Kitabı oku: «Дизайн урока и планирование с нуля / Lesson Design and Planning from scratch. Technology integration», sayfa 3

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Warm-up activities using technology

Pictures

Another activity is by showing your learners some very close-up pictures you took with your smartphone. This can be done very quickly by going into your staffroom or looking around your desk and taking very, very close-up pictures of different objects, showing them to the students and trying to get them to guess what they are. You can display these pictures on the class projector in your our classroom or you can send them to the students if they have mobile phones with an Internet connection and they can access them through email. A follow-up to this, assuming you have the time, is that you can get the students to do this themselves. They can go for a few minutes around the school with a partner and take some pictures of things close up and then show them to the other members of the group. Alternatively, they could do this before they come to class and send them to the class.

Word clouds

An engaging way to revise a text and the accompanying vocabulary that you have recently looked at in class is to create a word cloud and then getting students to look at the word cloud to try to reconstruct the text. These word clouds generally emphasize keywords and will make words that appear more frequently bigger. This helps students because they were able to identify repeating ideas or common themes in the text and this helps them to reconstruct

it. To create a word cloud, you can go to popular websites such as Wordle or Tagxedo. This can be printed out from the website or you can just show on the board. A quick online quiz

A quick online quiz can be a great way to start a lesson and there are loads of websites out there for creating them. The one I tend to use most is Socrative simply because it’s so easy to use both for the teachers and the students. The teacher does have to register to make a quiz but it’s a fairly painless procedure. You can build multiple-choice or short-answer quizzes, and these can easily be made available to the students by them going to a particular webpage on either a computer or their mobile phone (there is also a mobile app) and just typing in a room number that the teacher assigns. They can then take the quiz and get instant feedback on their answers. As a teacher, you can display the progress of the students on the board and you can control whether the students go at their own pace or a pace you decide. Again this is quite nice the checking recent vocabulary Grammar or anything else you want to revise or recycle from your lessons.

Hunt for QR Codes

This game is similar to the classic treasure hunt game except that students have to search the school for QR codes which contain questions or clues to the game.

Playing this fun activity is easy. First, I prepare a list of questions from the topics that I want my students to learn or revise. Then I create and print the QR code for each question and place them across the school.

Students are put into small teams or pairs with one person owning a mobile device. They need to download a QR code reader first which is free on App Store or Google Play. Internet connection is not required once they have the app since the QR codes decode as text files. Now, students need to search the school for these clues and scan each QR Code to get each question. They must then work together to find the answer to this question. The team that brings the most number of answers wins the game

– —

– EVE Online. Practice running the most powerful company in the world so you can sharpen your skills for

management in the real world.

2 – ElectroCity. Created in New Zealand for middle-school aged students, ElectroCity teaches about energy, environment, and more as the students build and manage their own towns.

3 – McDonald’s Video Game. Choose your language, then dive into this game that teaches about the harmful effects of fast food with a heavy dose of irony.

Collection of interactive whiteboard games for educators Pic-Lits – Drag words onto photographs to describe the scene or mood. The default language is english. A PIC-LIT is a combination of words placed on an image to capture the essence, story, and meaning of the picture. It can be a caption, a sentence, a story, a paragraph, a poem, a quotation, and more. You can create a PIC-LIT using Drag-n-Drop keywords or in Freestyle by typing your own words.

– — PIC-LITS.COM is an e-learning website that utilizes photography and word banks (keywords) to improve literacy skills via writing. It is a teaching tool and student learning platform that not only develops writing but helps to improve reading skills as well. With an emphasis on visual learning, the user is engaged by doing. The proprietary site is a vehicle for creativity, fun, and learning that lasts. It is also interactive and a social medium for people of all ages globally.

Practice Lab 2. Create your warm-ups

Steps

1. Warm-Ups without Technology.

2. Then think what technology would be most

appropriate.

What Makes a Good

Warm-up?

– Short (10 – 15 minutes)

– Nothing new or difficult

– Reviews a previous lessons or skill

– Sets the stage for an upcoming lesson

– Fun, interactive, communicative

– Gets students moving!

Warm-Ups: «Phrasal Verbs Game». My example. Reading/Writing Lesson

My Sample 1 Warm-Ups without Technology

Material

Phrasal Verbs cards

– Teacher will divide the class into 2 teams to play the game in whole class.

– Teacher will request a volunteer who wants to explain the words to the team members, from both teams.

– Students will play the Phrasal Verbs guessing game again to win the other team. During the games, teacher will mark their score on the board.

– If there are the Phrasal Verbs that nobody knows, teacher could explain the meaning after the game. If at least one student knows the Phrasal Verbs, teacher could make him explain the Phrasal Verbs to the classmates.

Then think what technology would be most appropriate

https://www.youtube.com/watch?v=kSntadOvQAY&t=56s Phrasal Verbs in Context of Movies. Video clip

– Teacher will divide the class into 2 teams to play the game in whole class.

– Teacher will request a volunteer who wants to explain the words to the team members, from both teams.

– Students will play the Phrasal Verbs guessing game again to win the other team. During the games, teacher will mark their score on the board.

My Sample 1 Reading/Writing Lesson

Dreaming.

Developing Myself 1

14+

Intermediate (Reading skills including focusing on topic sentences plus using context to work out the meaning of unknown words. Follow on activities include thinking of ways to search for eternal youth).

Make associations between new information and their prior knowledge, use new information to clarify or modify their prior knowledge, read and listen between lines, relate new concepts to their own lives, to their experiences, knowledge, beliefs, and feelings. Create a mental, oral and written summary of information.

Keep Your Dream. Welcome Reader https://www.moralstories.org/keep-your-dream/ Dreams are very important in life. They motivate, inspire, improve and help you in achieving any goal that you want to achieve.

Lesson Objectives

– Students will be able to define vocabulary words,

identify the main characters, describe the scenes and setting.

– Students will be able to explore a dream ambition.

– Students will be able to write imaginatively, creatively and thoughtfully, producing texts that interest and engage the reader.

– Students will be able to generate and harness new ideas and develop them in their writing.

Business/Materials

– https://www.moralstories.org/keep-your-dream/ Keep Your Dream. Welcome Reader

– A projector

– A Smart Board

– Computers with internet access

Warm-up (with Technology. Video)

«Phrasal Verbs Game»

1 – Phrasal Verbs

– The teacher will divide the class into 2 teams to play the game in the whole class.

– The teacher will request a volunteer who wants to explain the words to the team members,

from both teams.

– Students will play the Phrasal Verbs guessing game again to win the other team. During the games, the teacher will mark their score on the board.

– If there are the Phrasal Verbs that nobody knows, the teacher could explain the meaning after the game. If at least one student knows the Phrasal Verbs, the teacher could make him explain the Phrasal Verbs to the classmates.

My Sample 2 Warm-Ups without Technology
Listening/ Speaking Lesson

Warm-Ups: “ What do you know about ……?» What’s in the air?

Set a five-minute time limit and in groups have students think up and write down as many facts as they can about what’s in the air?

Then think what technology would be most appropriate.

– Display the question What`s in the air in fullscreen mode withPoll Everywhere https://www.polleverywhere.com

– Set a five-minute time limit and in groups have students think up andtype down as many facts as they can about what’s in the air?

– Instructions view allows you to accept responses on an active question without showing the live incoming responses to your audience.

Exploring Social Issues

14+

Intermediate

Air Quality Concerns Close Schools, Colleges https://www.youtube.com/watch?v=Mter5lTxT2

Students reflect on what they have learned about air pollution

1 – Air Quality Concerns Close Schools,

Colleges

Lesson Objectives

The students will be able to:
– use appropriate words and phrases to demonstrate their understanding of a social issue;
– listen for specific information;
– apply listening and encoding (spelling) skills
Business/Materials
– https://www.youtube.com/watch?v=Mter5lTxT2o Air Quality Concerns Close Schools, Colleges
– A projector
– A Smart Board
– Computers with internet access
Warm-Up

Poll Everywhere

– Display the question What`s in the air in fullscreen mode with Poll Everywhere https://www.polleverywhere.com

– Set a five-minute time limit and in groups have students think up and type down as many facts as they can about what’s in the air?

– Instructions view allows you to accept responses on an active question without showing the live incoming responses to your audience.

My Sample 3. Warm-Ups without Technology
Teacher`s book Result Advanced – OUP —
Oxford University Press_

Teacher`s book

Teacher`s `book “_Business Result Advanced – OUP – Oxford University Press___ (10) _____________»

My Sample 3

Then think what technology would be most appropriate

– Use a quiz game. https://puzzles.independent.co.uk/games/personality_which-world-leader-are-you/

– Which World Leader Are You?

– Students find out which powerful person shares their personality! (What is the most important leadership quality? If necessary, would you use force to achieve your goals? Which of the following accomplishments would make you most proud? Which hue best represents you? Is national pride important to you? In which of these subjects did you most succeed at in school? Have you ever been given a job through family connections?)

– Students can share their results.

Business Result Advanced – OUP – Oxford

University Press (10) 1

For pre-work and in-work professional students Advanced (C1-C2)

Business Result Advanced

A business English course for pre-work and in-work professional students. Kate Baade, Michael Duckworth, David Grant, Christopher Holloway, Jane Hudson, John Hughes, Jon Naunton, Jim Scrivener, Rebecca Turner, and Penny McLarty

Lesson Objectives

Students will be able to:

– create a personal vision statement that reflects the student’s personality traits and core values.

– set SMART goals that are specific, measurable, attainable, and realistic.

– write an action plan for achieving their goals

Business/Materials

– Business Result Advanced, НМК: Business Result

– A projector

– A Smart Board

– Computers with internet access

Warm-up

1 – The game «Which World Leader Are You?»

• Use aquiz-game.

• https://puzzles.independent.co. uk/games/personality_which-world- leader-are-you/

• Which World Leader Are You?

• Students find out which powerful person shares their personality! (What is the most important leadership quality? If necessary, would you use force to achieve your goals? Which of the following accomplishments would make youmost proud?

Which hue best represents you?

Is national pride important to

you? In which of these subjects did you most succeed at in school? Have you ever

been given a job through family connections?)

– Students can share their results.

My Sample 4 Warm-Ups without Technology
STEM Lesson Addressing Social Issues through Art ______________________

Make Posters

– Hang large pieces of butcher paper on the walls at various spots around the room. Label the posters «Group 1,» «Group 2,» and «Group 3.»

– Break students into their assigned groups and give them each a few colored markers. A good way to break students into groups is simply by numbering them – that is, go around the room to each student and give him a number, such as: «You are No. 1, you’re No. 2, you’re No. 3, etc.» —

– Do this until all students have a number ranging from one to five.

– Have each group choose a leader, recorder, and reporter. You may be surprised how artistic and clever the students are in creating original posters. The topics can include any of the issues you are studying currently in class or topics related to issues you plan to cover in the near future.

(Is the media biased? Why or why not. Is democracy the best form of government? Will racism ever die?)

Then think what technology would be most appropriate

Make Posters

– Students use https://www.postermywall.com PostermyWall. Fantastic site for making posters. This is the easiest software to use. Create the perfect poster, flyer or social media graphic.

– Label the posters «Group 1,» «Group 2,» and «Group 3.»

– Break students into their assigned groups. A good way to break students into groups is simply by numbering them – that is, go around the room to each student and give him a number, such as: «You are No. 1, you’re No. 2, you’re No. 3, etc.» —

– Do this until all students have a number ranging from one to five.

– Have each group choose a leader, recorder, and reporter. You may be surprised how artistic and clever the students are in creating original posters.

– Students share designs and folders with team to edit them together. (Functions: 1.My Stuff 2.Shared with me)

– The topics can include any of the issues you are studying currently in class or topics related to issues you plan to cover in the near future.

(Is the media biased? Why or why not. Is democracy the best form of government? Will racism ever die?)

Addressing Social Issues through Art 1

16+

Advanced (C1-C2)
English-Language Arts
History/Social Science
Visual Arts & Performing Arts
English Language Development

What social issues motivate students within their community? The purpose of this lesson is

for Individual students to develop a Project where they design a nonprofit business plan using

their art major to facilitate their organization’s mission.

Lesson Objectives

Students will be able to:
– research the traits of artists and the purpose of their non-profit endeavors;
– compare and contrast findings, within small groups, discussing professional skill sets required to support these non-profits;
– create a list of outlandish ideas for potential non-profit
Business/Materials
– English-Language Arts
– History/Social Science
– Visual Arts & Performing Arts
– English Language Development
– A projector
– A Smart Board
– Computers with internet access

Warm-up
Make Posters
PostermyWall

1 – Make Posters

Students use

https://www.postermywall.com

PostermyWall. Fantastic site for making posters. This is the easiest software to use. Create the perfect poster, flyer or social media graphic.

– Label the posters «Group 1,» «Group 2,» and «Group 3.»

– Break students into their assigned groups. A good way to break students into groups is simply by numbering them – that is, go around the room to each student and give him a number, such as: «You are No. 1, you’re No. 2, you’re No. 3, etc.» —
– Do this until all students have a number ranging from one to five.

– Have each group choose a leader, recorder, and reporter. You may be surprisedhow artistic and clever the students are in creating original posters.

– Students share designs and folders with team to edit them together. (Functions: 1.My Stuff 2.Shared with me)

– The topics can include any of the issues you are studying currently in class or topics related to issues you plan to cover in the near future.

3 Objective Discussion

The three reasons

– Communicating objectives to students send a strong message about who is driving the learning.
– Communicating objectives to students gives away the ending before the uncovering even begins.
– Communicating objectives to students discourage students and teachers from pursuing potentially constructive lines of inquiry that appear tangential to the objectives.

How often have you been told that writing the lesson’s objectives on the board is best practice?

Can you think of even one reason why doing this might be a bad idea?

Can you argue? A real story. From a teacher.

That one of my old schools, the principal would insist on written objectives in every classroom because he believed that it was the uniformity in the classroom that routine that helped the school function effectively. While I don’t totally disagree that the consistency and structure helped, it sometimes resulted in some artificial and arbitrary steps teachers were required to take during formal observations. Not only were teachers expected to write up objectives, but also to elicit these objectives (aims) from students. While students were often polled to suggest possible objectives based on warm-up or introductory activities, I don’t think it gives students enough credit to suggest that they felt «ownership» of the lesson because the objective came from them, especially when the teacher made no secret of the fact that the objective was written in the lesson plan. A few years later at a new school that does not require it, I do find myself still writing objectives and agendas on the board. The agendas are generally for me to keep track of the pace of the activities I usually arrange for lessons, but I do tend to use quirky titles that sometimes prompt students to wonder how they relate to what we are doing in the activities leading up to them. Again, these are generally for me though. Some students like writing the objectives in their notes as organizational tools, which I can understand. Still, there are some days when I don’t put one up because I don’t know exactly how much we will figure out over the course of the period. I really value the freedom I currently have because I remember what it was like to not have it and because I know that many don’t have that freedom at all.

Are you fed up with using the same old methods to introduce your lesson topic?

OBJECTIVE DISCUSSION. WAYS TO INTRODUCE YOUR LESSON TOPIC
Using an anecdote

Example topic: idioms

You know I play football, right? No? Well I love it. Anyway, I went into town to buy some new boots the other day. I’m in Sports Direct, and I see these Nike boots that I really like, they’re the new model. The assistant comes over and is like «can I help you?»

And I’m «yeah. Can you tell me how much these

are?» She says «They’re £500»

And I said “£500???? That’s an arm and a leg!

Cuisenaire Rods creation

Example topic: Tourist attractions

Give each pair of students a bunch of Cuisenaire rods.

«Work in pairs. Use the rods to create a model of a well-known tourist attraction in [town/city/country/continent]. You have 2 minutes» Students then look at each model and guess the attraction.