experimental sequence_demonstrating a lesson plan- "face kini"

GOALS_Face Kini
RATIONALE: (the reasons or intentions for the particular
actions)
• To warm students up to the English lessons in the new
term
• To use the pre – knowledge ( schema about vacation,
sun issues, risks, travelling)
• To involve the students with a topic that they are
personally related to
• To practise all the skills in the language
• To work meaningfully up until they all get their books
and regular school work can be started
1

2
Objectives
The students will be able to acquire and demonstrate knowledge
and skills in the following fields:
• Cognition: get aware of different customs with regard to the topic tanning
• Lexis_voc: use the content specific vocabulary, associated with
beach/holidays/tanning
• Grammar: revising comparatives/superlatives.conditional
• Speaking_using FunctionalEnglish (describing a pic, speculating, contrasting and
comparing,commenting)
• LC: listening to a girl’s account of skin cancer (scaffolded with key words)
• Writing an article based on the topic_Face Kini  task for the test!
• Facts-comments-personal experience
• The ingredients and the recipe to write an article!
• RC: reading an unknown text on the issue
• Revision paper:
• Applying the new voc in context
• Commenting on the issue

3
Sequence One_Orientation
ORIENTATION
Speaking
activity_blank
sheet photo
graph
Pairwork:the best time
in my
holidays:outpacing the
partner
Use and revision
of grammatical
structure:compare
atives/superlative
s
language box:
using questions
and talking
about past
experiences
Vocabulary
work on beach
activities and
holidays

4
Lesson plan – Orientation
activity 1: blank sheet: photo of yourself in the summer holidays, students can
ask questions ( practising open questions)
activity 2:
• Note down all the positive things about the way you spent your summer
days
• Scaffolding: Voc work: 
worksheets:Voc in Use ( F O’Dell e.g.)
• Things to do at the beach
• Holidays
• Enter a competition with your partner(in front of the group),trying to
outpace,outbid him/her; the audience gives points ( turning their heads
away, just listening!)
• Grammar work: comparison –
(comparatives,superlatives)worksheetsw:Unit 26 p.109ff 
(Destination B1;M.Mann e.g.)

5
Sequence 2_Complication
COMPLICATION
Picture telling activity
1+2
pairwork/group
work
Instructions 1: guessing
activity, describing and
drawing a pic, comparing
the findings
Instructions 2:
language box: functional
language : speculating
/comparing/reporting/
analysing /describing,
Warming up with a
worlde pic
Dictogloss of the text Face
Kini
/commenting
Skills used and trained:
Speaking
Listening,
Note Taking
Writing collaboratively

Lesson plan - Complication
1 Picture telling(Jamie Keddie))-1 (teacher focused)
Tell the students that you have a pic of a beach in North Eastern
China ,describe the picture roughly and tell the students that there
are 2 unusual elements in it, let them guess what they are
Scaffolding:
• What do you expect to see at the beach?
• How do we protect ourselves from the sun?
• What do you know about Chinese habits with the sun?
• Show the pic!
6

2 Brainstorming:
Write the word 'face kini' on the board and find out what associations the
students have with this word/what it reminds them of/ what pictures appear in
their minds
options:
• all together
• in pairs * plenary feedback
8

3 pairwork-picture telling-2 ( student focused)
Tell the students that you are handing out two pics on the phenomenon of face-kini' and that
their task is to describe the picture in as much detail as possible to their partner. The partner
has to sketch the pic on a sheet of paper; then having done this, both compare the sketch
with the orginal pic, using language of comparing.
• To prepare this activity, revise the use of phrases to speculatenext slide!
• When comparing the pic, first revise the use of phrases to compare and contrast  slide!
.
9

10
Pairwork: picture telling-photos

Scaffolding:Functional English to Speculate
Look through this list of functional expressions commonly used to speculate.
How confident are you that you could use them in response to a question?
I dare say ...
I doubt whether ...
I get/have the impression ...
I suppose/expect/imagine ...
There’s a chance ...
It looks as if ...
It seems to be ...
I dare say ...
I get/have the feeling ...
It's very likely that …
In all likelihood/probability ...
I wonder ...
It’s unlikely that ...
May/Might/Could ...
Perhaps/Maybe/Possibly ...
No doubt ...
There’s no way ...
I don’t suppose ...
I’d be surprised if …
11

Scaffolding:Functional English to Compare and Contrast
Here's a list of common English expressions used to compare and contrast.
Which ones do you rarely, if ever use? Pick 2-3 expressions for this activity
that you are then going to use in your conversation!
there's no difference between ...
there's little to choose between ...
they're much the same ...
to tell the difference ...
to tell apart ...
to make a comparison ...
to draw a parallel ...
it's a bit like ...
relative to ...
in contrast to ...
in spite of this
in spite of the fact that ...
at the same time ...
on the other hand ...
12

4 Dictogloss: (teacher focused)
• Preparatory exercise: showing the slide with the worlde ( from the text,you are going
to read out) look at the slide below!
• Task: Tell your students you are going to read out a short text about the topic Face
Kini.Tell them that they might hear some words they do not recognize but that they
should do their best not to let these impair overall comprehension and that they
should take notes.
• Explain the difference between content words and function words: e.g.
• Most learners in CLIL programmes are not fluent.
• …learners…CLIL…. …. not fluent ( content!)
• Most…in… …are not…. ( function)
13

15
4 Dictogloss: (teacher focused) ff
• Read out the text, speak clearly and at a relaxed pace
• Ask your students to relay back to you all the facts that they understood
from the reading and noting down: write these in note form on the
board
• also make a list of new or problematic vocab/collocations/structures
that were identified ( if necessary)

4 Dictogloss ff
• Read the text two more times. ( ask them to write down the new words that they grasp,
preferably in another, coloured pen ,so that they get aware of which parts of speech get
noticed with a second/third listening)
• After each reading try to elicit more facts and language from your students to add to the
existing list on the board.
• Now put your students into pairs or small groups and ask them to work together to
reconstruct the text as accurately as they an remember it. Tell them they have to
incorporate all of the facts and language items that have been written on the board.
• Allow different groups to compare their texts. During this step students have the right
to make changes to their version-even if it means copying parts of another group's
version; if you run out of time, let them finish the task as HW
16

5 vocabulary work
• Put up the relevant new words of the text on
“vocabulary.com” in advance!
• Show students in class, how to access this site and that they
can practise the words there/put up their own words
throughout term.
• http://www.vocabulary.com/lists/182126#view=n
otes
• Having assigned the voc work as HW, revise the new words
with the help of the following voc activity on the next slide.
17

18
5 vocabulary work ff
• Pairwork: Vocabulary Activity
• Both partners have got a different list of new words
• Partner A has to explain a word of his words to be revised, so
that partner B can find the word that partner has explained; if this
happens ,partner A is allowed to cross out this word etc.
• Turn taking until all the words have been revised
• Variation: this can also be done as a competition,(who finishes
first)

Original text plus bold words with explanations in brackets.
Meet the 'Face-Kini', the latest craze1 to hit China's beaches as bathers wear masks
to beat the sun's harmful rays
The name describes a protective head mask that is being used along Shandong
province's East China Sea coast used by beach-goers who want to protect their skin
from the sun.The colourful masks sell for 15 to 25 yuan (£1 to to £2.50)
By Daily Mail Reporter
PUBLISHED: 16:07 GMT, 17 August 2012 | UPDATED: 11:49 GMT, 20 August 2012
One way to avoid the dangerous rays of the sun is to stay indoors, another is to apply
a healthy layer of sun cream and slap on
( to put or spread a substance over a surface very quickly or roughly
We want to sell our house, so we've slapped some paint on the outside to make it look
better.) a wide- brimmed ( the bottom part of a hat that sticks out all round ) hat.
If you’re in China, however, there is a third option - a 'Face-Kini' complete with a
body suit.
19

Original text plus bold words with explanations in brackets ff
The name describes a protective head mask that is being used in Shandong province's
East China Sea coast by beach-goers who want to protect their skin from the sun.
The slogan is :”Stay away from the sun” Chinese beachgoers are wearing body suits
and protective head masks, dubbed (to give something or someone a particular name,
especially describing what you think of them
She was dubbed by the newspapers 'The Angel of Death'.)
'face-kinis' by Chinese netizens ( a person who uses the Internet ). They can be found
on crowded public beaches in Qingdao in northeastern Shandong province.
The face masks were initially designed to protect from sunburn but it turns out they
are also quite handy at repelling ( to force something or someone to move away or
stop attacking you;This coat has a special surface that repels moisture) insects and
jellyfish.
The clothing was invented around seven years ago and is now under mass production
and on sale at swimwear stores along the coast.
They are selling factory-made Face-Kinis for 15 to 25 yuan (£1 to to £2.50) each.
20

Original text plus bold words with explanations in brackets ff
His and hers: The suits come in wide range of colours and patterns .Some
fashion-conscious (interested in the latest fashions and in wearing
fashionable clothes;your average fashion-conscious teenagers) swimmers
match the colour of their protective head mask to their body suit.
One for me, one for you: Small sized protective head masks are also
made for children.
Fashion: The outfits are the latest trend on the beach front resort.
1Craze:an activity, object or idea that is extremely popular, usually for a short time
Cycling shorts were the latest craze/(all) the craze that year.
The craze for health foods has become big business.
21

7 Follow up:
Structural:
if I had the opportunity to... I would...
• Grammar work ( conditional) Unit 26 p.109ff
Content /Opinion
write your personal comment on the blog, read it out to the others
read the comments ( from the net!), choose the one you like best/least and
explain why.
Language/ focus on accuracy
 error correction
  difference: written/spoken language
22

Work on authentic COMMENTS from the Internet
( these authentic comments can also be used to do error correction and also be used to
draw the attention to written and spoken language.)
Someone needs to tell this idiots that their vitamin d3 blood concentration will
plummet, do this extreme behavior, thus increasing the risks of various pathologies,
including breast cancer, colon cancer, rickets, type 1 diabetes, bone weakness
vulnerable to fracture, etc. Humans are truly absurd.
- Bruce Josloff , USA, 20/8/2012 02:57
I'd still be rather worried about tan lines...
- aussie chic , beijing, china, 20/8/2012 01:39
23

Work on authentic COMMENTS from the Internet ff
Cultures can seem odd to those of other cultures. In the U.S. and much of
Europe and S. America everyone is out getting a tan, while in parts of Asia they
sell skin bleach at the cosmetic counters to lighten the skin. Humans just can't
seem to be happy their bodies.
- UyeahU , Somewhere, USA, 20/8/2012 00:13
Ummm... What?!?
- Jessie , South Wales, 20/8/2012 00:07
The aliens have landed!
- Miss CeCe , Derbyshire, 19/8/2012 18:13
24

Work on authentic COMMENTS from the Internet ff
I've always thought the whole purpose of going to the beach was to enjoy the
water and catch a few rays! Kinda defeats the "whole" experience doesn't it?
Strange indeed...
- Tina B , Jacksonville, FL USA, 19/8/2012 17:55
Probably worn mostly by the ugly people.
- English man in US , San Diego, 19/8/2012 17:25
They probably will be popular with robbers in the US, but in China you has to
be insane to try to rob a bank if you dont get gun down at the bank they will cut
your balls off if you get caught. HAHAHA.
- Hubble , Boston, 19/8/2012 16:15
"They help protect you from insects and jelly fish" might as well add humans to
that. I'm sure they're given a wide berth by other beach goers
- mike , beverly, 19/8/2012 15:28
25

Lesson plan - Complication_Resolution
 Writing tasks ( article writing: facts-opinion-personal
experience)
 Expanding the topic into:
 travelling,holidays,staycation,couch surfing,volunteer
work,gap year
 tanning ( cultural issue!)-risks of tanning-tanning
saloons-UVA-UVB-UVC radiation,photoaging etc.
 e-learning: asking students to get hold of their
articles/their 3 minute youtube videos on the issues
articles,posting them in a forum on the moodle
platform e.g.)
 Cooperation with other subjects ( physics,
chemistry,geography,history,environmental issues,
health issues,fashion) 26

Sequence 3 _Resolution
RESOLUTION
Optional
Activities
Expansion of the Topic
travelling/holidays
tanning saloonsskin cancer
 Health,Fashion and Beauty
Cooperation with Other Subject
Areas (Physics,
Chemistry,Geography,History.
Independent project work
Revision paper
Test paper
Pre knowledge acquired for the lesson
with Language Assistant ( habits of
tanning saloons for teenagers in USA)
footnote:1.(Destination B1;M.Mann
e.g.);2.worksheets:Voc in Use ( F O’Dell
e.g.) 27
Retrieval:
Vocabulary work:content obligatory-compatible
words
RC: Skimming and Scanning
Scaffolded Listening Practice
Writing of an Article ( e.g.something I can
go crazy about)

Lesson plan Complication ff - Resolution
Optional Activities
• LC Skin cancer Chelsea (+scaffolding worksheet)
• RC-text on skin cancer ( Lingle) –difficult words gap fill –gap fill prepositions,
e.g.) 28
conjunctions
• 3x RC texts :
• Different texts for a group of three
• Highlight 5 main ideas
• Talk about them to the others
• Form new groups: the people with the same texts sitting together
• Reconstruct the text ,choose one speaker. Recount it to the plenary

Lesson Plan_Complication ff_Resolution
Video: Chelsea”s story on tanning - LC Skin Cancer -
scaffolded listening with prompts
Video can not be integrated (flv Format)  can be downloaded from dropbox!
task:
Please, cross out the words and chunks of phrases when you hear them while listening to the
story of melanoma.
23
had to have surgery
diagnosed
dermatologist
melanoma
chemo
removed lymph nodes
nauseated
no use of my arms
Mrs Frankenstein
from a network of social friends to moving back home to my parents
taking me to appointments
e.g.) 29

Lesson Plan_Complication ff_Resolution
Video: Chelsea”s story on tanning ff- LC Skin Cancer-scaffolds
my life revolved around chemo and needles
nothing a 24 year old should expect
tanning salons
surrounded by people who love tanning
tanning as a social function
for a span of 6 years I would use tanning batteries
never on a daily basis
a lot of resentment and anger
I didn't know
the information was not available to me
I never knew how serious melanoma could be when it had spread to my lymph nodes I realised
it as a serious disease
it is not worth it
it's not just skin cancer
it is a serious disease, it kills you
e.g.) 30

Lesson plan - RETRIEVAL
Content-Cognition-Culture-Communication
• Lexis_voc:beach/holidays/tanning
• Grammar:comparatives/superlatives.conditional
• Speaking_Functional English (describing a pic, speculating, contrasting
and comparing)
• LC: listening to a girl’s account of skin cancer
• Writing an article
• Facts-comments-personal experience
• The ingredients and the recipe to write an article!
• Revision paper:
• Applying the new voc in context
• Commenting on the issue
31

32
Lesson plan _ADAPTABILITY
Adaptability of the Conceptual Sequence _ suiting different conditions
Adaptability is a necessary quality in an ever-changing work environment
This experimental CLIL lesson has been tried out at the beginning of a new term: with the
following purpose in mind:
• connecting to the vacation time
• warming up for a new term after 2 months of non - exposure to English during
vacation time
LENGTH of conceptual sequence: 3-4 weeks ( with 2 lessons per week)
RATIONALE: (the reasons or intentions for the particular actions)
• To warm students up to the English lessons in the new term
• To use the pre – knowledge ( schema about vacation, sun issues, risks, travelling)
• To involve the students with a topic that they are personally related to
• To practise all the skills
• To fill the time up until they all get their books and regular school work can be started
•

33
Lesson plan _ ADAPTABILITY_CONTEXT
CONTEXT: (the situation within which something exists or happens, and that can help explain it.)
The lesson plan was used in the following contexts:
• Bfi:
• Lehre mit Matura ( 16-18 year old adolescents with a working background)
• Berufsreifepruefung ( 19-45 year olds ,who are integrated in the work process)
• HTL:
• Department of Art and Design
• Classes:1-4
• Department of Civil Engineering/Architecture
• Classes:2; vocational preparation course for the Austrian MATURA ( A levels;
graduation of secondary school) for people in work

CONCEPTUAL SEQUENCE _FINDINGS
• This conceptual sequence worked well with all the students,
e.g.) 34
although:
• There is a lot of diversity with age ,interests, intellectual capacities, levels of English
• The groups I teach are all mixed ability groups ( in one group you often find CEFR
levels from A2 – C1)
• The Revision paper showed that all of them remembered the syntactical structures
of the text on “Face Kinis” up to 95%,used the respective vocab with ease and wrote
qualified comments on the issue
• Interestingly, only those who worked on the new words ( from the voc worksheets
on beach and holiday) did well in the respective exercises
• It was also revealing that those who often missed class did very poorly in the
revision paper, making it even more obvious how much they missed by not
participating in the lessons.
• Some examples of revision papers are shown below

CONCEPTUAL SEQUENCE _FINDINGS ff
The sequence worked out well, as the class work was highly procedural and scaffolded
(the students are not particularly focused on English, thus the effort to do work at home is very minimal,
due to long school hours, long commuting times, a burden of many subject related assignments, a general
laid -back attitude to anything other than their personal interests.)
My understanding of the sequence is that it can be used
• in various contexts,
• with any age group,
• is adaptable to specific various needs,
• can be expanded to suit the needs of subject related matter ( tourism, natural science, geography
history, educational issues like risk of too high exposure to the sun, environmental awareness ( UV
Radiation, Ozone layer…;and many more I suppose)
• is pleasurable and educational at the same time
• connects nicely to transitional periods like vacation time
35

36
Lesson plan _further example materials for the classes

Lesson plan _further example materials for the
classes
e.g.) 37

Lesson plan _further example materials for the classes
Lesson plan_further examples materials from the classes
e.g.) 38

Lesson plan_further materials from classes
e.g.) 39

Lesson plan _further example materials from the
classes
e.g.) 40

41
Lesson plan _further example materials from the classes

42
Lesson plan _ example of ILLEGAL copying from the net

Lesson plan _further example materials from the
classes
e.g.) 43

Lesson plan _further example materials from the classes
e.g.) 44

45
Series of follow up activities/optional activities,also for content
lessons
1. Video telling
This video can be used as a videotelling activity starting
with:
• The wordle ( exposure to the sun can bring about more
• serious consequences than imagined-beware of the sun!)
• Questions on what really rude men would do if they
• saw the behind of a girl while queueing ( my male students are very quick with understanding this issue;
whistling….)
• Asking the girls in class how they would react if they were pinched; again it is clearcut how a woman
would react; verbally,acting)
• Show the video!

46
Video TellingFunny Video_Tanning

47
Sequence 3 _Resolution
text production – article writing
• Worksheet_ how to write an article
• Home assignment: writing the article!
• Revision paper:
• writing an article based on an unknown text and all the knowledge from the sequence!

experimental sequence_demonstrating a lesson plan- "face kini"

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