O.Y.Zhelezkovs’ka

Навчально-методичний посібник

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“Discovery”

of Olexandrivka School I-III levels №1

Пришкільний профільний англомовний  літній  табір

з денним перебуванням“Discovery”

Олександрівської

загальноосвітньої школи І-ІІІ ступенів №1

Рецензія

на навчально-методичний посібник О.Ю.Железковської вчителя англійської мови Олександрівської ЗШ І-ІІІ ступенів №1

Представлений для рецензії посібник містить матеріал з проведення занять в літньому англомовному таборі. Тематика першої частини підручника вміщує загальну інформацію щодо формування англомовних таборів, їх роль в житті і відпочинку учнів, вдосконаленні знань учнів з англійської мови. В першій частині підручника представлено один з інноваційних підходів до навчання іноземної мови - традиційне проведення літнього табору в школі. Визначено підхід, який сприяє мотивації до вивчення іноземної мови, а саме підвищення рівня знань з англійської мови.

Крім того, посібник вміщує матеріал щодо проектного методу, за допомогою якого учні відкривають для себе значення англійської мови. У посібнику описано компетентнісний підхід. Тут є всі необхідні поради для вчителів шкіл щодо формування англомовних таборів, проведення цікавих уроків, ігор, змагань, а також представлена загальна інформація про англійські табори.

Друга частина посібника вміщує розроблені уроки, які є прикладом проведення занять з англійської мови в англомовних таборах. До другої частини посібника увійшли оригінальні тексти відомого педагога, Учителя з великої букви Василя Сухомлинського, словник найуживаніших слів до кожного розробленого уроку та вправи різних видів для розвитку навичок усного мовлення та письма. Доречною є добірка прислів'їв та приказок.

Крім того, у кожному розробленому уроці представлено базовий текст, який супроводжуються питаннями до нього та вправами на розуміння.

Корисними для учнів є такі види вправ, як спонукання до обміну думками за такою тематикою: «Людська подяка», «Особистість та її позитивні і негативні риси характеру», «Вражаючий вплив музики на людину», «Спорт та його роль у житті людини»; організація дискусії у групах; проектна робота; коментар прислів'їв; розгадування кросвордів; співання пісень та ін. Запропоновані автором посібника вірші відомих поетів та пісні мають естетичну цінність та виховне значення. Різноманітні види завдань дають змогу учням визначити якість засвоєння матеріалу, що забезпечує мотиваційну та розвиваючу функції.

Матеріал посібника викладено послідовно та доступно.

В цілому навчальний посібник Железковської О.Ю. повністю відповідає вимогам, які передбачено до навчальних видань і може бути рекомендований до публікації його як навчального посібника. Посібник може бути використаний вчителями іноземної мови у навчальному процесі школи.

Рецензент:

кандидат педагогічних наук,

викладач кафедри практики

германських мов Кіровоградського державного

педагогічного університету

імені Володимира Винниченка                                         Божко Н.В.

 

 

 

 

 

 

 

 

 

 

 

 

Літній табір, як один із засобів пізнання дитячого світу

 

Скільки мов ти знаєш, стільки ж разів ти людина.    М. Горький

 

           Гарні знання англійської мови, гарні результати в вивченні цього предмета залежать, насамперед, від нахилів, бажання, інтересів, ідеалів, потреб кожної особистості, його мотивації.

На початку XXI століття закономірно постає питання про нову школу, яка створила б умови для повноцінного фізичного, психічного, соціального та духовного розвитку дитини і плекала людину, здатну будувати демократичну державу. Сучасна школа повинна допомогти учням відчувати себе впевненими на ринку праці, вміти адаптуватися до соціальних змін і криз у суспільстві, бути психологічно стійкими, розвивати здатність до самоорганізації. Це вимагає пошуку нових форм організації навально – виховного процесу.

Освіта повинна мати випереджальний характер, тобто бути націленою у майбутнє, на розв’язання проблем нового століття, розвиток ключових компетенцій вихованців, формування в них проектної культури, нових способів мислення й діяльності. Щоб знайти своє місце в житті, ефективно освоїти життєві й соціальні ролі, випускник української школи  має володіти певними якостями, компетенціями:

•      бути гнучким, мобільним, уміти інтегруватись у динамічне суспільство, презентувати себе на ринку праці;
•      критично мислити;
•      використовувати знання як інструмент для розв’язання життєвих проблем;
•      генерувати нові ідеї, приймати нестандартні рішення й відповідати за них;
•      володіти комунікативною культурою, уміти працювати в команді;
•      уміти виходити з будь-яких конфліктних ситуацій та уникати їх;
•      цілеспрямовано використовувати свій потенціал як для самореалізації у професійному й особистісному плані, так і в інтересах суспільства, держави;
•      уміти здобувати, аналізувати інформацію, отриману з різних джерел, застосовувати її для індивідуального розвитку й самовдосконалення;
•      бережливо ставитися до свого здоров’я і здоров’я інших як найвищої цінності;
•      бути здатним до вибору з численних альтернатив, що пропонує сучасне життя.

 Подолати прірву між освітою і нинішніми вимогами життя покликаний компетентісний підхід. Ідея компетентісно спрямованої освіти органічно пов’язана з тими педагогічними прецедентами, де утверджуються такі суспільно значущі цінності, як свобода вибору, творчий продукт, життєвий досвід, проектна діяльність учнів.

Сьогодні метод проектів вважається одним із перспективних видів навчання, тому що він створює умови для творчої самореалізації учнів, підвищує мотивацію для отримання знань, сприяє розвитку їхніх інтелектуальних здібностей. Учні набувають досвіду вирішення реальних проблем з огляду на майбутнє самостійне життя, які проектують у навчанні.

Німецький педагог А. Флітнер характеризує проектну діяльність як навчальний процес, в якому обов`язково беруть участь розум, серце і руки ( “Lernen mit Kopf, Herz und Hand”), тобто осмислення самостійно набутої інформації здійснюється через призму особистісного відношення до неї і оцінку результатів в кінцевому продукті.

Проектний метод у комппетентіснно спрямованій освіті – це інструмент, який створює унікальні передумови для розвитку ключових компетенцій (соціальних, полі культурних, інформаційних, комунікативних тощо) і самостійності учня в осягненні нового, стимулюючи його природну допитливість і творчий потенціал.

Звернувшись до методу проектів, я зрозуміла, що такий вид роботи (переважно в групах), метою якої є підготовка кінцевого продукту англійською мовою – альбому, подання інформації тощо, дає учню можливість виконати незалежну роботу,  побудовану на знанні мови та уміннях і навичках, здобутих упродовж певного періоду вивчення теми. Проектні роботи ідеальні для різнорівневих груп, оскільки кожне завдання може бути виконане учнями, що мають  різний рівень підготовки. У процесі проектної діяльності учні реально спілкуються між собою і з навколишнім світом англійською мовою. Практична мета виконання певної проектної роботи може базуватись на удосконаленні різних умінь та навичок. Деякі роботи вимагають більше практики усного мовлення, інші більше спрямовані на розвиток навичок письма, ще інші вимагають застосування певних артистичних здібностей. Досвід переконав, що якісь завдання більше підходять для індивідуальної роботи, інші - для роботи в парах або малих групах. Вдало підібрані  завдання та методи його виконання дають можливість почуватися учням максимально комфортно.

Використання методу проектів при викладанні іноземної мови дали можливість мені переконатись,  що це поєднання теорії з практикою, яка пов’язує всю нашу навчальну і виховну роботу з життям, надає більшої життєвості всій нашій роботі.     

•   тому, що проектна робота мотивує

(учні пишуть про себе –  свою сім’ю, свій дім, свої інтереси і уподобання. Працюючи над проектом, учні проводять невелику дослідницьку роботу з теми, яка їх цікавить. Учні займають активну позицію під час проектної роботи. Виконуючи проект, учні часто щось вирізають, зафарбовують, про щось пишуть, шукають інформацію в книжках, спілкуються з іншими людьми, знаходять ілюстрації – можливо, навіть, роблять аудіо- чи відеозаписи. Учні різного рівня мовленнєвого розвитку можуть виконати свій власний проект – великий чи малий, простий чи складний – і зможуть пишатися ним. Наприклад, деякі учні в класі можуть слабше знати мову за інших, але це їм не заважатиме у процесі виконання проекту виявити здібності до проектування чи ілюстрування своєї роботи або знайти оригінальний підхід до презентації проекту).

•   тому, що проектна робота особистісно зорієнтована

(готуючи розповідь про своє оточення в письмовій формі, учні відкривають для себе значення англійської та інтернаціональної мови. Колись у майбутньому, можливо, їм доведеться розповісти іноземцю англійською мовою про свою сім’ю, місто чи свої уподобання. Робота над таким проектом допомагає їм підготуватися до такої події. Зосереджуючи увагу на темі, що вивчається англійською мовою, учні мають можливість ознайомитись з особливостями культури англомовних країн, порівняти їх зі своїми уявленнями ,і таким чином, збагатити власне розуміння інших культур).

•   тому, що проектна робота має загальноосвітню цінність

(більшість сучасних шкільних програм вимагають, щоб викладання предметів сприяло розвитку в учнів ініціативи, незалежності, уяви, самодисципліни, співпраці з іншими учнями і корисних дослідницьких навичок. Проектна робота є практичним шляхом реалізації цих освітніх цілей на уроці та в позаурочний час).

В роботі з школярами прагну використовувати:  інформаційно-пошукові (доповіді, реферати); дослідницькі (показ у класі, фотографії, малюнки, повідомлення, схеми, постери, плакати); проекти-виготовлення ( учнівська стіннівка, радіопрограма); вистави та організаційні проекти (гурток англійської мови, п’єса, вечір).

Проект – це робота, що самостійно планується та реалізується учнями. Під час виконання проекту спілкування англійською мовою органічно поєднується з інтелектуально-емоційною діяльністю у формі гри, інтерв’ю тощо. Опановуючи культурою проектування, дитина вчиться творчо мислити, самостійно планувати дії, естетично оформляти свій проект, а також удосконалює культуру між особистісного спілкування. Починаючи роботу над проектом, я  застосовую наступні етапи роботи:

1) Планування: обговорюю з учнями коло питань, що входять до цього проекту, зміст і характер проекту, способи збирання необхідної інформації (статті, брошури, ілюстрації, інтерв’ю, плакати, газети, мультимедійні презентації тощо), форми розв’язання проблеми.

Ключем до успіху проектної роботи є добра підготовка і організація. Для виконання проекту необхідно, щоб у класі були ножиці, лінійки, клей і великі аркуші паперу. Учням також треба мати доступ до невеличкої довідкової бібліотеки, у якій можна було б знайти словник, граматику та атлас. Я всіляко заохочую своїх учнів збирати і приносити в клас власні матеріали: журнали, брошури, карти, листівки тощо, навіть якщо всі ці матеріали написані рідною мовою. Сама також намагаюсь поновлювати нашу своєрідну бібліотеку. Спонукаю школярів самостійно знаходити потрібну інформацію і звертатися по допомогу до вчителя тільки у тих випадках, коли вони самі не можуть знайти відповідь на запитання. Діти також мусять навчитися планувати свої дії і самостійно вирішувати, які матеріали їм знадобляться для виконання завдань проекту і де вони їх можуть знайти.

2.    Виконання проекту: на цьому етапі займаюсь формуванням груп, розподілом завдань у групах, практична діяльність учнів у рамках проекту (Учні беруть інтерв’ю, збирають інформацію, ілюстрації, фотографії, проводять дослідження, працюють з довідковою літературою, автентичними текстами з книжок “Meet Great Britain”, “Meet the United States of America”,  з газет “Digest”, “English”, “Англійська мова та література”, знаходять інформацію в електронних енциклопедіях “Webster’s Gold Encyclopedia”, мережі Інтернет тощо).
3.    Етап оформлення проекту. На цьому етапі учні оформлюють свою проектну роботу, використовуючи ножиці, лінійки, картинки, клей, фломастери, комп’ютерні презентації тощо.
4.    Презентація проекту. Усна презентація завжди передбачає певну долю ризику для учнів, тому прагну допомагати учням запобігти помилкам,щоб уникнути розчарувань. Кожна група сама вирішує, як представити свій проект. (Діти можуть використовувати плакати, фотографії, музику, комп’ютер тощо).
5.    Етап оцінювання. З критеріями оцінки проекту знайомимося на самому початку роботи над ним. При цьому враховуються творчість, чіткість презентації, зусилля дітей. Інколи є і помилки, але не слід знижувати оцінки за них, бо учні зазвичай проводять великий обсяг роботи, щоб представити свій проект якомога краще. А проектна робота дає можливість розвивати у дитини навички дослідження, вміння показати себе. Великий гуманіст В.О. Сухомлинський основне призначення педагогічної оцінки бачив у підвищенні людської гідності дитини: «Педагогічна оцінка повинна спонукати дитину бути краще, вона повинна допомогти дитині бачити її кращі якості» (Сухомлинський В.О.  «Як виховати дійсну людину»).
6.    Етап практичного використання результатів проекту. (наочний матеріал для подальшої роботи при вивченні тем на інших уроках).

Зразки завдань для проектних робіт, які останнім часом найбільше запам’ятались мені та моїм учням :

•        “Пори року ” (“Seasons”). Діти виготовляли картки, де  малювали схематичне зображення різних пір року, складали ці картки в конверти, які наклеювали на спеціальні зошити або блокноти – “книги пір року”. Під час уроку ми усно з’ясовуємо, яка пора року надворі за допомогою карток (учні розкладають відповідні картки на парті, а вчитель на дошці) і фіксуємо опис пори року в “книгах”.
•        Проекти “Навчаємось вчитися” (“Learning to learn”) з практичними ідеями та порадами щодо роботи над мовою (вивчення слів, правил, робота з словниками та посібниками, читання оригінальної літератури, підготовка до екзаменів тощо). Результати такої роботи оформлюються у вигляді яскравих пам’яток.
•        Анкетування, інтерв’ю, дослідження на тему, що вивчається. Результат такої роботи оформлюється у вигляді таблиць із висновками та постерів) (survey, quiz)
•        Проектні роботи, які стосуються тем “Я, моя родина, мої друзі” “Учень та його оточення”, “Зовнішність”, “Мої захоплення”:

1. розповідь про себе з опорою (для учнів початкового та середнього етапу навчання), де опора виготовляється у вигляді шестикутників, складених у своєрідну “квітку”, де на кожній “пелюстці” учень має розкрити певне питання (своє ім’я, вік, місце проживання, школа, шкільні друзі, домашні тваринки, уподобання тощо);
2. “Родинні дерева”;
3. “Говорять зірки” (“Stars talking”) – біографічні дані про знаменитість (робота оформлюється у вигляді реферату або постеру, учень має бути готовий відповідати на запитання однокласників, до участі у своєрідному інтерв’ю);

•   Проектні роботи для більш старших школярів з вищим рівнем знання мови на тему “Біографія” можуть бути  "A life story”,  "Personal details”, “Personality Questionnaire” тощо.

4.  “Transform your teacher”, “A new image” (де беруться фотографія особи “до” та “після” перевтілення, - учні змінюють імідж тієї чи іншої людини);

•   Досить цікаві проектні роботи, які мають вигляд рекламних постерів (планування вечірки, реклама гуртків чи клубів за інтересами, рекламні постери до фільмів тощо).
•   “Створи свою власну музичну групу”, “Мої кумири” (до теми “Музика та музичні інструменти).

 

Практико-орієнтований проект

 «Літній табір англійської мови – Discovery»

Одним з інноваційних підходів до навчання іноземної мови в школі стало традиційне проведення літнього англомовного табору.

Велику радість відчуває людина, коли відкриває в житті для себе  щось нове! Це радість відкриття і пізнання. Ви знаходите нових друзів, відкриваєте новий етап літніх  канікул – це відпочинок у пришкільному англомовному таборі  «Discovery»!

Велика літня перерва у школярів – це період зміцнення їхнього здоров`я, пізнання цікавого, нових знайомств та пригод; це пора морального загартування, духовного збагачення, пора яскравих вражень, творчості, активного пізнання світу та себе в ньому.

Оздоровлення це комплекс заходів соціального, виховного, медичного, гігієнічного, фізкультурного характеру, спрямованих на поліпшення та зміцнення стану фізичного і психологічного здоров`я дітей. Успіх у роботі залежатиме  від зацікавленості організаторів літнього відпочинку, їхньої енергії, наполегливості, любові до дітей, а також уміння пробудити ініціативу і самостійність своїх вихованців,  організувати творчі колективні справи.

Тож в 2007 році за ініціативою вчителів англійської мови: Стаценко Н.І., Железковської О.Ю., Фундовної О.Г. та волонтера Корпусу Миру США в Україні був організований англомовний табір. Активна участь у роботі табору американських волонтерів сприяє мотивації до вивчення іноземної мови, виховання інтересу до культури та традицій країн, мова яких вивчається. Табір мав усі необхідні зручності:

•        профільно-обладнаний навчальний кабінет з технічними засобами;
•        комп’ютерний клас;
•        навчальні диски з фільмами про Англомовні країни та тестовими завданнями;
•        фотокамера;
•        кольорова наочність та роздатковий матеріал;
•        спортивний майданчик;
•        актовий зал;
•        кімната відпочинку;
•        велика та затишна їдальня.

 Мета табору була:

•   Забезпечити дітей чудовим відпочинком;
•   Створити умови для розвитку й самореалізації кожної особистості;
•   Підвищити в дітей рівень знань англійської мови;
•   Виховувати в дітей любов до музики та мистецтва;
•   Розвивати акторські здібності та лідерські якості;
•   Підтримувати і стимулювати інтелектуально й творчо обдарованих дітей, які мають здібності до вивчення іноземних мов.

Відбір учнів відбувався за результатами написання есе та анкетування. Учні заповнювали анкету, в якій вони вказували назви тем, які б вони хотіли прослухати та засвоїти під час занять та відпочинку в таборі. За результатами анкетування вчителі складали розклад занять, план роботи та утворили групу членів клубу  ( 25 дітей ), які протягом дня відвідували по два заняття. Група мала трьох вихователів  та волонтера Корпусу Миру США  в Україні.

Термін перебування дітей в таборі маленький, але і за цей час можна вплинути на формування їх світогляду, ставлення до людей, погляди, поведінку.

Успіх загальної справи, робота загону визначаються перш за все “якісною пробою” вихователя, його захопленнями, його майстерністю. Майстерність педагога сучасної національної школи полягає не лише в умінні творити навчально-виховний процес з урахуванням складного дитячого світу, думок, почуттів, але й вміти сприяти під час літнього відпочинку розвиткові фізичного, розумового, духовного, соціального рівнів школярів, прояву їх соціальної активності, і головне — повсякчас створювати умови для стимулювання фізично-оздоровчої, предметно-практичної, навчально-пізнавальної, соціально-комунікативної, орієнтаційно-оцінної активності школярів; сприяти саморозвиткові, самовизначенню, самоствердженню кожного учня.

Під час організації будь-якої діяльності тимчасово створеного учнівського колективу вихователям та школярам необхідно реалізовувати принцип спільного планування, спільної організації праці, колективного пошуку форм стосунків між учасниками спільної творчої справи, синтезуючи процес пізнання і життєво практичний досвід школярів.

Для повнокровного існування педагогіки співробітництва, реалізації спільної творчої справи педагогам, вихователям слід пригадати  спадщину Василя Сухомлинського, яка надзвичайно багатогранна, та в центрі його уваги передусім — дитина, особистість, її духовний світ та моральні цінності.

Проектування людини він вважає найголовнішим у педагогічній ро­боті. Методика такого проектування передбачає системи розвивального навчання, самостійність і самобутність життя дитини, її право на щастя, яке може дати родина, школа, найближче оточення. Учіння має бути радістю, а не тягарем. Виховання дитини Василь Сухомлинський розглядав у контексті різноманітних видів діяльності (інтелектуальної, трудової, моральної, естетичної, фізичної), спрямованої на всебічний розвиток особистості. Основу виховання мають становити народна пе­дагогіка та загальнолюдські цінності — добро, совість, честь, обов'я­зок, гідність. Чи не найважливішим засобом виховання Василь Сухо­млинський вважав мистецтво спілкування педагога з дітьми. Людя­ність, душевність спілкування — ключ, що відкриває дитячі та юнацькі серця. Саме завдяки такому спілкуванню діти крім чудового відпочинку та якісного оздоровлення підвищували свій рівень знань англійської мови, вивчали рольові моделі спілкування, одержували практичні навички з проблем охорони навколишнього довкілля, поринали у світ мистецтва та музики, розвивали акторські здібності та лідерські якості, які були втілені в їхніх проектних роботах. Діти довіряли вихователям як старшим добрим порадникам, друзям. «Учитель — це передусім жива людина, яка входить до світу пізнання, творчості, людських взаємин».

Василь Сухомлинський запропонував чимало оригінальних мето­дів, прийомів, форм навчання та виховання, спрямованих на розвиток творчих, розумових та фізичних здібностей. Зокрема, впровадив у практику «уроки мислення» серед природи, які проходили в атмосфері співробітництва й творчості. Ці уроки він називав подорожами до джерела живої думки. Прагнення зрозуміти побачене спонукало встанов­лювати причинно-наслідкові зв'язки, пробуджуючи дитячу думку.

Тому розпорядок дня в таборі був досить насичений різними видами діяльності (навчання, спорт, ігри, розваги, конкурси, екскурсії, концерти, послуги Інтернету, комп’ютери), діти мали можливість спілкуватися з  всіма вихователями табору тільки англійською мовою, вдосконалювати свої навички у володінні предмету, розширювати свої знання про цікаві місця рідного краю під час екскурсій,  відпочивати та загартовуватися.

Морально-психологічний аспект перевірки якості засвоєння мате­ріалу передбачав оцінку не лише знань, а й наполегливості дитини у подоланні труднощів. А оповідання В.Сухомлинського, які використовувались на заняттях  англійської мови з теми «Риси характеру», допомагали вивчати не лише лексику, а й виховувати дітей бути добрими, ввічливими, поважати старших, бути людьми.

Діти  мали змогу користуватися послугами Інтернету. Майже кожного дня мали змогу працювати у комп’ютерному класі (використовували тестові завдання, грали в ігри на розвиток навичок аудіювання, читання, говоріння, письма, виконували проекти).

В таборі «Discovery» постійно проводились психологічні тренінги за програмою практичним психологом «Рівний рівному» та інші заходи психологічного змісту сприяли формуванню в учнів почуттів толерантності, поваги до себе та інших, адекватної самооцінки, вміння розуміти себе та інших. Учні отримали задоволення від спілкування, а також знання та навички, які знадобляться в подальшому житті.

 Як розвантаження від навчальних занять проводились спортивно-масові заходи (День здоров’я, День екології, День журналіста, День загадок, День спорту, День ввічливості, День смакоти та ін.).

На заключення зміни діти зробили яскраві проекти в електронному варіанті про табір. Таких проектів вже  12, де діти змогли розповісти про своє  життя в таборі, про цікаві заняття, екскурсії, про улюблених вихователів, тощо. Також створений методичний посібник англійською мовою, який включає цікаві заняття, різноманітні форми і види діяльності на заняттях англомовного табору.

За висновками анкетування учнів робота в англомовному таборі була цікава і сприяла зацікавленості у вивченні англійської мови. Кращі учні стали учасниками міжнародного англомовного табору “Big Bang” в м. Гайвороні, де значно поповнили свої знання з англійської.

Позитивний настрій, почуття радості від спільної роботи створює зовнішній аспект заходу. Яскраве художнє оформлення, музичні вставки, зустрічі з цікавими людьми, знайомство з першоджерелами — все це дозволяє забезпечити емоційну привабливість виховного заходу, а отже, і його виховний вплив.

Бажаючих бути в таборі виявилося набагато більше, ніж ми очікували.тож під час організаційного періоду майбутні учасники табору відбиралися згідно заяви такої форми.

Aplication Form

Name

Surname

Home Phone

Address

Birthplace

School

Form

Why do you want to participate in the camp?

What do you learn at the camp?

Розклад роботи табору

8:00 – 8:30  -  Прийом дітей, ознайомлення з путівкою дня.

8:30 – 9:00  -  Всі за стіл! Сніданок.

9:00 – 13:00 -  Масові заходи: заняття, обговорення, екскурсії, зустрічі.

13:00 – 13:30 – Обід.

13:30 - 13:45 – Ігри, розваги. Ось прийшов веселий час. Час пограти, відпочити.

13:45 – 14:00 – Лінійка, підсумки дня.

Summer English-Speaking Camp “Discovery” in School #1

 

Why this manual has been made:

Holding a camp as part of our work is connected with anarriving a Peace Corps volunteer to our school from the USA in 2007. The camp is for students from 6^th through 10^th forms.  Through this manual we hope that other Ukrainian teachers can experience such connections by forming their own English camp.

Here you will find everything that you will need for making a successful English camp, ranging from lesson plans to activities to games, to competitions.

We hope that this manual will give teachers an easier opportunity to hold a camp of their own. There have been other manuals made for specific camps before, but this manual hopes to fill avoid in information for English camps in general. After the two weeks that we spent together, many of us agree that this camp has been the most rewarding component of our work.

 

 

Our Staff

The Camp Director: Zhelezkovs’ka Olena Yuriivna

English Teachers: Mykytchuk Oxana Olexandrivna, Statsenko Nadia Ivanivna

American Volunteer: Kelsey Rote

Geography Teacher: Tretiak Oxana Vasylivna

Psychologist: Cherniavs’ka Taisa Pavlivna

Music Teacher: Horobchenko Tamara Mykolaivna

Physical Training Teacher: Holyns’kyi Hennadii Anatoliiovuch

Medical Nurse: Chubatenko Liudmyla Fedorivna

 

Daily Schedule

8:05 - Lineup

8:20 – Morning Exercises

9:00-9:30 - Breakfast

10:00-13:30- Lessons, Games and Competitions

12:45-13:15 - Lunch

13:15-13:45 – Free Time

13:45-14:00 – Lineup, Summarizing

 

Lesson Plans

In this section of the manual, you will find some lessons plans for the following courses: Rights of Children, Sukhomlyns’ky’ Lessons, Qualities of Person’s Character, American Music, etc. These are lesson plans that have been used effectively verbatim. However, it remains fairly easy to follow. You are free to follow them detail by detail if you so desire. That said, you are, of course, highly encouraged to add, alter, and expand! Good luck!

 

 

Fortuneteller

Level: A2 Age: 10 – 15

Instructions

1. Have students take out a small piece of paper.

2. Ask students to make a prediction about a classmate for the weekend.

Example: You will go to the cinema on Saturday.

3. Have students fold their pieces of paper so that their prediction does not show.

4. Go around the class and collect students’ predictions in the bag / jar.

5. Shake the bag / jar so that predictions are mixed up. Then, go around the class and have each student draw a piece of paper from the bag / jar.

6. Have students read their predictions aloud.

7. Tell students to keep their predictions until the lesson after the weekend when they will check if their predictions came true.

Optional idea:

make a copy of this page, cut out the predictions written on the right and put them in the bag. Ask each student to take one piece of paper and read his / her prediction aloud. Tell students to keep their predictions until the lesson after the weekend when they will check if their predictions came true.

You will meet your best friend.

You will play computer games with your friends.

You will do some arts and crafts and you will really like it.

You will enjoy the weather outside.

You will play with puppies.

You will cook something on your own.

You will wash the car.

You will go to the party.

You will see an unusual animal.

You will play board games.

You will go to the park.

You will ride a bike or your scooter.

You will eat a lot of ice cream.

You will wake up very late.

You will stay in bed till afternoon.

You will travel somewhere.

You will sunbathe.

You will climb a tree.

You will laugh a lot.

You will play hide and seek.

 

 

Pantomime

Level: A2 – B1 Age: 10 – 15

Instructions

1. Make a copy of this page and cut out ready-to-use prompts.

2. Take a bag and put paper with the activities in it.

3. Divide students into two teams. Explain that one students from each team will have to

come to the front of the class, draw a paper from the bag and mime one of the activities, white the other team tries to guess the activities.

4. If necessary, mime an activity and encourage students to guess.

5. When the team guesses the activity, the student at the front of the class takes a seat and a student from other team comes up to mime. Every correct answer earns the guessing tea a point.

You are eating spaghetti with chop sticks.

You are sweeping leaves outside on a windy day.

You are washing a big, angry dog.

You are a clumsy waiter.

You are playing the guitar in the street.

You are late for the train.

You are holding flowers and there is a spider in your bouquet.

You are swimming in a very cold lake.

You are drinking tea.

It is very hot.

You are watching TV and your brother or sister is standing in fron of it.

You are walking on stilts.

You are holding an umbrella on a very windy and rainy day.

You are drinking juice and there is a fly in your glass.

 

Children’s Day (Day of Child’s Protection)   June 1^st

Warm-Up/introduction: 10 minutes

What rights do children have?  What should they have or be able to do?  Brainstorm.

According to the United Nations

Provision: Adequate standard of living, health care, education and services, and to play.  These include a balanced diet, a warm bed, and school.

Protection: Protection from abuse, neglect, exploitation and discrimination.  Safe places to play, good parenting practices, etc.

       Participation: Participate in communities, programs and services, and cultural, political, and economic development. 

Rights not met/poverty: 10 minutes

When are these rights not met?  Brainstorm.  Some life situations cause children’s rights not to be met.  We will focus on one today – poverty. 

• watch Amnesty International video on Poverty & Human Rights

 

Play the game of Life: 15 minutes

You will be split into groups; this is your “family.”  You each get an envelope with money, and must decide as a family how to spend your money.  Some families have more, others have less.

Here are the costs: (one month)

Housing  $500  School $100

Food   $150  Entertain $50

Medical  $100  Day care $50

Utilities  $50

Group $ amounts: $1500, 1000, 900, 800, 700

Who can meet rights better?  What did you choose or leave out if you did not have enough money for everything? 

Life situations: 10 minutes

Lottery – good & bad things, how does that change your money situations and your human rights?  Example: “your child breaks an arm and needs surgery, spend $300.” 

Bad luck was ok for people with a lot of money, but very bad for people who already could not afford things and meet their basic needs. 

 

English and Literacy: Children's rights

Lesson plan 2: The Convention on the Rights of the Child

Age group: 8-10 Resources:

You will need the Worksheet: Articles from the Convention of the Rights of the Child

(below).

Introduction and whole-class activity:

Tell the pupils about the international law called The Convention on the Rights of the Child.

It was written in 1989 and came into force in 1990. All the countries in the world have agreed to it except the USA and Somalia. All the countries of the world try to make the law work.

These rights for children are about what children are allowed to do, and what the people responsible for children have to do to make sure they are happy, healthy and safe. Look at the list of Articles from the Convention (below)

Choose a selection from the list (or all of them if time allows) and ask the pupils to explain what they think each one means and why it is important.

Group activities:

Give each group a copy of the Articles. (You may give all to some groups and a selection to others). Ask each group to select three Articles that they think are particularly important and note down their reasons.

Group sharing:

Each group shares their top three Articles, and their reasons for choosing them, with the class. Which were the most popular Articles chosen? Why was this? Do the pupils think that all children are given these rights?

English and Literacy: Children's rights

Lesson plan 5: Design a poster for children's rights

Age group: 8-10

Introduction, whole-class and group activity:

Ask the pupils why they think some countries have not signed up for the Convention on the Rights of the Child (below). Do they think it is hard for countries to stick to it?

Ask the pupils to design a poster showing the A-Z of Children's Rights. Each letter should represent one or part of one of the articles from the UN Convention on the Rights of the Child, or any aspect from the book For Every Child, for example:

Adults should do what is best for us

Be kind to us and help us in times of trouble

Care for us when we are sick

and so on.

The pupils can work in pairs or groups lo plan the wording for the posters. Extra time will be needed to complete the posters and to include pictures to represent some of the points. These posters could be used as part of an assembly.

Presentation:

Each pupil can read his or her most effective statement. Alternatively, each pupil can read one statement, starting with A and ending with Z.

1. http://www.myshared.ru/slide/1132171/
2. http://www.myshared.ru/slide/1076304/
3. http://www.myshared.ru/slide/1219744/

Children's rights

Worksheet: Articles from the UN Convention on the Rights of the Child

Article 3

Adults should do what is best /or you.

Article 6

You have the right to live.

Article 14

You have the right to think what you like and be whatever religion you want to be. Your parents should help you learn what is right and wrong.

Article 15

You have the right to make friends.

Article 17

You have the right to collect information from radios, newspapers, television, books etc., from all around the world.

Article 19

No one should hurt you in any way.

Article 24

You have a right to good health.

Article 27

You have the right to food, clothes, and a place to live.

Article 28

You have a right to education.

Article 30

You have the right to enjoy your own culture, practise your own religion and use your own language.

Article 31

You have the right to play.

Article 37

You should not be put in prison.

It was written in 1989 and came into force in 1990. All the countries in the world have agreed to it except the USA and Somalia. All the countries of the world try to make the law work.

These rights for children are about what children are allowed to do, and what the people responsible for children have to do to make sure they are happy, healthy and safe.

Your Responsibilities in a Democracy

 

1. Objectives:  Students will discuss the balance between citizen’s rights and their responsibilities in a civil society.  They will discuss how these responsibilities contribute to the improvement of society, and how responsibilities should be shared between a government and its citizens.

 

2. Materials:
   1.   Flipchart/handout: “Responsibilities of the Perfect Citizen”
   2.   Flipchart/handout: “The Search for the Perfect Citizen”
   3.   Role-play cards for “How can I help?” activity
   4.   Chalkboard or blank flipchart paper
   5.   Paper and pens/pencils

 

3. Procedure:
   1. Review: Citizens’ rights

• What are some rights you enjoy in Ukraine?  Why is it important to have rights as a person?

 

2. Your Responsibilities

• As we discussed yesterday, members of a democracy enjoy certain rights; however, democracy is not the same as anarchy—along with the rights we enjoy comes the responsibility to take an active part in our governments, to ensure that future generations will enjoy the same rights as we do nowadays.
• Brainstorm with students what are some responsibilities they have as Ukrainians (paying taxes, voting, caring for the environment, etc).  Then show the handout/flipchart “Responsibilities of the Perfect Citizen” and ask students to match the duties with the reasons they are important.  Discuss.
• Brainstorm all the ways a “perfect citizen” can participate in her democracy.  Then show the handout/flipchart “The Search for the Perfect Citizen” and complete the activity with students.

 

3. Activity: How can I help?

Pass out the following role-play situations (written on cards or sheets of paper), and have students read in groups and find as many different solutions to the problem as they can.  Whom in the government can they ask for help?  Where else can they go besides the government—are there other responsible citizens who can help?

• You are a mother in Ukraine.  Your friend is very poor and cannot buy carrots and potatoes for soup.  How can you help your friend?
• You are a student in Ukraine.  Your village does not have an English teacher.  How can you get a teacher for your school?
• You are a businessman in Ukraine.  There are no lights on your street, and it is very dark when you and your family walk home.  How can you get lights on your street?
• You are a teacher in Ukraine.  There is nowhere at your school for students to play.  How can you create a playground or play area for students to safely play?
• You are a student in Ukraine.  The streets are very dirty in your town and there is a lot of trash in the park.  How can you clean up your town?

Handout: Responsibilities of the Perfect Citizen

Match the duty of a citizen with the explanation as to why it is important. Write the matching letter in the blank before the duty.

 

Duty	Why is this important?
1.    Obey Laws	a. The government needs money to pay for services (for example, police and military protection).
2.    Vote	b. If there is a war, the military will need soldiers to protect the country.
3.    Pay Taxes	c. In a representative democracy, all citizens should vote to choose good people as leaders.
4.    Register/Serve in the Military	d. Laws protect people. A basic right for all people is protection.

 

The Search for the Perfect Citizen

Compare your list from the brainstorming section to the one below.  Then decide which ones every citizen should do and which they could do? Put a “S” for should, and a “C” for could.

 

a.    Become informed

b.    Educate others about issues and leaders

c.    Debate issues

d.    Work in the community is support of a particular cause or to protest/support government action

e.    Form or join political parties or other community organization

f.    Attend political or community meetings

g.    Become a leader of a political party, labor organization or community organization

h.     Vote in elections

i.     Campaign for those running for office

j.     Run for office

k.     Pay taxes

l.     Serve in the military

m.     Use legal channels to challenge official action such as meeting with senior government officials, taking cases to court, etc.

n.     Lobby public officials

o.     Protest by demonstrations, boycotts, strikes, etc.

p.     Respect the rights of other citizens

q.     Be a productive member of society

 

 Leadership

 

1. Objectives:  Students will define leadership and why it is important in a democratic civil society.  They will examine qualities of a good leader, and will assess how groups can work together more effectively to accomplish their common goals.

 

2. Materials:
   6. Blank flipchart or A4 paper
   7. “Group Interaction Play” script (for six students)
   8. “Group Interaction Play” handout (for each student)

 

3. Procedure:

1. Introduction: What is leadership? (Video FranklinCovey's The Leader In Me Video Preview- Elementary Students Teaching The 7 Habits)

• Have students individually complete the sentence: “Leadership is…”  Then share with them this quote: “Leadership is the process of persuasion and example by which an individual induces a group to take action that is in accord with the leader’s purposes or shared purposes by all.” – John W. Gardner (you might need to paraphrase for younger/less advanced students.  Be sure to check for comprehension!)

 

2. Why are good leaders important?

• As we discussed in the previous lesson, the government can’t do everything in a democracy—we have responsibilities, too.  One of the most important responsibilities of a citizen in a democracy is to be willing to make changes in your own community.  But no project is productive if it doesn’t have a leader involved.
• Being a leader doesn’t mean you boss everyone around and tell them what to do while you have a coffee in your office—it means helping people use their talents and strengths in order to accomplish something you all think is important.

 

3. What is a good leader?

• In groups, students should make a list of as many characteristics of a good leader as they can think of.  Why is each of these things important?  Are there any characteristics of a bad leader?

 

4. Who is a good leader?

• You, of course!  In a democracy, everyone (even kids!) can pitch in and improve things.  The following exercise will show you how you are a leader (students should work individually).
• On a blank sheet of paper, draw yourself while abstractly completing the following instructions (again, check for comprehension while reading these directions to students).

• Begin by drawing a simple representation of yourself.
• Draw an object in your hand that represents you.
• Where have your feet taken you?
• Where do you want your feet to take you?
• What makes you really want to listen?
• What can you see in yourself that others cannot?
• What is something that others usually see about you?
• Where is the most peaceful place for you to be?
• What is your heart set on?

• Now, show and discuss pictures in small groups.  First, the object you drew in your hand:

• What is the object in your hand?
• Why is it important?
• Why does it represent you?
• What relevance does it have to your past or future?
• Are there any similarities in your group’s objects?

• Next, the other questions:

• Where are your feet taking you?
• What can you see in yourself that others cannot?
• What is something others usually see?
• What do you have your heart set on?
• Are there any group similarities?

 

5. What does a good leader do?

• Hand out copies of the “group interaction play” scenario to six students.  They should read it as a role-play for their classmates and then everyone should complete the exercise that follows and discuss.

 

Group Interaction Play (script)

Six members of a school club (Vanya, Oleg, Lena, Natasha, Kostya, and Zhanna) have agreed to plan a program for an open house to attract new members. They have decided to meet at four o’clock on Monday. It is now that time and five of them are there, sitting around a table in a small classroom.

Vanya:	Okay, it’s four-ten. Let’s start.
Oleg:	But wait. Zhanna isn’t here yet.
Vanya:	Too bad. She knows the meeting’s at four—she’s late!
Lena:	I think we ought to wait for her. I’m sure she’s coming.
Vanya:	Well, where is she then?
Lena:	I don’t know.
Natasha:	Look, why don’t we wait five minutes, and then if she isn’t here. let’s start.
Oleg:	That’s fine with me.
Natasha:	How about you, Kostya?
Kostya:	(sleepily) What?
Natasha:	Should we wait five minutes?
Kostya:	I don’t care.
Lena:	Well, I think we should wait until she gets here. Otherwise, we’ll just have to repeat ourselves.
Vanya:	(impatiently) Oh, all right!
	(Zhanna enters)
Zhanna:	(breathlessly) Hello, everyone. Am I late?
Vanya:	Yeah. We were about to start without you.
	(Zhanna goes over and sits by Oleg)
Oleg:	(enthusiastically) Hey, Zhanna. How are you doing?
Zhanna:	Fine. (Looks towards the others) I…
Oleg:	You’re looking great.
Zhanna:	Thanks.
Vanya:	(impatiently) Come on, come on, let’s go!
Zhanna:	Right. (Excitedly) I’ve got the greatest idea for the program. I…
Vanya:	Wait a minute. Listen to this. Did you know there’s a whole bunch of Arnold Swarzenegger films we could borrow from the library? We could organize a film festival to get people interested in the club.
Natasha:	Swarzenegger?
Zhanna:	But listen. I…
Vanya:	Yeah, films. I was telling Oleg about this before the meeting and he liked the idea too, didn’t you, Oleg?
Oleg:	Yeah, sounds good.
Natasha:	I love Swarzenegger.
Zhanna:	But…
Vanya:	We can rent a VCR. Show movies.
Oleg:	Yeah.
Lena:	But do you think movies would be the right thing for this?
Vanya:	Sure, why not?
Lena:	Well, I thought we were supposed show that we were serious, hard-working students.
Oleg:	Yeah, like me! (laughs)
Lena:	No, really. We don’t want them to think we’re just another party group, do we?
Natasha:	Well, we do have parties.
Vanya:	(to Lena) So you don’t like the movie idea? What else have you got in mind?
Lena:	I was thinking we could get Polishchuk or somebody to come and give a talk.
Natasha:	Who’s Polishchuk?
Lena:	She’s that philosophy teacher everybody says is so interesting.
Oleg:	Yeah, I’ve heard of her. She’d be great!
Vanya:	Wait a minute, Oleg. You just got through saying you liked the movie idea. You’re not going to change your mind, are you?
Oleg:	Well, I like your idea, but I like Lena’s too.
Vanya:	Who’s going to want to sit around and listen to some boring lecture? We get enough of that in school.
Oleg:	That’s for sure.
Lena:	She doesn’t really lecture, from what I’ve heard. It’s more of a discussion.
Natasha:	Oh, that lady. I’ve heard of her!
Vanya:	Well, anyway, I don’t think many people would be interested in that kind of thing. On the other hand, everyone likes movies.
Oleg:	True.
Vanya:	What do you think, Kostya?
Kostya:	Huh?
Vanya:	What do you think of the movie idea?
Kostya:	Doesn’t make a difference to me.
Vanya:	Wouldn’t you rather have a movie than a boring lecture?
Kostya:	I guess so.
Vanya:	See! Kostya likes the movie idea!
Natasha:	Why don’t we take a vote?
Oleg:	That’s a good idea.
Lena:	But we haven’t heard all the ideas yet. (looking suddenly at Zhanna) In fact, you were going to say something, weren’t you, Zhanna?
Zhanna:	(sullenly) It doesn’t really matter.
Lena:	Zhanna, I’m sorry you got interrupted. And you were all excited, weren’t you? Come on, tell us your idea.
Zhanna:	Well, my father is really good friends with –
Vanya:	Oh no! Not another speaker idea!
Lena:	Let her finish.
Zhanna:	(discouraged) Never mind. It was just another speaker idea. Someone my father knows.
Vanya:	See what I mean? Nobody else can think of anything but having these people nobody’s heard of come and speak. Everyone’s heard of Swarzenegger.
Oleg:	That’s for sure.
Lena:	Zhanna, who’s your father’s friend?
Zhanna:	Arnold Swarzenegger.

 

Group Interaction Play (handout)

PART ONE: Effective Group Members

Your task is to rate the six characters in this play on how effectively they interact with one another.  Do their actions help the group accomplish its goal, or do they make it more difficult?  You should think about the following things, and rate each person from5 (the best score) to 1 (the worse).

 

1. How much does each person take personal responsibility for getting the job done?  Think about how they:

 

	Present their ideas	Make sure others understand	Stick to the point
Vanya
Oleg
Lena
Natasha
Kostya
Zhanna

 

2.  How much does each person pay attention to others?  Think about how they:

	Listen to others’ ideas	Make sure others understand those ideas
Vanya
Oleg
Lena
Natasha
Kostya
Zhanna

 

2.  Which of the six group members do you think interacted most effectively during this meeting?  Why?  (Be careful: being the most effective doesn’t always mean being the nicest!)

PART TWO: Roles in a Group

Takes notes about the characteristics of each role that comes out when people work as a group.  What does each role mean to you?  Who do you think filled each role in the play?

Leader

Harmonizer

Blocker

Follower

 

 

Topic: WHY PEOPLE SAY THANK YOU

Type of the Lesson: combined

Practical goals: to teach pupils new words; to improve pupils’ skills in reading, speaking, listening.

Educational goals: to broaden pupils’ knowledge about famous Ukrainian writer and teacher V.O.Sukhomlynsky

Developing goals: to learn forming pupils’ skills of doing summarizing and generalization, expansion of world view of students, development of positive qualities of personality.

Upbringing goals: to bring up pupils to be polite.

Equipment: Story “Why People Say Thank you” by V.O.Sukhomlynsky, pictures, handouts on the topic, portrait of V.O.Sukhomlynsky and an exhibition of his books.

Lesson Structure

1.    Introduction to the lesson.
   1. Greeting:

T: Hello, everybody!

Ps: Hello!

T: How are you?

Ps: Very well, thank you!

2. Aim:

T: Today we are going to speak about Gratitude. By the end of the lesson you’ll answer the question: Why Do People Say Thank You?

3.     Warming up: 

T: Find Ukrainian equivalents of the words and stick necessary wordsnear them. HO1.

 

thankfulness - подяка

gratitude - подяка

a forest path – лісовa стежка

both – обидва

travellers – мандрівники

murmuring stream –дзюркотливий струмок

freshwater –свіжа вода

coolwater – прохолодна вода

knelt down – нахилився

alive – живий

understand – розуміти

fell into thought – поринув в думки

nature – природа

the sun – сонце

the sky – небо

grass – трава

tree – дерево

earth – земля

well-bread – вихований

cultured – культурний

generous – щедрий

kind – добрий

polite – ввічливий

friendly – дружелюбний

The Main Part of the Lesson

1. Introduction.

T:Now we’re going to read an interesting story by V.O.Sukhomlynsky. But first answer my question: Who is V.O.Sukhomlynsky?

P1:Sukhomlynsky was born in a peasant family in the village of Vasilyevka in Ukraine. He graduated Poltava Pedagogical Institute in 1939 and fought in World War II. He was severely wounded in 1942. In 1947, he became a principal of Pavlyshskaya Secondary School—a post he held to the end of his life.

P2: For him the study of foreign languages and of astronomy were essential in order for a person to appreciate the world of which they were a part of, and to broaden their minds.

P3: He taught pupils to listen to the music of nature, the rustle of grasses and leaves, the song of the lark. He played them music inspired by such natural sounds, and showed them paintings of natural beauty.

P4: For his achievements in the field of education, Sukhomlinsky was bestowed the title of Hero of Socialist Labor in 1968. He was also a recipient of two Orders of Lenin, Order of the Red Star, Ushinsky and Makarenko Medals.

Sukhomlinsky is the author of the 1969 book I Give my Heart to the Children ("Сердце отдаю детям", Serdtse otdayu detyam), for which he was awarded the State Prize of the Ukrainian SSR in 1974.

2. Discussion

Questions and task for discussion:
• Do you like it when somebody thanks you for something?
• Why do you think we should say «Thank you»?

2. Reading 

T:Read the story:

WHY PEOPLE SAY THANK YOU

V. Sukhomlinsky

An old man and a boy were walking along a forest path.

It was a hot day, and they both felt like a good, cold drink. After a few minutes the travellers came to a softly murmuring stream full of fresh, cool water. They knelt down and drank their fill.

«Thank you, stream, » said the old man.

The boy laughed.
«What did you say “thank you” to the stream for? » he asked his grandfather. «It’s not alive. It can’t hear you. It doesn’t understand when you say “thank you” to it. »

«That’s true, » the grandfather agreed. «And if a wolf was taking a drink, it wouldn’t say “thank you”, either. But we’re not wolves, we’re people. Do you know why people say “thank you”? Think, now, who are the words really for? »

The boy fell into thought. He had plenty of time, for they still had a long way to go...

4.Speaking
Questions and tasks on the story:

• Do you think nature hears us when we thank it?
• Ask the children to name the thing that they are most thankful to nature for, and explain why.
• Ask the children to name everyone who the boy thanked after his talk with his grandfather, and explain why he thanked them.

Educational Game

Ask the children to imagine that the thankfulness bird has just flown in. It comes up to the window of a person who has forgotten to thank his/her parents, friends or others for something, and reminds them about this. Then the children should remember everyone they have forgotten to thank, and say thanks to them in their heart.

5. Written work

Read the children the saying «Gratitude is the heart’s memory».
Divide the children in to groups and ask them to draw outlines of hearts, and inside the hearts write everything that a heart remembers and feels thankful about for a long time.

6. Drawing

Read the children the saying «Gratitude is a sign of noble soul».
In large letters write the word «SOUL» on the board and draw a circle around it. The children should name every they have ever thanked. All the names they mention are written around the word «soul», each in its own circle. The end result is a drawing of a magic flower with petals of thankfulness. Ask each child to draw his or her own soul flower with thankfulness petals.

7. Creative group work

Divide the children into groups. Ask each group to think about and share all those things that they have thanked their mother (father, grandmother, grandfather, brother, sister, etc.) for. Then give each group a large piece of paper with a picture of a tree drawn on it. The children should draw the fruits of thankfulness on the tree. There should be as many fruits as there are good things that their mother (or other family member) has done for them. At the end, make a display out of the children’s drawings called «Trees of Thankfulness».

II.  The Conclusion of the Lesson

1. Homework

Ask the children to count how many times a day they say «thank you» to someone, and how many times a day someone thanks them. Then ask the children to find as many chances as possible to thank someone for the next few days. Discuss what changed in the children’s lives after they have done this.

2. Summarising

T: What have you learnt at the lesson?

What was the most difficult for you?

What was the most interesting?

 

Topic: What Kind of Person Must You Be?

Type of the Lesson: combined

Level: pre-intermediate

Practical goals: to actives vocabulary on the topic, to improve pupils’ skills in reading, speaking

Educational goals: to enlarge pupils’ knowledge about works of famous Ukrainian teacherV.O.Sukhomlyns’kyi, to broaden pupils’ outlook

Developing goals: to expand speaking skills of pupils through methods of interactive activity (pair work, group work, free discussion)

Upbringing goals: to stimulate pupils to be opened towards others, 

Equipment: a table of features, handouts, a story by V.O.Sukhomlyns’kyi

Lesson Structure

1.    Introduction to the lesson.
   1.     Greeting and Aim

T.Good morning, girls and boys! Nice to meet you.  Sit down, please. How are you? Are you in a good mood? (Fine, O.K., Fantastic! So-so, We are in a good mood!). Today we are going to speak about the main traits of character of a person. So, the topic of our lesson is “What Kind of Person Must You Be?” By the end of the lesson you should be able to:

- speak about main features of character;

- identify main ideas and details from the text for listening;

- answer the question of the lesson.

     2. Warming up:

•    T. First we’ll play a game “How many words do you know on the topic?” I’ll divide you into three groups and every group should write as many English words for the topic “Traits of character” as you can in 2 minutes. Which list will be the longest?  

 

b) Now, we’ll do another activity. Look at the blackboard. You can see English words that are associated with traits of character. But I forgot their translation. You’ll have Ukrainian equivalents on the other cards. You should stand up in chain and quickly stick the proper translation at the English word.  

 

brave – сміливий

cruel – жорстокий

clever – розумний

energetic – енергійний

cunning – хитрий

honest – чесний

industrious – працьовитий

optimistic -  оптимістичний

stupid - дурний

creative - творчий

adventures – відчайдушний, ризикований

shy - сором’язливий

intelligent - розумний

boring - нудний

tidy – охайний   

hard-working – наполегливий

polite – ввічливий

responsible - відповідальний  

just – справедливий

lazy – ледачий

sincere – щирий

faithful – вірний

selfish -  егоїстичний 

kind - добрий

1.                   TheMain Part of the Lesson

 

1.     Introduction.Group Work.

T. Read the statements about people’s qualities and discuss them in small groups. Do you agree or disagree with them? Compare your answers with other groups.

1) “A good friend mustn’t let you down. I was best friends with a girl but in the middle of the school year she suddenly started ignoring me. I felt really terrible.”

2.    “I’m beautiful, but my friends needn’t be good looking. They must be interesting though – I don’t like boring people.”

 

3.    “My friends must be honest. They mustn’t tell lies or say bad things about me. We should never offend our friends.” 

 

Pair Work.

1.      What do you expect of any person?
   •        Make a list of three things he/she must be.

e. g He must be responsible.

•        Make a list of three things he/she mustn’t be.

               e. g. He mustn’t be selfish.

2.     Reading.

1.    Pre-Reading Activity

T. You have spoken about traits of character and now read the story of our famous Ukrainian teacher and writer V.O.Sukhomlyns’kyi.

2.         While-Reading Activity

EVERYBODY MUST

Mother with little Petryk got on a train carriage. They were going to the distant south city, to the warm seaside to rest.

It was getting dark. Mother prepared a bed for her and a separate bed for Petryk. The boy ate a delicious loaf with a chicken leg and an apple. He lay down on a soft pillow and asked his mother:

-Mother, you told that the driver drives the train. But at night who drives the train?

- And at night — the driver does— answered his mother.

- How? — Petryk was surprised. — Does he not sleep at night?

- He does not sleep, my son.

- We sleep, but he doesn’t? -  Petryk was surprised again.

- Yes, the driver doesn’t sleep.

- How is it so?  - Petryk could not understand. — He wants to sleep.

-Yes, he does, but he must drive the train. Everybody must do something.

- And must I? — asked Petryk.

- And you must.

- What must I do?

- You must be a man, — answered his mother. — This is the most important thing.

Petryk could not fall asleep for long.

3.    Post-Reading Activity

T. Answer my questions.

1). Who got on a train carriage?

2). Where were they going to?

3). What did Petryk ask his mother?

4). What did his mother answer?

5). Why was Petryk surprised?

6). What does this story teach you? (to be responsible, hardworking, honest, etc.)

7). What kind of person must he be? (he must work hard, be a man, a man with good qualities, etc.)

II.                               The Conclusion of the Lesson

1. Homework

T. Write a short composition “What sort of person are you? What qualities do you need to develop?”

2. Summarising

T. Now you know what is necessary to be a man. You must study, be responsible, kind, generous, helpful, organized, and you must not forget about people around you. At the end of the lesson we’ll have a quiz“How Organized are You?”Read the questions and tick (+) the correct answer for you.

1.      At what time do you usually get up on weekdays?

•      An hour before the lessons at school start.

b) Half an hour before the lessons at school start.

c) Fifteen minutes before the lessons at school start.

2.    When do you arrive at school?

1.      Ten minutes before the lessons.
2.      Just in time.
3.      After your teacher has marked your absence.

3.    Do you plan your working day in advance?
   1.         Yes, I do. It’s very important to me.
   2.        From time to time.
   3.         No, there’s no use.
4.    Do you always fulfill your plans?

1.      Yes, as a rule.
2.      I always try, but sometimes it is very difficult to keep plan.
3.      The day is always too short for me.

Add up the number of times you score A, B or C.

How many As have you got?

How many Bs have you got?

How many Cs have you got?

Now find out how organized you are.

If you get mostly:

As – You are a fine example of an organized pupil.

Bs – One more step and you’ll become an organized pupil.

Cs – You are not organized at all. Well, everyone has his / her weak points. Our advice will be to start working on yourself.

 

T:What have you learnt at the lesson?

What was the most difficult for you?

What was the most interesting?

 

Topic: What Personality are You?

Type of the Lesson: combined

Practical goals: to practise pupils’ skills in reading, speaking, and writing;

Educational goals: to enlarge cultural and moral values through varied creative classroom activities;

Developing goals: to develop pupils’ skills in creative thinking;

Upbringing goals: to bring up increasing awareness of every pupil towards the problem of making a personality;

Equipment: handouts, quotations about human’s personality

Lesson Structure

1.                       Introduction to the lesson.

1.    Greeting and Aim

T.Dear, children we’ll continue to speak about good qualities of the person. So the topic of our lesson is «What Makes a Personality? ». By the end of our lesson you should be able to:

-  speak about main features of character;

- identify main ideas and details from the text for reading;

- answer the question of the topic;

2.    Warming up

a). T. Write the words in the following columns.

adventures – відчайдушний, ризикований

shy - сором’язливий

intelligent - розумний

boring - нудний

tidy – охайний   

hard-working – наполегливий

polite – ввічливий

responsible - відповідальний  

just – справедливий

lazy – ледачий

sincere – щирий

faithful – вірний

moody – смутний, похмурий, в поганому настрої

greedy - жадібний

selfish – егоїстичний

naughty – obedient

considerate – уважний, тактовний, турботливий

Positive	Negative

 

 

 

 

 

 

b) T. Look at the blackboard. You can see English words that are associated with traits of character. You should find and write antonyms for some of the personal characteristics given below.

1. brave           

2. cowardly     

3. clever                 

4. stupid                 

5. irresponsible      

6. easy-going         

7. honest  

8. reserved            

9. dishonest    

10. calm         

11. nervous               

12. passive                

13. greedy        

14.ruthless 

15. energetic                

16. responsible           

17. optimistic               

18. impatient            

19. quiet                      

20. tactless                   

21. nervous  

22. patient   

23. pessimistic  

24. tactful

25. noisy

26. gentle

27. generous                          

28. active

 

 

2.      TheMain Part of the Lesson

1.    Introduction. Reading

          a) Pre-Reading activity

T. Answer my questions: (on-line test https://docs.google.com/forms/d/1YqxDrQ2IE39iBNgThgY5op0mopUwzVjr2pRCwalZi9k/viewform?edit_requested=true)

1.     What would you call a person who always thinks only about himself? (selfish)
2.    What would you call a person who has and shows good manners? (polite)
3.    What would you call a person who can say the right thing at the right time and avoids offending people? (tactful)
4.    What would you call a person who can make good judgments so that you can be trusted? (responsible)
5.   What would you call a person who has or shows no falseness; only real, true, honest things? (sincere)

            b) While – Reading Activity

T. Now children we are going to read an interesting story of our famous Ukrainian teacher and writer V.O.Sukhomlyns’kyi.

Grandmother’s BORSCH

Grandmother has two grandchildren in a city–Nina and Tina. During their summer vacations they went to visit their grandmother.

The grandmother was glad to see her grandchildren — first-year pupil Nina and sixth-year pupil Tina. The grandmother treated them to cherries, fresh honey and varenyky. But the girls want to try their grandmother’s borsch best of all, because she cooks her delicious borsch.

The grandmother cooked her borsch with fresh tomatoes, with cabbage, with sour cream. But there was one misfortune... The grandmother began to forget that she did. While she was cooking borsch she salted it twice. She put two bowls of borsch on the table and invited her grandchildren to the meal and said:

— Have I salted? I do not remember... I have become old. Here is some salt in the salt-cellar. Salt it to your taste.

The girls ate the borsch a little. It was too salty! They looked at each other and smiled imperceptibly. They ate the borsch and asked some more. They ate it again and thanked their grandmother. The grandmother was glad.

• Did I salt the borsch? — the grandmother asked.
• We did not notice, —Nina said. — The borsch was so delicious that we didn’t think about salt.
• So, I salted, — the grandmother sighed with relief. — And tomorrow you will salt. I’m afraid that I will forget to salt.

Well, grandmother, we shall salt the borsch ourselves.

c) Post – Reading Activity

1). T. Answer my questions.

• Who are the main characters of the story?
• Was the grandmother glad to see her grandchildren?
• What did the grandchildren want to eat?
• How did the grandmother cook her meal?
• How did she salt the borsch?
• Did the girls like their grandmother’s borsch?
• What did the girls say about the too salty meal?
• Why didn’t the grandchildren say anything about salty borsch?
• What does the story teach you?

2.              Speaking
   1.                Pair work (What do you like about your neighbour?)

T. Work in pairs. Make up a list of positive features that you like in the pupil who sits next to you. The answer “Nothing” is not accepted. Pupils have to find something positive in everyone, even in the people they don’t like. Find out the most common positive features of your classmates.

2.    Discussing (Quotations) Group Work

T. I’ve prepared some quotations about human personalities. I’ve put them on the walls round the classroom. Your task is to discuss in groups these quotations.

 

•    A little body often harbours a great soul.
•    The harder you work, the luckier you get. (G.Player, golfer)
•    When one door is shut, another is opened. (M.D.Cervantes)
•    The pessimist sees difficulty in every opportunity. The optimist sees opportunity in every difficulty. (W.Churchill)
•    Well done is better than well said. B.Franklin)

 

c) Creative work

T. Now I want you to concentrate on yourselves. Try to write a poem about yourself.

The Poem About Me

I __________________________________________________

(your brightest characteristics)

I’d like to know ______________________________________

(something that interests you)

I hear ______________________________________________

(imaginative sound)

I see _______________________________________________

(imaginative picture)

I want ______________________________________________

(a real wish)

I imagine myself _____________________________________

(something that you imagine)

I feel _______________________________________________

(something that you feel towards your imaginative actions)

I touch with my hands _________________________________

(something you touch with your hands in your imagination)

I worry about ________________________________________

(something that really troubles you)

I cry about __________________________________________

(something that makes you sad)

I know _____________________________________________

(the truth you are sure of)

I confirm ___________________________________________

(something you believe in)

I dream about ________________________________________

(something you really dream about)

I try _______________________________________________

(something you really make every effort to do

I hope ­­­­­­­­­­­­­­­­­­­­­______________________________________________

(something you really hope will be/happen)

T. Stick your poems round the classroom. You see, you are very unique people with your own feelings, characters, dreams and hopes. You are eager to become a personality.

III.                      The Conclusion of the Lesson

1. Homework

T. Try to improve your poem “About Me” at home in a better way.

2. Summarising

T. Now you know what is necessary to be a man. You must study, be responsible, kind, generous, helpful, and organized  and don’t forget about people around you. At the end of the lesson we’ll work in pairs asking and answering questions about you and I’ll comment on them.

What sort of person are you?

1. Do you enjoy the company of other people?

•        Yes, I do.
•        You are sociable.
  2.                                          Do you find it difficult to meet new people?
•        Yes, I do.
•        Don’t be so reserved.
  3.                                          Do you notice other people’s feelings?
•        Yes, I do.
•        You are so kind!
  4.                                          Do you think the future will be good?
•        Certainly.

You are an optimist.

5.                                          Is your room often in a mess?

•        Sometimes.
•        My advice to you is to be tidier and keep all your things in order.
  6.                                          Do you work hard?
•        Yes, I do.
•        Well done! You are hardworking.
  7.                                          Do you always do your lessons?
•        Not always.
•        Shame on you! Are you lazy?
  8.                                          Do you come to school on time?
•        I come to school on time.
•        How nice of you! You are punctual.

 

 

Topic: PORTRAIT OF MY MOTHER

Type of the Lesson: combined

Practical goals: to teach pupils new words; to improve pupils’ skills in reading, speaking, listening.

Educational goals: to broaden pupils’ knowledge about positive qualities of personality

Developing goals: to teach pupils skills of doing summarizing and generalization, expansion of world view of students, development of positive qualities of personality.

Upbringing goals: to bring up pupils to be polite, to love their mothers and respect them.

Equipment: Story “SEVEN DAUGHTERS” by V.O.Sukhomlynsky, pictures, handouts on the topic, portrait of V.O.Sukhomlynsky.

Lesson Structure

1.    Introduction to the lesson.
   1.     Greeting:

T: Hello, everybody!

Ps: Hello!

T: How are you?

Ps: Very well, thank you!

2. Aim:

T: Today we are going to speak about loving your mother. By the end of the lesson you’ll make a project: PORTRAIT OF MY MOTHER

3. Warming up: 

T: Answer the questions:

1. Should you miss your mother when she's away from home?

2.  Should you always expect your mother to give you presents?

3.  Should you feel sorry for your mother?

4.  Should you praise your mother?

5.  Should you ask about how/what your mother is doing?

6.  Should you hide the truth from your mother, so she won't get upset?

2. The Main Part of the Lesson
   1.     Introduction.

T: Now we’re going to read an interesting story by V.O.Sukhomlynsky “SEVEN DAUGHTERS”.

2.     Reading.

a) Pre-Reading Activity

T: Find Ukrainian equivalents of the words and stick necessary words near them. HO1.

hut - соловей

miss -  суха земля

a solar meadow - сумувати

the dry earth  - хатина

a drop of water – сонячний луг

a dew dreams – краплина води

a nightingale - таз

basin – солодкі сни

b)Conversation:

T: Read this proverb to the children: "Sun gives us warmth while mother – kindness and love" and answer the questions.

What is similar between sunlight and the love of a mother?

The teacher draws the sun of parents' love on a board and asks children to list qualities of mums which give them warm and light. Then children write down these qualities on the beams of the sun of parents' love.

What good qualities have appeared in you under the influence of the beams of this sun?

With what words do you meet your mum when she comes home?

c) While-Reading Activity:

SEVEN DAUGHTERS

V.Suhomlinsky

One mother has seven daughters. Once mother went to visit her relatives who live quite far. So she came back only in a week. When mother entered her hut, all her daughters one after another started to express how they missed their mother.
- I missed you as the poppyhead misses a solar meadow, - said the first daughter.
- I waited for you as the dry earth waits for a drop of water, - spoke the second.
- I cried for you as a tiny bird cries for his mummy, - expressed the third.
- For me it was so difficult without you, as for a bee without a flower, - said the fourth.
- I was dreaming about you as the drop of dew dreams of a rose, - exclaimed the fifth.
- I looked out for you as a nightingale looks out for the cherry garden, - sighed the sixth.

And the seventh daughter said nothing. She silently removed shoes from the mother and brought some water in the basin - to wash her legs.

                   d) Post-Reading Activity

T: - What qualities does the seventh daughter possess? How is she different than her sisters?

- What do you think, what is more difficult: to speak beautifully or to act beautifully?

Try to think carefully then tell what each daughter could make for her mum.

- What you for do for mum when she gets tired?

On the board draw the chamomile, and in its centre write the word "children". Ask children to name how they help their mothers. The teacher writes down on petals of this chamomile all mentioned by children. So it becomes (turns out into) “The flower of help for mother.”

                   e) Project (Creative work) and drawings:

T: Describe a portrait of your mothers on the following:
- What flower your mum looks like?
- What does she like to do?
- How does she make you happy and which of her actions or words can make you sad?
- What has she taught you already, is teaching you now, or intends to teach you?
- What does she give you on your birthday or for any other special occasions?

(After this ask children to draw a portrait of mum and decorate it. Or to draw mum's eyes full of kindness and love.)

3.     Listening.

1. Pre-Listening Activity

People can get to know each other better if they can talk about their families, jobs, hometowns, and even their hobbies. Think of three questions (and possible answers) you might ask someone about his or her family before you do the listening activity (for example, "How many sisters do you have?").

2. While-Listening Activity

http://www.esl-lab.com/eslbasic/family-1.htm

Listen by pressing the "Play Audio" button and select the correct answer for each question. Press the "Final Score" button to check your quiz.

1. So, what does your father do for a living? (He's an architect.)
2. How many people are in your family? (There are five people in my family.)
3. How old is your sister? (She turned 10 in May.)
4. Where do your parents live now? (They live in London.)
5. How many brothers and sisters do you have? (I have two sisters.)
6. What is your brother's name? (His name is Chris.)
7. Where does your mother work? (She works in a library.)
8. How long have you been married? (Since 1993.)
9. Do you have any children? (Yes, two daughters.)
10. Where did you and your wife meet? (We met at a Christmas party.)

 

1. So, what does your father do for a living?
A. He lives in Paris.
B. He's an architect.
C. His name is Greg.
 

2. How many _____________ are in your family?
A. There are five people in my family.
B. My father has two brothers.
C. My sister isn't married.

3. How _______ is your ________________?
A. Since 1978.
B. He's seventeen.
C. She turned 10 in May.

4. ___________________________________________________?
A. They're both lawyers.
B. They're from Australia.
C. They live in London.

5. ____________________________________________________?
A. I'm single.
B. I have two sisters.
C. I live with my brothers.

6. ____________________________________________________?
A. His name is Chris.
B. Call me Kathy.
C. Everyone calls her Nancy.

7. ____________________________________________________?
A. She's a writer.
B. She enjoys her work.
C. She works in a library.

8. ____________________________________________________?
A. In 1984.
B. Since 1993.
C. On September 21st.

9. ____________________________________________________?
A. Yes, two daughters.
B. Yes, I like children.
C. Yes, two brothers.

10. ____________________________________________________?
A. We met last summer.
B. We met at a Christmas party.
C. My wife and I got married in May.

3. Post-Listening Activity

Answer the following questions with a partner:

1. Where are you from? >>

I'm from _________________.

2. How many people are in your family? >>>

There are _____________ in my family.

3. What does your father/mother do for a living? >>>

My father/mother works for _________________ (name of the company) / at ________________ (the place or type of company).

4. Where do you live? >>>

I live in _________________.

5. ______________________________ (your own idea)

III.     The Conclusion of the Lesson

1. Homework

T: Make a project “A portrait of my mother”, interview your mother. (The children should find out what is her favourite season, her favourite activity, favourite film, etc.

2. Summarising

T: What have you learnt at the lesson?

What was the most difficult for you?

What was the most interesting?

What exercises did you like best of all?

 

 

                         What makes a personality?

Goals:
1) to enlarge and improve pupils’ knowledge on the topic Personality, Appearance, Character;
2) to form and develop pupils’ skills in speaking;
3) to bring up pupils’ positive qualitiesof character.

Tasks:
1) to activate learnt words at the lesson;
2) to form pupils’ skills to work independentlyaccording to the situation;
3) to develop pupils’ skills in speaking and making dialogues;
5) to form pupils’ skills in using multimedia means for preparing their lessons.

The Plan of the Lesson
I. The theme of the lesson is “What makes a personality”. Our aim is to create a perfect personality of your classmate. We will discuss different things creating a perfect personality at the same time. So…Let’s start.
II. Do you agree with the phrase: Personality is a set of qualities that make a person distinct from another?
III. What does the word “personality” include?

IV. Let’s discuss appearance of your classmates. Some of you have done small projects. Let’s listen to them.

V. The heights of my classmates (Ann) (слайди 1)

VI. The weights of my classmates (Kate (слайди 2)
VII. On your pieces of papers make some notes around the height and weight of your perfect person.

VIII. Let’s listen to Xenia. She has done a small presentation about the colour of eyes of your classmates. (слайди 3)
IX. On your pieces of papers make some notes around the colour of the eyes and hair of your ideal person. 
X. Character is the main component of the personality.
Let’s do some exercises dedicated to this theme. (слайд 4)
It’s believed that a face can tell much about a character.

People have for a long time held the (0) belief that the face is in some way a reflection of (1) ___________. There is nothing (2) ........... or mysterious about it: we all have different physical (3) ___________ and therefore our
(4) ___________ is unique. How you feel about yourself also has a direct influence on your facial (5) ____________. If, for example, you have a lot of (6) self-______________, this will show in you face.
From ancient times, this (7) ______________ between particular features and aspects of personality was made, and a systematic study of  the (8) _________________ developed and became known as physiognomy. Physiognomy has proved that people’s faces (9) _________________ reflectpeople’s characters. For those who don’t find the idea convincing, let us takethe example of (10) _________________ twins, who not only look alike  but also behave in a similar way.

BELIEVE
PERSON
MAGIC
CHARACTER
APPEAR
EXPRESS
CONFIDENT
CONNECT
RELATE
ACCURATE
IDENTITY
 

XI Character descriptions.

Look at the adjectives in the boxes below. These can all be used to describe someone’s character and personality. Three adjectives in each box are positive, two are negative. Decide which are which and mark them + or – accordingly.
 

1 ...sociable
honest
greedy
intellectual
suspicious

3 ....friendly
easy-going
forgetful
gentle
impulsive
2    lazy
witty
clever
outdoin
rude

4 ...........................
selfish
energetic
tidy
cheerful
impatient

 

Next task is to describe the people. Look at the pictures and do the task (слайди 5)

Now it is time to choose the qualities of character for your perfect classmate.
Please write down just two traits of character you appreciate most of all.

XII. Let’s discuss another quality of the personality-hobbies and habits.
Dima (слайди 6) and Lena (слайди 7) have done the presentation about your classmates.
After their presentation make up a hobby for your perfect classmate.

XI. Now some interesting facts around the theme.
We have read the text about the star signs. Answer my questions. You can see them in the slides. (слайдu 8)

XII. Nikita has done a small project around this theme. Please , listen to him and find the most suitable star sign for your perfect personality. (слайдu 9)

XII. Let’s discuss your perfect personalities and make the one with some chosen traits.

XIII. We have worked hard. The lesson is over. Your marks…

XV. Your homework is to create a small presentation describing the perfect personality. If you have any problems contact me.

Topic: Can we Understand English Songs?

Type of the lesson: combined

Practical goals: to activate the students’ skills in listening, to activate grammar tenses: The Present Simple, the Present Continuous Tense, the perfect tense in oral speech; to teach new words.

Educational goals: to show the differences of tenses in an English song.

Developmental goals: to develop logical thinking and students’ imagination.

Upbringing goals: to create an interesting atmosphere at the lesson, responsibility and partner work.

Materials and equipments:a tape-recorder, cards with the song words, a blackboard.

The plan of the lesson:

1.  Introduction to the lesson. -7 min.

1. Greeting.
2. Aim of the lesson.
3. Warming up.

2.                The main part of the lesson.

1. Listening practice:

                 a). Pre-Listening activity – 3 min.

• grammar Tenses;
• learning new words – 5 min;
• answering the questions – 7 min;

                  b) While-Listening – 5 min.

                  c) Post-Listening activity – 13 min:

III. The conclusion of the lesson.

1. Summarizing.

 

Procedure

1.              Introduction to the lesson. (Позитивна установка на роботу; створення емоційно-позитивного настрою).

1. Greeting.

T: Good morning, children. How do you do today? (Ps: It’s fine. So-so. I’m tired. Awful! Etc.)

What wonderful and surprising things have you seen on your way to school? What pleasant words have you heard or said to your nearest and dearest?

The Conversation: T   P1, P2, P3

2. The Aim of the Lesson.

T: Students, before speaking on the topic of our lesson answer my questions.

1. Do you like to listen to music?
2.             What kind of music does you like (dislike)?

Words on the blackboard: loud, aggressive, sad, romantic, depressing, rhythmical, folk, classical, pop music?

3.             What music do you like to listen about? (animals, people, nature, love)
4.             What music programmes do you like to watch on TV?
5.             What music do you like to listen to? (Russian, Ukrainian, English…)

 

So, many people like music but “lovers of music” love it and try to fill every minute of their life with music. When you listen to English songs can you understand them and translate them? So, the topic of the lesson is: Can we Understand English Songs? We’ll try to answer this question at the end of our lesson.

II. The main part of the lesson.

1.             Listening practice:

T: Today we’ll listen to one English song.

1. Grammar Tenses – Pre-Listening Activity.

T: First we’ll remember about grammar because many English tenses will be in the song. Answer my questions:

1.             What can you say about the Present Simple? (It expresses a recurrent or permanent action in the present).
2.             What does it mean the Present Continuous Tense? (it is used to express an action going on at the present moment, at the time of speaking).
3.             Where is the Present Perfect Tense used? (It is used to express an action that took place before the present moment when the speaker’s aim is to emphasize the present result of this action).

 

Give your examples.

P1, P2 … 1. He goes to school every day.

                      They live in Kirovograd.

                 2. She is speaking now.

                          I am watching TV at this moment.

                 3. They have brought their tape-recorder already.

                           He has already read the book.

2.             Learning new words.

T: Before listening to the song let’s learn new words.

the diner – a restaurant in the shape of a railroad;

the counter – a table at restaurant over which food is served;

to argue – to express strong disagreement;

to pour – to make liquid flow in a stream;

to shake – if something shakes, it makes very small quick movements from side to side or up and down;

to kiss hello – to greet somebody the way the French do;

to pretend – to make false appearance of doing something;

funnies – cartoons, jokes;

reflection – production of an image by a mirror or a window;

to hitch up – to pull up with a quick movement;

to straighten – to get rid of wrinkles on clothes;

T: a) Make up your own sentences with these words.

3.              Speaking.

T: Answer the questions looking at the picture.

1.             Where do you think the woman is at the moment?
2.             What is she doing?
3.             What in you opinion does she see?
4.             What kind of mood do you think she is in?
5.             What might she be thinking about?
6.             What kind of song might she be singing? (Choose the one(s) that you find the best):

Cheerful        Aggressive      Protest          Romantic        Children’s       Lyrical Happy           Depressive      Patriotic       Melancholic     Optimistic         Sad

4.                    While-Listening Activity.

 

T: Listen to the song and correct mistakes. Some auxiliary verbs were missed or put by mistake. Each line has two mistakes of this kind. Find and correct them. The first line has been corrected as an example. https://www.youtube.com/watch?v=JK0d0eIWRag or https://www.youtube.com/watch?v=32ZTjFW2RYo

I am sitting in the morning at the diner is on the corner.

I waiting at the counter for the man isto pour the coffee.

 And he is fills it only halfway, and before I am even argue

He looking out the window at somebody is coming in.

 

"It always nice to see you", says the man is behind the counter

To the woman who come in. She shaking her umbrella.

And I am lookthe other way as they kissing their hellos,

And I pretending not to see them and instead I am pour the milk.

 

And I am open up the paper. Therea story of an actor,

 Who had died while he drinking. It no one I had heard of.

And I turning to the horoscope, is looking for the funnies,

 But I feeling someone watching me, and so I am raise my head.

In Verses 4 and 5 each line will have only one mistake for you to correct.

There a woman on the outside,

Looking inside. She see me?

No, she not really see me,

'Cause she does sees her own reflection.

And I trying not to notice,

That she hitching up her skirt,

And while she straightening her stockings,

Her hair gotten wet.

 

Oh this rain, it continue

Through the morning as I listening

Is to the bells of the cathedral

I thinking of your voice...

T: Look at the text of the song and answer the questions:

1.    What tense is the most frequently used in the song? Why this tense? (the Present Continuous tense is used to describe the events going on at the moment of singing. Besides, the Present Simple tense is used to name the contemporary events (single actions: e.g. I open up the paper, I raise my head, etc.) and with those verbs that can’t be used in the Continuous (e.g. She does not really see me).
2.    What is the song about? (about nothing. About the things that are going around the singer, who is sitting in a restaurant).
3.    Come back to the lead-in task. Remember the answers you gave to the questions in this task. Were your predictions right? Now when you know the song, answer them again. (Possible answers:

1.    in a restaurant or a café;
2.    she is sitting and drinking coffee/tea, looking outside;
3.    the street, a cathedral, people rushing somewhere, rain;
4.    melancholic, sad, aloof;
5.         her life, her problems/people outside/ love, friendship …
6.         romantic, lyrical, depressive, melancholic, sad.)

3. The Conclusion of the Lesson.
   1.               Putting Marks.
   2.               Summarizing.

T: a) Can we answer the topic’s question?

     b) Can you understand English songs?

     c) What must we do to better understand English songs?

     d) What have we done at our lesson?

     e) What did you like at our lesson?

           3. Homework.

1.         Write a poem using Present Continuous or Present Simple about music.

 

Topic: The Power of Music

Type of the Lesson: combined (The final lesson on the topic “Music”)

Practical goals: to generalize pupils’ skills in reading, listening, speaking on the topic “Music”

Educational goals: to enrich students’ topical conversational vocabulary; encourage students to learn about English-speaking culture.

Developing goals: to develop pupils’ skills in speaking using questions; to develop pupils’ skills to be creative using projects

Upbringing goals: to cultivate the aesthetic taste, awareness and respect of world cultures.

Equipment: a computer, photos of musical instruments, handouts

Lesson Structure

1.                     Introduction to the lesson.

3.                  Greeting and Aim

T. (The theme of the lesson is on the board.)

               T: Good morning! I hope you are fine and you will be energetic and active in the lesson for we are going to exchange opinions on the role of music and the power of music in our life. It goes without saying that music is really important in our life. It reflects people’s ideas and emotions, feelings, it inspires and comforts us.

2. WARMING-UP

a) T. How does music influence people? Write as many words as possible to complete the mind-map. 

Music

 

cures

entertains

ennobles

brings up

 

treats

enriches

teaches

b) T. Look at the pictures of a musical instruments and say what they are.What instruments are Ukrainian?

II.The Main Part of the Lesson

1. Presentation of New Material. Reading.

          a) Before-Reading Activity

T. Before you read the text look at the following statements and decide whether you agree or disagree with them.

1. There are few places where you can avoid hearing music.

2. Our taste in music is personal.

3. Music can affect us physically.

4. The only music that affects us positively is that which we like.

5. Music can be used to cure people in hospitals.

6. Certain types of music can be harmful.

               b) While-Reading Activity

 

The Power of Music

           Nowadays it is almost impossible to escape from music, even if we want to. It thunders out of every shop, hisses horribly through other people’s stereos on public transport, lulls you in restaurants, and blasts out of car windows.

           But although we all can have music everywhere we go, very few of us have any real idea of the effect music has on human system. For many years it has been thought that musical tastes are subjective – that one person will like jazz while another prefers classical music.

           Some music will help us feel relaxed and peaceful, whereas other types may be stimulating to the brain, encouraging creativity and curiosity. Some music promotes loving feelings while other sounds call for violence.

           As a result music is being used in hospitals and doctors have found that 20 minutes of soothing music is often far more effective than tranquilizers or sleeping pills.

           Psychologists believe that all music can be divided into three types, and each of them has different effect on the body and mind. The first is low-energy music, the sort that makes you feel bad. Most rock music falls into this category. In fact it has been discovered that rock music makes people feel hate instead of love.

           The next category is high-energy music. This makes you feel better and it can help to normalize the heart rate. J.S.Bach’s music has exceptionally high energy.       

           The third category is prayerful music. This is the most healing of all. Much of the classical music written before 1600 falls into this category.

           Scientific work on the healing power of music started with plant research in 1970s. Many types of classical music speeded plant growth.

           Music can also help us in our daily life. For example, you can prepare yourself for important occasions such as an exam or a job interview by humming an appropriate tune. It can also act as a pain reliever when you go to the dentist, or it can simply give expression to your mood. Listening to music gives your brain a break and helps you get through the day.

c) Post-Reading Activity

T. Read the statements given before the text again and decide whether your opinion has changed.

                   2. Project Work.

Now, pupils we’ll see and listen to your projects that you have prepared at home. (Pupils show their projects using computer, booklets)

III. The Conclusion of the Lesson.

T. Thank you for your job. We’ve learnt a lot about music at our lessons.

1.       Homework.

T.Make a project “My Favourite Ukrainian Pop Singers”

2.       Summarizing.

T. What have you done at today’s lesson? What was the most interesting for you? What was the most difficult? What was the easiest?

 

Topic: American Music - Jazz

Type of the Lesson: combined

Practical goals: to practice pupils’ skills in listening, speaking

Educational goals: to enlarge pupils’ knowledge about American music

Developing goals: to form pupils’ musical tastes

Upbringing goals: to bring up to understand musical culture of American music

Equipment: pictures, posters of famous American musicians and singers, different varicoloured balloons, tape recorder.

                  Lesson Structure

1.   Introduction to the lesson.

1. Greeting and Aim.

T. Today we are going to have a very unusual lesson. You can see some things and pictures, which are connected with the topic of our lesson. (Pictures of musical instruments and singers). So the topic of our lesson is “American Music – Jazz”. As you know, music is everywhere in our lives. We hear it on the radio, on TV, in the streets, in shops and cafes, everywhere. Today we will learn about jazz. The aim of the lesson is to learn about the history of jazz, including a famous musician. On the way, we’ll learn new vocabulary and practice our listening skills.

2. Warming up.

T. We have learned about many types of music. Listen to the piece of music and guess its genre and match the definition.

Country music

popular music in the style of people’s folk music of the southern United States

 

 

a style of popular music that has an exciting rhythm and is usually played by groups of musicians using drums, saxophones, trumpets, etc

 

Jazz

 

 

Blues
		a type of music which is like jazz,  but is always slow and sounds sad

 

 

Rock-n-roll
		a kind of music with a strong beat that  is sung and played by small groups  of people

 

 

 

2. The Main Part of the Lesson

1. Presentation of New Material. Reading.

T. Jazz is a very popular style of music in the United States and all over the world. Now we will take turns reading about it and its history.

4. Pre-Reading Activity

T. Match the words with their definitions. Find the corresponding pictures on the blackboard.

a) trumpet –                 1) a musical instrument made of skin stretched over a  circular frame, played by hitting it with your hand or a stick;

b) to improvise –          2) a musical instrument that you blow into, which consists of a curved metal tube that is wide at the end, and three buttons you press to change the notes;  

c) ragtime –                   3) to be a sign of something, to show or be a sign of a particular situation or feeling;

d) gospel –                      4) a curved musical instrument of metal that you play by blowing into it and pressing buttons, used especially in popular music and jazz

e) to reflect –                  5) a type of music and dancing that has a strong beat and was popular in the early part of the 20^th century;

f) to determine -             6) a type of Christian music in which religious songs are sung very loudly; 

g) drum –                        7) to do something without any preparation, because you are forced to do this by unexpected events;

h) saxophone –                8) to decide something

5.              While-Reading Activity

Jazz is a style of popular music that has an exciting rhythm and strong beat. It is usually played by groups of musicians using drums, saxophones, trumpets and other wind instruments.  

           It is important to know that jazz is improvised music. It is not planned. The great jazz musicians are individual players and not really composers. Jazz grew out of African American blues, ragtime, gospel, black spiritual songs, West African rhythms and European harmonies. Jazz originated among black people in New Orleans in about 1900. In the 1920s in New Orleans beautiful music filled the streets and cafes. The black and poor singers sang about their hard lives.

           Then their music traveled to Europe. It was the time when the black music entered the whites’ culture, changing the lifestyles of people all over the world. Ever since the 1930s music was not just a way to relax. From that time on music began to reflect and determine the people’s way of life.

           One of the most famous jazz musicians of all the times is Louis Armstrong. Louis Armstrong loved music from a very early age and liked to listen to street bands at parades. He began to play music at school and in 1924 he got his own band. He started traveling with it. Later he organized several large bands. He introduced new ideas to jazz and was known as the “King of Jazz.”

6.               Post-Reading Activity.

1). Comprehension Questions.

1. What style or kind of music is jazz?

2. What is important about jazz?

3. What instruments do jazz musicians play?

4. Where did jazz originate?

5. Who is the “King of Jazz”? Why?

2). Pair Work.

T. Now make up a dialogue using the text.

2. Listening

•               Pre-Listening Activity.Writing.  https://www.youtube.com/watch?v=CWzrABouyeE

T. Now that we know more about jazz, we will listen to a song by

Louis Armstrong. Before we listen, let’s take turns reading the words.

As you see there are some words missing. Can you complete any of the following lines? As you listen to it, try to write the words that you hear.

What a Wonderful World

I see … of green,

Red … too.

I see them … for me and you,

And  I think to myself

What a wonderful world.

I see … of blue,

And … of white, the bright… day

And I think to myself

What a wonderful world.

The … of the rainbow

So pretty in the sky

Are also on the …

Of the people going by.

I see friends shaking … .

 

Saying, “How do you do?

They’re really saying

“I … you”.

I hear … cry,

I watch them grow.

They’ll … much more

Than you’ll ever know,

And I think to myself

What a wonderful world.

Yes, I think to myself

What a wonderful world

Keys: trees, roses, bloom, skies, clouds, sunny, starry, colours, faces, hands, love, babies, learn.

b) While –Listening Activity.

T. What is this song about?

I will play the song one-more time. Listen to the rhythm and words.

3.            Post-Listening Activity. Speaking.

T. Now let’s share what we heard.How do you think what the singer feels? (Possible answers: I think the singer feels alone, because the song is sad; he wants to remind others about the beautiful nature around them, etc.)

3. Questionnaire.

T. Now you will stand up, take an interview using the questionnaire and find how musical you are in the form?

How Musical are you?

1.             Which instruments do you play…

1.              very well? (3 for each) ___________________________
2.             quite well? (2 for each)____________________________
3.              a little? (1 for each)______________________________
4.             not at all? (0) __________________________________

 

2.             Is music important to you?

1.              Yes. (5)
2.             Sometimes. (3)
3.              It depends on the kinds of music. (2)
4.             No. (0)

 

3.             How often do you sit down and listen to music?

1.              Every day. (4)
2.             Most days. (3)
3.              Some days. (2)
4.             Never. (0)

 

4.             How many concerts did you go to last year?

1.              More than 5. (4).
2.             2-5. (3)
3.              1. (1)
4.             None. (0)

5.             How many CDs and / or cassettes have you got?

1.              So many you can’t count. (4)
2.             20-40. (3)
3.              About 10. (2).
4.             None. (0)

6.        Where and when do you listen to music? (1point for each.)

1. In the sitting room.
2. In your room.
3. In bed.
4. In transport.
5. While you’re working.
6. While you’re studying.
7. When you’re doing sports.
8. Your variant ____________________________________

Add up your score.

25-30: You’re music mad! Take your earphones off and listen to your teacher!

20-25: You like music but you know there are other things in life.

10-20: You like other things more than music.

0-10: It’s OK. Music is for birds.

III.Conclusion of the Lesson.

1. Homework.

T. Make up your projects about other kinds or styles of American Music.

2. Daily Marks.

3. Summarising.

T. I think you liked our lesson. But what was the most difficult for you? What was the easiest?

 

Topic: Music and Songs in Our Life

Objectives:

Practical: (skills-forming): to teach students listening comprehension, speaking on the topic, answering questions on the content of the song and the text, writing poems (creative work), writing “Star Report”.

Educational: to enrich students’ topical conversational vocabulary; encourage students to learn about English-speaking culture.

Developing: to improve students’ listening, reading, speaking skills; to enhance their cognitive abilities and memory; pairs and group co-operation.

Moral values: to cultivate the aesthetic taste, awareness and respect to the world culture.

Equipment: a blackboard, handouts, “Personality Quiz” sample, sample cards “Star Report”, singer’s photo.

PROCEDURE

LEAD-IN

 

(The theme of the lesson is on the board.)

          T: Good morning! We are going to talk about music, its impact on you, and your preferences in music.

 

WARMING-UP

 

           T: Let us see if you are keen on music. Take an interview using these questions and find your partner with the same musical tastes. (Class Survey) 

           (Teacher gives handouts with questions to students.)

ANSWER THE QUESTIONS AND FIND YOUR PARTNER.

Which instruments do you play?…

1.    Is music important to you?
2.    How often do you sit down and listen to music?
3.    How many concerts did you go to last year?
4.    How many CDs and / or cassettes have you got?
5.    Where and when do you listen to music?

 

SPEAKING

       T: So, you like music, don’t you? Let us see what associations we have with the word music.

(Teacher writes a music network on the board asking students about their associations. Teacher explains the pronunciation, spelling, definitions of the words in italics: the names of musical instruments, genres and styles of music etc.)

 

DISCUSSION

T: Let’s have a talk about music.

1. What kind of music do you like (dislike)?

2. Who or what do you think influences your music tastes?

3. Did you learn music at school? Can you play any musical instrument? If yes, which one? Do you enjoy doing it? If not, what instrument would you like to learn to play?

4. Do you have favourite musical instruments? Which ones?

5. Imagine that you’ve just come home tired from a day at school. What music would you like to listen to, if any, and why?

7. Can you say that you choose music according to your mood and the job that you are doing? If yes, what kind of music do you most like to listen to when you are:

a) with your friends?       c) dancing?                 e) doing your homework?

b) relaxing alone?           d) in a bad mood?        f) working about the house?

8.If you could take only three albums with you to a desert island, which three would you take?

9. What is your favourite singer (musician, composer)?

10.What is your favourite group?

11.Do you read pop music magazines? Which one?

12.Do you like to sing karaoke? Why?

13.Do you take dance lessons? What kind?

14.What is your favourite rock star? If you met him/her, what would you say or do?

LISTENING

Pre-listening activity

T: We shall listen to the famous pop song “Desert Rose” by Sting. Have you heard this song before? What is the main idea of the song?

(Students prepared some information beforehand).

 

Gordon summer was born on 2 October 1951, Newcastle, England. He started his music career as a bass player and lead singer in “the Police”. Sting’s solo career began in 1982. His popularity and fame grew rapidly and steadily. Since 1994 Sting has been considered to be one of the finest quality songwriters to appear out of the second UK “new wave” boom (post-1977).

 

Sting went through а traumatic time during the summer of 1995 when he had to testify in count after accusing his accountant of stealing vast sums of his income. The outcome was in the singer's favour and the accountant was jailed for six years. The title track of his new album, Brand New Day, proved he was still capable of achieving hit singles. This album has enjoyed a long residency on the charts.

 

Vocabulary: Match the words from the song (on the left) to the word combinations that have the similar meaning (on the right):

 

1. to tire               A. Paradise

 2. to be tied          B. to get tired

 3. to torture         C. to come to one's mind repeatedly

 4. to haunt            D. to look steadily

 5. to gaze              E. to make somebody suffer

 6. intoxication      F. to be connected with something or somebody

 7. flames               G. the glowing part of the fire

 8. veil                    H. a state of being drunk or poisoned

 9. rate                    I. the reasonable arrangement of elements

10. logic         J. a cloth worn by Muslim women to hide their faces

11. Eden                 K. not common, unusual      

 

Lead-in: Think of the DESERT. What associations do you have with this word?

           Imagine that you have been walking in a desert for a very long period of time. What would you dream about? Share your ideas with the group.

Grammar:You will read a narrative of what one man dreamt of while he was walking through a desert. Change it from the Past narrative into the Present and you'll get the song of Sting. (Note that the Narrative is written on behalf of the 3^rd person singular, while the real song is on the behalf of the 1^st person singular. Pay attention to the pronounand adverbconcord). In some lines you will make NO changes at all.

 

Song:

Past narrative                Present speech

 

Verse 1:

He dreamt of rain,                      ________________________________________

He dreamt of gardens                 ________________________________________     

in the desert sand.                       ________________________________________

He woke in pain,                         ________________________________________

He dreamt of love                       ________________________________________

as time ran through his hand.      ________________________________________

 

Verse 2:

He dreamt of fire                         ______________________________________

Those dreams were tied              _____________________________________­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­__­

to a horse that would never tire.  _______________________________________

And in the flames                         _______________________________________ 

her shadows played                      ________________________________________

in the shape of a man's desire.     ________________________________________

 

Verse 3:

That desert rose,                           ________________________________________

each of her veil                             _______________________________________

was a secret promise.                   ________________________________________

That desert flower,                       ________________________________________

no sweet perfume had ever          ________________________________________

tortured him more than that.        ________________________________________

 

Verse 4:

And as she turned                         _______________________________________         

that way she moved                      _______________________________________

in the logic of all his dreams.       ________________________________________

That fire burnt,                             ________________________________________

he realized that nothing was        ________________________________________

as it seemed.                                 ________________________________________

 

Verse 1.

Verse 5:

He dreamt of rain,                        ________________________________________

he lifted his gaze _______________________________________

to empty skies above.                  ________________________________________

He closed his eyes,                      ________________________________________

that rare perfume                         ________________________________________

was the sweet intoxication of her love ___________________________________

 

 

Verse 1,3.

Verse 6:

Sweet desert rose,                               ____________________________________

that memory of Eden                          ____________________________________

haunted them all.                                ____________________________________

That desert flower,                             _____________________________________

that rare perfume                                _____________________________________

was the sweet intoxication of the fall.____________________________________

 

Follow-up:

Task 1:  Choose the best variant for the topic of the song:

1.                environment protection
2.               gardening
3.                traveling
4.               love
5.                nature
6.                 fire and rain

 

Task 2: What might the song be written for? What feelings does it express?

 

Task 3: The song is very symbolic. What could the images of the song mean?

-Desert - ?

-Rose - ?

-Rain - ?

-Fire - ?

 

Task 4: Explain the title of the song.

 

Task 5: If we could divide all people into two types (a Fire and a Rain type) according to their temperament or character, what qualities would describe each type?

FIRE PERSON:                RAIN PERSON:

________________________    ___________________________

________________________    ____________________________

________________________    ___________________________

________________________    __________________________

 

(bright, active, optimistic,              (calm, thoughtful, creative, cold, pessimistic,

 eccentric, energetic, enthusiastic,    passive, melancholic, etc.)

warm, changeable, etc.)

 

What type of character (Fire or Rain) would you choose for yourself? (Do you have more of fire or of rain?) Explain your choice.

 

Reading 

1)Pre-reading Activity  Problem Solving (before reading ex.26,p.69)

T: What do you think?

Brian Jones, a guitarist with the Rolling Stones, drowned in his swimming pool in July 1969.

Janis Joplin died from a drug overdose on October 1970.

John Lennon was shot in New York in December 1980.

 

Is the price of Rock`n roll too high?

Can the popularity destroy the personal life of a singer? Why?

 

2) While-Reading Activities.

T: Read the text and say if the sentences are true or false.

 

John Lennon was murdered on December*, 1980 in New York.

He was short three times.

Lennon was rushed to the hospital, but it was too late.

The killer was 25 year-old Mark Chapman from New York.

Chapman believed that he was John Lennon.

 

3) Post-Reading Activities.

T: Answer the questions of ex.26, p. 69.

 

 III. CONCLUSION

 

1.                                              SUMMING-UP

 

T: In our today's lesson we have revised and learnt the words and word combinations on the topic “Music in our Life”, discussed various preferences, got some new information about pop singer Sting. And I believe that all of you enjoyed listening to and singing the song “Desert Rose”. I suppose you've realized that music plays a great role in our life and makes it more colorful and efficient.

 

2.                                        HOMEWORK

T: Your homework is to write the: “Star Reports” and make up the presentations of your own. They can include playing music, songs, talking about the star or acting out a mock interview.

 

       Sport is Health, Strength and Fun

     Level-A2 (pre-intermediate)

                   Objectives:

        - to develop pupils` language skills  in communicative situations on the   basis of interactive              technologies;

        - to motivate pupils in learning grammar (Degrees of comparisons of Adjectives).

 Equipment:

•                         pictures, cards, instructions, tables.

Bibliography: 

- McCarthy Vocabulary in Use.

PROCEDURE

I. WARMING-UP

              T: Good morning, pupils. The theme of our lesson is «Sport is Health, Strength and Fun».

     Pupils do you enjoy sport? Do you remember the poem «I like sport»? Let's recite it together.

                                 I Like Sport

I like wrestling,                                        I prefer horse racing,

I like baseball,                                          I am fond of sport,

I like cricket,                                            I am good at sport,

And basketball.                                        I am keen on games,

I prefer ski jumping,                                I indulge in race.

I prefer fencing,                                       Sport is fun

I prefer skydiving,                                   For everyone! –   

 

             T: Thank you. Now I suggest you play a game. Look at this word (gymnastics). You should make up words connected with sport which begin with the letters forming the word «Gymnastics».

 

Possible answers:   G – GOLF

 Y - yachting

 M – motor racing

 N  - net 

 A - athletics

 S - skating

 T - tennis

 I – ice hockey

 C - cricket

  S – skiing, skydiving

T: And now match the following words to the pictures.

     1.Baseball                        7.Yachting

     2. Cricket                         8. Hockey

     3.Tennis                           9. Skiing

     4.Athletics                      10. Rugby

     5. Golf                              11. Figure skating

     6. Motor racing               12. Ski jumping

 

 

 

                                  

II. VOCABULARY   REVISION

T: And now I want to know how well you know the world of sports. Do the task on card 3. You should put the words in the correct column. Work in pairs.

CARD №3

Swimming, gloves, crash helmet, course, football, racket, rack, ring, boots, pool, motor racing, clubs, tennis, net, court, golf, pitch, trunks, boxing, goals, costume, shorts, whistle, vest.

 

SPORT	PLACE	EQUIPMENT

 

            T: O.K. Now read the sentences on card 4 and say if they are true or false. If they are false, correct them.

             1. The people who watch a football match. (-) spectators

             2. The official who gives the score in tennis is the umpire. (+)

             3. Athletes wear shorts. (+)

             4. You need a stick to play hockey. (+)

             5. Boxers wear gloves. (+)

             6. Tennis is played on a pitch. (-) court

             7. The referee in football has a whistle. (+)

             8. Women wear trunks for swimming. (-) swimming suit

      III. PAIR  WORK

           T: Your next task is called:  «Find a partner». Some of the pupils will get words, the others – definitions of these words. Partners should find each other. Then you will report the results. You have one minute.

                        WORDS

              1. Football                              5. Water polo

               2. Golf                                    6.Chess

               3.Basketball                            7. Ping-pong

               4. Badminton

                                  DEFINITIONS

             a). A game for two players. They have rackets. They hit a shuttlecock over a high net.

 b). A game in which you use long sticks called clubs to hit a small ball into holes in grassy land.

               c). This is an outdoor game for two teams of eleven players. You need a ball, two goals and referee.

               d). It's a game in which two teams of five players try to throw a ball into a net basket fixed to a metal ring. The players bounce a ball and pass it to each other.

               e). This is an indoor game for two or sometimes four players who hit a small plastic ball to each other across a net.

               f). It's a game for two players. They have sixteen figures that they move on the board. They must trap the opponent’s king to win.

               g). You play this game in the swimming pool. You need a ball and two goals and you must be a very good swimmer.

               KEYS: 1-c; 2-b; 3-d; 4-a; 5-g; 6-f; 7-e.

IV. SPEAKING

T: O.K. I am very glad that you are fond of sports. Your next task is to make up dialogues according to the situation.

                               SITUATION 1

     One of you is an interviewer. The other is a famous sportsperson. Ask and answer the questions. The interviewer wants to get the following information:

•                                     when the sportsperson began to go in for sports;
•                                     if she/he wanted to become a professional;
•                                     how much time she/he trains a day;
•                                     her/his hobby;
•                                     her/his advice to young people who want to make a career in sports.

                       SITUATION 2

     One of you is an American student who came to your school, the other one is a pupil. Ask and answer the questions. An American boy wants to get the following information:

 -   sports and games popular in your school;

•                                     where children can do sports;
•                                     sport equipment at school;
•                                     competitions held for school sports teams.  

V. LISTENING

Pre-listening task

        T: and now I want you to listen to the point of view of one sportsman who is fond of dangerous sports. What dangerous sports do you know?

         POSSIBLE ANSWERS: motor racing, parachuting, windsurfing, skydiving, ski jumping etc.

         VOCABULARY:

Greece- Грецiя

was scared -злякався

waterrafting – спускначовнахпогiрськимрiкам

was frightened – злякався

                  DANGEROUS SPORT FANATIC

                               By Simon Watts

      I first became interested in dangerous sports about two years ago. I was on holiday with some friends in Greece. At the beach, some people were parascending (parasailing), and it looked really exciting. So I decided to try it.

       At first, I was a bit scared, I admit. But it was fantastic experience. I just loved the feeling of freedom. When I got home to England, I joined a parachuting club. And six months later, I did my first jump from an airplane. I wasn't frightened – in fact, it was the most exciting moment of my life. I still really enjoy parascending and parachuting.

       There are lots of other sports I'd like to try as well. White water rafting looks great, but there aren't many places you can do it in this country. Next year I'm going to the USA, so maybe I can try it there. Motor racing is another sport I'd like to do, but it's so expensive. I just can't afford it.

       Why do I enjoy dangerous sports? Well, it's not really the danger that interests me. I mean, I never take unnecessary risks. I suppose it's the excitement, really. Also, I think dangerous sports help me to be a stronger, more independent person.

         POST-LISTENING TASKS

                1. Ask the sentences true or false.

1.                     Simon went parachuting in Greece.
2.                     His first parachute jump was very frightening.
3.                     He's going to America next year.
4.                     He doesn't take up motor racing because it's so dangerous.
5.                     He's interested in excitement, not danger.                                          

 

2.                                                  Answer the following questions.

1.                       Make a list of all the sports mentioned in the text.
2.                       Which two sports does Simon do?
3.                       Which two sports would Simon like to try in the future?

                                      KEYS: Task 1: 1-F; 2-F;3-T; 4-F;5-T.

              Task2:

1.                    Parascending, parachuting, white water rafting, motor racing.
2.                    Parascending, parachuting.
3.                    White water rafting, motor racing.

 

         T: O.K. Some people think that dangerous sports should be banned. What's your opinion?

          P1: I think that dangerous sports should be banned because a sportsman may lose his health and even life.

 P2: I agree with Olga. I don't like boxing, for example, because it is a bloody sport. It is terrible to see how sportsmen injure each other.

          P3: In my opinion almost every kind of sports has some risk. For example going in for running or figure skating you may injure your leg. I think gymnastics, cycling, and skiing are dangerous sports too. Sportsmen shouldn't take unnecessary risks.

          P4: My point of view is that nobody can force you to go in for dangerous sports. Everyone makes their own choice. Some people can't live without excitement. Dangerous sports give them that feeling. I think dangerous sports shouldn't be banned.                 

VI. READING

          T: Your next task will be the following. My friends` son visited England last year and told me about his impressions. Here is his story. You may read it. But the sentences are scrambled. Put them in the correct order and read.

                 1. Manchester United won 5-4.

                 2. Ipswich scored four goals in the first half.

3. Last year I was in England and went to a football match.

4. Then with only one minute remaining Pallister scored again.

5. No one thought Manchester could lose.

6. Manchester was loosing 0-4.

7. Manchester United was playing against Ipswich.

8. Then in the second half the Manchester defender Pallister scored three times.

KEYS: 3, 7,5,2,6,8,4,1.

VII. SUMMING-UP

          T: O.K. You worked hard at the lesson. What have you done at the lesson?

VIII. HOME TASK

          T: Your home task is to make a project “Sport is health, strength and fun!”                                                                 

Three Statements about AIDS' and the AIDS Quiz. Both of these focus on the facts about HIV and AIDS.

Aims

To distinguish between facts and misinformation about HIV and AIDS.

What will you need

Chairs in a circle, small pieces of paper, pens and large sheets of paper.

Time: 30-45 minutes depending on the size of the group.

What you do

1. Hand out 3 small pieces of paper to each group member and ask them to write on each one a statement they have heard about HIV or AIDS (this need not be something they agree with).
2. Collect in the small pieces of paper and deal them out at random.
3. Divide the group members into two roughly equal groups.
4. Distribute a large sheet of paper to each group with headings 'AGREE', 'DISAGREE' and 'DON'T KNOW' on it. Ask group members to sort their small pieces of paper into each of these columns, reaching agreement on where each statement should be placed.
5. When they have done this (about 20 minutes probably), both groups should be asked to justify their decisions to the main group as a whole. Group members must be prepared to say why they made the choices they did.
6. Facilitate a discussion of the scientific, medical and social issues raised by the statements and where they are placed.

By having to defend the decisions made, the group will have a chance to begin to distinguish facts from prejudice and misinformation. Your own interventions will help consolidate understanding.

This AIDS quiz covers key basic information about HIV and AIDS. The quiz can be expanded with questions that are particularly relevant to the lesson and the young people being educated.

1. What is HIV?

• A virus
• A bacterium
• A fungus

2. What is the difference between HIV and AIDS?

• HIV is a virus and AIDS is a bacterial disease
• HIV is the virus that causes AIDS
• There is no difference between HIV and AIDS

3. Is there a cure for AIDS?

• Yes
• No
• Only available on prescription

4. Does HIV only affect gay people?

• Yes
• No
• Only gay men
• Only gay women

5. Can you get AIDS from sharing the cup of someone with HIV?

• Yes
• No
• Only if you don't wash the cup

6. Can insects transmit HIV?

• yes
• No
• Only mosquitoes

7.     How can you tell if somebody has HIV or AIDS?

• Because of the way they act
• They look tired and ill
• There is no easy way to tell

8. What does HIV stand for?

• Human Immunodeficiency Virus
• Harmful Intravenous Vaccine
• Homosexual Injury Volition

9. What does STD stand for?

• Sexually Transmitted Disease
• Special Treatment Doctor
• Standard Transmission Deficiency

10. When was the term “AIDS” defined?

• 1977
• 1982
• 1987

11. Which practice puts you most at risk of becoming infected with HIV?

• Kissing
• Using the same toilet as an infected person
• Unprotected vaginal sex
• Anal sex with a condom

12. What is abstinence?

• To refrain from sex
• To only have sex with one partner
• To lose your virginity

 

Quiz Questions Answer Sheet

1.              HIV is a virus. Like all viruses, HIV cannot grow or reproduce on its own. In order to make new copies of itself it must infect the cells of a living organism.
2.              HIV is the virus that causes AIDS. A person diagnosed with HIV can live a healthy life, if they have access to antiretroviral treatment. A person living with HIV are said to have AIDS when they develop an AIDS defining illness. This usually occurs in people not taking antiretroviral treatment.
3.              There is no cure for AIDS. This means it is important to be aware of prevention methods such as safe sex in order to protect yourself.
4.              No. HIV can affect anyone from any part of the world.
5.              No. It is not possible to become infected with HIV from everyday casual contact such as sharing food, shaking hands or touching the same objects. You are only at risk from HIV if you are exposed to infected blood or bodily fluids, through certain transmission routes such as unprotected sex.
6.              No. Insects cannot transmit HIV. When taking blood from someone mosquitoes do not inject blood from any previous person. The only thing that a mosquito injects is saliva, which acts as a lubricant and enables it to feed more efficiently.
7.              There is no easy way to tell. There are no specific symptoms of HIV. The only way to know if a person is infected with HIV is by them taking an HIV test.
8.              Human Immunodeficiency Virus is the full term for HIV, which means that HIV weakens the body's immune system.
9.              Sexually Transmitted Disease. These can be passed on during sex. So it's always a good idea to use a condom and protect yourself.
10.         AIDS was first defined in the USA in September 1982. The term 'AIDS' was suggested at a meeting in Washington, D.C., in July.
11.         Unprotected vaginal sex. Unprotected sex carries a high risk for becoming infected with HIV, so using a condom correctly will protect you. You can't become infected with HIV through kissing or through everyday contact such as using the toilet.
12.         Abstinence means to refrain from sex. Abstinence is encouraged along with partner reduction and condom use as a way of preventing the spread of HIV.

 

Topic: Ten Differences

Aims

This exercise encourages individuals to think clearly about the effects of prejudice on other people's lives.

What you will need

Chairs in a circle.

Copies of the 'Build a Character Questionnaire' - allow for one between 4 or 5 people. Paper and pens for each group member.

Time: about 60 minutes, depending on the size of the group.

What you do

1. Ask participants to divide into groups of 4 or 5. Hand out pens and one 'Build a Character Questionnaire' to each group.
2. Ask groups to complete the questionnaire, thus building a character. Allow about 10 minutes for this.
3. Ask the small groups to imagine that their character is infected with HIV and to list 10 ways in which life will be different for the character because of this. Allow 10-15 minutes for this.
4. Reassemble the group as a whole and ask each individual to say briefly whether anything unexpected occurred to them and how they felt whilst doing this exercise.

Likely outcomes

This exercise sparks off lively discussion about prejudice. It can help identify any prejudiced beliefs which the group find it hard to let go of, and which require more thought and discussion.

Build a character questionnaire

1. Name: ………………………………
2. Age: ………………………………
3. Male/Female (Circle)
4. Who does ………………………….live with? (Parents, relations, other adults, other young people)
5. Who are …………………………..friends? …………………………………………………………………………….
6. Does …………………………… have a girl/boy friend? Yes/No (Circle).
7. If yes what is their name?………………………………………
8. Does ………………………………………… have a job? Yes/No (Circle)
9. If so what is it doing? ……………………………………………..
10. What does ……………………………………do during leisure time? (Sport, clubs, visit friends, listen to music, spend time with family) ………………………………………………………………………….
11. What is ………………………,
12. favourite music ……………………………………………,
13. favourite food ……………………………………………,
14. favourite TV programme ……………………………………….

Talking about Prejudice

Aims

To encourage thought and discussion about prejudice and stereotyping. To examine the scapegoating of different minority groups and negative reactions towards HIV and AIDS.

What you will need

Large sheets of paper and pens.

Time: about 35-45 minutes, depending on the size of the group.

What you do

1. Ask the participants to divide into groups of four or five and give each group a large piece of paper and some pens.
2. Each group should then be asked to write a word in the centre of the paper. Half of the groups should write the word 'Prejudice' and the other half the word 'AIDS'.
3. The groups are then asked to brainstorm as many words as they can which they associate with the title word. These words should be written in clusters around the title word.
4. Bring the whole group back together. Those groups who were allocated the word 'AIDS' should go through the words they came up with during their brainstorm. These words should be written up clearly for all the participants to see. When this is completed, the process should be repeated for the word 'Prejudice'.
5. Encourage the participants to look for any similarities and draw parallels between the two lists. Useful questions to pose might include:
   • What stereotypes do people associate with HIV and AIDS and prejudice against different groups?
   • What media reporting do people find helpful and unhelpful?
   • Which groups are most likely to experience prejudice?
   • How are countries in other parts of the world portrayed in reports on HIV and AIDS?
   • What role does prejudice play in talking about HIV and AIDS?

Likely Outcomes

The participants may come up with words such as 'stereotypes', 'media', and 'racism'. With the facilitator's help participants will begin to draw parallels between some processes which underpin beliefs about HIV and AIDS, and prejudice.

This post also available in:

· Ukraine : Nouvelle carte interactive en ligne pour combattre le VIH

Ukraine has a high number of HIV infected people. To address this problem private Ukrainian Charity Elena Pinchuk ANTIAIDS foundation in partnership with the Ukrainian office of Google launched the news social service maps.antiaids.org on December 1, 2011, the World Aids Day.  The new service will help Ukrainian Internet users easier and faster to find the sites of HIV testing in their region as well as condom vending machines.

The web-site of ANTIAIDS foundation reported that in the framework of the project for the fist time in Ukraine a database 927 sites of HIV testing was created.

The interactive map shows not only the address of a particular site but also telephone numbers and the information about business hours. It also lists whether the site is unanimous or a person needs to present the ID. The database includes 173 sites of fast testing where a person can get the results in 15-20 minutes.

 

In addition, the HIV Testing Sites map service contains a FAQ section where a user can find all the information necessary for HIV testing such as how long to wait for a test results, is it possible to receive the results via e-mail or telephone, how much it will cots, what is the procedure of the testing and how to interpret the result, what to do if the results are positive or negative.

All this information is available not only in Internet but also on HIV/AIDS national hotline.

The condoms wending machines map helps people of major Ukrainian cities to find the nearest machine and to receive the instructions on how to use it. The advantages of the machines are speed and simplicity and that people can purchase the condoms anonymously, without attracting attention of other people and without and interaction with shop assistance like in supermarkets or pharmacies, ANTIAIDS web-site reported.

According to Google Ukraine blog the future plan of the project includes implementing improved navigation map and preparation of the mobile version of the service.

 

Written by Maryna Reshetnyak
Posted 1 February 2012 11:39 GMT ·

http://www.5min.com/Video/Dealing-with-HIV-AIDS-in-Ukraine---Part-12-458398230

http://www.5min.com/Video/Dealing-with-HIV-AIDS-in-Ukraine---Part-22-458398255

http://network.org.ua/media-en/video-en/film-test-produced-by-all-ukrainian-network-of-plwh-win-film-festival/

 

Songs

If You’re Happy and You Know It

If you’re happy and you know it clap your hands

If you’re happy and you know it, clap your hands

If you’re happy and you know it

Then your face will surely show it

If you’re happy and you know it, clap your hands

Stomp your feet

Pat your knees

Wiggle your hips

Blink your eyes

Say “Borsch”

After each verse, repeat all the previous actions

 

The Farmer in the Dell

(This is a circle game. Put all the children in a one big circle. As they sing the first verse, they move clockwise.Choose one child to be the farmer. He or she stands in the center of the circle and walks counterclockwise while the others sing.)

The farmer in the dell

The farmer in the dell

Hi ho the merry oh

The farmer in the dell

 

The farmer takes a wife (The “farmer” chooses another pupil to join in the inner circle)

The wife takes the child (The “wife” chooses another pupil to join the inner circle)

The child takes the dog (Each pupil continues to select another pupil for the inner circle)

The dog takes the cat

The cat takes the rat

The rat takes the cheese

Now reverse the directions of both circles. As the pupils sing, the children in the inner circle leave one at a time and return to the big circle.  By the final verse, only the cheese is left and the cheese should dance )

The farmer says goodbye

The wife says goodbye

The child says goodbye

The dog says goodbye

The cat says goodbye

The rat says goodbye

The cheese stands alone

The cheese stands alone

Hi Ho the merry-oh

The cheese stands alone

 

The Hokey Pokey

You put your right hand in, you put your right hand out

You put your right hand in and you shake it all about

You do the hokey pokey and you turn yourself around

That’s what its all about

Left hand

Right foot, left foot

Right elbow, left elbow

Right hip, left hip

Head

 

 

C is for Cookie

C is for cookie, that’s good enough for me

C is for cookie, that’s good enough for me

C is for cookie, that’s good enough for me

Oh cookie, cookie, cookie starts with C

You Are My Sunshine

You are my sunshine

You are my sunshine, my only sunshine

You make me happy when skies are gray

You’ll never know, dear

How much I love you

Please don’t take my sunshine away.

The other night, dear

As I lay sleeping

I dreamt I held you in my arms

When I awoke, dear, and was mistaken

Well I hung my head and cried.

 (Repeat chorus)

Mockingbird

Hush little baby, don’t say a word

Papa’s going to buy you a mockingbird

If that mockingbird don’t sing

Papa’s going to buy you a diamond ring

If that diamond ring turns glass

Papa’s going to buy you a looking glass

If that looking glass gets broke

Papa’s going to buy you a billy goat

If that billy goat don’t pull

Papa’s going to buy you a cart and bull

If that cart and bull turns over

Papa’s going to buy you a doggie named Rover

If that dog named Rover don’t bark

Papa’s going to buy you a horse and cart

If that horse and cart breaks down

You’ll still be the sweetest little baby in town.

Lullabye

Sleep my child and peace attend thee, all through the night

Guardian angels God will send thee all through the night

Soft the drowsy hours are creeping

Hill and vale in slumber steeping

I my loved one watch am keeping, all through the night

Angels watching ever round thee, all through the night

In thy slumber close surround thee, all through the night

Soft the drowsy hours are creeping

Hill and vale in slumber steeping

I my loved one watch am keeping, all through the night

Children’s Listening Activities and English Songs

 

Pre – Listening Activities:

 

1.   Speculation: Write the title of the song on the board. Have students, in pairs, make guesses about what the song is about and write them down on a piece of paper. Collect all the slips of paper and distribute them to groups, being attentive to not giving a group back their own piece of paper. Students will then read aloud the guesses and determine if they believe the guess will be correct for the song or incorrect as well as discuss how the guess is different or similar to their own.

 

2.   Picture 1: Show the class a photograph of an animal, person, place or thing that is related to the theme/topic of the song. Have students make up a story about the animal/person/place or thing in the picture. Have students then present their stories. Lastly, play the song and have students follow up with a comparison of their stories with the song’s story.

  Picture 2: Show the class a photograph of an animal/person/place or thing related to the theme/topic of the song. Students must guess what the song will be about. Play the song and then have students follow up with a comparison of their guesses to the song’s story.

 

3. What am I? Prepare 5-10 sentences describing the main character or item of the song. Read the statements one at a time, giving students a chance to think about what the sentences may be describing. Allow for students to give their ideas prior to reading aloud the next sentence until the item has been identified. Follow up with listening to the song.

 

4. Song Strips: First cut the song into strips with the number of sentences per strip determined by the number of students. Give each student one strip to memorize. Students put the strips in their pockets. Student then must get up and tell each other their part of the song (without looking at their part or showing their part to anyone else!) Next play the song and either have students write down the names of their classmates in the order they hear the classmates part (More Difficult) or have the students take out their strips before listening to the song and then place them in the correct order as they listen for their part of the song.

 

5. Order of Events:(Good for songs that describe an events beginning through end). Prepare strips with actions or sentences of an event such as a fire. Have students read aloud the events and choose the order in which they would occur. Such as smoke, fire, burning building, water poured on building, fire put out. Then play the song to see how the events of the song took place and in what order – were the students correct?

 

6. Vocabulary Lesson: First choose eight or ten words at random and write them on your black/white board. Students must then get up and ask each other what the words mean or complete this exercise in pairs. Have students get into groups of 3 or 4 and write a short story using the vocabulary words. Following play the song. Students must shout, “STOP” any time they hear one of the new vocabulary words. First student to shout correctly gets a win for their team or the team with the most correct shouts receives the win.

Listening Activities:

 

1.         Word Catch: Teacher plays the song to the class. Before playing the song, the teacher should tell the students to listen for words they recognize and not to worry about the other words for the moment. Once the song has played, the teacher can ask students to present their list of words and ask them if they know the meaning. This can be used as a warm-up or as a summarizing activity at the end of class to check student’s understanding/listening of the vocabulary.

 

2.               Word Blank: Teacher writes out lyrics on a flipchart and leaves some blank space in place of key vocabulary for the day’s lesson. Students are to listen to the song and fill in blanks as they hear the words. Teacher can ask different students to read out different lyrics/sentences/paragraphs in order to see the level of comprehension of the song and new vocabulary.

 

3.               Bingo: Prepare a list of vocabulary words to be taught in the lesson, ensure that 2/3rds of the list are words from the song. Following teaching/reviewing these words, have students choose 9 of them and fill these words into their BINGO card. Listen to the song and have students place an X over the words they hear in the song that they have written on their BINGO card. Following the song, ask students what words they have heard. You may give them an opportunity to change a word on their card before playing it again. The goal is to get 3 in a row, diagonal or column.

 

4.               Odd One Out: Prepare a list of vocabulary words to be taught in the lesson, ensure that 2/3rds of the list are words from the song. Following teaching/reviewing of the vocabulary words, play the song. While listening to the song, have the students check the words that they have heard in the song. Following the song ask what words were not sung and are the “odd ones out.” Repeat listening to the song if students are unsure of a word.

Post-Listening Activities:

 

1.   Complete the Song: While listening to the song, stop the song and ask the students to speculate about how it may end. Should the song be discussing a story, tell the end of the story; if it is giving suggestions, provide suggestions for the singer. Once the story has been completed, allow the students to listen to the end of the song and then compare ideas and the true completion of the song.

 

2.   Summarize the Song/ Lyrics: teacher can form groups of students and assign different parts of the song to summarize. The groups should present their summary to the class. This can be an activity that can be done for home-task if the song is easy to remember or contains many of the vocabulary covered that day in class.

 

3.   Draw Pictures of the Animals/Characters/Places or Items in the Song: after listening to a song that students have heard enough to be able to summarize. Teacher can ask students to draw a scene of something described in the song. This is good for younger students to be able to draw different scenes and then have the student raise their picture when the part of they drew comes up in the song.

 

4.   Dramatize the Song: teacher can have students act out parts of a song that has actions or vocabulary of something they can point to in the classroom. For example if a song says the word “book” have the student pick up the book, or if they song says “shoulders” have the students touch their shoulders.

 

5.   True/False Questions: Prepare 5-15 statements regarding the subject matter of the song. Following listening to the song read aloud the statements and ask students if they are true or false statements regarding the material of the song. To make this a group exercise, divide the group into pairs or small groups and give each group a set of the True/False questions. Have the students read aloud the questions and answer them in their groups.

 

6.   Question and Answer: Prepare 5-15 questions regarding his subject matter of the song. Following listening to the song read aloud the questions and ask the students to answer the questions aloud. To make this a group exercise, divide the group into pairs or small groups and give each group a set of the Questions. Have the students read aloud the questions and answer them in their groups.

 

7.   Timeline: Following listening to the song, have students discuss with their partner what they think the character will do after the song is complete (Future Indefinite) or what they believe the character did before the song began (Past Indefinite). Have students drawn a timeline either in pairs or groups or the teacher may draw the class’s ideas on the blackboard.

 

Twinkle Twinkle Little Star

Twinkle, twinkle, little star,
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle, little star,
How I wonder what you are!

Twinkle, twinkle, little bat,
How I wonder what your at.
Up above the world you fly,
Like a tetra  in the sky.
Twinkle, twinkle, little bat,
How I wonder what your at!

 

 

Vocabulary: stars, flight, bats, the world, sky, to wonder, diamond,

Activities: speculation, odd one out, word-catch, Question and answer, Draw a picture,

 

Head, Shoulders, Knees and Toes

Head, and shoulders, knees and toes,
Knees and toes, Knees and toes

 

Head, and shoulders, knees and toes,

eyes, and ears, and mouth,
And nose.

Head, and shoulders, hands, elbows,
hands, elbows, hands, elbows

Head, and shoulders, hands, elbows,
eyes, and ears, and mouth,
And nose.

Head, and shoulders, knees and toes,
Knees and toes, Knees and toes

 

Head, and shoulders, knees and toes,

eyes, and ears, and mouth,
And nose.

Head, and shoulders, hands, elbows,
hands, elbows, hands, elbows

Head, and shoulders, hands, elbows,
eyes, and ears, and mouth,
And nose.

 

 

Vocabulary:Arms, Legs, Fingers, Foot/feet, Neck, Stomach.

Activities: Dramatize the Song, Odd One Out, speculation,

 

The Prune Song

No matter how young a prune may be
He's always full of wrinkles
People get them on their face
Prunes they get them every place.

Baby prunes, just like their Dad
Wrinkled but not quite so bad

No matter how young a prune may be
He's always full of wrinkles

No matter how glad a prune may be
He's always full of wrinkles

People get them on their face
Prunes they get them every place.

 

Their life's an open book,
they always have a worried look!
No matter how young a prune may be
He's always full of wrinkles
No matter how young a prune may be
He's always full of wrinkles
People get them on their face
Prunes they get them every place.

Baby prunes, just like their Dad
Wrinkled but not quite so bad

No matter how young a prune may be
He's always full of wrinkles

No matter how young a prune may be
He's always full of wrinkles
People get them on their face
Prunes they get them every place.

 

 

 

 

Vocabulary: body parts, wrinkles, young, old, baby

Grammar: adjectives,to get

Activities: speculation, What am I?,Word Blank, Summarize the Song,Draw Pictures

 

Hush Little Baby

Hush, little baby, don't say a word,
papa's going to buy you a mockingbird.

If that mockingbird won't sing,
papa's going to buy you a diamond ring.

If that diamond ring turns brass,
papa's going to buy you a looking glass.

If that looking glass gets broke,
papa's going to buy you a billy goat.

If that billy goat won't pull,
papa's going to buy you a cart and bull.

If that cart and bull turn over,
papa's going to buy you a dog named Rover.

If that dog named Rover won't bark,
papa's going to buy you a horse and cart.

If that horse and cart fall down,
You'll still be the sweetest little baby in town.
 

 

Vocabulary: to buy, going to buy, diamond, dog, baby, broke,

Grammar: the conditional ( if and then), the future perfective (going to buy),

Activities: song strips, true and false, speculation, odd one out,

 

 

 

 

Boys and Girls, Come Out to Play

 

Boys and girls, come out to play,
The moon doth shine as bright as day.
Leave your supper, and leave your sleep,
And join your playfellows in the street.

Come with a whoop, and come with a call,
Come with a good will or come not at all.
Up the ladder and down the wall,
A penny loaf will serve us all.

 

You’ll find milk, and I’ll find flour

And we’ll have pudding in half an hour

 

Boys and girls, come out to play,
The moon doth shine as bright as day.
Leave your supper, and leave your sleep,
And join your playfellows in the street.

 

 

Vocabulary: boys, girls, pudding, half an hour, street, milk, moon, shine

Activities: order of events, song strips, word catch, bingo,

 

 

 

Six In a Bed

 

There were six in a bed
And the little one said
"Roll over, roll over"
So they all rolled over
And one fell out

There were five in a bed
And the little one said
"Roll over, roll over"
So they all rolled over
And one fell out

There were four in a bed
And the little one said
"Roll over, roll over"
So they all rolled over
And one fell out

There were three in a bed
And the little one said
"Roll over, roll over"
So they all rolled over
And one fell out

There were two in a bed
And the little one said
"Roll over, roll over"
So they all rolled over
And one fell out

There was one in a bed
And the little one said
"I’ve got it all to myself”

 

 

Vocabulary: bed, numbers, little, big, fell out, roll over,

Activities: dramatize, odd one out, speculation, complete the song,bingo

 

Jack and Jill

 

Jack and Jill went up the hill to fetch a pail of water
Jack fell down and broke his crown
And Jill came tumbling after.
Jack Up got, and home did trot
As fast as he could caper
He went to bed and bound his head
With vinegar and brown paper.

Jack and Jill went up the hill to fetch a pail of water
Jack fell down and broke his crown
And Jill came tumbling after.
 

Vocabulary: tumbling, fetch, caper, trout, vinegar,

Grammar: past tense

Activities: word blank,song strips, true-false questions, timeline, question and answer

 

Three Little Kittens

Three little kittens,
They lost their mittens,
And they began to cry,
Oh, mother dear,
We sadly fear
Our mittens we have lost.
What! Lost your mittens,
You naughty kittens!
Then you shall have no pie.
Mee-ow, mee-ow, mee-ow, mee-ow.
then you shall have no pie.

The three little kittens,
They found their mittens,
And they began to cry,
Oh, mother dear,
See here, see here,
for we have found our mittens.

Put on your mittens you silly kittens                and you shall have some pie.
Mee-ow, mee-ow, mee-ow, mee-ow.
oh let us have some pie.

The three little kittens,
Put on their mittens,
And soon ate up the pie;
Oh, mother dear,
We greatly fear
that we have soiled our mittens.
What! Soiled your mittens,
You naughty kittens!
Then they began to sigh,
Mee-ow, mee-ow, mee-ow, mee-ow.
They began to sigh.

The three little kittens,
They washed their mittens,
And hung them out to dry;
Oh mother dear,
do you not hear that
we have washed our mittens.
What! Washed your mittens,
then your good kittens
but I smell a rat close by!
Mee-ow, mee-ow, mee-ow, mee-ow
we smell a rat close by.