Manual of ELCE Program Open Lesson Week Materials

Open Lesson Week Materials

English Language through Civic Education (ELCE) Program

Tbilisi2013

This publication is produced within the framework of the English Language through Civic Education (ELCE) program funded by the United States Embassy in Tbilisi and administered by PH International (Project Harmony Inc.) in part-nership with Center for Intercultural Education and Development (CIED) of Georgetown University and the English Teachers Association of Georgia (ETAG).

Materials included in this publication have not been modified or edited for accu-racy. Therefore, the content may contain technical inaccuracies or typographi-cal errors. PH International assumes no liability whatsoever for the topicality, correctness or quality of the information presented. Liability claims directed towards the author, with regards to damages which are either material or other-wise, and which result from the use or non-use of information presented, or use of erroneous or incomplete information, are fundamentally excluded, insofar as there is no evidence of premeditation or gross negligence on the part of the author.

Copyright Project Harmony Inc., 2013 All Rights Reserved

The content from this publication can be used in full or in part but indication of the source and name of the author of particular content is required.

Publication is distributed free of charge.

The online version of the publication can be downloaded for free at: www.ecleonline.com.

This publication is made possible by the support of the American People through the United States Embassy in Tbilisi. Content is the sole responsibility of its authors and does not necessarily reflect the views of the United States Embassy in Tbilisi or the United States Government.

3Preface

In July 2011, PH International in partnership with the Center for Intercultural Education and Development (CIED) of Georgetown University and the English Teachers Association of Georgia (ETAG), began implementation of the English Language through Civic Education (ELCE) program, with funding from the Public Affairs Section of the U.S. Embassy in Tbilisi, Georgia. The program was implemented in seven regions of Georgia: Kakheti, Shida Kartli, Kvemo Kartli, Imereti, Guria, Samegrelo-Zemo Svaneti and Ajara.

The goal of ELCE was to improve English language teaching and learning in Georgian schools, in order to support Euro-Atlantic integration, promote West-ern democratic values, improve students capacity for higher and continuing education and increase marketable job skills among Georgian youth. The direct beneficiaries of this program were Georgian teachers of English for grades 1 through 12 and the students they taught.

The PH International Team had developed a program that achieved the goal through a focus on four key results:

Result 1: New supplementary materials have been introduced for English lan-guage teaching that include civic education, American studies, and other west-ern concepts and information and that complement the national curriculum.

` Working from an analysis of the national curriculum goals, approved text-books, past experience, and the purpose of the ELCE program, the PH Inter-national Team introduced, tested, and formulated recommendations for a set of standard supplementary materials to be included as part of the model(s) promoted to the broader educational community.

Result 2: English language teachers have developed enhanced skills and im-proved classroom instruction for English language acquisition and civic educa-tion through the English language.

` This includes more learner-centered instruction, effective team teaching, the integration of civics into the English program and promotion of ap-plied language and civics knowledge and skills. Seven American English Language Teacher Trainers (ELTTs) served the regions of Samegrelo-Zemo Svaneti, Imereti, Adjara, Shida Kartli, Kakheti, Kvemo Kartli and Guria. These ELTTs worked directly with teachers in workshop and in-class set-tings to train them in modern, student centered teaching techniques along with providing them personalized oral and written feedback following the classroom observations conducted after each of the 10 training workshops.

4Result 3: Expanded availability and use of multi-media equipment in the class-room.

` PH International procured equipment for all ELCE program participant schools and trained teachers in the use of equipment that enriches the learn-ing approaches being introduced through the program.

Result 4: New practices and models of English language instruction that include civic education and American studies were introduced, tested and promoted to the broader Georgian educational system.

` The focus was on developing a model or models that is/are effective regard-less of the school setting, be it urban or rural, Georgian or minority, large or small. Over the duration of the program, ELCE has worked with 378 English teachers in grades 1-12 from 187 schools across the country, testing new approaches and materials for English language instruction and civic education through English language. The resulting model or models are be-ing promoted to the broader Georgian educational system in order to ensure that sustainable resources are in place to continue sharing best practices and new approaches after the project ends.

As a result of the program:

` A 60-hour teacher-training curriculum was developed, which contains 10 different modules on pedagogy and civic education topics;

` 378 teachers from over 185 schools across Georgia were directly trained by the American English Language Teacher Trainers of the ELCE program through 10 full day training modules, followed by classroom observations and feedback-giving sessions;

` Over 185 schools across the country received technology packages, which consisted of DVD players, speakers, laptop computers, 3 in 1 printer/scan-ner/copiers;

` 86 high performing teachers participated in a five day Summer Institute, during which they served as potential teacher trainers and received addi-tional training materials and handouts;

` The ELCE Blog (www.elceonline.com) and ELCE Facebook page (www.face-book.com/elceonline) were developed, which serve as platforms for sharing information and materials and create a solid network of ELCE alumni Eng-lish Teachers.

During the final stage of ELCE program implementation, ELCE alumni teach-ers participated in Open Lesson Weeks where they demonstrated best practices and presented knowledge, skills and materials acquired through the ELCE pro-gram to other ELCE graduates and non-ELCE participant English teachers, as well as, schools principals, teachers of other disciplines and parents.

The best of the lesson plans and supplemental materials developed and used by the ELCE alumni teachers during the Open Lesson Weeks are included in this manual.

5Table of Contents

1. Shida Kartli Region .......................................................................71. Nana Aivazashvili, Didi Mejvriskhevi Public School

Diversity and Multiculturalism .............................................8

2. Elene Ginturi, Patara Mejvriskhevi Public School Jobs ..........9

3. Nino Sarauli, Didi Mejvriskhevi Public School National Symbols ..15

4. Marina Terterovi, Gori Public School #8 National ................20

5. Veriko Michitashvili, Gori Public School #12 American Holidays/ Thanksgiving .........................................24

2. Kakheti Region ..............................................................................411. Thea Khachoshvili, Naphareuli Public School

Diversity and Multicul ........................................................42

2. Ana Giorganashvili, Telavi Public School #9 Cultural Exchange .... 44

3. Kate Barkhudanashvili, Telavi Public School #3 Famous Women .. 53

4. Maka Dakishvili, Telavi Public School #4 & Nato Bondarenko, Telavi Public School #9 Civic Engagement/ Elections............59

5. Nato Bondarenko, Telavi Public School #9 Jobs and Occupations ... 62

3. Kvemo Kartli Region .....................................................................651. Keti Balukhashvili, Rustavi Public School #4

American Holidays/ Thanksgiving ............................................................... 66

2. Elena Petrova, Rustavi Public School #3 National Symbols ....70

3. Inga Gelashvili, Rustavi Public School #4 Jobs and Occupations ..73

4. Ia Manjgaladze, Rustavi Public School #18 Civic Engagement/ Voting ...................................................80

5. Irma Giorgiadze, Gardabani Public School #1 Diversity and Multiculturalism/ Bullying ...............................84

6. Karina Metreveli, Rustavi Public School #18 Jobs and Occupations ..........................................................85

7. Marina Doborjginidze, Rustavi Public School #4 Wonders of the World .........................................................88

8. Tamar Tabukashvili, Rustavi Public School #18 Heroes ........92

4. Samegrelo-Zemo Svaneti Region ..................................................979. Irma Kiria, Zugdidi Public School #3 Jobs and Career Interest ..98

10. Changelia Tsitsi Chanturia, Tsalenjikha Public School #2 Vocational and Life Choices ..................................................101

611. Elene, Tsalenjikha Public School #1 Civic Engagement ..........102

5. Imereti Region..................................................................................111 1. Nino Chichagua, Kutaisi Public School #38 Heroes ...............112

2. Natia Melkadze, Kutais School #24 American and Georgian Holidays ..........................................113

3. Teona Chabukiani, Kutaisi Public School #22 Jobs and Occupations ..........................................................118

4. Zurab Mushkudiani, Kutaisi Public School #3 Jobs and Occupations ..........................................................122

5. Ana Chachkhiani, Kutaisi Public School #3 Volunteerism ......124

6. Sophie Khvadagiani, Kutaisi Public School #3 Systems of Government .......................................................126

7. Natia Gulbiani, Kutaisi Public School #22 Jobs and Occupations ..........................................................135

8. Tinatin Kutivadze, Kutaisi Public School #3 Cultural Diversity ...137

9. Mariam Putkaradze, Kuatiais Public School #10 Voting ........142

10. Miranda Tskhadadze, Kutaisi Public School #30 Heroes ........151

11. Mariam Kuchukhidze, Kutaisi Public School #8 Systems of Government .......................................................154

12. Rita Tukvadze, Kutaisi Public School #21 Jobs and Professions ...........................................................165

6. Guria Region ....................................................................................1771. Eka Gorgoshidze, Melekeduri Public School

New Year around the World .................................................178

2. Veriko Urushadze, Lanchkhuti Public School #1 Diversity in Clothing ...........................................................181

3. Marika Siradze, Ozurgeti Public School #5 Teenagers at Work ...185

7. Ajara..................................................................................................1911. Dali Aburjania, Batumi Public School #18 National Symbols .... 192

2. Atina Toidze, Batumi Public School #1 Holidays ..................200

3. Kristine Tsulukidze, Batumi Public School #4 Thanksgiving Holiday..........................................................206

4. Ketevan Papava-Lobzhanidze, Batumi Public School #2 Democratic Intstitutions ......................................................208

8Teacher: Nana Aivazashvili / Didi Mejvriskhevi Village Public School

Lesson Topic: Diversity and multiculturalism

Overall Objective: Students will be able to read and understand diver-sity and multicultural education and learn them.

Language Objective: Students will use target grammar and new vo-cabulary structures to compare cultures.

Civic Education Objective: Students will be able to express awareness of cultural diversity.

Stage of lesson Activity Time

Warm up Ask Ss to fill K and W of a KWL chart in pairs and share.

5 min

Activity 1/ pre-reading

Ss match the traditions to the countries in pairs.

5 min

Activity2 Ss read the text. They try to guess the meaning of the meaning of underline words and they make 1-or 2 Wh question sentences.

15 min

Activity3/post-reading

Ss check other pairs work from activity 1 and call out 1 or 2 sentences. They ask the questions.

10 min

Activity4/ Assessment

Ss finish the KWL chart l- what I learn and express oral what they learn.

9 min

Closure Collect papers 1 min

9Teacher: Elene Ginturi /Patara Mejvriskevi Public School/Grade 5

Lesson Topic: Jobs and professions

Overall Objectives: Students will be able to talk about their future professions.

Language Objective: Students will use new nouns and verbs related to professions and target structure: I want to be .. , because ..

Civic Educational Objective: Students will be able to talk about why people choose their professions.

Time/ activity

Teacher activity Student Activity

Materials

Warm up Activity 1 6 min

T. writes words with incorrect letters on slips of paper. T. hands out slip of paper to each pair of students.

Students must change order of letters and discover new vocabulary word.

T. calls on one student in several pairs to iden-tify their new word.

T. says: What do you think the topic of the lesson is?

Students re-organize the letters to make a word.

Vocabulary with mixed letters: sol-dier, doctor, teach-er, taxi driver, deliver, protect

Activity 25 min

Teacher shows a power point with different types of jobs.

T. asks students to write down which pro-fession they would like after the power point is finished.

Students watch the power point and write down their favorite profession.

Teacher uses the pictures from Handout #2 for the power point.

Teacher has made a poster with the list of new occupa-tions or professions which are men-tioned in the power point.

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Activity 36 min

Teacher introduces new verbs related to occupa-tions:

fixing, repairing, help-ing, teaching, cooking, delivering, driving, fly-ing serving, protecting, teaching

PUT VERBS ON POSTER

New verbs cor-respond to the verbs used in the list of reasons why people choose their professions and correspond to the verbs found in the pictures for Hand-out #2 and jobs in the power point.

Activity 43 min

Teacher does choral drilling with students to help them pronounce new verbs.

Activity 510 min

T. introduces new struc-ture:

What do you want to be?

I want to be a ------ be-cause ------.

Teacher hands out a list of reasons why a person would choose a profes-sion.

T. asks students to tick the reason why they chose their favorite profession.

T. models conversation:

St. A What do you want to be?

St. B I want to be a ---- because.

ORAL CON-VERSATIONAL PRACTICE:

St. work in pairs and use the model con-versation and the reason from the list.

See hand out #1

Reasons why people choose their professions.

Activity 65 min

Matching. Teacher gives handout #2 with pictures of different oc-cupations.

Teacher hands out slips of paper with job descriptions and stu-dents must match the picture and the job description.

Students match

Pictures and job descriptions.

The purpose of Activity #6 is to help students remember all the jobs that they have learned. The list of job descriptions uses the verbs that were introduced in Activity #3.

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Activity 7Closure 5 min

Review: Teacher asks students to use the new structure again.

T. asks What do you want to be?

St. I want to be a ----

because

Home-work:

Ask students to take the list of reasons why people choose their pro-fessions for homework.

Ask them to write several sentences using reasons which would apply to their favorite profession.

For example:

I want to be a teacher because I like speaking different languages.

I want to be a teacher because I like teaching children.

I want to be a teacher because I like to be creative.

List of professions in the power point: Opera singer, actor, painter, astronaut, bus driver, cashier, chef, dentist, doctor, fireman, farm-er, fisherman, rock star or rock musician, painter, nurse, pilot, post-man, mechanic, policeman, taxi driver, teacher, waiter.

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Handout #1 [this list can be modified for very young students]

SOME REASONS WHY PEOPLE CHOOSE THEIR PROFESSIONS:

5 I like helping sick people get better.

5 I like catching fish and sailing boats.

5 I like music and singing songs.

5 I like fixing with mechanical things.

5 I like teaching children.

5 I like cooking different dishes

5 I like delivering mail to people.

5 I like fighting fires.

5 I like reading books.

5 I like driving to different cities and towns.

5 I like flying.

5 I like speaking different languages.

5 I like fixing teeth.

5 I like serving food and drinks.

5 I like growing plants and taking care of animals.

5 I like protecting people.

5 I like working in an office.

5 I like working out of doors.

5 I like adventure and doing challenging things.

5 I like being creative.

5 I like physical work and exercise.

5 I like a quiet and peaceful working environment.

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Handout #2 Cut out the descriptions on slips of paper and give the slips of paper to students to match with the pictures of the professions.

5 A person who takes care of sick people and gives them medi-cine.

5 A person who paints walls in apartments and office.

5 A person who reads lines of a play and performs to entertain people.

5 A person who grows crops to sell to other people.

5 A person who cooks food for a restaurant.

5 A person who serves food and drink in a restaurant.

5 A person who fixes teeth.

5 A person who catches fish and sells them to a shop or a res-taurant.

5 A person who flies an airplane filled with passengers.

5 A person who teaches maths, languages, science, or art.

5 A person who flies rockets into outer space.

5 A person who creates beautiful paintings which hang on the wall.

5 A person who takes money from a customer at a restaurant or store.

5 A person who drives a car or a bus with passengers to differ-ent cities.

5 A person who sings modern songs and performs concerts.

5 A person who protects people and helps them when accidents happen.

5 A person who delivers mail and packages.

5 A person who helps doctors and checks on patients.

5 A person who fights fires.

5 A person who sings opera songs in a concert hall.

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Handout 3 Professions

15

Nino Sarauli / Didi Mejvriskhevi Public School/ Grade 5

Lesson Topic: National Symbols

Overall Objective: Students will develop names of countries in English

Langue Objective: Students will learn names of countries and nation-alities in English.

Civic Education Objective: SS will be able to know which countries are in the world and their flags.

Time Topic Organization Procedure Materials/ Handouts

5 min Warm-up Whole class Ss throw the ball of globe, Ss read the names of one country and then throw to another.

Globe

5 min Activity 1 Whole class Stick to board flashcards with country names, Ss come to board and match nationalities with coun-tries.

Flashcards

10 min Activity 2 Pair work Give Ss handouts 1st Ss reads the text 2nd Ss fill-in-the- blanks.

Texts

8 min Activity 3 Individual Ss watch video- Coun-tries and Nationalities Quiz- and say the an-swers.

Video (Quiz)

5 min Activity 4 Individual

Pair work

Give Ss scramble dialog, Ss must put the story in order. Then share with neighbor and read out loud.

Scramble dialog

10 min Assessment Individual Ss watch video then give handouts and Ss color flags according to the text. (text is given on the handouts)

Video (The most beau-tiful flags)

2 min Closure Stick flags on the wall

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Handout 1

His name is Rick.

He is from the United States.

Her names Sonia.

She is from Brazil.

His names Jack.

He is from England.

His names Sergio.

Hes from Italy.

Her names Marie.

She is from France.

Her names Kim.

Shes from Australia.

Handout 2 (Scrambled Dialog )

5 Where are you from?

5 Are you a student?

5 I am from Brazil, And you?

5 Yes, I am.

5 I am from Russia.

5 Are you from Moscow?

5 No , I am not a student. I am a doctor.

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Handout 3

It is the flag of Italy. The first vertical line is green , second vertical line is white and third vertical line is red.

I am from __Italy.

I am ___________.

It is the flag of Spain. The first line is red, the second is yellow and the third is red too.

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It is the flag of Russia. The first line is white, Second is blue and third is red.

It is the flag of Brazil. It is green. The ball is blue. The squire is yel-low.

19

It is the flag of the United States. It has stripes and stars. The stripes are red and white. The stars are white on the blue background.

20

Teacher: Marina Terterovi/ Gori Public School #8/ Grade 8


Overall Objective: Students will learn the vocabulary to talk about American Symbol Bald Eagle.

Language Objective: Students will be able to use new vocabulary to describe the symbol of the US Bald Eagle.

Civic Education objective: Students will be able to describe US sym-bol Bald Eagle.

Stage of the Lesson

Activity Time

Warm up Name the symbols of the US, make a mind map with your pairs, share them and report back to the class.

What do you know about a bald eagle?

Write the mind map with your partner, share with a teacher.

Ss dictate, T writes on the board

7 min

Activity 1 T presents the new words connected with the bald eagle. Students write them in their note books. T uses some pictures.

7 min

Activity 2 Put the words in the sentences, gap filling, do it in pairs, share with a group. Walk round the class and compare with other students.

10 min

Activity 3 Answer T/F sentences about the text in pairs. T distributes the handouts in the class about the bald eagle. Students read the text and com-pare the answers in pairs. Then in groups.

10 min

Assessment Use the new vocabulary to describe the bald eagle, first work individually, then pairs correct (peer correction)each other.

10min

Home work Write about a Georgian National symbol, choose the symbol you would like to present.

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Handout 1

Exercises

A. Are the sentences True or False

1. Eagles have good eyesight-------------------

2. A turkey is on the Great Seal of the US-----------------------

3. The back of penny has a bald eagle on it--------------------

4. Bald eagles beaks are black and red------------------------

5. Most eagles live in Africa---------------------------

6. The National Bird of the US is Bald Eagle--------------------

7. Eagles use their talons to catch fish-------------------

8. Bald eagle holds an apple on the Great Seal-------------------

B. Put the words in the correct place.

Feather, beak, talons, eyesight, curved, alive, national, male, fe-male, weight, olives, adopted, adult, bald,sharp, wingspan.

1. Georgian-------------------dance is very beautiful.

2. Your-----------------------is very poor, you cant see well.

3. A boy is a --------------------

4. A girl is a -----------------------

5. He--------------------the name he liked.

6. Most birds have--------------- ---------------------

7. He has a -------------- nose.

8. When they arrived they saw that the dog was--------------- after the car crash.

9. He was very big, his------------was 75 kilos, when he was still a child.

10. An -----------------is not a child.

11. He doesnt have any hair, he is ---------------------

12. The -------------------of an eagle is curved.

13. Some birds have wide-------------------------

14. In the past people wrote with a --------------------

15. I like--------------------

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Handout 2

Questions

1.What is the National Bird of the United States? y The National Bird of the United States is the American Bald Eagle. y It was adopted as the National Bird in 1782.

2.Where do most bald eagles live? y Most bald eagles live in Canada and Alaska. y One half of the 100,000 bald eagles alive today live in Alaska.

The eagle in this picture is flying above Davidson Glacier in Alaska

3.What do bald eagles look like? y Bald eagles have white feathers on their heads and brown

feathers on their bodies. Their beaks are yellow and curved.

4.Do eagles have excellent eyesight? y Yes, they do.

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5.What color are their feet? y Eagles have yellow feet with sharp, black, curved talons. They

use their talons to catch fish.

6.What is the wingspan of the bald eagle? y The wingspan of the adult female bald eagle is 7 feet or 2.1

meters. For males it is 6 feet and 6 inches or 2 meters. Females weigh about 12.8 pounds or 5.8 kg and males weigh 9 pounds or 4.1 kg.

7.What animal is on the back of the American quarter? y The American Bald Eagle is on the back of American quarters.

8.What is the American Bald Eagle on the Great Seal of the United States holding?

y It is holding an olive branch and arrows. y The olive branch represents peace and the arrows represent

war.

24

Teacher: Veriko Michitashvili/ Gori Public School # 12

Lesson Topic: American Holidays - Thanksgiving

Objective: Students will be able to use some of the following vocabu-lary: turkey, corn, cornucopia, cranberries, pumpkin, pumpkin pie, harvest, feast, the phrase to be thankful for. They will develop the awareness of Thanksgiving Day and write briefly about it.

Class Context and Needs: Elementary class, 21 students

Materials: Board, Pictures, flashcards, computer, projector.

Activities: warmer, lead-in, introduction of new vocabulary, presen-tation, group work.

The stage of the lesson

Activity Time

Warm up Brainstorm familiar vocabulary beginning with the letters of Thanksgiving

3 min

Activity 1 Introducing the new vocabulary with cards 5 min

Activity 2 Power Point presentation 5 min

Activity 3 Unscramble the sentences in groups 5 min

Activity 4 Introduction of the phrase to be thankful for with the help of the song.

10 min

Activity 5 Writing about thanksgiving day through the help of pictures using past simple tense.

10 min

Activity 6 Groups correct each others writing 5 min

25

Handout 1

Powerpoint Presentation

Thanksgiving

Thanksgiving Day is a traditional North American holiday celebrated at the end of the harvest season...

26

It is on the fourth Thursday of November in the United States

Thanksgiving began as a religious observance to thank God.

27

Mayflower

In 1620 the pilgrims set sail for America on a ship called the Mayflower. There were 100 people on the ship. It took 67 days to sail from England to Plymouth in Massachusetts.

Pilgrims

28

PLYMOUTH

When they got to America, it was winter and there were no food or houses. Many of the pilgrims died from sickness, hunger and freezing to death.

29

IndiansThere were some people who lived in America already. They were called Indians. They saw the Pilgrims suffering and they decided to help them.

They helped them build houses out of the trees there.

30

Each house had only one room. The whole family slept in that room.

There were farm animals in the village. The Pilgrims used these animals for food.

31

Indians showed them how to hunt and fish.

The Pilgrims had ovens outside. They used them to bake bread and pies.

32

They showed them how to grow corn and pumpkins

Through the help of Indians the Pilgrims had food and a place to live in.

33

The Feast In the fall of 1621 the pilgrims had a good harvest. To give thanks to God for the harvest the Pilgrims decided to have a feast.

They invited Indians to the feast. It lasted for 3 days. This feast was the beginning of Thanksgiving holiday.

34

Thanksgiving Day Symbols

Turkey

35

Cornucopia, also known as the horn of plenty is the most common symbol of a harvest festival.

Turkey the main dish during the celebration

36

CornOne of the popular symbols of thanksgiving

Cranberry

37

Beans - Special symbol of Thanksgiving

Pumpkin Pie

38

Every Thanksgiving, Macys department store organizes a parade in New York City.

PARADE

39

Thanks a lot!

40

NOTES

42

Teacher: Tea Khachoshvili/Napareuli Public School/Grade 3

Lesson Topic: Diversity and Multiculturalism

Overall Objective: Ss. will improve new vocabulary (lion; elephant; monkey; hippo; zebra; dog; cat; horse; starfish; jellyfish; fish; crab; whale; and develop awareness of the diversity of animals in the jungle; animals on the farm and animals in the sea.

Stages Activities Objective Time Materials

Warm up Ss. watch three small cartoons (each of them is for 1mn) 1.animals in the jungle; 2.animals on the farm; 3. Animals in the sea; and during watch-ing they write down the names of animals what they see

Pre-reading: To make mo-tivated and appropriate atmosphere according to the students level, inter-ests and topic.

5 min Laptop; projector; papers; markers;

Activity 1 Teacher distributes paper with the names of animals and Ss. compare them with their written words and add missing ones.

To remind the vocabulary and check spelling of the words

5min Hand-out

new vo-cabulary

Activity 2 Miming: Teacher asks some students from each group and whisper them one name of animals and the student mime it and others guess what animal this is.

To make more motivated and engaged atmo-sphere

5min

Activity 3 Teacher distributes small text Animals. Ss. read it quietly and underline the words of animals. (T. observes and helps if they need) ;

During read-ing: (reading for scanning). To find the names of ani-mals.

5min Hand out

Animals;

Markers;

Activity 4 Ss. fill the chart accord-ing to the text; (see the example of the chart be-low the lesson plan)

Post reading: To classify the words.

10min Flip-charts; markers;

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Activity 5 Teacher distributes some pieces of paper with some words. The names of ani-mals are written (maybe some pictures are drawn) on the flip chart and Ss. will find the suitable words to describe these animals and stick them next to it.

To be able to describe the animals;

(Students have already known the ad-jectives: huge; tiny; long; big; danger-ous; friendly; sharp; a lot of;

10 min Flip chats; markers;

Making presenta-tion

Each student from each group make presentaions to discribe the animals. (one student should read one sentence)

To be able to make presen-tation

4min

Home-work

Ss. should write Jungle; my farm or under the sea . They should choose the topic and paint at home and write descrip-tion below the picture

To learn by doing and improve the creative skills

1min

(Clear instruc-tion)

Board; chalk;

Chart:

Animals in the jungle Animals on the farm Animals in the sea

44

Teacher: Ana Giorganashvili/Telavi Pulic School #9/Grade 5

Lesson Topic: Cultural Exchange

General Objectives: By the end of the lesson, students will be able to read the the fairy tale Jack and the Beanstalk, put pictures about events of the story to correspond to what they hear, and to write de-scriptive sentences using new adjectives.

Language objectives: Students will be able to use the adjectives (poor, small, tiny, cross and etc.) to describe the fairy tale characters.

Civic education objectives: Students will learn about the culture sharing character of fairy tales.

Class profile: There are 29 active, curious students

Materials: blackboard, whiteboard, whiteboard markers, chalk, hand-outs, computer, felt board, pictures, projector

Procedure:

Warm-up: y Teacher starts the lesson with a power point presentation about

fairy tale heroes. There are just only slides and the students guess which fairy tale it is. At the end of the slide-show the teacher asks the question, What is a fairy tale and what do fairy tales have in common?to lead students minds to the path that children from different countries like reading fairy tales and thus they are aware of the various cultures.(7-10min.)

Activity# 1 (Pre-reading) y Teacher gives students some information about the tale Jack

and the Beanstalk. Students listen to the audio track of the tale and follow the script in their books. (5-6min.)

Activity# 2 (While-reading) y Teacher distributes the handouts of the tale with numbered

and highlighted paragraphs on them. (13 handouts). Students who have the handouts read the text, paragraph after para-graph and after each section other students come to the board/

45

felt board and illustrating the story by arranging pictures into the right order.(15-18min.)

Activity# 3(Post-reading) y Students work in groups. They find and underline all the ad-

jectives in the text. Teacher monitors and helps if needed. (5min.)

Assessment: y On the white board there are written the names of all the

characters of the tale: Jack, Mother, Giant, beans, cow, hen, stranger. Students call out the corresponding adjectives and some of them come to the board and write the descriptive words under each hero/ heroine.

y Teacher asks students to name their favorite cartoon/fairy tale character and describe them by using the adjectives.(6min.)

46

Powerpoint Presentation

Komble

Fairy Tales

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Tsikara

Dreamer

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Nacarqeqia

Goldilocks and Three bears

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Little Red Riding Hood

Snow White and Seven Dwarfs

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Cinderella

Pinocchio

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Aladdin

A fairy Tale is a story that has

*Magic

*Good and bad characters

*Talking animals

*Love

*Happy ending

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Culture sharing

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Teacher: Kate Barkhudanashvili/Telavi Public School #3

Lesson Topic: Famous Women

Lesson objectives: By the end of the lesson Ss will be able to read and find specific information in the text; prepare and make a presenta-tion;

Language objectives: Coherence, sentence structure, 1) Lead-in:*Show the pictures of famous women on the power point ask the Ss what these women have in common. (These might be pic-tures of Margaret Thatcher, ValentinaTereshkova, Indira Gandhi, )(1-3mins)

*Ask Ss to predict what the topic of the lesson is. (1min)

Aim: raise Ss interest, motivation

2) Pre-reading:*Show the quotes by Indira Gandhi (3-4)(or smb else) on the power point ask student to read them and tick those which they agree with.

Ask volunteers report why they agree.

Aim: prepare Ss for the reading, raise motivation,

3) While-reading:*T provides the handout with a text about a famous woman;

*Ss read in pairs and answer the questions. (T shows the questions on the power point)(10mins)

*T elicits the answers from different pairs.

Aim: Develop Ss reading skill, reading for specific information

4) Post-reading:*T divides the class into groups of four.

*Gives each group a fact file about a famous woman.

*Groups work and prepare presentations about that person using the information from the fact files.

*Group chooses the presenter and they speak for 1 minute. (3-4mins)

Aim: Organization of the ideas, sentence structure; Speaking: making an oral presentation

5) Homework:*T gives homework to find the information about fa-mous Georgian women and bring it for the next class.

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Handout 1

Indira Gandhi was elected as the first female Prime Minister in India in 1966

Valentina Tereshkova of Russia became the first woman astro-naut in 1963

Margaret Thatcher became the UKs first female Prime Minister in 1979

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Handout 2

Maria Callas

Maria Callas was born Maria Sofia Cecilia Kalogeropoulus in New York City in 1923. Her parents were from Greece. When Maria was seven and her sister was 13, they began singing and piano lessons. Maria had a beautiful voice but she was very shy. Her mother forced her to sing in the concerts and TV programs. Maria won many prizes, but she wasnt happy. Her parents divorced and she moved to Greece with her mother and sister when she was 13. Her mother lied about Marias age and she was accepted to the Athens Conservatory.

In 1939 Maria began to study with a world famous Spanish opera singer Elvira de Hidalgo. She changed Marias life. Elvira taught her how to sing and act how to fix her hair and choose beautiful clothes. At the age of 16 Maria joined Greeces National Opera and took the stage name Maria Callas. At 17 she was the youngest permanent mem-ber of European Opera Company ever.

Benazir Bhutto won the elec-tion in Pakistan and became the countrys first Prime Minister in 1988

Burmese politician Aung San Suu Kyi won the Nobel Prize for her non-violent struggle for democracy and human right in 1991

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Soon Callas became an international star. Some called her the Gold-en voice of the century. She acted and sang with emotion. Her style changed the opera forever. In 1947 she joined La Scala, the leading opera house in Milan. By age 24 Callas was giving 59 performances a year. Some people said it was not good for her voice.

Sadly, Maria was not happy. She had a very difficult personality and didnt get along with other singers. She had problems with her voice and started to lose her voice at the age of 35. She divorced her hus-band to live with her lover millionaire Aristotle Onassis. But Onassis didnt marry her. He married Jacqueline Kennedy. Aria Callas died in 1977 at the age of 53. We remember her as one of the greatest opera singers of the 20th century.

Answer the questions:

1. Where was Callas born?

2. What did her mother force her to do?

3. Which country did Callas and her mother go back to?

4. What did Elvira de Hidalgo teach Callas/

5. How old was Callas when she became a permanent member of the Greek National Opera?

6. What did some people call Callass voice?

7. How old was Callas when she died?

New words:

Force-daZaleba

leading-mowinave

Permanent-mudmivi

performance-warmodgena

Emotion-emocia

personality-xasiaTi

Get along with-kargi urTierTobis qona

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Handout 3

Coco Chanel

Born: August 19, 1883, Saumur, France

Died: January 10, 1971, Paris, France

Full name: Gabrielle Bonheur Chanel

Buried: Lausanne, Switzerland

Siblings: Julia Chanel, Antoinette Chanel, Augustin Chanel, Lucien Chanel, Alphonse Chanel

Parents: Jeanne Devolle, Albert Chanel

y her mother died/put in an orphanage by her father y nuns/ taught her how to sew y work/as a singer/clubs in Vichy and Moulins/called Coco y Open/ her first shop on Pariss Rue Cambon in 1910/ sell hats. y Add/stores in Deauville and Biarritz/begin making clothes. y In the 1920s/ launch her first perfume, Chanel No. 5, y In 1925/ introduced the now legendary Chanel suit with collarless

jacket and well-fitted skirt.

y Another 1920s revolutionary design was Chanels little black dress.

y 1920s/ meet the wealthy duke of Westminster y World War II/ close her business. y Meet/ German military officer, Hans Gunther von Dincklage y World War II/be over/exile in Switzerland y At the age of 70/ Chanel /make a triumphant return to the fash-

ion world.

y Die/ on January 10, 1971/at her apartment in the Hotel Ritz/never married

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Handout 4

Indra Krishnamurthy Nooyi -an Indian-American business executive and the current Chairperson and Chief Executive Officer of PepsiCo, the second largest food and beverage business in the world

Born 28 October 1955 (age 57) Madras, Tamil Nadu, India

Residence Purchase, New York

Citizenship United States[1]

Education Madras Christian College IIM (Indian Institute of Management Calcutta) Calcutta Yale University/ School of Management

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Teacher: Maka Dakishvili\Telavi Public School #4Nato Bondarenko/Telavi Public School #9

Lesson Topic: Civic Engagement /Elections

Lesson plan for a mixed level classroom

General Objective: Students will be able to develop knowledge of how to vote in an election. Students will be able to identify steps in voting and conduct an election in class.

Language Objective: Students will demonstrate their knowledge of vocabulary about the democratic process.

Civic Objective: Students will participate in the steps of an election campaign and in voting.

Time/ Activity

Teacher activity Students activity materials

Warm up 3 min.

Teacher asks ss about making choices about their favorite different seasons What sea-son they like and why.

Students give examples and support their choice.

Act.14 min.

Teacher shows pictures of Presidents, queens and a king. Asks questions: Who are these people? How did they become presidents or queens or. Were they elect-ed or did they inherit the throne from their relatives? Teacher introduces vocabu-lary about elections: inherit coronation, election, vote, booth, ballot box, campaign program .

Teacher and ss pronounce the words together. Students say the Georgian word for new vocabu-lary

Flashcards photo copies of pictures of well

Known kings and presidents and vocab.

Activity 23 min.

Teacher together with students speaks about the first step in the democratic process. A party develops a campaign program to solve a problem in a school or in the country.

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Act.22 min.

Today will become three parties. Students choose colored paper from a hat or box. Teacher says: All reds, all greens; all yellows sit and work together. There will be three groups.

Students partici-pate in regroup-ing.

Colored pa-per cut into strips

Act.45 min.

Teacher explains: students that each group has a color and this color represents each Party, Students should imagine that the school director will give a 10,000 laris to the party with the best program that would help the most students and school. Students make party campaign program on the topic If your party had 10,000 laris, how would you spend it to improve educa-tion opportunity, the school building or program of students of your school Ss should write the program on a large paper.

Students should develop a budget to show how their program would be accom-plished.

Teacher has prepared slips of paper estimated costs for certain items students should consider in present-ing their program.

Teacher should prepare a poster ahead of time to help students prepare a budget.

Students work in groups and cre-ate their Plat-form Program. Each group will present their own Program.

Budget esti-mates

For exam-ple:

Rent one bus for long trip: 400 lari one way.

Repair of toilets & sinks 3000 lari,

One laptop computer with speak-ers

550 lari;

Cost of one textbook = 15 lari

Act. 515 min.

Teacher directs red, green, and yellow parties to pre-pare a program to improve the quality of education and school life of their school.

Students work together to pre-pare a campaign program.

Poster paper and makers

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Act.59 min.

Teacher puts a rubric on the board to help students judge the candidates;

how many students will ben-efit by the program,

is the program realistic.

How long will it take to achieve the program,

how can you tell if the candi-dates are truthful.

Candidates have 3 minutes for their speech

One member or candidate from each party makes a presentation.

Teacher has prepared a rubric for each stu-dent to fill out for each party.

Act.610 min.

Teacher and her assistants are poll workers. They take the registration form from the students, hand them the ballot. Students follow all steps When voting finishes, observers count ballots votes and announce the results.

Students go in voting booth to vote. Several students write down the results as the ballots are counted on the board under the appropriate Party color

Prepare a registra-tion form in advance

Act.75 min

Teacher declares the winner. Students are happy about the team that won.

In this particu-lar lesson, the students have learned to vote for their own party, so there was a three way tie: 8 for green, 8 for red, and 8 for yellow. It is a constitutional crisis to be re-solved in another lesson.

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Teacher: Nato Bondarenko/ Telavi Public School #9/Grade 6

Lesson Topic: Jobs and Occupations

General Objective: Students will be able to learn new vocabulary words related to occupations and explain orally what they would like job they would like when they grow up.

Language Objective: Students will be able to match jobs with correct definitions: doctor, driver, photographer, etc. They will also learn vocabulary related to flying and being a helicopter pilot [helmet, mi-crophone, headset, pilot, and helicopter.]

Civic Objective: Students will learn about a specific occupation he-licopter pilot by viewing a power point presentation and learning about the duties of this job.

Time Teacher activity Student Activity Materials

5 min.Warming Up

Teacher asks students to come to the board and choose a job that they like and tell about it.

Poster from World English with different jobs.

5 minActivity 1

Teacher divides ss into groups.

Give them sentences about jobs. These words in the sentences are not in correct order.

Students work together to put words in correct order.

Prepare sen-tences describ-ing jobs in jumbled order ahead of time.

5 min.Activity 2

Teacher calls on student in each

Group to read one of the unscrambled sentences.

Students read one sentence.

3 minActivity 3

Teacher writes on the board

Helicopter pilot Teach-er elicits information about the topic.

Students volun-teer information about the job.

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7 minActivity 4

Teacher shows video about a helicopter pilot.

Teacher directs students to open their text on the unit on occupations and read the text while listening to the CD.

Then teacher plays a CD from World English about a helicopter pilot

Students what the video.

Then they listen to the CD de-scribing the job of a helicopter pilot and follow the text in their book.

Find the CD on occupations and set up the CD player or laptop before the class ar-rives.

10 minutesActivity 5

Teacher shows a power point in class that shows slides from the video with a sentences written on the slide that requires a student to fill in the blank with a missing word that they heard during the CD.

Students work in pairs to recall the missing word slide by slide.

Teacher calls on students to fill in the correct missing word.

Use the Power Point given with this les-son.

PPT is used as a listening skills check.

5 Min.Assessment

Teacher calls on students in class to explain what career or occupation they would choose.

Models on the board: When I grow up, I would like to be.

Student chose a variety of oc-cupations. Not many are inter-ested in being a pilot.

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NOTES

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Teacher: Keti Balukhashvili/Rustavi Public School #4/ Grade 7

Lesson Topic: American Holidays/ Thanksgiving

Overall Objectives: Ss will be able to read a story how Thanksgiving became the USAs national holiday.

Language Objectives: Ss will be able to put the events of the story in the right order; to identify statements as true or false after reading a text; in addition Ss will be able to explain why statements are false by referring to the text.

Civic Education Objectives: Ss will speak about their favourite holi-days and read about the origin of Thanksgiving.

Stage of the lesson

Warm up: T elicits different holidays on the board. Ss in pairs choose their favourite holiday and speak about it. (5-7 minutes)

Activity 1: Ss put the statements in Handout A in the right order to make a story.(first solo, then pw and whole class check), (about 10-15 minutes)

Activity 2: Ss read the story about Thanksgiving (Handout B) and check their ideas in Handout A (about 10-15 minutes) (solo reading, then check in pairs)

At the end Ss will try to identify if the sentences in Handout C are true or false by referring to the text.(first solo, then pw and whole class check), (5-7 minutes)

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Handout 1

Thanksgiving

Put the sentences in the right order to make a story:

a) The harvest was great and the Pilgrims decided to have a harvest celebration to thank God!

b) Then Spring came and Squanto came!

c) They hadnt come at the right time to plant gardens, and there were no farmers markets for buying good things to eat.

d) Their ship was called the Mayflower.

e) The Pilgrims named their colony Plymouth.

f) Squanto was an Indian, but he spoke English, so he could help them!

g) In November 1620, the Pilgrims came to Massachusetts in the New World.

h) Squanto showed them how to survive in the New World.

i) Many of the Pilgrims died of sickness and lack of food.

0) g1) 5)

2) 6)

3) 7)

4) 8)

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Handout 2

Thanksgiving

1 In November 1620, the Pilgrims came to Massachusetts in the New World. It was a hard trip to make by ship. Their ship was called the Mayflower. They left England because they wanted religious free-dom.

2 The Pilgrims named their colony Plymouth. Winter was coming, they needed shelter! There were no hotels or even towns waiting for them and there was no time to build good houses before winter. They hadnt come at the right time to plant gardens, and there were no farmers markets for buying good things to eat. Many died of sick-ness and lack of food.

3 Then Spring came and Squanto came! Squanto was an Indian, but he spoke English, so he could help them! He showed them how to plant corn and how to catch fish. The harvest was great! Now the Pilgrims had wheat, Indian corn, and barley. They also had plenty of fish, seafood, venison and wild turkey!

4 The Pilgrims felt blessed by God. They were very thankful!

The Pilgrims decided to have a harvest celebration to thank God! They invited their Indian friends to join their celebration! The Pil-grims and Indians enjoyed three days of feasting and games.

5 Abraham Lincoln made this day a national holiday in 1863. And thanks to President Franklin Roosevelt Thanksgiving is always cel-ebrated on the 4th Thursday of November.

On Thanksgiving we remember to be thankful for all good things in our life!

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Handout 3

Read and write True or False; write the number of the paragraph where you find the information:

Example:0)The Pilgrims called their colony the USA. False; (2)

True / False;

1. The Pilgrims left England because they wanted to have religious freedom.

2. When the Pilgrims arrived they found good farmers markets and they could buy everything they needed there.

3. Squanto was English so he could help them.

4. Squanto taught the Pilgrims everything they needed and the har-vest was very good.

5. The Pilgrims had the harvest celebration party together with their Indian friends.

6. Thanksgiving became a national holiday in 1620.

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Teacher: Elena Petrova/ Rustavi Public School #3/ Grade 6


Overall Objective: Ss will be able to learn the history of the Statue of Liberty and describe it.

Language Objective: Ss will be able to use target vocabulary such as: monument, torch, crown, tablet, friendship and etc.

Civic Education Objective: Ss will be able to talk about the Statue of Liberty and give their opinions about it.

Warm-up: Ss clarify the meaning of the word symbol by answering the question about the pictures/flashcards: What is the heart symbol of? What is the dove symbol of? Then T asks Ss to name the major symbols of the USA. T organizes the ideas in the mind-map on the word. T asks to highlight the most famous one. ( 5 min )

Activity 1: Pre-reading. T teaches new vocabulary. She writes the new words on the board and elicits the translation by giving simple defi-nitions or by using them in simple sentences. T uses the technique point/say to improve pronounce. To make sure everybody learnt new vocabulary teacher hands out matching activity. [Handout #1] Ss do it individually first then check with the partner. Finally the whole class checks the task. ( 8 min )

T. provides support language on the board to guide pair work:

Which is the most famous symbol of America?

I think _____is the most famous symbol of America??

Which one do you think is the most famous symbol? Who has another opinion?

Activity 2: 1st Reading. T reads the text and shows pics. Ss listen the text for the gist. ( 3 min )

Activity 3: 2nd Reading. T passes the text to the children together with the questions and asks them to answer them while reading. When the Ss finish the task they check with a partner. (Pw) (15 min )

Activity 4: Post-Reading. Whole class share by answering the ques-tions about the Statue of Liberty. ( 5 min )

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Activity 5: Reflection. T asks to name one reason why do they want to visit the Statue of Liberty. ( PW, whole class share). T asks the last question: Why did you learn about the Statue of Liberty today? The whole class answers. ( 8 min )

Handout 1

Match the words with the pictures:

1. torch a.

2. gift b.

3. ferry c.

4. island d.

5. monument e.

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6. tablet f.

7. crown g.

Handout 2

The Statue of Liberty

The Statue of Liberty is a monument that stands in New York harbor. It was a gift to the USA from France. It is a symbol of liberty and friendship between two countries.

The Statue wears a crown on her head with seven rays representing worlds seven continents. The right hand of the Statue holds a torch symbolizing liberty; the left hand holds a tablet.

The Statue of Liberty is 93 metres tall and it is made of steel and cop-per. It is light green. You can walk 354 steps to the top of the statue and see New York from it.

The Statue of Liberty is on Liberty Island, in NY Harbor. Visitors take a ferry boat to the island, walk there and take pictures.

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Teachers: Inga Gelashvili/ Rustavi Public School #4/ Grade 9


Overall Objective: Students will be able to read the text and discuss British and Georgian teenagers part-time jobs.

Civic Education Objective: Students will be able to speak about dif-ferent jobs.

Duration: 45 minutes.

Stages Timing

Procedures and teachers language

Teachers notes / Aim of the activity

Organi-zation

Materi-als

3 min Teacher writes the words de-scribing professions (teacher, manager, director, nurse..) on the board and asks stu-dents to think and guess why he/she has written the words on the board. After guessing teacher introduces the topic of the lesson jobs.

Warm up activ-ity to introduce the topic.

Whole class.

Board.

10 min Teacher gives students handout 1. And asks them to match the jobs to their defi-nitions individually.

After finishing the task teacher gives pairs time to check. She gives them sup-port language to use while checking:

3 What is the definition of a ?

3 What do we call a person who.?

3 What is the Georgian for?

Teacher models the task.

This activity will help students to revise vocabulary related to jobs. While checking the task in pairs students will be given opportuni-ty to peer check and peer teach.

Indi-vidu-als.

Pairs.

Hand-out 1.

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3 min Teacher elicits the correct answers and writes them on the board.

Teacher makes sure that stu-dents have com-pleted the task correctly.

Whole class.

Board.

10 min Teacher writes Part-time job on the board and asks students if they know what it means. After think time students share their ideas, if they cant answer then teacher gives a definition.

Teacher distributes hand-out 2. And gives them time to think and discuss in pairs what they see in these pictures. There is support language in the handout:

3 What is happening in these pictures?

3 Which jobs the teenagers might do? y I think the boy works in a .

y Maybe he is a be-cause

y In my opinion the boy in this picture ..

Teacher models the task.

This pre-reading activity will help teacher to pre-pare students for the reading task and encourage them to speak and share ideas in pairs.

Whole class.

Pairs.

Hand-out 2.

12 min

Teacher gives students the text to read individually and fill the chart with informa-tion from the text. They have to write only key words in the chart. Teacher shows how to do it.

After reading the text stu-dents compare their writings in pairs.

3 Where does Nick work? 3 Whats Dans duty?

Teacher asks additional questions about British and Georgian teenagers part-time jobs.

This reading activity will give students opportunity to work on the text individually and then share ideas in pairs.

Indi-viduals

Pairs

Hand-out 3.

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10 min

Teacher asks students to take turns in pairs and discuss the questions given below the text. Support language is also given.

3 Do you think that Dan/ Nick/Mark likes his job? Why do you think so?

3 Do you think it is a good idea for teenagers to have a part-time job? Why? Why not?

3 Would you like to have part-time job? Why?

y I think he like because.

y In my opinion its a good/bad ideabe-cause.

y Its safe/danger-ous..

y I would like to have.because.

This post-reading activity will en-courage students to speak about part-time job and share their personal opinions and attitudes.

Pairs Hand-out 3.

2 min

Teacher gives students ques-tions to answer at home

What part- time job would you like to have and why?

The question and support lan-guage is given in handout 4.

3 I would like to work as a because.

3 I find it easy/difficult/interesting..

3 In my opinion this job is..because..

Hand-out 4.

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Handout 1

y Match the jobs on the right with their definitions on the left

1. Person who drives a car A.) nurse

2. He/she works in a school and teaches students B.) driver

3. Works in a hospital and helps doctors C.) teacher

4. Defends peoples rights in court D.) pilot

5. Flies an airplane E.) lawyer

6. Serves people in a restaurant F.) doctor

7. Works in a police station and maintains public security G.) waiter

8. Works in a hospital and treats patients H.) police officer

9. Drives a taxi I.) journalist

10. Person who reports news on TV J.) taxi driver

11. Does the cooking in a restaurant or hotel K.) business person

12. A woman who plays a role in a movie L.) chef

13. One who does business M.) actress

14. A man who acts in a movie N.) accountant

15. Works in a bank and keeps records of money O.) actor

1

B

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Handout 2.

y Read three teenagers comments about their jobs. Look at the pic-tures and discuss in pairs which jobs do you think they do? Ideas will help you.

1. You always have to be friendly to the customers

2. You have to get up early in the morning3. You have to be careful because hot food can be dangerous

Take turns and ask your partner questions:

3 What is happening in these pictures?

3 Which jobs the teenagers might do?

y I think the boy works in a ..

y Maybe he is a because.

y In my opinion the boy in this picture is a

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Handout 3

The working life of British teenagers

In the UK, two million children aged between ten and sixteen have part time jobs. They usually have a Saturday job, working for about seven hours. Some also work one or two evenings a week, but it is not easy when they are at school and they have to do their home-work as well.

For most jobs, you have to be at least sixteen. Children under four-teen can sometimes work for example, in jobs such as acting in films or on TV. From the age of thirteen, British children can also do paper rounds. They have to carry a huge bag of newspapers on foot or by bike.

Most teenagers who work and who are sixteen or older work in a fast food restaurant or caf. Working in a supermarket is the next favorite job.

Nick - works in a fast food restaurant on Saturdays. He has to get there for then o clock in the morning. Sometimes we have to work very hard He says and we have to be very careful in the kitchen be-cause working with hot food can be dangerous. But its never boring here.

Dan started working in a supermarket three weeks ago I love earn-ing money he says I have to work quite hard and I always have to be friendly to the customers, but thats O.K . The only problem is that it isnt very exciting. I have to do the same thing from three to seven o clock every day.

Mark is one of the many British schoolchildren under fourteen who deliver newspapers on weekdays before school. He has to be at the newsagents by seven o clock. I dont mind getting up early to do it he says but Im always yawning in class. Its good to earn some cash. Im saving up for a new computer game.

Name Job Day Time Duty

Nick

Dan

Mark

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Take turns and ask your partner questions: 3 Do you think that Dan/Nick/Mark like his job?

3 Why do you think so?

3 Do you think it is a good idea for teenagers to have a part-time job?

3 Why? Why not?

3 Would you like to have a part-time job?

y I think he likes because he says

y In my opinion its a good/bad idea be-cause..

y Its safe / Its dangerous.

y I would like to have because

Handout 4(at home)

Question:

What part-time job would you like to have and why?

3 I would like to work as a ..because.

3 I find it. because..

3 In my opinion this job is.

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Teacher: Ia Manjgaladze /Rustavi Public School #18/ Grade 4

Lesson Topics: Civic Engagement/ Voting

Overall Objective: Students will develop awareness of voting and con-duct a class vote.

Language Objective: Students will learn and use basic vocabulary about voting.

Civic Education Objective: Students will participate in a class vote.

Curriculum Connection: English World 3, Unit 1 My Favorite Lesson. Grades 3-4 Objectives 1,9,15. (ucx.d.III.1. ucx.d.III.9. ucx.d.III.15.)

Materials: Poster, Flashcards, Handout 1 (matching ctivity), Ballots, Ballot Box.

Activities: Warm up, vocabulary, discussion, matching, speaking.

Stage of Lesson

Teacher Activity Student activity

Materials

Warm up5 minutes

What season (month, day) is it today? How many lessons have you got today? What was the 1st, 2nd,

What lesson is it now?

Act. 15 minutes

One guest teacher reads, the students listen to the text [World English Level 3] from their text books and under-line the words describing the lessons. (individual work)The teacher asks questions about the lessons to revise the text and vocabulary. (class check)

English World Level 3

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Act. 25 minutes

Students do matching activity individually (Handout 1). Class check.

5 Hand out 1 Matching adjectives to subjects

Act.2 The teacher writes SL on the board and asks the students to talk in pairs using SL. Teach-er gives instructions: Speak in pairs about your favorite lesson. I will write some sen-tences for you to help you get started.

What is your favorite lesson?

Do you like Why?

My favorite.

You have 5 minutes to talk in pairs about your favorite les-sons

The teacher asks students what is their favorite lesson and why. (class discussion)

Students talk to each other in English. T walks around to observe that the pairs are speaking in English.

Monitoring:

T. says Take turns. Now, let the other person talk.

The teacher calls on her stu-dents to say what their favor-ite lesson is.

Sts: My fa-vorite lesson is English. Why? It is interesting.

What is your favorite les-son? English is my favorite lesson.

What about maths? Do you like maths? Yes. It is easy.

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Act. 410 min-utes

The teacher gives the students ballots with names of the les-sons and asks to tick only one, then fold the ballot and put it into the ballot box.

While one guest teacher counts the results and writes them on the board, the teacher and the students are working on the new vocabulary (voting, ballot, candidate, voting box, voting booth). Pictures of a ballot box, a voting booth, a candi-date, etc. are place on the wall with the new words next to the picture.

The teacher says one of the new words and asks a student to walk to the picture and point to the new word.

Classroom teacher can ask an older student to count the bal-lots while she is conducting the oral part of the lesson.

The teachers assistant gives teacher the count for each sub-ject. For example: T. writes: English 4, Maths 5; Georgian 6; Religion 4; Science 3; Art 2; Music 1; Sports 10

Teacher asks: Who is the win-ner? Why?

Sts: Sports is the winner.

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Handout 1

English Interesting

Maths Easy

Science Noisy

Sports Quiet

Arts Exciting

Music Difficult

Handout 2 Ballot for students

Tick your favorite subject

5 English

5 Maths

5 Georgian

5 Religion

5 Science

5 Art

5 Music

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Teacher: Irma Giorgadze / Gardabani Public School #1/ Grade 11

Lesson Topic: Diversity and Multiculturalism/ Bullying

Overall Objective: Students will develop awareness of bullying and propose solution of a problem using new vocabulary

Language Objective: Fluency development/ Students will use new vocabulary while solving the given problem

Civic Education Objectives: Students can develop awareness of bully-ing among schoolchildren and propose solution of the problem

Stage of Lesson

Activity Time

Warm up Teacher shows the photos of bullying to the students and asks the questions:

3 What do the pictures express? 3 What exactly is happening in each photo?

5 min

Activity 1 Teacher brainstorms the idea of bullying and asks students: 3 What is bullying 3 What kind of bullying theyve heard about?

5 min

Activity 2 Teacher brainstorms some words connected to the topic from the students. She adds some new ones herself and writes them on the board.

10 min

Activity 3 Teacher shows the half of the video of bulling, up to its solution and asks them to think about the questions such as:

3 What type of bullying is in the video? 3 What influence does the problem have on the other students (talk about their feelings and reactions)

Teacher gives think time and support language to the students. They work individually first and then do pair check and class check of their answers.

10 min

Activity 4 Teacher divides the students into groups and asks them to think about the ways of solving the given problem and write their ideas in at least 5-6 sentences.

Then the students present their ideas to the class.

Others listen and express their preferences to the solu-tions except theirs.

15 min

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Teacher: Karina Metreveli / Rustavi Public School #18 / Grade 5


General Objective: Students will be able to use new vocabulary words and phrases related to professions.

Language Objective: Students will be able to use new vocabulary in a text about professions.

Civic Objective: Students will be connect adjectives and job descrip-tions with the appropriate terms.

Time/ activity

Teacher activity Student activity Materials

Activity 12-3 min

Teacher puts a mind map on the board with professions in the center and asks students to identify examples of professions.

Doctor, teach-er, journalist etc.

Activity 25 min

T. asks students to speak in pairs about different profes-sions. T. writes on the board:

Do you think _____ is a good profession?

I think ______ is a good profes-sion because

Teacher models this dialogue with another student to illustrate her instructions.

Activity 3 5 min

T. puts four pictures on the wall. T. hands out a sheet of paper

[handout 1] to each student with some words and phrases related to professions and asks students to match them with the number of the picture. Students work individually.

T. Models an example:

First word: digs. In what pic ture do you see a person who digs?

St. in picture #3

Hand drawn pictures of: 1. a woman with a stethoscope, 2. a fire truck, 3.a man work-ing in a gar-den, and a 4. woman writ-ing on a chalk board. and the 1,2,3,4 next to each picture

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Activity 43-4 min

Teacher asks to check with their partner about their an-swers.

Several stu-dents give their answers orally as a check

Activity 5 5-7 min

Teacher asks sts. to fill in the missing gaps using the given words and phrases in a text. Handout 2

Models an example.

My Dad GETS UP early in the morning.

Students work in pairs to fill in the gaps.

Activity 63 min-utes

Teacher elicits the answers for the blanks in the text.

Activity 77-10 min

Teacher asks students to read the text a second time and un-derline the unknown words.

This is a big school. For ex-ample, if I dont know BIG then I underline it.

Teacher writes these words on the board:

After students have finished reading, they contribute words that they do not know. For example from this text, sts. did not know: Grate-ful, Patient

To be in danger, Explain

To be proud of, Love Rescue Brave Student

Then teacher:

points to a word,

elicits the English word

asks students translate the word into Georgian

choral pronunciation of word

Closure/home-work

Teacher asks students to speak to their partner and explain what profession they would choose.

I would like to be a ________

because

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Handout 1

5 digs

5 helps people

5 checks blood pressure

5 waters

5 a nurse

5 gets up

5 a teacher

5 flowers

5 a gardener

5 takes a temperature

5 corrects

5 kind

5 a fireman

5 puts out

Handout 2

My Dad ________ early in the morning. He is ______________. He ________ trees, ______, flowers and plants. In the garden there are always very nice ___________ and bushes.

My aunts name is Anna. She is _______ in the hospital. Anna always ________. She _________________ and ___________________. Her patients are grateful.

Tom is ____________. He is brave. He always ___________ the fire. He rescues people, if they are in danger. His brother is proud of him.

Mary is a ________________. He teaches English. She explains new lessons and _________ mistakes. Her students love her because she is very __________.

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Teacher: Marina Doborjginidze /Rustavi Public School 4

Lesson Topic: Wonders of the World

Overall Objective: Students will learn about the some special build-ings and constructions (so called wonders of the world), make the chart and speak about them

Language objective: Students will be able use target vocabulary to speak about the wonders of the world.

Target language: wonder, anticipator, to remain, lighthouse, incred-ible, Mediterranean, survive, attraction, dhow`s sail, luxurious, to complete

Civic Education objective: Students will be able to speak about or name ancient and modern wonders of the world.

Warm up: T. models the task asking Ss to work in pairs. We are going to speak about special buildings and strictures of different countries. At first, think of two or three specific buildings or structures of different coun-tries and write them in the notebooks. T. names some examples: Vardzia, Sydney Opera House, the Great Wall of China. While Ss are thinking T. writes the questions on the board Can you tell me something about?... What do you know about?... Now, I want you to share your examples with your partners and ask them what they know about these symbols and places.

T. gives the example:

Elene, can you ask me about one of these places?

10 min.

Activity 1 (During-reading)

Now we are going to make a chart of the places which are given in the textbooks. As there are a lot of places, the so called wonders of the world, in our textbooks we will have to divide into two groups. One group will work on the ancient wonders of the world and the other will have to work on modern ones. Read the text and write down the names of the places given in your part of the text, please. Try to fill in the chart with the whole information given in the book. Don`t try to guess everything in the text.

As you have different work to do with your partners and you can`t check your answers with them, let`s do the whole class check.

10 min.

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Activity 2 (During reading)

Now, as we have found out the main information, let`s go into the details and learn the new words from the text. I will give you the handouts with the words and their meanings and I want you to match the words with their meanings using the context of the words in the sentences. Also, write the Georgian translations of the words wherever you can. When you finish you can check your answers with the partners.

Now, let`s do the whole class check. Ss give also the Georgian meanings of the words in case some Ss aren`t sure they know the exact meaning. T. writes the an-swers on the board.

10 min.

Activity 3 (Post read-ing)

T. asks Ss to study the meanings of the words and then check themselves. For this Ss fold the lists and hide the meanings of the words. After they have learnt the meanings Ss can ask each other the words and check the knowledge of the partners. Later T. asks Ss to hide the left side of the lists and try to study and check their knowledge again.

7 min.

Activity 4 Now, as we have studied the new words I want you to retell your partners what you remember about the wonders we have learned at the lesson.

8 min.

Activity 5 T. asks some students to retell about the wanders to the whole class.

Assess-ment

Ss describe the wonders and give the meaning of new words

Closure T. asks the students to repeat new words at home.

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Handout 1

Name of the wonder Place Time Specifics

Other infor-mation

y The Eiffel Tower in Paris

y The Brooklyn Bridge in New York

y The Sydney Opera House

y 50-km Channel Tunnel between England and France

y Malaysia`s famous Petronas Twin Towers

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Handout 2

1.wonder a.to continue to live or exist

2.to remain that cannot be believed

3.lighthouse cover comfortable and expensive

4. incredible d.be still present after a part has gone, to continue

5.to survive ea. thing or event that causes surprise combined with admiration

6.attraction canvas spread to catch wind and move a ship forward

7.dhow gas tall structure that has strong flashing light for warning or guiding ships in the sea

8.sail h.to finish, bring to an end

9.luxurious i.single-masted ship used by Arab sailors

10.to complete power to pulling towards something

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Teacher: Tamar Tabukashvili/ Rustavi Public School #18 / Grade 11

Lesson Topic: Heroes

Objective: Students will be able to:Use vocabulary and language structures to rank and categorize char-acteristic traits of a hero and choose their hero by these traits.

Elicit the missing information by putting questions in past simple.

Fill in the missing information.

Civic Education Objective: Students will be able to apply the concept of hero to people in their life.

Stage of lessons

Activity Time

Warm up 20 questionsIm thinking of a Hero

7 min

Activity 1 T asks Ss in pairs to think who can be a Hero.T writes on the board: A hero can be a person who .

Model: has achieved smth. great.

Class share.

8 min

Activity 2 T shows a PP presentation about different types of hero-ism to help Ss become aware of different heroic deeds.

7 min

Activity 3 T gives Ss a list of Heros characteristic traits. Ss in groups discuss the notion of what it means to be a hero and create the list of qualities that they associate with the word.

Ss choose the writer who writes at least 5 qualities of a Hero the group chose and the reporter who reports them at the end.

A group also names their own Hero.

8 min

Activity 4 T distributes the similar text in which different infor-mation is missing.

Ss read the text and write questions in past simple to find out missing information.

Ss ask and answer the questions in peers to fill in the gaps.

8-10 min

Closure Give the home task- to write a description of their own Hero and give reasons why do they think that the person deserves to be called a Hero.

2 min

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Handout 1

Student ANelson Mandela

Nelson Mandela was born in a small African village called Qunu .. . At that time, many white people in his country were rich and powerful, but black people were poor and had no rights. When he was studying law at university, Mandela decided that he wanted to change this. He became interested in politics and when he finished university, he opened the countrys first black law company. . wasnt happy about this because they wanted him to be the chief of his village. Many white people were also unhappy and tried to close his company down, but they were unsuccessful.

In 1944, Mandela helped to start a political organization for young people called . . . He really wanted to change the political system and improve everyones lives, black or white. The government thought the ANC was a dangerous organization. ., they made it illegal to join the organization. If you joined it, you could go to prison.

In 1962, Mandela went to prison. The government said he could leave prison if he changed his political ideas, but he refused and became . The political situation slowly improved and, in 1990, the government finally released him. In 1993, he won .. and, in 1994, he became countrys first black president.

Nelson Mandela is an old man now, but he still works hard .

Write the questions you need to ask to complete your text.

1. When..

2. Who.

3. What

4. When .

5. What

6. What

7. Why.

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Student BNelson Mandela

Nelson Mandela was born in .. on 18th July 1918. At that time, many white people in his country were rich and powerful, but black people were poor and had no rights. When he was studying law at university, Mandela decided that he wanted to change this. He became interested in politics and when he finished university, he opened .. . His family wasnt happy about this because they wanted him to be the chief of his village. Many white people were also unhappy and tried to close his company down, but they were unsuccessful.

.. , Mandela helped to start a political organization for young people called the ANC Youth League. He really wanted to change the political system and improve everyones lives, black or white. . thought the ANC was a dangerous organization. In 1960, they made it illegal to join the organization. If you joined it, you could go to prison.

In 1962, Mandela went . The government said he could leave prison if he changed his political ideas, but he refused and became famous around the world. slowly improved and, in 1990, the government finally released him. In 1993, he won the Noble Prize and, in 1994, he became . .

Nelson Mandela is an old man now, but he still works hard to improve the lives of people around the world.

Write the questions you need to ask to complete your text.

1. Where .

2. What

3. When

4. Who ..

5. Where ....

6. What ...

7. What ...

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Handout 2

Characteristics of a Hero

Loyal rational

Honest scholarly

Kind special

Idealistic cheerful

Honorable antagonist

Patriotic smart

Brilliant fearless

Truthful creative

Devoted supportive

Educated tactful

Gifted altruist

Intelligent critical

Talented respectable

Sensitive righteous

Helpful brave

Humanist caring

Wise skillful

Pure compassionate

Moral confident

Polite

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NOTES

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Teacher: Irma Kiria/ Zugdidi Public School #3/ Grade 12

Lesson Topic: Jobs and Career Interests

Overall Objectives: Students will develop speaking about personal qualities required for a good employee and discuss advantages and disadvantages of part time jobs using target vocabulary.

Language Objectives: Students will learn new vocabulary related to the topic Jobs

Civic Objectives: At the end of the lesson students will be able to talk about the preferences when people choose their job and give argu-ments for and against the part-time job.

Class Context and Needs: Secondary learners, upper intermediate level.

Materials: handouts, whiteboard, marker, computer, projector, PPT.

Act 1. 10 min. Teacher introduces the topic and asks questions to create a profile of the class about the students future jobs. Students have 3 min to think of the answers and half a minute to share with the class. 10 min

1. Have you already chosen your future career? What and why?

2. What do you think is important when choosing a career?

3. What personal qualities should an employee have?

Act 2. 10 min. Students read the text Job Satisfaction and answer the (CCQ) questions:

1. What is the most important thing people expect from their occu-pation?

2. What is something people get for the job they do at the end of the month?

3. What are some other things besides money people get from their job?

4. What should people consider when planning their career?

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Act 3. 20 min Students read a job advertisement and answer the ques-tions:

Would you apply for it? Why? Why not?

Would you rather work full-time or part-time?

Class is divided into two groups. One group works to give arguments for and another one provides ideas against part-time job. One student from each group presents their arguments as teacher draws a T chart on a board to put the arguments for and against the part time job.

Students watch the video about part time jobs.

Act.4. 3 min Students share their opinion giving the answers to the questions:

Do you think it is easy to find a part-time job in our country? Why? Why not?

If time question: What problems do people face when they are unem-ployed?

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Handout 1

Job Satisfaction

One thing that people get from their occupation is, of course, money. Most People wouldnt do the job they do if it was not for the payment at the end of each day, week or month. However, the majority of peo-ple want more than just a good salary. There are many other things which add up to job satisfaction, the feeling of enjoyment you get from doing a job that makes you happy. What people in employment want from a job varies greatly from person to person. For some, the chances of promotion make a big difference. For others, working in a creative environment with other people makes them happier than they would be working alone. When planning your career, you should consider all the activities involved in a job and decide how each one suits your personality. If you are considering becoming a journalist , for example , do you like meeting members of the public? If you are thinking of becoming an accountant, do you enjoy detailed work with numbers? Just because one job is better paid than another, it doesnt mean its the job for you.

Handout 2

Job Announcement

Great Opportunity for the right person. Work from home and earn up to 500 $ per week! Full training is given. This job involves calling carefully chosen clients and telling them about special offers from a number of companies. All expenses are paid by us. Whether you want full-time or part-time, this could be the chance you have been looking for. Call our offices on 0775-884345 now!

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Teacher: Tsitsi Chanturia/ Tsalenjikha Public School #2/ Grade 7

Lesson Topic: Vocational and life choices

Overall objective: Students will be able to present their interests and some information about their job preferences orally and writing.

Language objective: Students will use new vocabulary and language structures to de

Manual of ELCE Program Open Lesson Week Materials

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