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Generation gap
Generation gap
Generation gap
Generation gap
Generation gap
Generation gap
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Generation gap

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  • 1. Svetlana Lungu Topic: Generation Gap. Problems and Solutions Presenter: Svetlana Lungu, “Mihai Eminescu” Lyceum Class (brief description of course and students): This lesson is designed for the English course, upper- intermediate high-school students, 17-18 years old, XIth grade. English level of the lesson: upper-intermediate Overall duration of the lesson: 90 minutes Brief description of the lesson: The lesson is focused on developing speaking skills. Students are engaged in a couple of speaking activities that will help them develop their speaking skills. During the lesson students express their points of view, explain, brainstorm, solve some problem situations all based on the topic of the lesson. They will also be involved in some listening activities. The main focus during the lesson is on developing students’ speaking skills and creativity. Materials and handouts needed: Video files with the videos, audio file with the song, lyrics of the song, laptop, Power Point Presentation. Equipment and technology needed: laptop, loudspeakers, projector. Classroom layout and grouping of students : The students are devided in groups of four, they are sitting at a round table such a way that they could see each other while talking and working. Warm-up Teacher action Students (anticipated response) Materials/ equipment Tim e Warming-up activity: “Expressing yourself” Students have to complete the following statements about themselves:  I think about …  I am interested in …  I am sad when …  I am afraid of …  I dream about … Now, as I already know the way you are and you feel it will be easier for me to work with you today. Students continue the statements on the spot telling everyone the way they feel and sharing info about themselves. Power Point Presentation containing the statemnts Video watching: Generation Gap I propose students a video for watching. They watch it and they try to guess th topic of the lesson. Then the teacher announces the topic of the lesson. Students make different predictions associated with the video they have watched. Video http://www. youtube.co m/watch?v= mAj9eQw9 Fvo
  • 2. Svetlana Lungu Body Teacher action Students (anticipated response) Materials/ equipment Tim e Discussion questions: - Who are teenagers? - Are they the same all around the world? - Is being a teenager easy or difficult? - What is it like to be a teenager in your country? Students answer the given questions making a discussion about teenagers and sharing their various opinions. A set of questions Teenager Opinions: Students discuss in groups on the following: 1st group  Adults don’t like teenagers.  Teenagers are not kids. They are adults. 2nd group:  Teenagers don’t have enough respect for adults.  Teenagers belong to a completely different culture. 3rd group:  Being a teenager is the best and worst of times.  Adults should give teenagers more respect. 4th group:  Teenagers are dangerous.  Old people can learn a lot from teenagers. Students discuss the statements in groups and they decide upon the opinions and arguments that could be shared to their classmates. They can agree and disagree with the statements. Cards containing the statements. Teenage Stages: Students think of the period of their life called teen age or adolescence. They discuss about different things that happen to teenagers during each teenage year. What do they like? What do they think about? 13-19 years Students work in groups and they discuss about each year from adolescence and they characterize them. Paper, pens Vide watching: Students watch the video and while watching they have to pick up from it different points of view of teens and adults on various things. Students watch the video, discuss in groups the different points of view of adults and teenagers and then share to their classmates. Video http://www. youtube.co m/watch?v= 4GPaawNy mp8
  • 3. Svetlana Lungu Students are given some words and they have to say which of the following things they would like to change about themselves, being teenagers.  Hairstyle  Sleeping patterns  Manners  Habits  Musical tastes  Friends  Fashion style  Others Students express their points of view on the given task bringing supporting arguments for every idea. Paper, pens, worksheets with the activity as a handout Acrostic: It is a poem or series of lines in which certain letters, usually the first in each line, form a name, motto, or message when read in sequence. Students try to make an acrostic working in groups. After they finish the teacher shows an example made by her own. Students make up an acrostic and then they read it justifying every line they have written. Paper, Worksheets, pens, Power Point Presentation with the acrostic, a picture with students’ acrostic Students discuss about advantages and disadvantages of being a teenager. They share some advantages and disadvantages of being a teenager. Paper, pens Is it difficult to be a teenager? Why? Students together with the teacher discuss about the problems teenagers meet. Where? What? Teens’ Problems Who? How? Why? 1. What do the students worry about? Students answer the teachers’ questions to speak about teens’ problems.  Personal problems  School problems  Discrimination  Violence  Aggressiveness  Alcohol  Drug addiction Power Point Presen- tation Poem: students are given a poem to read in which they will discover some of the teens’ problems. Students read the poem and hold a discussion about teens’ problems. A handout with the poem 2. Where do teens meet problems? 3. Why do teens have problems? Students answer the question:  In the family  At school  In the street  In the bus
  • 4. Svetlana Lungu 4. Who can help teens? 5. How to solve teens’ problems? Teens are helped by:  Themselves  Parents  Teachers  Specialists  Government Video watching: Real Life Teens Daily Challenges. Students watch the video and they have to pick up from it - problems teens have to face - ways to overcome them - consequences that can be noticed on teens. Students write down the problems from the video and think of some ways to overcome them. Video http://www. youtube.co m/watch?v= ywkYd3HK QEM Teenage ANGST: students imagine they are counselors with the organization TARP (Teenagers are real people). They have to make brief notes about the advice and guidelines they would give to teenagers with the problems they have on the desks. They are given also some situations that they have to solve. 1st group:  I can’t find a boy/girlfriend.  My parents order me to study non- stop. 2nd group:  My teacher teases me all the time.  My body is much less developed than other classmates. 3rd group:  I don’t want to go outside because I have so much acne.  My friends keep asking me to smoke marijuana. 4th group:  I hate myself.  I don’t want to go to the party because I don’t have any new cloth. Students try to give some advice to the teens being in the situations described on the cards. Cards with real life situations Listening to the song: Teenage Life Students listen to the song and they are asked to speak about the message of the song. They also have to think of some advice to give to teachers and parents towards teenagers. Students listen to the song and express the message of it. Song: http://www. youtube.co m/watch?v= t1WXL67X 2IA
  • 5. Svetlana Lungu Review Teacher action Students (anticipated response) Materials/ equipment Tim e Continue: Being young is – wonderful … because …. - terrible …. because … - difficult …. because …. Students express their opinions drawing a conclusion for the lesson at the same time and summarizing the entire idea of the lesson. Assessment: Students’ speaking activity during the lesson will be assessed according to a rubric created by the teacher. It can be found in the handouts. Teenage Problems Why is nothing ever easy? Why are some boys so very sleazy ? Why can’t I have that brand new dress? Why am I under so much stress? Why don’t my parents ever believe me? Why can’t they ever see… Why do I feel so often unhappy? Why do they always wish I was still in a nappy ? Why does my face feel like a block of lard ? Why are all these years really hard? There’s a reason for all these problems and tears. I’m going through my TEENAGE YEARS! A frustrated teenager, Scarborough Growing up, doesn’t it just suck ? It seems to be full of constant bad luck. Zits , bad hair days and putting on weight, So many reasons for your self-hate. But hey, you’re alive, you’re unique, you’re so cool, Why do you always feel such a fool? Be true to yourself, forget all your faults, And you’ll soon be thinking much happier thoughts. Live life to the max and paint your town red, Who cares what people think and what they’ve said? Don’t let them win and make you feel bad, ‘Cause people like that are really quite sad. So, enjoy your teens and have some fun, Your life has only just begun! Lauren, Romford
  • 6. Svetlana Lungu Rubric to assess students' speaking activity Teacher Name: Mrs. Lungu Student Name: ________________________________________ CATEGORY 4 3 2 1 Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. Often mumbles or can not be understood OR mispronounces more than one word. Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well. Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic. Student is able to accurately answer most questions posed by classmates about the topic. Student is able to accurately answer a few questions posed by classmates about the topic. Student is unable to accurately answer questions posed by classmates about the topic. Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. Listens to Other Presentations Listens intently. Does not make distracting noises or movements. Listens intently but has one distracting noise or movement. Sometimes does not appear to be listening but is not distracting. Sometimes does not appear to be listening and has distracting noises or movements.

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