No . 1.

Aspect Form and language level

Modelling Form 12, upper intermediate language level

Theoretical background authors and theories

http://visc.gov.lv/saturs/vispizgl./shtml Can understand well enough to hold a continuous conversation with a native speaker, even where the speaker does not, or can not, adapt his/her language to a foreigner. Can produce well enough to initiate new topics, change the subject, and generally take part in the management of the conversation rather than merely responding. Can manage all normal life functions with ease, and cope linguistically with completely new situations (e.g. a negotiation in a shop not going according to expectations). In reading, can understand the majority of any non-specialist, modern text and begin to respond to different 'registers' or types of writing. Can produce fluent writing on most kinds of topic, including arguing for an opinion, and can use complex sentence structures without many errors. A learner at the top of this level should be able to achieve a good pass in the Cambridge First Certificate exam.

2. 3.

Theme Age group

Rules and Restrictions

http://visc.gov.lv/saturs/vispizgl ./shtml

Adolescence Erick Erikson, stages of Identity vs. role psychosocial development confusion. Important event peer relationshipThe
adolescent is newly concerned with how they appear to others. Superego identity is the accrued confidence that the outer sameness and continuity prepared in the future are matched by the sameness and continuity of one's meaning for oneself, as evidenced in the promise of a career. The ability to settle on a school or occupational identity is pleasant. may experiment with a variety of behaviors and activities "Identity Crisis" the ability of the mind to search one's own intentions and the intentions of others,

the suddenly sharpened awareness of the roles society has offered for later life ones personal ideologies are now chosen for oneself.

4.

Teaching/le arning aims: 1. Pract ical (lang uage devel opme nt)

2. Intell ectua l devel opme To practise the nt domains of analysis and application (group work) Comprehension & application (reading for understanding 3. Socia about Egypt and then l and sharing the perso information with a nality peer) devel opme To practise social nt interaction skills: asking for clarification; everyone participating; criticizing ideas, not 4. Gene people; pacing group ral work; energizing the educ group; reaching ation agreement; including everyone

To practise speaking skills (to practise fluency, accuracy, retelling the information) To practise listening skills (interactive listening, to facilitate comprehension, scanning - bottom-up (pick out and recognize specific details what the classmate is telling) To practise reading skills (skimming, reading for gist, to get the overall idea) Extensive reading (laws around the world, given for inspiration for the group work)

Burns, Anne & Joyce Helen (1997), Focus on Speaking Ur, Penny, (1984), Teaching Listening Comprehension

Harmer, Scrivener Nunan, D.

B. Bloom 1956 Blooms taxonomy of cognitive goals

Cagan B. Bennett, C. RolheiserBennett, L. Stevahn 1991, cooperative learning: where heart meets mind

To learn about other cultures. 5. Teaching/le arning aproaches and principles Constructivism (teacher- facilitator)
Learners with different skills and backgrounds should collaborate in tasks and discussions to arrive at a shared understanding of the truth (cooperative learning) Cognitivism Children should be encouraged to learn from each other. Students must understand that the work they are performing is worthwhile. Value meas ures the importance of a student's work to himself and others. Effort is the amount of time and energy students put into their work. Understanding the value of academic tasks and the effort needed to complete those tasks can motivate students to perform better in the classroom environment Vygotsky - result of guided social interactions in which children worked with their peers and a mentor to solve problems and that cognitive development could only be understood if you took cultural and social context into account

Jean Piaget, John Dewey, Lev Vygotsky , Maria Montessori

Jean Piaget Cognitive development theory

1970s, Margie S. Berns

The communicative approach (target language is a vehicle for classroom communication, Ss should be given an opportunity to express their ideas and opinions, fluency

Charles A. Curran

and accuracy are considered as success, cooperative relationships, teacher facilitator Authentic material Community approach setting time limits, important to know the topic 6. 7. Teaching/le arning aids Teaching/le arning organisatio n forms Cooperative learning Authentic materials (internet articles) Overhead projector Whole class greeting, answering teachers questions; Pair work discussing warm-up questions, Jigsaw reading; Group work inventing their own rules for their tribe. praising self-evaluation

Eliot Aronson 1971

Morrow 1977 Carl Sannito

Cooperative learning Elliot Aronson (Jigsaw reading) Bandura 1997 Self-efficacy: The exercise of control. Sloan 1996 Hart 1999

8.

Evaluation of students work during the lesson

9.

Anticipated problems

Pupils might spend too much time on reading. They might struggle with the word building in the text about Egypt. Pupils might need more time for a group work.

Timing (min) & interact ion pattern

Lesson stage (activity and teachers instructions)

Objective

Underlying conceptions from theory

3 min

Good afternoon. How do you feel today?

To start the lesson. to activate pupils to What are the main news start using the of the week? (president target language. elections) The topic of today is rules and restrictions. To introduce pupils with the topic A.Curran, Community Approach

Pairs

Pre-reading So now please discuss these questions with your partner. (handout for pairs) To practise speaking skills (sharing opinions) To practise listening skills (interactive listening)

5 min

1. How rules can help in our lives? 2. What types of rules can you mention? 3. How would you explain the difference between rules and restrictions? 4. Which to your mind are the basic rules the society and each one of us should follow? Alright, thank you everybody. And Ana, could you please share with us what are your conclusions about the difference between rules and restrictions? That is right. Rules are more for setting a normative example and restrictions are more to forbid something that cannot be done. While-reading The following task is to

3 min

To practise reading skills

8 min

get acquainted with the (reading for a rules and customs in gist) Egypt. Your task is to work with the part of the text and use the appropriate forms of words given in blocks. It is a similar task that might be included in your final exam. Reading the text (local laws and customs in Egypt) Now your task is to work in pairs again and share the information with your partner. Jigsaw reading, Elliot Aronson, cooperative learning

5 min

2 min

Thank you, and Zane would you share some laws or rules that seemed significant to you?

To check pupils comprehension of the text

3 min

Does somebody else want to share their opinion about laws in To check the Egypt? correct answers; So here then are the to explain what correct answers of the has not been words (overhead understandable; projector). Do you have any questions about the To facilitate self words, why exactly these -evaluation forms? Then you can evaluate yourself how well have you done with word forming. After-reading To practise speaking skills Then the last task for (sharing ideas, today is to devide in groups of 4 and your To practise task will be to proclaim working in your own rules and laws. groups, Remember your numbers 1,2,3,4. Sharing ideas, Number one goes to one materials corner. Number 2 to the other. 3 in that corner.

10 min

And number 4 in the other.

To practise For an inspiration you reading skills have a text with some (skimming, rules all over the world. reading for gist) Group work. Inventing their own rules in their tribe in Africa. Thank you for the lesson and for the next time be ready to represent your rules to your classmates.