answer to the Guiding Question

T asks: Can you remember the question I asked before starting the story?

Guiding Question:

How can we survive in emergency situation?

*2^nd Reading: 1. Match the titles to the paragraphs, one title is extra.

T gives each student a Sheet of paper with the task (Appendix I) to match individually. The students will have 3 minutes to match the titles. After they finish, T will choose a student and she/he will read his/her matching and the other students will compare.

Instructions:

Everybody will work on their own.

Match the titles to the paragraphs from the text.

After 3 minutes a student will read out loud his matching and the class will compare.

T Shows an example.

Paragraph 1 – How do you eat an elephant?

CCQs:

What is the task? (matching titles to the paragraph)

How much time do you have to fill the chart? (1 minutes)

What will we do after we finish? (Compare our results)

*3^rd Reading: Paraphrasing the story (Individual Activity)

T write on the board statistic from the text and the students explain what they mean. Students will read out silently and any one of the students can answer.

Instructions:

Everybody will work on their own.

Find the statistic in the text and explain what they mean

Read out loud your answer.

T Shows an example.

80 % of us react to a life or death crisis or emergency: we’re simply overwhelmed- the challenge seems too great, the problem is insolvable.

CCQs:

What is the task? (explain the meaning of numbers in the text)

How much time do you have to find the meaning of numbers? (3 minutes)

What will we do after we finish? (read answers loud)

T. turn on the video about “How to eat an elephant”?

Instruction

Watch the video.

Be ready to answer the teacher’s questions according to the video.

SSQs

Is it easy to eat an elephant? (yes)

How should we eat an elephant? (one bite at a time)

What is the meaning of word “elephant” in this video? (problem, challenge, emergence)

How should we solve our problem, difficult task, challenge according these video? (divide the challenge into manageable task, one goal at a time, one decision at a time)

Post Reading

Materials:

Time & Set Up:

Procedure:

15

1. T. divides students into teams. Team one- people, who behave in rational way when they face with difficult problem and team two-people, who react panicky and lose control. Students listen to the question, discuss it in their team and then share their opinion with the second team.

Instruction

Divide into 2 teams.

Listen to the question

Discuss the question in their team

share their opinion with the second team

SSQs

How many teams?

What should you do?

Whom should you share your opinion?

2.T. writes the words according to the text “How to eat an elephant” on the board.

Students write a short situation using these words.

Instructions

What does the teacher do?

What do the students write?

Wrap Up

Materials:

Time & Set Up:

Procedure:

5

Vocabulary Scramble and Definition Game

We will play a game with the 3 vocabulary words from the story.

Words - emergency / challenge/ survival

This game will be played in groups. Teams race each other to get points in each section. 1 points for each word = 6 total points available. The team with the most points wins.

Example:

1^st :the teacher will show a scrambled up word: ex.eycmenrg. The fastest group (raise hands) to guess the answer: challendge gets one point.

2^rd: if they can use the word in a sentence ex. It is challendge for lazy people to do morning exercises... they get a point.

If the group that guesses the scramble gets the definition or example sentence wrong or if they don't know then the other groups get the chance (RPS to choose)

CCQS: What is the first step? Can you work together? How many points per word? How can teams that aren't first to guess a scramble get points?

T facilitates by running PPT, checking who raised hands first and checking definitions etc. T must assure that everything is fair.

Contingency Plan

What I will do if I finish early:

T gives the students a short list of vocabulary and wants them to find the synonyms from the text.

Instructions:

You will have short list of vocabulary.

You will find the synonyms from the text as quick as possible.

You will have 1 minute.

The student who comes up with the most correct answer will be the winner.

T gives an example.

Quiet - Calm

Anxiety – panic

Rapidly – Quickly

Accident –crash

Desperate situation – hopeless situation

CCQs:

How much time do you have? (1 minute)

What are you looking for? (Synonyms of the words from the text)

Who will win the game? (The student who comes with the most correct answer)

What I will do if my lesson is going long:

I’ll give the words (overcome the feeling, emergency, bewildered, challenge, react panic, lose control) to write the situation according to the text at home.