Welcome to our personal online page! Alberich & Fuhrmann

PLANNING

1. Song: "I Will Survive" tool to focus on grammatical meaning and to round up the lesson

 

Route Map	Instructions
1. Pre-class: familiarising with material and activities.	The material consists of a handout with the lyrics of the song “I will survive”. Different activities are devised for Ss to complete while listening to the song.
2. In class: lead in.	2.1. Hangman: T will draw a hangman on the Bb, Ss have to say letters until they form or guess the words. When they finish, they get the name of the song.     2.2. Informal Talk: T asks Ss if they know this song, where they have heard it, and if they remember any movie in which this song was used.
3. Set up the activity	3.1. T checks that Ss understand the meaning of survive. If it is not clear she will write on the Bb three definitions for “survive” and will ask Ss to choose the correct one. T elicits ideas about the gist of the song.     3.2 T asks Ss to listen to the song and try to listen for the gist of it. T plays the recording for the first time. T gives two options and asks them to choose the one that best explains the gist.
4. Run the activity	4. T hands out the lyrics of the song, asks them to work individually. She plays CD for Ss to complete the exercises. After each stanza she stops and checks the Ss answers.
5. Close the activity	5. Now that the complete lyrics, T plays the song again and asks them to sing along. T asks if they liked the song and what their general impression is.
6. Post activity	6. T asks Ss to read the song again. T asks SS questions about the song to activate the idea of past and of finality of an action, to focus on the meanings of the past simple tense.

 

 

HANDOUT

3.     Put in order

Just turn around now.

Did you think I’d crumble?

Oh now go.

You’re not welcome anymore.

Who tried to break me with desire?

Did you think I’d lay down and die?

Weren’t you the one

Oh not I.

Walk out the door.

As long as I know how to love

I will survive.

I’ve got all my love to give.

I will survive.

I’ve got all my life to live.

I will survive.

I know I’ll be alive.

4.     Complete with the missing words

 

spent      had      hard     head              fall       heart       sorry     pieces       hold       used                 took   nights

It ____ all the strength I____

Just not to____ apart.

I’m trying ______ to mend

the ______ of my broken _____.

And I ______ oh so many ______

Just feeling ______ for myself.

I _____ to cry.

But now I _____ my _____ up high.

5.     Find the extra word.

And you’ll see me in with somebody new.

I’m not that stupid little a person

who’s Still in love with you.

And so you thought you’d just drop by me,

And you are expect me to be free.

But now I’m saving all of my lovin

For someone who’s really lovin me.

6.     Choose the correct word

Oh now go/grow.

Walk/talk out the door.

Just turn/burn around now.

You’re/your not welcome anymore.

Weren’t/where you the one

Who tried/drive to break me with desire?

Did you think I’d crumble/stumble?

Did you think I’d lay down/town and die?

Oh not I.

I will survive.

As long as I know how to love/laugh

I know/no I’ll be alive.

I’ve got all my life to live/leave.

I’ve got all my love to give/gift.

I will survive.

I will survive.

 

2. Tool: "Lexis Game: Last summer X went to Y..." tool to practice past simple verbs, aiming at fluency.

 

Route map	Instructions
1. Pre- class: Familiarising with the activity.	The activity consists in completing a story. T provides the first sentence using past simple and then a student has to repeat it and provide a new one also using past simple verbs. Each student has to repeat the previous sentence and say a new one. T will not intervene at all, she writes down the sentences to have them ready for the follow-on task, which will aim at Ss’ self- correction.
2. In class: Lead in. Preparing for the activity.	2. T asks Ss to provide the name of someone in the class and to think of a place.
3. Set up the activity.	3. Rearrange Ss in a circle so that they can see each other’s face. T explains that they will have to make up a story by repeating the last sentence they heard and saying a new one using always verbs in past simple.
4. Run the activity.	4. T starts the story by saying: Last summer X went to Y…” Students join in saying their sentences taking turns. If someone fails in repeating the last sentence, he’s out of the circle. While Ss talk T writes down their sentences on a sheet of paper.
5. Close the activity.	5. T asks for feedback from Ss on the activity and discusses problematic areas for the Ss.
6. Post activity.	6. T asks a student to read the complete story and asks the rest of the class to listen carefully to see if they can spot any mistakes and provide the corrections necessary. T will asses grammar and pronunciation mistakes.

 

 

 Formal Assessment

 

The areas that will be assessed in the progress test are lexis and grammar:

• Weather related vocabulary.
• Past simple, regular and irregular verbs.
• Subjects
• Prepositions : in, from, to, on.

 

The progress test that we devised takes the form of a quiz for a 40 minute lesson. It consist of four exercises:

• Variation of Guided writing: Students are given pictures repreenting the vocabulary that  they have learnt and are asked to write sentences about our country according to the pictures given.
• Crossword: Students have to read the definitions of the  words they were tought and have to complete the crossword with the correct noun.
• Variation of Gap- filling: Studets have to fill in the text with the correct past simple verbs of the words in brackets.
• Gap- filling: Students have to complete the sentences with the prepositions they have learnt (in, on, from, to).

 

    We ‘ve decided on a 1 to 10 marking scheme

 

• Exercise 1= 0.30 x 8 (2.40 pts)
• Exercise 2= 0.5 x 4 (2 pts)
• Exercise 3=0.30 x 12 (3.60 pts)
• Exercise 4= 0.5 x 4 (2 pts)

We decided on these marks according to the level of importance and difficulty of each exercise.

 

The areas of the syllabus that will ot be assessed in the test are:

• Writing a note borrowing for something: As this has been dealt with in class, the activity we thought of to revise was to ask for students to roleplay an ocasion in which they borrow something and they reply to their peers. We did think that a writing activity should be included in the progress test since it is a time consuming activity and the focus on the modules are past simple verbs.
• Noun - Adjective conversion: (different- difference, etc). This topic was not included since when it was dealt with in class, students seemed  to master it without difficulties.
• Vocabulary on historical events: Again we did not choose this topic since it does not involve grammar and the course book oes not have much information about them more than four pictures which are not at all enough for us to bring this to a test. Historical events have been dealt with in class and students responded actively to the pictures that were shown to them.
• Phrases to express opinion: ("For me it is interesting...", "It was very important...")This area  was dealt ith in class. Students had to write down about a topic of their interest and express orally their views to share them in class. We agreed that this activity was enough to test students ability to use these expressions.

 

 

Progress test:

 

1. Make sentences about the weather in our country using the pictures:

 

 

 

 

 

 

2. Complete the crossword. (Go to http://www.toolsforeducators.com/crossword/getResult.php to see the crossword.)

References:

1. A person who studies and works with numbers.
2. Miguel Angel was a popular...
3. Someone who designs buildings and bridges.
4. Someone who plays instruments and writes songs.
5. A person who does research and discovers things.
6. A person who studies living creatures.
7. Someone who designs roads and machines.

 

3. Complete the text about Mohandas Gandhi with the correct form of the verbs in brackets:

 

 

Gandhi (be)_______ born October 2nd, 1869 in the state of Gujarat in India. Several members of his family (work)____  for the government of the state. When Gandhi (be)____ older, he (go)____ to England for a few years to study law. After he (become)____ a lawyer, he (go)_____ to the British colony of South Africa where he (experince)_______ apartheid, laws that (say)_____ people with dark skin (have)_____ fewer rights than people with light skin. He (decide)______ then to become a political activist, so he could help change these unfair laws. He (create)______ a powerful, non-violent movement.

When he (return)_________ to India, he (help)______ cause India's independence from British rule, inspiring other colonial peoples to work for their own independence, break up the British Empire, and replace it with the Commonwealth.

In 1947, British India 'Empire' became independent, and (brake)_______ into two different countries, India and Pakistan. Gandhi (want)_______ independence, but didn't want the split into two different countries. Instead of celebrating on independence day, he (be)_______ mourning the division of India.

On January 30, 1948, Gandhi was killed by an extremist Hindu activist, Nathuram Godse, who (be)_____ angry because he (feel)______ that Gandhi (be)_____ too lenient towards Muslims.

 

4. Complete the sentences with the correct preposition: in/ from / to:

 

1. Leonardo Da Vinci was born  _________ 1452.
2. World War I lasted 4 years. It was _________ 1914 ______ 1918.
3. Elvis Presley was born __________ January 8th, 1935.
4. Sigmund Freud lived in Germany _______1930_______1938
5. Dr. Favaloro became the first surgeon to perform bypass surgery _________ 1967.

 

Teacher material: Ansewer key.

Exercise 2:

1. • A person who studies and works with numbers.                mathematician
2. Miguel Angel was a popular...                                          artist
3. Someone who designs buildings and bridges.                  architect
4. Someone who plays instruments and writes songs.           musician
5. A person who does research and discovers things.           scientist
6. A person who studies living creatures.                             biologist
7. Someone who designs roads and machines.                    engineer

 

Exercise 3: 

1. was
2. worked
3. was
4. went
5. became
6. went
7. experienced
8. said
9. had
10. decided
11. created
12. returned
13. helped
14. broke
15. wanted
16. was
17. was
18. felt
19. was

 

Exercise 4:

1. in
2. from - to
3. on
4. from - to
5. in

 

Note: Edita, we will be sending you the pie chart y email tomorrow.