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This document outlines a unit of 3-4 lessons to teach students how to learn, use, and remember vocabulary from a text. It includes preparation where the teacher chooses a text and highlights vocabulary. Lesson 1 has students read the text and do comprehension questions in groups, analyzing vocabulary. Lesson 2 has students turn the text into a roleplay script using the vocabulary. Lesson 3 involves student group presentations of the roleplays. Lesson 4 has groups list arguments from the text about pros and cons, then present and discuss their findings. Assessment forms and example materials are provided.
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![Zespół Szkół nr 2
Gimnazjum Dwujęzyczne
nr 18
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Pleased to Meet EU
Meeting in Germany June 2013
Beata Kocjan
HOW TO MAKE STUDENTS LEARN, USE AND STORE
VOCABULARY FROM THE TEXT
A UNIT OF 3-4 LESSONS](https://image.slidesharecdn.com/germanybootcamps-130922144529-phpapp02/85/boot-camps-lesson-plan-1-320.jpg)
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http://bit.ly/FlippEDChannel
LET in the NET (facebook)
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This document provides a lesson plan for a class on giving advice about injuries and accidents using the grammar structure "It's + adjective + infinitive". The lesson includes activities where students practice describing injuries from their past, discuss safety rules and advice, and work with the target grammar structure. The plan aims to help students understand and use this structure to communicate advice in a meaningful way while revising related vocabulary. Student interaction and feedback is incorporated throughout the different phases of the lesson.
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boot camps lesson plan
- 1. Zespół Szkół nr 2 Gimnazjum Dwujęzyczne nr 18 This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Pleased to Meet EU Meeting in Germany June 2013 Beata Kocjan HOW TO MAKE STUDENTS LEARN, USE AND STORE VOCABULARY FROM THE TEXT A UNIT OF 3-4 LESSONS
- 2. PREPARATION STAGE 1. Choose a text from a coursebook or any other source 2. Analyse the text very carefully in terms of vocabulary, collocations, idioms. Highlight the items you want to draw your students’ attention to • living conditions • primary reaction to addiction addictive get addicted to Telly addict
- 3. 3.Prepare some follow-up activities (provided by coursebooks) 4.Choose a system of dividing students into groups 5. Prepare big sheets of paper and markers
- 4. LESSON 1 ‘BOOT CAMPS’ – READING COMPREHENSION, VOCABULARY EXTENSION 1. Inform the students what they will be doing over the next 3-4 lessons General aim: vocabulary extension, improving speaking skills Operational aims: • reading the text, answering questions • pointing to/ writing down new vocabulary items • working in groups (collaborative work, dividing roles, timing)
- 5. • presenting TV/radio programmes in front of the class • talking about pros & cons of the presented problem and writing down the results on the big sheets of paper • presenting the results in public • writing essays about pros & cons • writing vocabulary test • writing scripts,changing the text into a roleplay
- 6. 2. Divide the students into groups and provide them with the text 3. Ask them to read it : silently or aloud in groups 4.Tell them to do the reading comprehension (everybody on their own or in groups) 5. Analyse the highlighted vocabulary items within each paragraph 6. Always ask the students to write down new vocabulary items in their notebooks, but first write them on a whiteboard or use a smartboard or an overhead projector 7. Follow-up activities
- 7. LESSON 2 – GROUP WORK 10. Ask the students to change the text into a script – role play for 4 people: HOST/PARENT/PSYCHOLOGIST/DELINQUENT TEEN/GUARD 11. Inform the students that the idea for them is to use the vocabulary from the text (plus sth extra if they want) 12. Inform the students about the criteria of assessment 13. HOMEWORK – Change the rough copy into a clean copy on the computer, send it to the other members of the group and learn your part by heart
- 8. PITFALLS OF GROUP WORK • Native language in use • lack of contribution/cooperation (parasite syndrome) • lack of balace between the students’ parts– the host syndrome (tell them that marks within one group can be differentiated) • students make a deal that everybody will prepare their own part and then they put them together – sounds artificial like speeches
- 9. THE EXAMPLES OF SCRIPTS http://en.calameo.com/books/002520723c0fa97c6c439 http://en.calameo.com/read/002520723f25f870fdd5c http://en.calameo.com/books/00252072328c55a1c51cc http://en.calameo.com/read/0025207236857fa052997 THE TEXT
- 11. LESSON 3 -PRESENTATIONS 14. Write/display the criteria of assessment on the board • BALANCE between the speakers (everybody involved to a similar extent) • CONTENT – did you refer to all the problems raised in the text? Is the interview long enough? • VOCABULARY – did you use new words, collocations, phrases • PRESENTATION – fluency, pronunciation, speaking not reading
- 13. LESSON 4 THE PROS& CONS OF BOOT CAMPS 13. Students form different groups 14. Provide each group with 2 big sheets of paper (one for pros, one for cons) and a marker 15. Ask the students to look for the arguments in the text and write them down on the sheets of paper ( they can add their own ideas after brainstorming) - 20 minutes 16. The speaker(s )of the group present the results in public 17. Discussion & assessment ( the best working group) 18. Write an essay about pros & cons of boot camps / speech
- 14. THE PROS AND CONS OF BOOT CAMPS http://en.calameo.com/read/0025207231d645e9cf29e