Steps of the ‘IZ’ Lesson (75 minutes or more)                 Gwen Atkinson, tesolgwen@gmail.com
1. Preview the IZ video ~...
Steps of the ‘OZ’ Lesson (75 minutes or more)            Gwen Atkinson, tesolgwen@gmail.com
1. Recall IZ video & song ~ gr...
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Over The Rainbow How To Structure The Iz And Oz Lessons Gwen Atkinson, May 2010

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How to structure the Iz & Oz Over the Rainbow lessons

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Over The Rainbow How To Structure The Iz And Oz Lessons Gwen Atkinson, May 2010

  1. 1. Steps of the ‘IZ’ Lesson (75 minutes or more) Gwen Atkinson, tesolgwen@gmail.com 1. Preview the IZ video ~ build schema http://www.slideshare.net/GwenAtkinsonTESOL 2. Watch the IZ video ~ for pleasure & interest 3. Preview lyrics handout method ~ language focus 4. Do IZ lyrics handout ~ guessing/teacher circulates 5. Listening to IZ song again ~ no video/look at lyrics Details/How to Structure the Iz Over the Rainbow Lesson 2 min. – Students sit next to a partner and say ‘hello’ & exchange names if they need to. It is important that students work side by side, not across from each other. 5~10min - Introduce the video (you can use the ppt slides about the video). 5 min - Watch the video – only enjoy it! Don’t focus on the lyrics or language at all at this point. 2~3 min – students chat with a partner about the IZ video. 10 min – teacher introduces how to work with the language (you can use the “focus on what you know slides). 2 min – Teacher gives every PAIR of students the lyrics handout. It is very important to give one lyrics handout per pair, so that they literally work on it together. 10~20 min – Pairs of students do the lyrics handout. Allow time to guess all or almost all the gaps. If the song is easy, that’s good!—enjoy it! If it’s difficult, take risks and guess. The teacher circulates, pointing out the language patterns, and offering encouragement. Don’t give the answers. 5 min – Listen to the song again (no video this time!) while students read & check their lyrics handout or sing if they want. 5~10 min – Students go over their lyrics handout again, checking/editing/correcting it. 5 min – listen to the song again if students want to. Notes * It is not necessary to give the answers, even at the end of class, because they can share answers with each other, step by step during the class (but you may want to for low level groups). If they want to, they can listen to the song again at home via the weblink provided on the lyrics handout. It’s all about the students’ own effort/interest. * Allow plenty of time for students to interact & work together on the lyrics and other interaction points in the lesson. * Lower level classes will need more time with the lyrics, while higher level students can focus on using what they know & enjoying the song; mixed-level classes should be interacting a lot together as they do the lyrics handout. ~
  2. 2. Steps of the ‘OZ’ Lesson (75 minutes or more) Gwen Atkinson, tesolgwen@gmail.com 1. Recall IZ video & song ~ group “culture” brainstorm 2. Preview the OZ video ~ build schema http://www.slideshare.net/GwenAtkinsonTESOL 3. Watch the OZ video ~ for pleasure & interest 4. Guess the OZ date ~ group guessing game 5. Review OZ video & song ~ group “culture” brainstorm 6. Review lyrics handout method ~ language focus 7. Do OZ lyrics handout ~ partners guess/teacher circulates 8. Listening to OZ song again ~ no video/look at lyrics Details/How to Structure the Oz Over the Rainbow Lesson 2 min. – Students sit together in groups of 3 to 5. Give scrap paper/note-taking paper to each group. Teach them how to “take notes” using key words, word maps, or however you usually do this with your students. 1 min – Introduce that “today we’re going to listen to the original version of Over the Rainbow”. 2 min – Ask students if they remember the Iz video/song. Set this task for each group: Group brainstorm “what about culture do you recall from the Iz video/song?” Tell them they will have to report their answers. 5~25 min – Group brainstorm time. They should take notes as they brainstorm & they should be prepared to report their results to the class. They should use as much English as possible & a translation dictionary as they work with their group. Lower level students will need more time than higher level students. Give enough time to interact, but move on to the reporting activity when you see that groups are losing the focus. 5~15 min – each group reports 1 or 2 items from their brainstorm as the teacher helps classify it into categories such as “clothing”, “transportation”, funeral/birth ceremonies”, etc. “All cultures have clothing”. “All cultures have death & birth ceremonies”. This is a task-based/content-based style activity. 5~10 min - Introduce the video (you can use the ppt slides about the OZ video). 2 min – Students rearrange into sitting side by side with a partner. 5 min - Watch the video – only enjoy it! Don’t focus on the lyrics or language at all at this point. 2~3 min – chat with partner about the video. 10 min – teacher introduces how to work with the language (you can use the “focus on what you know slides again as a review). 2 min – Teacher gives every PAIR of students the lyrics handout. It is very important to give one lyrics handout per pair, so that they literally work on it together. 10~20 min – Pairs of students do the lyrics handout. Allow time to guess all or almost all the gaps. If the song is easy, that’s good!—enjoy it! If it’s difficult, take risks and guess. The teacher circulates, pointing out the language patterns, and offering encouragement. Don’t give the answers. This version is a review & a shorter song, so it will be easy & go quickly. 5 min – Listen to the song again (no video this time!) while students read & check their lyrics handout or sing if they want. 5~10 min – Students go over their lyrics handout again, checking/editing/correcting it. 5 min – listen to the song again if students want to. Notes: Allow plenty of time to interact in groups (during the brainstorming stage, with the whole class (during the reporting stage), and with their partner (during the lyrics handout stage). ~

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