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  • Manual of ELCE Program Open Lesson Week Materials

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    During the period of October 14 – November 22, 2013 ELCE Program organized the Open Lesson Weeks in seven regions of Georgia: Kakheti, Shida Kartli, Kvemo Kartli, Imereti, Guria, Samegrelo-Zemo Svaneti and Adjara. 190 ELCE graduates from across the coutry whole-heartedly participated in the Open Lesson Weeks. Attendance to the lessons was far greater than expected and disseminated ELCE principles well beyond the original program. Concurrent open lessons were held in all major towns of the regions as well as many of the villages that were on the ELCE Program roster. Visitors included school directors and teachers from non-ELCE schools, as well as local NGOs, local media representatives, and Teachers’ Union officials. ELCE topics used throughout the Open Lesson Weeks included: National symbols; Vocational and Life Choices; Holidays; Heroes; Civic Engagement; Diversity and Multiculturalism; Critical Literacy; and Political systems. The most popular were Vocational and Life Choices, though Diversity and Symbols were close seconds to these. No teacher took an ELCE plan and materials directly verbatim from the Modules, but the teachers all took at least one item or activity from the materials shared throughout the ELCE course. The majority of teachers were able to use ELCE materials, such as worksheets, questionnaires, and activities, according to learner needs and showed adept ability to alter, improve, or simplify ELCE materials in order to fit learner ability and their own objectives. All the teachers have shown remarkable improvement over when they were first observed, and, more importantly, were able to exhibit key ELCE principles and strategies to the observers and visitors. ELCE Program Team collected all the lesson plans and other materials used by the participating teachers throughout the open lesson week and published the best of them in the Manual of the ELCE Program Open Lesson Week Materials, which you can find below. The Manual contains the lesson plans and handouts of 40 lessons held throughout the Open Lesson Weeks.

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    During the period of October 14 – November 22, 2013 ELCE Program organized the Open Lesson Weeks in seven regions of Georgia: Kakheti, Shida Kartli, Kvemo Kartli, Imereti, Guria, Samegrelo-Zemo Svaneti and Adjara. 190 ELCE graduates from across the coutry whole-heartedly participated in the Open Lesson Weeks. Attendance to the lessons was far greater than expected and disseminated ELCE principles well beyond the original program. Concurrent open lessons were held in all major towns of the regions as well as many of the villages that were on the ELCE Program roster. Visitors included school directors and teachers from non-ELCE schools, as well as local NGOs, local media representatives, and Teachers’ Union officials. ELCE topics used throughout the Open Lesson Weeks included: National symbols; Vocational and Life Choices; Holidays; Heroes; Civic Engagement; Diversity and Multiculturalism; Critical Literacy; and Political systems. The most popular were Vocational and Life Choices, though Diversity and Symbols were close seconds to these. No teacher took an ELCE plan and materials directly verbatim from the Modules, but the teachers all took at least one item or activity from the materials shared throughout the ELCE course. The majority of teachers were able to use ELCE materials, such as worksheets, questionnaires, and activities, according to learner needs and showed adept ability to alter, improve, or simplify ELCE materials in order to fit learner ability and their own objectives. All the teachers have shown remarkable improvement over when they were first observed, and, more importantly, were able to exhibit key ELCE principles and strategies to the observers and visitors. ELCE Program Team collected all the lesson plans and other materials used by the participating teachers throughout the open lesson week and published the best of them in the Manual of the ELCE Program Open Lesson Week Materials, which you can find below. The Manual contains the lesson plans and handouts of 40 lessons held throughout the Open Lesson Weeks.

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    Manual of ELCE Program Open Lesson Week Materials

    Загружено:

    ElceOnline
    During the period of October 14 – November 22, 2013 ELCE Program organized the Open Lesson Weeks in seven regions of Georgia: Kakheti, Shida Kartli, Kvemo Kartli, Imereti, Guria, Samegrelo-Zemo Svaneti and Adjara. 190 ELCE graduates from across the coutry whole-heartedly participated in the Open Lesson Weeks. Attendance to the lessons was far greater than expected and disseminated ELCE principles well beyond the original program. Concurrent open lessons were held in all major towns of the regions as well as many of the villages that were on the ELCE Program roster. Visitors included school directors and teachers from non-ELCE schools, as well as local NGOs, local media representatives, and Teachers’ Union officials. ELCE topics used throughout the Open Lesson Weeks included: National symbols; Vocational and Life Choices; Holidays; Heroes; Civic Engagement; Diversity and Multiculturalism; Critical Literacy; and Political systems. The most popular were Vocational and Life Choices, though Diversity and Symbols were close seconds to these. No teacher took an ELCE plan and materials directly verbatim from the Modules, but the teachers all took at least one item or activity from the materials shared throughout the ELCE course. The majority of teachers were able to use ELCE materials, such as worksheets, questionnaires, and activities, according to learner needs and showed adept ability to alter, improve, or simplify ELCE materials in order to fit learner ability and their own objectives. All the teachers have shown remarkable improvement over when they were first observed, and, more importantly, were able to exhibit key ELCE principles and strategies to the observers and visitors. ELCE Program Team collected all the lesson plans and other materials used by the participating teachers throughout the open lesson week and published the best of them in the Manual of the ELCE Program Open Lesson Week Materials, which you can find below. The Manual contains the lesson plans and handouts of 40 lessons held throughout the Open Lesson Weeks.

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    Скачайте в формате PDF, TXT или читайте онлайн в Scribd
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    из 217

    Open Lesson Week Materials

    English Language through Civic Education (ELCE) Program

    Tbilisi 2013

    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 partnership 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 accuracy. Therefore, the contentmaycontaintechnical inaccuracies or typographical 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 otherwise, 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.

    Preface
    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 Western 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 language teaching that include civic education, American studies, and other western concepts and information and that complement the national curriculum. `` Working from an analysis of the national curriculum goals, approved textbooks, past experience, and the purpose of the ELCE program, the PH International 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 improved classroom instruction for English language acquisition and civic education through the English language. `` This includes more learner-centered instruction, effective team teaching, the integration of civics into the English program and promotion of applied 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 settings 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.

    Result 3: Expanded availability and use of multi-media equipment in the classroom. `` PH International procured equipment for all ELCE program participant schools and trained teachers in the use of equipment that enriches the learning 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 regardless 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 being 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/scanner/copiers; `` 86 high performing teachers participated in a five day Summer Institute, during which they served as potential teacher trainers and received additional training materials and handouts; `` The ELCE Blog (www.elceonline.com) and ELCE Facebook page (www.facebook.com/elceonline) were developed, which serve as platforms for sharing information and materials and create a solid network of ELCE alumni English Teachers. During the final stage of ELCE program implementation, ELCE alumni teachers participated in Open Lesson Weeks where they demonstrated best practices and presented knowledge, skills and materials acquired through the ELCE program 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.

    Table of Contents
    1. Shida Kartli Region........................................................................7
    1. 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...............................................................................41
    1. 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......................................................................65


    1. 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...................................................97


    9. Irma Kiria, Zugdidi Public School #3 Jobs and Career Interest...98 10. Changelia Tsitsi Chanturia, Tsalenjikha Public School #2 Vocational and Life Choices...................................................101

    11. 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.....................................................................................177
    1. 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..................................................................................................191
    1. 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

    Teacher: Nana Aivazashvili / Didi Mejvriskhevi Village Public School

    Lesson Topic: Diversity and multiculturalism


    Overall Objective: Students will be able to read and understand diversity and multicultural education and learn them. Language Objective: Students will use target grammar and new vocabulary structures to compare cultures. Civic Education Objective: Students will be able to express awareness of cultural diversity.
    Stage of lesson Warm up Activity 1/ pre-reading Activity2 Activity Ask Ss to fill K and W of a KWL chart in pairs and share. Ss match the traditions to the countries in pairs. 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. Ss check other pairs work from activity 1 and call out 1 or 2 sentences. They ask the questions. Ss finish the KWL chart l- what I learn and express oral what they learn. Collect papers Time 5 min 5 min

    15 min

    Activity3/postreading Activity4/ Assessment Closure

    10 min

    9 min

    1 min

    Teacher: 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 Warm up Teacher activity Student Activity Students reorganize the letters to make a word. Materials Vocabulary with mixed letters: soldier, doctor, teacher, taxi driver, deliver, protect

    T. writes words with incorrect letters on slips Activity 1 of paper. T. hands out slip of paper to each 6 min pair of students. Students must change order of letters and discover new vocabulary word. T. calls on one student in several pairs to identify their new word. T. says: What do you think the topic of the lesson is? Activity 2 Teacher shows a power point with different 5 min types of jobs. T. asks students to write down which profession 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 occupations or professions which are mentioned in the power point.

    Activity 3 Teacher introduces new verbs related to occupa6 min tions: fixing, repairing, helping, teaching, cooking, delivering, driving, flying serving, protecting, teaching

    PUT VERBS ON POSTER New verbs correspond to the verbs used in the list of reasons why people choose their professions and correspond to the verbs found in the pictures for Handout #2 and jobs in the power point.

    Activity 4 Teacher does choral drilling with students 3 min to help them pronounce new verbs. Activity 5 T. introduces new struc- ORAL CONVERSATIONAL ture: 10 min What do you want to be? PRACTICE: I want to be a ------ be- St. work in pairs and use cause ------. the model conTeacher hands out a list versation and of reasons why a person the reason from would choose a profesthe list. 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. Students match Activity 6 Matching. Teacher gives handout #2 with Pictures and job 5 min pictures of different oc- descriptions. cupations. Teacher hands out slips of paper with job descriptions and students must match the picture and the job description. 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. See hand out #1 Reasons why people choose their professions.

    10

    Activity 7 Review: Teacher asks St. I want to be students to use the new a ---Closure structure again. because 5 min T. asks What do you want to be? Homework: Ask students to take the list of reasons why people choose their professions 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, farmer, fisherman, rock star or rock musician, painter, nurse, pilot, postman, mechanic, policeman, taxi driver, teacher, waiter.

    11

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


    SOME REASONS WHY PEOPLE CHOOSE THEIR PROFESSIONS: 55 I like helping sick people get better. 55 I like catching fish and sailing boats. 55 I like music and singing songs. 55 I like fixing with mechanical things. 55 I like teaching children. 55 I like cooking different dishes 55 I like delivering mail to people. 55 I like fighting fires. 55 I like reading books. 55 I like driving to different cities and towns. 55 I like flying. 55 I like speaking different languages. 55 I like fixing teeth. 55 I like serving food and drinks. 55 I like growing plants and taking care of animals. 55 I like protecting people. 55 I like working in an office. 55 I like working out of doors. 55 I like adventure and doing challenging things. 55 I like being creative. 55 I like physical work and exercise. 55 I like a quiet and peaceful working environment.

    12

    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. 55 A person who takes care of sick people and gives them medicine. 55 A person who paints walls in apartments and office. 55 A person who reads lines of a play and performs to entertain people. 55 A person who grows crops to sell to other people. 55 A person who cooks food for a restaurant. 55 A person who serves food and drink in a restaurant. 55 A person who fixes teeth. 55 A person who catches fish and sells them to a shop or a restaurant. 55 A person who flies an airplane filled with passengers. 55 A person who teaches maths, languages, science, or art. 55 A person who flies rockets into outer space. 55 A person who creates beautiful paintings which hang on the wall. 55 A person who takes money from a customer at a restaurant or store. 55 A person who drives a car or a bus with passengers to different cities. 55 A person who sings modern songs and performs concerts. 55 A person who protects people and helps them when accidents happen. 55 A person who delivers mail and packages. 55 A person who helps doctors and checks on patients. 55 A person who fights fires. 55 A person who sings opera songs in a concert hall.

    13

    Handout 3 Professions

    14

    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 nationalities in English. Civic Education Objective: SS will be able to know which countries are in the world and their flags.
    Time 5 min Topic Warm-up Organization Procedure Whole class Materials/ Handouts

    Ss throw the ball of Globe globe, Ss read the names of one country and then throw to another. Stick to board flashcards Flashcards with country names, Ss come to board and match nationalities with countries. Give Ss handouts 1st Ss reads the text 2nd Ss fill-in-the- blanks. Ss watch video- Countries and Nationalities Quiz- and say the answers. Give Ss scramble dialog, Ss must put the story in order. Then share with neighbor and read out loud. Texts

    5 min

    Activity 1

    Whole class

    10 min Activity 2

    Pair work

    8 min

    Activity 3

    Individual

    Video (Quiz)

    5 min

    Activity 4

    Individual Pair work

    Scramble dialog

    10 min Assessment Individual

    Ss watch video then give Video (The handouts and Ss color most beauflags according to the tiful flags) text. (text is given on the handouts) Stick flags on the wall

    2 min

    Closure

    15

    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 ) 55 Where are you from? 55 Are you a student? 55 I am from Brazil, And you? 55 Yes, I am. 55 I am from Russia. 55 Are you from Moscow? 55 No , I am not a student. I am a doctor.

    16

    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.

    17

    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 yellow.

    18

    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.

    19

    Teacher: Marina Terterovi/ Gori Public School #8/ Grade 8 Lesson Topic: National Symbols
    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 symbol Bald Eagle.
    Stage of the Lesson Warm up Activity 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 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 Time 7 min

    Activity 2

    Put the words in the sentences, gap filling, do 10 min it in pairs, share with a group. Walk round the class and compare with other students. 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 compare the answers in pairs. Then in groups. 10 min

    Activity 3

    Assessment

    10min Use the new vocabulary to describe the bald eagle, first work individually, then pairs correct (peer correction)each other. Write about a Georgian National symbol, choose the symbol you would like to present.

    Home work

    20

    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, female, 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----------------------------------------

    21

    Handout 2
    Questions

    1.What is the National Bird of the United States? yy The National Bird of the United States is the American Bald Eagle. yy It was adopted as the National Bird in 1782. 2.Where do most bald eagles live? yy Most bald eagles live in Canada and Alaska. yy 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? yy 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? yy Yes, they do.

    22

    5.What color are their feet? yy 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? yy 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? yy 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? yy It is holding an olive branch and arrows. yy The olive branch represents peace and the arrows represent war.

    23

    Teacher: Veriko Michitashvili/ Gori Public School # 12

    Lesson Topic: American Holidays - Thanksgiving


    Objective: Students will be able to use some of the following vocabulary: 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, presentation, group work.
    The stage of the Activity lesson Warm up Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Brainstorm familiar vocabulary beginning with the letters of Thanksgiving Introducing the new vocabulary with cards Power Point presentation Unscramble the sentences in groups Introduction of the phrase to be thankful for with the help of the song. Writing about thanksgiving day through the help of pictures using past simple tense. Groups correct each others writing Time 3 min 5 min 5 min 5 min 10 min 10 min 5 min

    24

    Handout 1
    Powerpoint Presentation

    Thanksgiving

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

    25

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

    Thanksgiving began as a religious observance to thank God.

    26

    Pilgrims

    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.

    27

    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.

    28

    Indians
    There 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.

    29

    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.

    30

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

    Indians showed them how to hunt and fish.

    31

    They showed them how to grow corn and pumpkins

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

    32

    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.

    33

    Thanksgiving Day Symbols

    Turkey

    34

    the main dish during the celebration

    Turkey

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

    35

    One of the popular symbols of thanksgiving

    Corn

    Cranberry

    36

    Beans - Special symbol of Thanksgiving

    Pumpkin Pie

    37

    PARADE

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

    38

    Thanks a lot!

    39

    NOTES

    40

    41

    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 Warm up Activities 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 watching they write down the names of animals what they see Teacher distributes paper with the names of animals and Ss. compare them with their written words and add missing ones. 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. Teacher distributes small text Animals. Ss. read it quietly and underline the words of animals. (T. observes and helps if they need) ; Ss. fill the chart according to the text; (see the example of the chart below the lesson plan) Objective Time Materials Laptop; projector; papers; markers;

    Pre-reading: 5 min To make motivated and appropriate atmosphere according to the students level, interests and topic. To remind the 5min vocabulary and check spelling of the words To make more 5min motivated and engaged atmosphere

    Activity 1

    Hand-out new vocabulary

    Activity 2

    Activity 3

    During read- 5min ing: (reading for scanning). To find the names of animals. Post reading: 10min To classify the words.

    Hand out Animals; Markers;

    Activity 4

    Flipcharts; markers;

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    Activity 5

    Teacher distributes some pieces of paper with some words. The names of animals 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 adjectives: huge; tiny; long; big; dangerous; friendly; sharp; a lot of; To be able to make presentation

    10 min

    Flip chats; markers;

    Each student from each Making presenta- group make presentaions to discribe the animals. tion (one student should read one sentence) Homework Ss. should write Jungle; my farm or under the sea . They should choose the topic and paint at home and write description below the picture

    4min

    To learn by doing and improve the creative skills

    1min (Clear instruction)

    Board; chalk;

    Chart:
    Animals in the jungle Animals on the farm Animals in the sea

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    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 descriptive 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, handouts, computer, felt board, pictures, projector

    Procedure: Warm-up:
    yy 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) yy 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) yy 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 paragraph and after each section other students come to the board/

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    felt board and illustrating the story by arranging pictures into the right order.(15-18min.) Activity# 3(Post-reading) yy Students work in groups. They find and underline all the adjectives in the text. Teacher monitors and helps if needed. (5min.) Assessment: yy 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. yy Teacher asks students to name their favorite cartoon/fairy tale character and describe them by using the adjectives.(6min.)

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    Powerpoint Presentation

    Fairy Tales

    Komble

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    Dreamer

    Tsikara

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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 presentation; 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 pictures 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 famous 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 astronaut in 1963

    Margaret Thatcher became the UKs first female Prime Minister in 1979

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    Benazir Bhutto won the election 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

    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 member of European Opera Company ever.

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    Soon Callas became an international star. Some called her the Golden 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 husband 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 yy her mother died/put in an orphanage by her father yy nuns/ taught her how to sew yy work/as a singer/clubs in Vichy and Moulins/called Coco yy Open/ her first shop on Pariss Rue Cambon in 1910/ sell hats. yy Add/stores in Deauville and Biarritz/begin making clothes. yy In the 1920s/ launch her first perfume, Chanel No. 5, yy In 1925/ introduced the now legendary Chanel suit with collarless jacket and well-fitted skirt. yy Another 1920s revolutionary design was Chanels little black dress. yy 1920s/ meet the wealthy duke of Westminster yy World War II/ close her business. yy Meet/ German military officer, Hans Gunther von Dincklage yy World War II/be over/exile in Switzerland yy At the age of 70/ Chanel /make a triumphant return to the fashion world. yy Die/ on January 10, 1971/at her apartment in the Hotel Ritz/ never married

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    Handout 4

    Indra Krishnamurthy Nooyi-anIndian-Americanbusiness executive and the currentChairpersonandChief Executive OfficerofPepsiCo, the second largest food and beverage business in the world Born 28 October 1955(age57) 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 #4 Nato 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 Warm up 3 min. Teacher activity Teacher asks ss about making choices about their favorite different seasons What season they like and why. 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 elected or did they inherit the throne from their relatives? Teacher introduces vocabulary about elections: inherit coronation, election, vote, booth, ballot box, campaign program . 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. Students activity materials Students give examples and support their choice. Teacher and ss pronounce the words together. Students say the Georgian word for new vocabulary Flashcards photo copies of pictures of well Known kings and presidents and vocab.

    Act.1 4 min.

    Activity 2 3 min.

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    Act.2 2 min.

    Today will become three Students partici- Colored paparties. Students choose pate in regroup- per cut into colored paper from a hat or ing. strips box. Teacher says: All reds, all greens; all yellows sit and work together. There will be three groups. 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 education 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 accomplished. Teacher has prepared slips of paper estimated costs for certain items students should consider in presenting their program. Teacher should prepare a poster ahead of time to help students prepare a budget. Students work in groups and create their Platform Program. Each group will present their own Program. Budget estimates For example: Rent one bus for long trip: 400 lari one way. Repair of toilets & sinks 3000 lari, One laptop computer with speakers 550 lari; Cost of one textbook = 15 lari

    Act.4 5 min.

    Act. 5 15 min.

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

    Students work together to prepare a campaign program.

    Poster paper and makers

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    Act.5 9 min.

    Teacher puts a rubric on the One member or board to help students judge candidate from each party makes the candidates; a presentation. how many students will benefit by the program, is the program realistic. How long will it take to achieve the program, how can you tell if the candidates are truthful. Candidates have 3 minutes for their speech

    Teacher has prepared a rubric for each student to fill out for each party.

    Act.6 10 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 registration form in advance

    Act.7 5 min

    Teacher declares the winner. Students are happy about the team that won. In this particular 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 resolved 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, microphone, headset, pilot, and helicopter.] Civic Objective: Students will learn about a specific occupation helicopter pilot by viewing a power point presentation and learning about the duties of this job.
    Time 5 min. Teacher activity Student Activity Materials Poster from World English with different jobs. Prepare sentences describing jobs in jumbled order ahead of time.

    Teacher asks students to come to the board and Warming Up choose a job that they like and tell about it. 5 min Activity 1 Teacher divides ss into groups. Students work together to put words in correct Give them sentences about jobs. These words order. in the sentences are not in correct order. Teacher calls on student in each Group to read one of the unscrambled sentences. Students volunteer information Helicopter pilot Teach- about the job. er elicits information about the topic. Teacher writes on the board Students read one sentence.

    5 min. Activity 2

    3 min Activity 3

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    7 min Activity 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 describing the job of a helicopter pilot and follow the text in their book. Students work in pairs to recall the missing word slide by slide. Teacher calls on students to fill in the correct missing word.

    Find the CD on occupations and set up the CD player or laptop before the class arrives.

    10 minutes Activity 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.

    Use the Power Point given with this lesson. PPT is used as a listening skills check.

    5 Min.

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

    Student chose a variety of occupations. Not many are interested in being a Models on the board: When I grow up, I would pilot. like to be.

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    NOTES

    64

    65

    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 holidays 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) g 1) 2) 3) 4) 5) 6) 7) 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 freedom. 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 sickness 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 Pilgrims 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 celebrated 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 harvest 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 Lesson Topic: National Symbols
    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 definitions 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 questions 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 copper. 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 Lesson Topic: Jobs and Occupations
    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 different jobs. Duration: 45 minutes.
    Stages Procedures and teachers Timing language 3 min Teachers notes / Organi- MateriAim of the activity zation als Whole class. Board.

    Teacher writes the words de- Warm up activscribing professions (teacher, ity to introduce manager, director, nurse..) the topic. on the board and asks students to think and guess why he/she has written the words on the board. After guessing teacher introduces the topic of the lesson jobs. This activity will help students to revise vocabulary related to jobs. While checking the task in pairs students will be given opportunity to peer check and peer teach.

    10 min Teacher gives students handout 1. And asks them to match the jobs to their definitions individually. After finishing the task teacher gives pairs time to check. She gives them support language to use while checking: 33 What is the definition of a ? 33 What do we call a person who.? 33 What is the Georgian for? Teacher models the task.

    Individuals. Pairs.

    Handout 1.

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    3 min

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

    Teacher makes sure that students have completed 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 handout 2. And gives them time to think and discuss in pairs what they see in these pictures. There is support language in the handout: 33 What is happening in these pictures? 33 Which jobs the teenagers might do? yy I think the boy works in a . yy Maybe he is a because yy In my opinion the boy in this picture .. Teacher models the task. Teacher gives students the 12 min text to read individually and fill the chart with information from the text. They have to write only key words in the chart. Teacher shows how to do it. After reading the text students compare their writings in pairs. 33 Where does Nick work? 33 Whats Dans duty? Teacher asks additional questions about British and Georgian teenagers parttime jobs.

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

    Handout 2.

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

    IndiHandviduals out 3. Pairs

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    Teacher asks students to take 10 min turns in pairs and discuss the questions given below the text. Support language is also given. 33 Do you think that Dan/ Nick/Mark likes his job? Why do you think so? 33 Do you think it is a good idea for teenagers to have a part-time job? Why? Why not? 33 Would you like to have part-time job? Why?

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

    Handout 3.

    yy I think he like
    because.

    yy In my opinion its a yy Its safe/dangerous..

    good/bad ideabecause.

    yy I would like to

    have.because. Handout 4.

    2 min

    Teacher gives students questions 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. 33 I would like to work as a because. 33 I find it easy/difficult/ interesting.. 33 In my opinion this job is..because..

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    Handout 1 yy Match the jobs on the right with their definitions on the left 1. Person who drives a car
    A.) nurse B.) driver

    2. He/she works in a school and teaches students 3. Works in a hospital and helps doctors 4. Defends peoples rights in court 5. Flies an airplane 6. Serves people in a restaurant

    C.) teacher D.) pilot E.) lawyer F.) doctor

    7. Works in a police station and maintains public security G.) waiter 8. Works in a hospital and treats patients 9. Drives a taxi 10. Person who reports news on TV 11. Does the cooking in a restaurant or hotel 12. A woman who plays a role in a movie 13. One who does business 14. A man who acts in a movie
    H.) police officer I.) journalist J.) taxi driver K.) business person L.) chef M.) actress N.) accountant O.) actor

    15. Works in a bank and keeps records of money 1 B

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    Handout 2. yy Read three teenagers comments about their jobs. Look at the pictures 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 morning 3. You have to be careful because hot food can be dangerous

    Take turns and ask your partner questions:


    33 What is happening in these pictures? 33 Which jobs the teenagers might do?

    yy I think the boy works in a .. yy Maybe he is a because. yy 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 homework as well. For most jobs, you have to be at least sixteen. Children under fourteen 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 because working with hot food can be dangerous. But its never boring here. 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.

    Dan started working in a supermarket three weeks ago I love earn-

    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 Nick Dan Mark Job Day Time Duty

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    Take turns and ask your partner questions:


    33 Do you think that Dan/Nick/Mark like his job? 33 Why do you think so? 33 Do you think it is a good idea for teenagers to have a part-

    time job?
    33 Why? Why not? 33 Would you like to have a part-time job?

    yy I think he likes because he says yy In my opinion its a good/bad idea because.. yy Its safe / Its dangerous. yy I would like to have because

    Handout 4 (at home) Question: What part-time job would you like to have and why?
    33 I would like to work as a ..because. 33 I find it. because.. 33 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 conduct 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 Warm up Teacher Activity Student activity Materials

    What season (month, day) is it today? How many lessons have 5 minutes you got today? What was the 1st, 2nd, What lesson is it now? Act. 1 One guest teacher reads, the students listen to the text 5 minutes [World English Level 3] from their text books and underline 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. 2

    Students do matching activity 5 individually (Handout 1). Class 5 minutes check.

    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. Teacher gives instructions: Speak in pairs about your favorite lesson. I will write some sentences for you to help you get started. What is your favorite lesson? Do you like My favorite. You have 5 minutes to talk in pairs about your favorite lessons The teacher asks students what is their favorite lesson and why. (class discussion) The teacher calls on her students to say what their favorite lesson is. Why?

    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.

    Sts: My favorite lesson is English. Why? It is interesting. What is your favorite lesson? English is my favorite lesson. What about maths? Do you like maths? Yes. It is easy.

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    Act. 4 10 minutes

    The teacher gives the students ballots with names of the lessons 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 candidate, 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. The teachers assistant gives teacher the count for each sub- Sts: Sports is ject. For example: T. writes: the winner. English 4, Maths 5; Georgian 6; Religion 4; Science 3; Art 2; Music 1; Sports 10 Teacher asks: Who is the winner? Why?

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

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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 55 English 55 Maths 55 Georgian 55 Religion 55 Science 55 Art 55 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 bullying among schoolchildren and propose solution of the problem
    Stage of Lesson Activity Time 5 min

    Warm up Teacher shows the photos of bullying to the students and asks the questions: 33 What do the pictures express? 33 What exactly is happening in each photo?

    Activity 1 Teacher brainstorms the idea of bullying and asks students: 5 min 33 What is bullying 33 What kind of bullying theyve heard about? 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. 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: 33 What type of bullying is in the video? 33 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. 15 Activity 4 Teacher divides the students into groups and asks them to think about the ways of solving the given problem and min 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 solutions except theirs. 10 min 10 min

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    Teacher: Karina Metreveli / Rustavi Public School #18 / Grade 5 Lesson Topic: Jobs and Occupations
    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 descriptions with the appropriate terms.
    Time/ activity Teacher activity Student activity Materials

    Doctor, teachActivity 1 Teacher puts a mind map on er, journalist the board with professions in 2-3 min the center and asks students to etc. identify examples of professions. Activity 2 T. asks students to speak in pairs about different profes5 min sions. T. writes on the board: Do you think _____ is a good profession? I think ______ is a good profession because Teacher models this dialogue with another student to illustrate her instructions. Activity 3 T. puts four pictures on the wall. T. hands out a sheet of paper 5 min [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 working in a garden, and a 4. woman writing on a chalk board. and the 1,2,3,4 next to each picture

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    Activity 4 Teacher asks to check with their partner about their an3-4 min swers. Activity 5 Teacher asks sts. to fill in the missing gaps using the given 5-7 min words and phrases in a text. Handout 2 Models an example. My Dad GETS UP early in the morning. Activity 6 Teacher elicits the answers for the blanks in the text. 3 minutes Activity 7 Teacher asks students to read 7-10 min the text a second time and underline the unknown words.

    Several students give their answers orally as a check

    Students work in pairs to fill in the gaps.

    After students have finished reading, they contribute This is a big school. For example, if I dont know BIG then words that they do not know. I underline it. For example Teacher writes these words on from this text, the board: sts. did not know: Grateful, 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/ homework

    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
    55 digs 55 helps people 55 checks blood pressure 55 waters 55 a nurse 55 gets up 55 a teacher 55 flowers 55 a gardener 55 takes a temperature 55 corrects 55 kind 55 a fireman 55 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 buildings 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, incredible, 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 10 of different countries. At first, think of two or three min. specific buildings or structures of different countries 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? Activity 1 (Duringreading) 10 Now we are going to make a chart of the places which are given in the textbooks. As there are a lot of places, min. 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.

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    Activity 2 (During reading)

    Now, as we have found out the main information, let`s 10 go into the details and learn the new words from the min. 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 answers on the board.

    Activity 3 (Post reading)

    7 T. asks Ss to study the meanings of the words and then check themselves. For this Ss fold the lists and min. 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. 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. T. asks some students to retell about the wanders to the whole class. Ss describe the wonders and give the meaning of new words T. asks the students to repeat new words at home. 8 min.

    Activity 4

    Activity 5 Assessment Closure

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    Handout 1
    Name of the wonder Place Time Specifics Other information

    yy The Eiffel Tower in Paris yy The Brooklyn Bridge in New York yy The Sydney Opera House yy 50-km Channel Tunnel between England and France yy 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 canvas spread to catch wind and move a ship forward gas tall structure that has strong flashing light for warning or guiding ships in the sea h.to finish, bring to an end

    6.attraction

    7.dhow

    8.sail

    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 characteristic 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 Activity lessons Warm up 20 questions Im thinking of a Hero 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. Activity 2 T shows a PP presentation about different types of heroism to help Ss become aware of different heroic deeds. 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. Activity 4 T distributes the similar text in which different information is missing. Ss read the text and write questions in past simple to find out missing information. Closure Ss ask and answer the questions in peers to fill in the gaps. Give the home task- to write a description of their own 2 Hero and give reasons why do they think that the person min deserves to be called a Hero. 8-10 min 7 min 8 min Time 7 min 8 min

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    Handout 1
    Student A Nelson 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. 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 1944, Mandela helped to start a political organization for young

    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 B Nelson 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

    96

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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 arguments 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 occupation? 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 questions: 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 unemployed?

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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 people 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 describe their preferences orally and in writing. Civic education objective: Students will be able to make connections between their interests and job preferences.
    Warm up Slideshow with different kinds of professions. 10 min Students have to name them. After watching slides they have match definitions with the words of professions. On T-diagram students write professions on one side and adjectives connected to these professions. Students categorize the jobs by dangerous and safe jobs and make sentences using comparisons. Give the text about jobs. After reading they will answer the questions. Next they do jobs profession word searching. 5 min

    Activity 1

    Activity 2 Activity 3

    5 min 5 min

    Activity 4

    Giving the jobs written on the papers, they mime 10 min and guess this or that profession, e.g. then ask questions to each other, e.g. Whats your job? Im a waiter. Where do you work? I work in restaurant. 10 min Students should write What do you want to be when you grow up? Next they present their writing to class or in groups. Collect papers 1 min

    Activity 5/ assessment Closure

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    Teacher: Elene Changelia/ Tsalenjikha Public school #1, Grade 8 Lesson Topic: Civic Engagement
    Overall objective: Lesson will raise students awareness of civic duties and consider priorities for civic involvement. Language objective: Students will use target structures and new vocabulary discuss civic involvement. Civic education objective: Students will realize what is to be an active citizen. Class context and needs: Secondary classroom, Basic intermediate level learners Sequencing: Students are advanced verb tenses, vocabulary, expressions and are able to discuss a variety of topics in English. They use modal verb should Materials: Attached and board, posters, computer, video Activities: Warm up, writing, matching, oral presentations Assessment: Written product and presentation Reflection: (to be completed AFTER lesson) Other important information: This is only a sample lesson.

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    Stage of lesson

    Activity

    Time 5 min

    Warm up Students watch the video carefully about a good citizen and they have to write down what good things he does.

    5 min Activity 1 I give the students different sentences and the students have to write Good citizen / Bad citizen does it. First they write it individually and then share it in group and they have to fill the chart on the poster Good citizen Bad citizen

    And make presentation. Handout 1 Activity 2 I write down the following sentence on the board : What is community? Then I draw a triangle on the board and ask them to fill it. 1. Family. People I live with 2. Name of your school 3. Name of your city 4. Name of your country 5. Nationality Activity 3 I ask the students to write down what they should do and shouldnt do 1. At home 2. At school 3. In the town 4. In the country 5 min Activity 4 I give handouts on individual responsibilities to groups. Four students have to find some hidden pictures in the classroom and they have to match the photos to the responsibilities. The group that finishes first is the winner. (Handout 2, 3) Activity 5 Then students have to discuss how important these responsibilities are. First in group then in the class. (Handout 4) Activity 6 Students prepare and make presentation what is an active citizen. 10 min 10 min 7 min 3 min

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    Handout 1
    a. I was friendly to a new child from a different country. b. I helped clean up the park. c. I collected used toys and clothes for needy children. d. I walked away from a fight. e. I said no when a friend asked me to steal money from another child. f. I wear my bike helmet and follow other bike safety rules. g. I wait for the signal to cross the street and I stay in the cross walk. h. I smoke in public. i. I drive fast. j. I donates old clothes/bikes k. I drop plastic bottles in the street. l. I read newspapers every day.

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    Handout 2
    1. Voting in elections 2. Participating in political life 3. Getting an education 4. Being active in the community 5. Obeying laws 6. Paying taxes 7. Serving in the military 8. Serving on jury 9. Doing volunteer work with community organizations 10. Joining a citizens group to work on community problem 11. Keeping the environment clean 12. Recycling 13. Reporting crimes 14. Talking about public issues 15. Protesting

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    Handout 3

    106

    I Promise to Obey the Rules

    107

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    Handout 4 Individual Responsibilities


    Individual citizens can participate in both community and national life in many different ways. How important are these forms of participation? Very important (+);
    Voting in elections Participating in political life Getting an education Being active in the community Obeying laws Reporting crimes Helping the community Respecting other peoples property Respecting other peoples rights Respecting other peoples opinions Paying taxes Serving on a jury Doing volunteer work with community organizations (e.g. a school, a homeless shelter, a neighborhood crime watch) Joining a citizens group to work on a community problem Keeping the environment clean Recycling Being tolerant, fair, truthful Respect other peoples freedom and rights

    Important ( * ) ; Not important (-)

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    NOTES

    110

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    Teacher: Nino Chichagua/ Kutaisi Public School #38 Lesson Topic: Heroes
    Overall Objective: Sts will be able to analyze and describe a hero according to general ideas defining the characteristics of a hero. Language Objective: Sts will use a variety of verbs and tenses to describe a hero, as well an new Vocabulary words and phrases targeted by the lesson. Civic Objective: Students will apply the concept of hero to people in their national life.
    Stage of Lesson Warm Up Activity 1 Activity 2 Activity 3 Activity 4 Activity Ask students to fill in the Mind Map with the adjectives related to heros. Sts give examples of their heroes and support their ideas. Sts read the text about Erin Gruwell and do Word Booster. Sts discuss with their partners the questions related to the text. Time 3 min 5 min 10 min 7 min

    Sts sit back to back and dictate each other the 10 text. They do jigsaw dictation and after writ- min ing check with their partners. Sts compare two texts about two different heroes and write similarities and differences in the Venn Diagram. 5 min

    Activity 5

    Activity 6

    Sts fill in Can Do Progress check. (Self-assess- 3 min ment) Sts read some famous quotes and choose their 2 min favourite one. If time enables discussion about the quotes. Self-assessment. Homework -Sts choose their favourite quotes and write a short essay with supporting arguments.

    Activity 7

    Assessment

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    Teacher: Natia Melkadze/ Kutaisi School #24/ Grade 3 Lesson Topic: American and Georgian Holidays
    Overall Objective: Students will be able to read about, discuss and write about mothers day in America and in Georgia. Language Objective: Students will use new vocabulary, including target phrases and structures. To read and write about holiday. Civic Education Objective: Students will compare holiday in America and in Georgia. Materials: posters, projector, markers, color paper, handouts, slide show, and video. Activities: warm-up, brainstorming, Venn diagram, during reading, post-reading, comprehension questions, true/false. Assessment: rubric
    Stage of Lesson Warm up Activity Ask students about the seasons, month, and weather. Ask them, What kind of holiday do you know in Georgia? Give them a piece of paper and ask to write holidays name and stick them on each season. As them to repeat spring holiday together. Brainstorming, write down their ideas about A good mother: happy, kind, beautiful, pretty. Give them handouts about Mothers day in Georgia and America. Theyll read the text, during the reading answer the comprehension questions. Slide show (presents for Mum). Post readingafter the reading students will fill the Venn diagram by helping my questions, they fill with differences between Georgia and America. Time 5 min 5 min 3 min 8 min

    Activity 1

    Activity 2

    Activity 3

    Activity 4

    5 min

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    Activity 5 Activity 6

    Give them handouts with exercises on them. Theyll do this test in pairs. They watch the video where a little girl make present for her Mother, then they draw presents for their Mum Presentation. Development, Assessment Rubric (reading and writing). Collect work.

    7 min 8 min 5 min

    Assessment Closure

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    Handout 1 Mothers Day


    Mothers Day in Georgia its a family holiday. This day is very important for children. The sun warms all life on the earth and mothers love always warms a child. In Georgia it is celebrated on 3rd of March. Some children in Georgian make presents for their mothers at school. Mothers Day in America is celebrated on the second (2nd) Sunday in May. It is the day when people congratulate this day to their Mothers. Girls and boy, Pupils and student. Old and young people, all save money to buy presents for their Mothers. They give to their mothers sweets, chocolate, flowers, perfume, ring, cake and cards. Also children cook for their mothers, so they can have breakfast in bed.

    Comprehension Questions 1. When is Mothers Day celebrated in America? 2. When is Mothers Day celebrated in Georgia? 3. What kind of presents do children give to their mothers? 4. How do children make presents in America? 5. How do children make presents in Georgia? 6. What kind of holiday is Mothers Day in Georgia?

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    Handout 2 Exercises
    Odd One Out 1. cheese, summer, spring 2. tea, winter, autumn 3. apple, June, July 4. grape, Easter, Christmas 5. book, September, March

    Complete the Sentences 1. There is snow. It is cold. The month is .

    2. There are pretty flowers in the garden. The month is . 3. Its windy. There is a storm. The month is .

    4. It is very hot. We are eating ice cream. The month is . 5. Its foggy and cold. The month is .

    Choose T/F 1. Mothers day in America is in April. T/F 2. Easter in Georgia is in autumn. T/F 3. Mothers day in Georgia is in March. T/F 4. Children dont give presents to their mums. T/F 5. Mothers day in Georgia is a family holiday. T/F

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    Handout 3 Assessment Rubric


    Excelent Vocabulary New vocabulary used effectively and correctly Write sentences correctly Good Need improvement

    New vocabulary New vocabulary used, but may need used incorrectly or assistance not used Most sentences are Few sentences are correct correct Students need tea chers help

    Writing Reading

    Student is an inde- Student can read pendent reader most of the words correctly

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    Teacher: Teona Chabukiani/ Kutaisi public school #22 / Grade 4 Lesson Topic: Jobs and Occupations
    Materials/resources: laptop, projector, video, handouts, flashcards, display book, pen, pencil, crayon, paper, coloured papers, glue, ball, board, chalk Activities: Catching Ball (Warm up) Showing Posters Puzzle Game Filling Gaps Matching Game Showing Video. Making Poster. Assessment: Answering the question what you want to become and why? ( in written) Overall Objective: Students will be able to present their interests, talk about their favourite professions and future carrier orally and in written. Language Objective: Students will be able to describe some jobs using target words and phrases. Civic Objective: Students will realize the concept and meaning of each job and profession.

    Stage/activity Description of the activity Warm up Catching Ball. For getting answers from the students on the question What are you going to become? teacher uses a ball. She / He throws the ball and a student who catches the ball can answer the question orally.

    Time

    7 min

    118

    Activity 1

    Showing Posters. Teacher has the posters of 17 different jobs, and the only thing students must do is to name which one is which. (P.S I myself choose 17 jobs, because I had 17 students at my lesson and there were description of 17 jobs in the video, which I used later at my lesson.) 3 min

    Activity 2

    Puzzle Game. Teacher gives all students coloured papers (A4 size), and envelopes. There are 7 pieces of jobs pictures (The jobs are same as it was 7 min shows in the previous activity) in each envelope and students have to put them in order and stick on the coloured paper. Filling Gaps. Teacher delivers the names of professions, where vowels are missed and students have to fill it. (Teacher must consider that every student should receive the word which is suitable for his/her poster.) For checking this activity teacher uses the board. Student who finishes comes to the board and writes the word. When everybody finishes teacher and students together read them in order to check words spelling. Then students stick their words below the picture.

    Activity 3

    8 min

    Activity 4

    Matching Game. Teacher delivers descriptions more than one each student and who has to 5 min choose the meaning which is suitable with his/her poster and sticks it under the poster. Showing Video. For checking previous activity teacher shows video with pauses and the student, who has the same poster as it is displayed in the video, make a small presentation, who is he/she 10 min and what is his/her job. Then teacher checks it with help of the video. Then teacher collects all students posters and puts them in the display book. Making Poster. As an assessment teacher use sticky papers, where students have to put their names and then write what they want to become and why. Finally all students stick their paper on the big poster which should be prepared by teacher beforehand.

    Activity 5

    Assessment:

    5 min

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    Handout 1 Jobs and Occupations


    Example: Lifeguard I am a lifeguard watch people for save swimming 1. Lifeguard maSveli 2. Plumber My job is (Cemi saqmea) to

    to watch people for save swimming adamianebis Tvalis devneba curvis dros to repair water pipes in the buildings SenobebSi wylis milebis SekeTeba to prevent crime danaSaulis Tavidan acileba to experiment and research in the science industry

    santexnikosi 3. Policeman policieli 4. Scientists

    mecnieri eqsperimentebisa da kvleva-Ziebis Catareba samecniero dargSi 5. Tailor mkeravi 6. Teacher To stitch clothes tansacmlis kerva to teach in the school skolSi swavleba to take photographs fotoebis gadaReba

    maswavlebeli 7. Photographer fotografi 8. Actress msaxiobi 9. Architect

    to act in plays and movies speqtaklebsa da kinoebSi TamaSi to design houses and buildings saxlebisa da Senobebis dagegmva

    arqiteqtori

    120

    10. Bus driver

    to drive bus avtobusis marTva

    avtobusis mZRoli 11. Carpenter

    to repair and make things from wood xis masalisagan nivTebis Seqmna da SekeTeba

    xuro, durgali 12. Chef

    to make food in hotels and restaurant sastumroebsa da restornebSi saWmelebis

    Sefmzareuli keTeba 13. Dentist

    to fix problems with teeth kbilebis problemebis aRmofxvra

    stomatologi

    14. Doctor __ to examine health or the body eqimi 15. Farmer fermeri 16. Fireman mexanZre 17. Fisherman meTevze janmrTelobisa da sxeulis daTvaliereba to work in the farms fermebSi muSaoba to put down fires cecxlis Caqroba to catch fishes Tevzis daWera

    Youtube.com moZebne , mousmine da dagexmareba swavlaSi learn about all Jobs and Occupations at www. gudli.com es aris videos dasaxeleba

    121

    Teacher: Zurab Mushkudiani/ Kutaisi Public School #3/ Grade 10 Lesson Topic: Jobs and Occupations
    Overall Objective: Students will be able to discuss the jobs and their future careers Language Objective: Using adjectives, Wh-questions about jobs; expressing preferences and giving reasons; Civic Education Objective: Students will be able to find out criteria for choosing jobs Curriculum Connection: Intermediate Level A2, Objective 4-5 Class Context and Needs: Intermediate learners Materials: Projector, slide showing professions and jobs; handouts; flipcharts; blackboard; markers; Quotations. Activities: warm-up, motivation exercise with students concrete task small group discussion wrap-up and follow-up assignments. Assessment: - contribution of individual students to class discussion - cooperative participation of individual students in group work - result of group work (group mark)
    Stage of Lesson Warm Up Activity 1 Activity Ask students to find and name 14 professions using job search puzzle and then add their own The teacher shows certain words on the screen job, profession occupation career and asks students to make distinction among them Time 5 min 5 min

    122

    Activity 2

    Ask students to list job requirements and classify the items according to the categories: skills, qualities, abilities. Ask the students to break into groups of three or four. Each group can be given an article about An ideal job. They will read it and ask and answer the questions in their groups. The class as a whole is asked to answer the following questions: What are the most popular professions nowadays? Are there any traditional / modern professions? What are well-paid professions? Where do you need your knowledge of English?

    7 min 7 min

    Activity 3

    Activity 4

    6 min

    Activity 5

    10 The teacher asks the students to think about the job they would like to choose and what they min want to get from it? A job of my choice Job Talk/Discuss Role Play At the Doctor Homework: To carry out a survey in our school about popular jobs.Make a list of the professions you want to ask. Write a questionnaire and give it to all your friends. 4 min 1 min

    Activity 6 Assessment

    123

    Teacher: Ana Chachkhiani/ Kutaisi Public School #3/ Grade 6 Lesson Topic: Volunteerism
    Objective: Students will develop awareness of volunteerism and language related to the topic. Students will write down a passage about volunteerism using new words and phrases Activities: Warm up (watching video), post listening activity. ppp presentation,find someone who?,reading task while reading filling KWL chart,writing a passage what I would like to do as a volunteer? Assessment: Rubrics. (vocabulary)
    Stage of Lesson Warm up Activity Time

    Students watch a video (Usher explains whats a 6 min volunteer. http://www.youtube.com/watch?v=5cysG5M1PFA) Post listening activity (questions how many volunteers have you noticed? What were they doing?....) PPT presentation giving detailed information about volunteerism, students try to remember verbs related to the topic. T writes down new words and verbs Students find someone who plants the trees, cleans, helps . Students read text about volunteers and while reading they fill in the KWL chart. Comprehension check 7 min

    Activity 1

    Activity 2

    7 min

    Activity 3 Activity 4

    5 min 5 min

    Activity 5 Assessment Closure

    Students write a paragraph What I want to do as 10 a volunteer, using new vocabulary. min Rubrics Collect work, sum up the lesson 2 min 3 min

    124

    Assessment Rubric
    Excellent Good Needs improvement

    Does not use new New vocabulary Uses new vocabu- Uses new volary correctly cabulary but with vocabulary mistakes Other sentence conventions Sentence conventions correct Most sentence conventions correct Needs to improve sentence conventions

    125

    Teacher: Sophie Khvadagiani/ Kutaisi Public School #3/ Grade 3 Lesson Topic: Systems of Government
    Objectives: The learners will: yy Learn vocabulary to describe two different systems of government (monarchy and democracy/republicanism) and their social function. yy Recognize its connection to the classroom environment. yy Have better awareness of different countries symbols (flags) and some facts connected to those countries.
    Stage of Lesson Activity Lead-in Teacher elicits from students a list of countries that they can identify to logically lead into the next activities. v Guessing Game Competition. Students in groups have to take part in power point guessing game competition related to countries flags, symbols and facts where students have to guess the name of the country using the above hints. The winner groups receive flags in a competition. The group with the most flags gained, is the winner. (Before beginning the first activity, students are advised to be very attentive with 1. Remembering the colors of the flags while watching Power Point Presentation and 2. Remembering country facts as well). Activity 2 v Flag Coloring Task: a mini-project Students in groups are given the flags they have covered in the previous activity, but this time in black and white. Groups have to color them to see which flags colors students remembered (they keep the colored versions for a while). 5-7 min Time 2-3 min 7-10 min

    Activity 1

    126

    Activity 3

    v A Vocabulary Matching Task (kinesthetic activity) Individual students are given words (nouns, adjectives). They have to move around and match the given vocabulary to Kings vs. Presidents (like in a T chart). Two different colored posters with a symbolic indication, CROWN vs. TIE (i.e. KINGS vs. PRESIDENTS), are set up on the wall of the classroom. The common words, characteristic of both should be stuck up to separate poster, a PURSE. Then Teacher helps them to read loudly the result and make any necessary corrections there.

    5-10 min

    Activity 4

    v True and False Group Task. Each group of students is given a sheet of paper with 5 statements regarding the facts about both countries symbols and some points related to monarchy vs. republic (i.e. kings vs. presidents). Its done in a certain sequence: Students in groups circle True or False. Then the done variants are exchanged among groups to be checked by others as well. Then teacher gives the class the right variants (key) to find out the right answers and reveal the winner group.

    8-10 min

    Closure

    v Memory Test Task_ Circle of Knowledge. Students have to make written summaries. Groups are given a blank with gaps in which they have to choose country form (monarchy or republic) and then write as many points that they can remember regarding Kings vs. Presidents and which they think better. Groups present their writings. All the groups receive one more prize _ the longterm memory flag.

    5 min

    127

    Handout 1

    128

    FIRST LADY MOTORBIKE PLANE TAXI FLAG SHIP PARLIAMENT TIE

    SON DAUGHTER PRINCE PRINCESS HORSES FUNNY CLOWN RICH HAPPY

    ON THE EARTH ANTHEM PEOPLE

    129

    130

    131

    Handout 2
    READ THE SENTENCES AND CIRCLE TRUE OR FALSE: 1. The USA has 45 stars on a flag. TRUE FALSE

    2. Brazil is the mother country of football. TRUE FALSE

    3. Carnivals are organized in Brazil. TRUE FALSE

    4. MacDonalds was born in the USA. TRUE FALSE

    5. Georgian footballer Kaladze didnt play in Italy. TRUE FALSE

    6. Great Britain has a president. TRUE FALSE

    7. Mother country of PIZZA is Georgia. TRUE FALSE

    132

    READ THE SENTENCES AND CIRCLE TRUE OR FALSE: 1. The USA has 45 stars on a flag. TRUE FALSE

    2. Brazil is the mother country of football. TRUE FALSE

    3. Carnivals are organized in Brazil. TRUE FALSE

    4. MacDonalds was born in the USA. TRUE FALSE

    5. Georgian footballer Kaladze didnt play in Italy. TRUE FALSE

    6. Great Britain has a president. TRUE FALSE

    7. Mother country of PIZZA is Georgia. TRUE FALSE

    133

    Handout 3
    is the best country be cause it has , , Group is the best country because it has , , Group is the best country because it has , , Group , , , . , , , , , , , . , , , , , , , . , , , ,

    134

    Teacher: Natia Gulbiani/ Kutaisi Public School #22/ Grade 3 Lesson Topic: Jobs and Occupations
    Overall Objective: Sts will be able to present their interests and some information about their job preferences orally. Language Objective: Sts will use new vocabulary and language structures to describe their preferences orally. Civic Education Objective: Sts will be able to make connections between their interests and job preferences. Materials: Lap top, video about jobs, handouts, blackboard and chalk, mind map, word wall, stickers, markers, pencils. Activities: Warm up (video); Answering questions; Listening; Speaking; Reading; Matching Assessment: Game Fly Swatter.
    Stage of Lesson Activity Warm Up Activity 1 Ss remember already learned jobs. Teacher fills in the mind map Ss watch video about jobs. They get known the new professions, teacher asks them to repeat the words and after it asks them questions: What is he/she? Ss listen the conversation and then answer the questions: What do they do? Activity 2 Give Ss jumbled up definition in pairs and ask to 10 arrange the sentences and guess the profession. min Pairs read their definition and whole class guess. Ask Ss to match the jobs on the definitions. Ask Ss to complete the puzzle with the correct jobs. Ss play the game Fly Swatter. Homework: (I want to be a ---because, it is ---) 5 min 5 min 8 min Time 5 min 12 min

    Activity 3 Activity 4 Assessment

    135

    Handout 1
    Match the jobs with the definitions: Teacher Doctor Bus driver Farmer Hairdresser DJ Postman Firefighter Baker Pilot drives a bus cuts hair teaches children helps people grows vegetables flies a plane makes music bakes bread delivers letters fights fire

    Handout 2
    Complete the puzzle with correct jobs: 1. This person grows vegetables. 2. This person helps people. 3. This person teaches children. 4. This person delivers letters. 5. This person bakes bread.
    1 2 3 4 5 F D T P B r r r r n

    136

    Teacher: Tinatin Kutivadze/ Kutaisi Public School# 3 Lesson Topic: Cultural Diversity
    Stage/activity Stage 1 Mind map (eliciting) Stage 2 Lead in Stage 3 Pre - reading: KWL chart Stage 4 During reading Stage 5 Post - reading Stage 7 Writing Stage 8 Assessment Description of the activity students label national costumes using the mind map Students match national dresses with country names time 4min 3min

    students get in groups to fill in the K and W 7min columns of a KWL chart. multiple choice using target vocabulary while reading students underline adjectives describing clothing students underline verbs( irregular ) Students compare traditional and modern clothing in India using Venn Diagram Students fill in the L column of the chart. students write what they learned about clothes in India. Teacher assesses students according to the rubric; Students collect self-assessment sheets. 7min 3min 7min 4min 6min

    4min

    Objectives: By the end of the lesson students will be able to: yy compare differences between traditional and modern cultures and express it orally and in writing using target vocabulary yy use different reading and writing strategies Class context and needs: 7th graders, 18 students. There are no students with special needs Materials/resources: textbook, laptop, projector, pen, pencil, handouts, paper, board, assessment rubrics

    137

    PowerPoint Slideshow

    CULTURAL DIVERSITY

    NATIONAL COSTUMES

    MAtCH COSTuMES WItH COuNtRIES


    KILT KIMONO CHOKHA GYPSY SARI INDIAN ARABIAN UKRANIAN EGYPTIAN GEORGIA INDIA UKRAINE ROMANIA EGYPT ARABIA JAPAN NATIVE AMERICA SCOTLAND

    138

    KWL Chart
    K What do you know about people in India? L What did you learn? W What do you want to learn?

    MULTIPLE CHOICE
    MODERN a. old-fashioned CASUAL a. Formal COMMON a. Usual b. up-to-date c. ancient

    b. traditional b. rare

    c. informal

    c. trendy c. without- sleeved

    SLEEVELESS a. Long-sleeved Wear a. Have on

    b. short-sleeved

    b. put off

    c. take off

    139

    FASHION IN INDIA
    TRADITIONAL
    The traditional style of clothing in India varies with male or female distinctions. This is still followed in the rural areas, though is changing in the urban areas. Girls before puberty wear a long skirt (called langa/paawada in Andhra) and a short blouse, called a choli, above it. Teenage girls wear half-sarees, a three piece set consisting of a langa, a choli and a stole wrapped over it like a saree. Women usually wear full sarees. For men, traditional clothes are the kurta Dhoti/Pajama. In south India men wear long, white sheets of cloth. In north Indian languages like Hindi, Marathi and Oriya these are called dhothi, while in Telugu they are called Pancha and in Tamil they are called veshti. Over the dhoti, men wear shirts/any.

    MODERN
    Aspects of Western fashion have become common among Indian men, particularly in the professional community. Horizontal stripes and plaids are common on casual business shirts, particularly among Indians in North America. nowadays most of the teen and adult girls in cities wear low hip jeans, low neck tops, tight jean trousers with salwar, half trousers, sleeveless T shirts etc. Women who hail from rural villages usually wear frocks and half sarees; boys normally wear a shirt and pants, whether formally or casually. Accepted formal dressing for couples in formal occasions like parties and weddings is saree for the ladies and formal pants and shirts with suits in the winter for the men. Indian women have however modernized and working women find western wear like shirts and trousers a comfortable dressing option for work. With entry of international fashion brands like FCUK, DKNY, Guess and many more, Indian women are increasingly becoming fashionable (in terms of Western standards). Among the league of high fashion international brands, domestic brands like Globus, BlackBerrys, Allen Solly, Park Avenue and Van Heusen, have also gained popularity. India has its own popular fashion designers like Ritu Kumar, Satya Paul, Manish Malhotra, Sabyasachi Mukherjee and Tarun Tahiliani.

    VENN DIAGRAM
    TRADITIONAL MODERN

    140

    Assessment Rubric
    N 1 Criteria Students are able to label national costumes using the mind map Students can match national dresses with country names Students are able to fill in the K and W columns of a KWL chart. Students can fill in the K and W columns of a KWL chart. Students can do multiple choice task using target vocabulary Students compare traditional and modern clothing in India using Venn Diagram students can write what they learned about clothes in India. Excellent Good Needs improvement

    2 3

    6.

    7.

    141

    Teacher: Mariam Putkaradze/ Kutaisi Public School #10 / Grade 4 Lesson Topic: Voting
    Overall Objective: Students will develop awareness of voting and conduct a class vote. Language Objective: Students will learn and use basic vocabulary about voting. Civic Education Objective: Students will participate in a class vote. Materials: a voting booth, a ballot box , ballots, slide show, posters. Activities: Warm up reflection, new vocabulary, discussion, writing, presentation Assessment: Visual represantation
    Stages of Activity the lesson Warm up What are students favorite seasons? Why? Activity 1 Put students into groups according to their favorite seasons. Tell the class that they will have a competition to decide which season is the best. Their support reasons will be their campaign. Activity 2 Slide show. Show students the stages of election. Students will learn new vocabulary. Activity3 Each group should present their campaign to the class. Ask each group to make a list of their reasons in order to convince other students that their choice is the best. Activity4 Hand out the ballots and ask students to complete their ballots; then wait in line to enter the voting booth to put their ballots in the ballot box. Activity 5 Appoint a ballot counter from each season group. They should count ballots and announce the results. Activity 6 Ask students how many voted for the winning candidate Time 5 min 5 min

    5 min

    10 min

    10 min 5 min 5 min

    142

    PowerPoint Slideshow

    143

    144

    145

    146

    147

    148

    149

    150

    Teacher: Miranda Tskhadadze / Kutaisi Public School # 30/ Grade 12 Lesson Topic: Heroes
    Language objectives: Students will practice listening, writing and speaking skills. Civic objectives: Students will be able to identify and discuss the traits of the hero Curriculum connection: VIII.2., VIII.11., VIII.14., VIII.15., VIII.16 Class context: secondary, intermediate Procedure
    Activity Stage 1. Warm up Stage 2 listening Description time

    Eliciting the topic. Teacher displays the picture of 3 min a superman. Students brainstorm ideas, predicting the topic of the forthcoming lesson. Teacher gives an instruction about what the s-s are expected to do. Then she reads a story in a normal speed. Students listen. 4 min

    Teacher reads the story second time, with pauses. Stage 3 Making notes Students make notes. Stage 4 Writing the story Stage 5 checking Students in groups of three sit together and compare their notes. Working together, they try to reconstruct the story as close to the original as possible. Groups in turn read their version (sentence by sentence). The others comment on it and correct mistakes. After each sentence teacher shows the original version. Students discuss the topic- define the characteristics of a hero, speak about their personal heroes. Students on sheets of paper write one thing they liked and one question/request.

    5 min 13 min

    10 min

    Stage 6 discussion Reflection

    7 min 3 min

    151

    Handout 1

    The last leaf


    OHenry
    yy Johnsy was a young artist who moved to New York City. yy As Winter approached and the weather got colder, Johnsy became ill. yy From her window, she was watching a brick wall. An old vine grew against the wall. yy Days passed and the lifeless yellow vine leaves, one after another fell on the wet, winter ground. yy Nine, eight, seven.. Johnsy counted backwards, believing to die when the last leaf fell. yy After few days there was only one left there. Howewer, the leaf stayed and stayed, and Johnsy decided she would survive. yy The next day she heard that an old artist, named Behrman, who lived in the same building, had died of pneumonia. yy Only brushes and paints in the yard showed the evidence that the last leaf on the wall was the masterpiece Behrman had always dreamed of painting. yy He walked outside in a storm one night to paint a leaf on the wall a leaf that would never fall.

    152

    Handout 2

    153

    Teacher: Mariam Kuchukhidze / Kutaisi Public School #8/ Grade 11 Topic: Systems of Government
    Overall Objective: Students will be able to speak and write about different government systems. Language Objective: Students will be able to develop reading, writing, speaking and listening skills based on target vocabulary. Civic Education Objective: Students will be able to speak about and compare different government systems. Class Context and Needs: Intermediate Materials: Projector, handouts, blackboard and markers. Activities: Warm up, slide show Presentation, speaking, jigsaw reading, matching sentences, discussing, filling in a Graphic organizer and Jeopardy Quiz Game Assessment: Graphic organizer and Jeopardy Quiz Game
    Stage of Lesson Warm Up Activity Time

    Elicit from students what government systems they know, teacher writes systems students name on the board in columns and asks them to name the countries which belong to these government systems

    3-5 min

    Activity 1

    Teacher shows a slide show about Government Sys5-7 tems to give students some extra information and to min enable them to compare what they already know with the information given in the slide show. Teacher divides students into groups of three and gives different texts to group members to read (home groups) 7-8 min

    Activity 2

    154

    Activity 3

    Students from each home group who have the 10 same part of the text make one expert group, they min share their information and fill in Graphic organizers Expert group members return to their home groups and teach their texts to other group members. 10-12 min

    Activity 4

    Activity 5

    T divides sts into groups ( 3/4 groups ) for Jeopardy 15 Game, sts choose their categories and answer the min questions till all the questions are asked, T counts the scores and names the winner group. Students do word matching. This activity can also be used as an extra material for those students who finish their work early. Write a small situation or a story using new words.

    If time enables Home-task

    155

    Handout 1 Materials and texts


    A. Monarchies Monarchies and democratic systems can exist in the same country, such as Britain, but the roles of king and president are very different. A king or queen may be only symbolic, such as Britain, or very powerful, such as Swaziland. No matter how much power they have however, kings are determined by lineage rather than through the ballot box. Often, royal families are very wealthy. Once he is crowned king, the king holds the title for the rest of his life. Countries with powerful kings include Brunei, Oman, Qatar, Saudi Arabia and Swaziland. Countries with mainly symbolic monarchs include the Netherlands and Great Britain.

    B. Democratic-Presidential Some Countries have presidents, who are usually elected for a finite term. The constitution of a country determines how long a president can hold office. In order to be reelected, a president usually tries to do the will of the citizens and maintain a strong economy. Unlike a king, a president may be born to a rich or poor family. A president can be powerful but also must be cooperative. There is a president in many countries: Brazil, Georgia, France, Mexico, Romania, Slovakia, Ukraine, the U.S. and many others.

    C. Dictatorship Some countries have a Dictatorship System when a country is ruled by one person. A dictator comes into power through the force and violence (Zaladoba) and not by the will (survili) of the people. Dictators can become both poor and rich people, kings and presidents. In countries where there is a Dictatorship the leader doesnt care about peoples right. All the power is given to one person, where the people have limits on their freedom. Dictators are very powerful and rich people. Unlike presidents, they rule country for an infinite term. Some examples of Dictatorship countries are: Cuba, Azerbaijan , Uzbekistan, Syria and some other countries.

    156

    Handout 2

    JEOPARDY

    DEMocRacy

    DIctatoRShIP

    MonaRchy

    GEnERaL

    100

    100

    100

    100

    200

    200

    200

    200

    300

    300

    300

    300

    400

    400

    400

    400

    Questions for Jeopardy Quiz Game Democracy


    100 - Can presidents be born in poor families? 200 - Can presidents be reelected? 300 - What determines how long can a president hold office? 400 - How do presidents come into power?

    Dictatorship
    100 - What is a Dictatorship system? 200 - What are the countries with a Dictatorship System? 300 - Do dictators rule for finite term? 400 - How do dictators come into power?

    157

    Monarchy
    100 - Can kings/queens be from poor families? 200 - In which country is a king/queen symbolic? 300 - Which countries have powerful Kings? 400 - How do people become Kings/Queens?

    General
    100 - What are the forms of Democratic Government? (Answ: Presi-

    dential, Parliamentary)

    Constitutional)

    200 - What are the forms of Monarchy System? (Answ: Absolute, 300 - What are the forms of Autocracy Government? (Answ: Dictator-

    ships, Absolute Monarchies and Constitutional Monarchies) Oligarchy and Democracy)

    400 - What are the 3 main types of Government? (Answ: Autocracy,

    158

    PowerPoint Slideshow

    Systems of Government

    Types of Government are based on one key question: Who governs and what is the citizen participation?
    There are three types of governments: Autocracy, Oligarchy, and Democracy

    159

    There are three types of autocratic government.


    1. Dictatorships 2. Absolute Monarchies 3. Constitutional Monarchies

    Dictatorship
    A dictatorship consists of rule by one person or a group of people often taken by force. Very few dictators admit they are dictators and almost always claim to be leaders of democracies

    160

    Dictatorship
    Description A leader has total power Examples include: Cuba (Castro) & North Korea (Kim Jong II).

    Monarchy
    A monarchy consists of rule by a king/queen or emperor. 1. Absolute 2. Constitutional

    161

    Absolute monarchy
    King or Queen holds all of the power to make laws and govern Example Louis XIV in France during the 1700s

    Constitutional Monarchy

    King/Queen has power that is limited by set of rules called a constitution) and shares power with elected officials Examples Present day England
    162

    forms of representative democracy


    1. Parliamentary 2. Presidential

    parliamentary democracy
    Voters elect members to a Parliament (legislature) Exmaple: Canada, Britain

    163

    presidential democracy
    Voters elect legislators and also elect, directly or indirectly, the President

    In a presidential system, voters have a more direct say about who will serve as President

    Match Words With Definitions


    1. Monarch 2. Powerful 3. Lineage a. using physical force to hurt , damage and kill smb. b. a king, queen, or emperor. c. the people in your family who lived in the past, especially when you come from a rich or important family d. strong desire e. very strong f. continue for a limited tome g. used or considered as a symbol h. a set of basic laws or principles for a country. i. Working with others in a team to achieve goals. j. the system by which a countrys trade, industry, and money are organized

    4. 5. 6. 7. 8.

    Symbolic Finite Constitution Cooperative Violence

    9. Will 10. Economy

    164

    Teacher: Rita Tukvadze/ Kutaisi public school #21 / Grade 5 Topic: Jobs and Professions
    Objectives: By the end of the lesson students will be able to: yy Give definitions and guess different jobs/professions yy Talk about their favourite jobs using target vocabulary Class context and needs: 5th graders, 15 students. There arent any students with special needs Materials/resources: flashcards, textbook, laptop, projector, pen, pencil, handouts, paper, board, assessment rubrics Assessment: Formal assessment: Using rubrics with criteria and points Formative assessment: self-assessment rubric with criteria: Students tick the Answers: excellent, good or needs improvement
    Stage/activity Stage 1 Activity: Mind map Description of the activity Ss are asked to remember from the previous lessons who Mr. Oats is; where he lives; what is there at his farm; whats wrong with Mr. Oats farm Ss look at the picture and say who the workmen are and what they can do-words(jobs)+definitions Stage 2 Teacher elicits the topic and shows students assessment rubric, talks Activity: Eliciting the topic them about the criteria and points using flashcards; present- they will be assessed with. ing assessment rubric Stage 3 Activity: Brainstorming some words using flashcards (pre-listening) 3 min time 5 min

    Ss are asked to brainstorm what other 2 min jobs and professions they can see on the flashcards

    165

    Stage 4 Activity: Listening to a song Stage 5 Activity: Multiple-choice questions(after listening) Stage 6 Activity: Matching jobs with their definitions Stage 7 Activity: answering Ts questions-categorizing jobs Stage 8 Activity: Guessing game

    Students listen to a song about jobs

    2 min

    Ss do multiple choice questions in pairs and read it

    5 min

    Ss do matching in groups of four, 6 min then teacher and students check it using powerpoint slides Ss are asked to say which person has: 2 min Interesting work Hard work Easy work Scary work Ss are divided into two groups and 8 min they play a guessing game, give definitions, guess the job. The winner group gets the certificate. (Teacher uses modelling, shows students how to do the activity) Ss interview their classmates about 7 min their favourite jobs, fill in interview chart and then discuss it Teacher assesses students according to the rubric; Ss may also fill in self-assessment rubrics if necessary 5 min

    Stage 9 Activity: Interview Stage10 Activity: assessment

    166

    Handout 1 Circle the right answer: 1. Peter Palmer is a farmer, he . a) bakes bread b) has got cows, pigs and sheep c) cooks food 2. Nigel Naylor is a tailor, he a) makes trousers, suits and shirts. b) sings songs c) drives cars. 3. Wendy Witter is a babysitter, she.. a) minds the kids b) flies a plane c) paints pictures. 4. Penny Proctor is a doctor, she. a) plays football b) fixes cars c) helps people when they feel bad 5. Mabel Meacher is a language teacher, he a) grows food b) teaches English, French and Greek c) washes cars 6. Patty Prentice is a dentist, she. a) works on computer b) works in the gaden c) keeps your teeth clean and white

    167

    7. Ronnie Rymon is a fireman, he. a) fights fires b) plants flowers and trees c) cuts mens hair.

    Handout 2 Walk around the classroom and find out what is your classmates favourite job. Fill in this chart.
    Name of your classmate My favourite job/profes- Why? what can she/he sion is. do? Describe the job (name of the job/profession)

    e.g. Luka

    a firefighter

    He likes to help people; to put out fire; This job is hard

    168

    PowerPoint Slideshow

    jobs and definitions

    builder

    Can build houses


    169

    Painter

    Can paint pictures and houses

    Plumber

    Can fix the water pipes; call him when youve got a leak
    170

    Carpenter

    Can mend the stable and the gate

    tailor

    Makes trousers, shirts and suits


    171

    Doctor

    Helps people in a hospital; comes to see you when it hurts.

    Farmer

    Has got cows, pigs and sheep


    172

    babysitter

    Minds the kids

    am is are

    Language teacher

    Teaches English, French and etc.


    173

    dentist

    Keeps your teeth clean and white

    fireman

    Fights a fire
    174

    NOTES

    175

    176

    177

    Teacher: Eka Gorgoshidze/ Melekeduri Village Public School Lesson Topic: New Year Around the World
    Overall objective: Students will be able to speak about New Year celebrations around the world; Language objective: Students will use vocabulary and phrases connected to New Year; Civic Education objective: Students will focus on a holiday (New Year) as a personal and cultural event; They will find similarities and differences between New Year celebrations in Georgia and another country; Material: Handouts, stickers, board Warm up: 1.students brainstorm the holidays (2 min.) 2. Students name the words connected to New Year and stick them on the graphic organizer (3 min.) Activity 1: Students speak about New Years traditions in Georgia. They answer the questions and describe the way they celebrate this holiday; (5 min.) Activity 2: Silent reading; (5 min.) Students read the text about New Year celebrations around the world; Activity 3: Post reading exercises; (10 min.) 1. Based on the text students speak about New Years traditions around the world; 2. Students make T/F task; Activity 4: Students complete the chart according to the text; (5 min.) Activity 5: Venn diagram; (10 min.) Students find similarities and differences between New Year celebrations in Georgia and the U.S or another counties. Closure: Students answer the question: In which country would you like to celebrate New Year? Why? (5 min.)

    178

    Handout 1 New Year Around the World


    In England people often have parties on New Years Eve. People who live in London go to Trafalgar Square and wait for midnight. At midnight people in the square listen to the bells of Big Ben. After midnight people hold hands and sing a special song. People open bottles of champagne and say Happy New Year to each other. New Years day is a special holiday in the USA. The celebration starts on December 31.Horns, whistles and other noisemakers are very popular. This is an old tradition. People made loud noises to scare away evil spirits. People throw paper confetti, call out Happy New Year and raise their drinks in a toast to the future. In New York people gather in Times Square to celebrate. They look at the ball drop there. The Chinese celebrate the start of the Chinese New Year in January or February and it is the longest, the noisiest and the most exciting holiday of the year. On New Years Eve all the children wear new clothes and everyone eats special food. New Year celebrations last 15 days. There are dragon parades and lion dances in the streets. In Brazil people wear white clothes on New Years Eve (31.December) because it brings good luck. At midnight people go to the beach, jump over the waves seven times. Then they throw flowers into the sea and make wishes for the new year. Some people light candles and there are lots of parties. In Japan most people celebrate New Year with their family. They eat special noodles on 31 December and at midnight they listen to the bells, which ring 108 times. On New Years day people drink sake, traditional Japanese rice wine and eat a special kind of soup. Children get envelopes with money and everyone sends New Year greeting cards.
    Italy celebrates the arrival of the new year with fireworks. On New

    Years Eve everyone eats lentils at a large meal that starts late in the evening. Some people also put lentils in their purse or wear red clothes for good luck. Another tradition is to put a candle in the window for every member of the family.

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    Handout 2 Post reading activity


    True or False?
    1 2 3 4 5 6 7 8 In Brazil people wear white clothes on New Years Eve. You can see dragon parade and lion dances in London at New Year; In China people celebrate New Year in January or February; In England people drink sake on New Years Eve; In Italy people eat lentils at New Year; People look at ball drop in New York; In China New Year celebrations last 20 days; In Italy people put candles in the window; True True True True True True True True False False False False False False False False

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    Teacher: Veriko Urushadze/ Lanchkhuti Public School #1 Lesson Topic: Diversity in clothing
    Overall Objective: With a focus on diversity, students will learn vocabulary relating to clothing Language Objective: Using new vocabulary, students will practice reading and listening comprehension, critical and creative thinking skills Civic Education Objective: Students will learn about the national dress and cultural symbols of various regions and countries. Teaching Materials: projector, laptop, prepared slides, textbook, chalk, flyswatter, magazine pictures and corresponding texts, haiku printout Warm up: In pairs, students brainstorm words that relate to the pictures shown in the PowerPoint. One student from each pair comes to the board and write his or her word(s) as a part of a graphical organizer. 5 min. Activity/Pre-reading: Using the Jigsaw method, students count off by twos and separate into two groups. 1 min. Activity/reading: Each group is given a handout with four descriptions of people, and a photo corresponding to one of the descriptions in the text. Each should read one passage from the handout. 5 min. Activity 3/post-reading: After reading, the students decide which passage matches their groups picture. After correctly identifying the description which corresponds to their text, students present their character to the class. 10 min. Activity 4: Teacher Introduces new vocabulary using PowerPoint, writes words on the board, and asks students to make notes. 5 min. Activity 5: Students remain in their teams and send one representative from their group to play Flyswatter. Students hear a word, and the first to hit it with the flyswatter wins. Each student has to participate. 5 min.

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    Activity 6: Students work in pairs to create the acrostic fashion 5 min. Activity 7: According to the handout, students create a haiku-styled poem. When finished, students recite their poems for class. 10 min. **If time remains, students participate in an activity to practice listening skills. Using relevant vocabulary, the teacher describes a person in the classroom according to his or her clothing. The students make a guess. 1-10 min. Wrap-up: Homework: Create a paper person at home and write six sentences to present at the next class (using clothing vocabulary). 1 min. Roles and Duties: During the warm-up, Kirk will set up and run the PowerPoint, focus on pronunciation, and do the acrostic. Veriko will draw the graphic organizer, run the flyswatter game, and present the Haiku activity.

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    Handout 1 Can you guess who I am?


    I am 36 years old and own a small restaurant in America. I have two younger sisters. One is 30 years old and her name is Mari. The other is 25 and her name is Barbara. Mari works as an English teacher in Germany, and Barbara is a lawyer in America. We are from England. When I was only eight years old, my family moved to America. Every three years, my sisters and I try to go on vacation together. I am excited because today my sisters are visiting. I will meet them soon. Because I want to look nice, I am wearing a white shirt with buttons and dark jeans. I am even wearing the hat my sister gave me last Christmas. I cant wait to see them!

    I am 28 years old and I work as a reporter. Language is very interesting to me, and I like to learn new things. My first language is Hindi, but I began studying English when I was only five years old. Now I am learning French. I have many hobbies besides studying languages. One of my favorite things to do is dance. India has very beautiful dances, and I prefer the traditional ones. India also has very a beautiful traditional dress which I wear on special days. I am wearing one right now! It is called a Sari. Mine is red and gold and looks like a long dress. I think my long brown hair looks especially beautiful when I wear my red sari. After all, the sari expresses the beauty and grace of women.

    Hello! I am 30 years old and was born in Estonia. Estonia is a small country in Northern Europe, right below Finland. I work as a translator in the capital Tallin. I speak four languagesEstonian, English, French, and Russianbut I mostly translate between English and Estonian. I am on vacation on Georgia at the moment! Last weekend I was married in Tbilisi, which is where I met my husband. His name is Irakli and he is from Batumi. This week we are in Kobuleti. It is very hot, so I am wearing light colored clothes: a white T-shirt and white pants. I am wearing brown hiking boots because earlier we went on a hike. If you havent guessed who I am yet, I am wearing a brown belt. Also, I have long, blonde hair!

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    Hello! I am 25 years old. I have a sister who is only one year younger than I am. We both like to exercise, and our favorite sport is tennis. When we were little, we practiced a lot because we wanted to be very good players. Now we are very talented tennis players. Sometimes, I am even paid to model clothes! Right now I am on a photo shoot. That is when someone dresses up and then gets her photo taken, usually for a magazine. I am wearing black athletic shorts and a black athletic shirt. My shoes, however, are white. I love my job because I am paid to play my favorite sport! It is important for me to stay healthy so that I am able to play well. That is why I drink a lot of milk.

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    Teacher- Marika Siradze/ Ozurgeti Public School #5 / Grade 11 Lesson topic Teenagers and Work
    Overall objective: Students will be able to present their interest about different jobs and express their opinions about teenagers work Language objective: Students will use vocabulary connected to the different jobs ,discuss about teenagers work, write a short personal essay Civic education objective: Students will get an international knowledge about teenagers work in abroad Class content and needs: Advanced learners Sequencing: Students can read, write and describe using a variety of verb tenses and vocabulary Activities: Warm up, matching, reading ,fill-in gaps ,make a diagram, written summary Materials: Work-book, extra materials, computer Assessment: Written summary and presentations Stages of the Lesson Warm up: Teacher asks the students to name the jobs they know (brainstorming) 5 min. Activity 1: Students match different jobs with their definitions 5 min Activity 2: Students make groups and read a text, then fill-in the necessary information and make a Venn Diagram 10-15 min Activity 3: Listen to a song and put the missing words in the spaces 5 min Activity 4: Students summarize all the information about different jobs and work and write a short personal essay 10-15 min Assessment: teacher assess students presentations and written summary 3-5 min

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    Handout 1 Job Definition Match


    -------Journalist ------Teacher -------Police officer ------Accountant --------Business person ------Doctor ------Nurse -----Pilot -----Taxi driver ------Bus driver -----Manager -----Chef -----Actor -----Actress -----Firefighter ------Waiter -----Lawyer -----Secretary 1) person who drives a bus. 2) He/she works in a school and teaches students. 3) rescues people from burning buildings and helps put out fires. 4) works in hospital and helps doctors. 5) defends peoples rights in court.

    6) flies an airplane. 7) takes peoples orders in a restaurant and serves them food. 8) works in a police station and maintains public security. 9) works in a bank and keeps records of money. 10) works in a hospital and treats patients. 11) answers phone calls, does office work for his/her boss. 12) drives a taxi. 13) who reports news on TV, radio or Newspaper. 14) does the cooking in a restaurant or hotel. 15) a women who plays a role in a movie. 16) manages the affairs of a company or business. 17) one who does business. 18 ) a man who acts in a movie.

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    Handout 2 Teenagers and Work


    American teenagers who study often work as well. One report says that teenagers between 14 and 18 work an average of 16 hours a week. What do teenagers think about this? We asked two and this is what they told us: Vanessa Hopkins, 18 Apart from my studies I work about 20 hours a week. I wash dishes and serve food at a local restaurant. Theres only one reason why I work-money. I need the money to pay for my studies .But the problem is that my studies arent going so well at the moment because there are days when I just dont have time to do my homework. I have to work from 9 to 1 some nights. How can I find the time to do my homework after that? Some people say that working is good for teenagers because it gives you experience, it makes you more responsible and independent .No way! Ill have time to do all that when Im older. Right now, Im young and Im at college. I have a great opportunity to learn and improve myself, but Im just too tired to do it. Steve Lacy,15 I have a job at a fast food restaurant. It isnt very exciting or creative but it gives me money. Im saving up to buy a car. Most of my friends work too. Its a great way to become independent and not rely on your parents all the time. Sometimes its difficult to find time to do everything, but Im young, I can do it. If I wasnt working, Id probably just be hanging out with my friends and playing basketball. This way Im doing something useful and making some money. Im also learning about the real world ,the world outside the classroom, and Ive met lots of people there and made some cool friends.

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    Handout 3
    Read the text and complete the sentences with the correct information: 1.Vanessa works because .. 2.Vanessas studies arent going well because 3.Sometimes Vanessa doesnt do her homework because 4. Vanessa thinks that the work is bad for her because 5. Steve works because .. 6. Steve thinks that alternative to work is . 7. Steve thinks that the good things about working are

    Fill in the Venn Diagram with similarities and differences Vanessa Steve

    188

    Handout 4 I Need a Holiday


    Its a beautiful -------------,but Im stuck inside Staring at this screen, working nine till -------------How I -------------- this job ,(how I ------------ this job) Because the days do drag,(because the days do drag) They work me like a ---------------,( they work me like a---------) And the --------------------s bad (and the --------------------s bad) Chorus Cheer up, cheer up, dont be -------------Dont forget its home-time ---------------Well make it through another ---------------- day I need a holiday (I need a holiday) I need a holiday with my friends. Im working every day (I need a holiday) Im working every day for the ------------------Looking at my ----------------, for the millionth time The days go ----------------, and then the evenings -------------When Im out of this place (when Im out of this place) And the days been won (and the days been won) Im going out with my -------------- ( Im going out with my --------------) Hanging out in the --------------( Hanging out in the ------------------) Chorus I wish it could be ---------------------when I wake up every day (x 8)

    189

    NOTES

    190

    191

    Teacher: Dali Aburjania / Batumi Public School #18 /Grade 11 Lesson Topic: National Symbols
    Overall objective: by the end of the lesson students will be able to understand the concept of national symbols. Language objectives: WH questions, Past Simple Civic education content objective: students will think about the concept national symbols and its diversity. Class context and needs: 11th grade Sequencing: speaking, reading, writing, speaking.
    Lesson stage Activity Warm up -T distributes worksheets where some symbols of different countries are mixed with names and tells students to match them. (Handout 1) Time 5 min

    Activity 1

    -T shows students pictures of some plants and asks 5 what the link between them is. T asks them if they min know what countries these plants represent. (PowerPoint) -T divides the students into groups and distributes reading material. T tells groups to work on the unknown words in groups and come to the board with the final list of words. - T gives each group a name of the question word (WHO, WHERE, WHY, WHEN) and tells students to make comprehensions questions beginning with the question word their group is named. (Handout 2) 15 min

    Activity 2

    Assessment -T tells students to ask one another the questions (post reading) they have made. Activity 3 Homework assignment -T asks students if they know what plant Georgians have as a symbol. Why? (see Teachers notes) -T tells students to compose a paragraph similar to the texts discussed about Georgian national symbol grapevine.

    15 min 3 min 2 min

    192

    Teachers Notes Handout 1 Keys


    1.D 2.E 3.G 4.B 5.H 6. A 7.C 8.F

    Activity 3

    The legend of a Georgian symbol, grapevine


    TheGrapevine Crossalso known as the GeorgiancrossorSaint Ninos cross, is a major symbol of theGeorgian Orthodox Church and dates from the 4th century AD, whenChristianitybecame the official religion in the kingdom ofIberia(Kartli). Saint Nino, a Cappadocian woman preached Christianity in Iberia early in the 4th century, with an unusual shape ofcross. The legend has it that she received thegrapevinecross from theVirgin Mary(or, she created it herself on the way toMtskheta) and tied the cross by twisting it together with her own hair.

    193

    Handout 1
    A) 1. England

    B)

    2. Holland

    C)

    4. Cuba

    D)

    3. Italy

    194

    E)

    5. Japan

    F)

    6. Georgia

    G)

    7. India

    H)

    8. Spain

    195

    Handout 2 Legends about the United Kingdoms national flowers


    England The national flower of England is the rose. The flower has been chosen as Englands emblem since the time of the Wars of the Roses civil wars (1455 1485) between the royal house of Lancaster (whose emblem was a red rose) and the royal house of York (whose emblem was a white rose). The Yorkist regime ended with the defeat of King Richard III by the future King Henry VII at Bosworth on August 22, 1485. Henry VII united the two roses into the Tudor rose (a red rose with a white center) when he married Elizabeth of York. Scotland The Scottish national flower is the thistle. Why did the Scottish people choose this thorny plant as the national emblem of their country? The answer is interesting, and it can be found in the history of Scotland. The people of that country chose the thistle as their national emblem because it saved their land from enemies many years ago. People say that during a surprise night attack by the enemy the Scottish soldiers were awakened by the shouts of the enemy soldiers as their bare feet touched the thrones of the thistles in the field they were crossing. Wales The legend has it that St David advised the Britons to wear leeks on their hats so as to easily tell a friend from the enemy in a battle with Saxons. The Britons won this battle. It was also believed that the battle took place in a field full of leeks. Ireland Long ago, there was a great Bishop, Patrick by name, who came to teach the word of God in the country. Patrick was well loved everywhere he went. One day, however, a group of people came to him saying that it was difficult for them to believe in the doctrine of the Holy Trinity. Patrick thought for a moment and then he took a leaf from the shamrock and told them that it was a living example of the Threein-One- the Father, the Son, and the Holy Spirit.

    196

    PowerPoint Slideshow

    Rose

    Thistle

    197

    Shamrock

    Leek (daffodil)

    198

    Grapevine

    199

    Teacher: Atina Toidze/ Batumi Public School #1 Lesson Topic: Holidays


    Objective: Students will be able to use new vocabulary for Christmas in Georgia and in the USA.
    Stage of Lesson Warm up Activity Time

    Unjumble the words [HOLIDAY] - Teacher writes jum- 5 bled word on the board and invites students to unjum- min ble it, sts work individually. Then T. writes HOLIDAY in the middle of the board and brainstorms the students favorite holidays.

    10 Activity 1 scanning the text - Teacher sticks handouts on the wall and 1 student from each group stand up go closer min and they try to scan the text and remember as many sentences as possible, after a few second sts write the sentences on the board, then another pair comes up and finally They compare their writing with the original one, teacher nominates the winner group. Teacher gives winner group +. Then T. invites sts. to play Hangmans rope in groups, the word sts should guess is Chimney. Teacher gives winner group +. 8 Activity 2 T. creates the word bank on the board from the given text (Christmas text), sts. can copy the word in their min note-books. Then sts. pronounce them after the T. Then T. writes - What is it? It is a ... Is it a...? Yes/ No on the board and gives sts in groups flashcards, sts are happy to ask other group members the questions not showing them flashcards yet and using the question words from the board.[sts try to guess what is printed on the flashcard their opposite group is presenting, presenters use colors, adjectives, verbs, nouns, new words] T. monitors the correct answers and gives them +. Activity 3 Competition in writing - T. distributes HOs to students 8 in each group and asks to do a multiple choice activity, min sts work in groups and then they write their answers on the board, later they check their answers by listening the audio version. Then T collects papers and distributes another HOs to do scrambled sentences activity individually. Those 3 sts who finishes 1st are the winners.

    200

    Activity 4 Teacher asks students to talk about differences between 5 The Christmas in Georgia and The USA in a few senmin tences. Activity 5 Matching - Sts. are given HOs and they have to match 3 the words with the sentences below. Sts. work in groups min and they get + or -. Closure Teacher collects papers. T. asks sts what did they 1 study today, elicits new words. T ask sts to find the min rhyme in English and Georgian about Christmas. If the time allows - the teacher asks sts to choose activity -listening or drawing. If sts choose listening T. plays recording Jingle bells and whole class sing, if they choose drawing teacher offers them to draw the Christmas tree. the most beautiful drawing is put on the wall.

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    Handout 1
    Christmas Eve is, of course, the day before Christmas Day. Its quite a busy day for most people who celebrate Christmas. There are so many things to do usually last minute things. For example, you have to quickly send a Christmas card to people you forgot, especially when they sent you one. You also have to do last minute Christmas shopping. I always find Christmas Eve afternoon is a good time to shop. Many people think this is a busy time, but the Christmas rush is over and the shops are quite empty. You just have to hope they havent run out of wrapping paper and sellotape. Then you have to go home and wrap all of your presents and put them under the Christmas tree in the living room. Its such a lovely sightseeing a decorated tree with lots of wrapped boxes and parcels under it. Christmas Eve is not the same in all countries. In Denmark, for example, Christmas Eve is when people have Christmas dinner and open their presents. I think most people go to midnight mass on Christmas Eve. This is a special church service held at midnight to remember the birth of Jesus. I think one of the oldest jokes in the world is: What time is Midnight Mass? Its an easy joke to figure out. Of course, Christmas Eve is the busiest night of the year for Santa Claus. People in England call him Father Christmas. If you look really carefully, youll see him flying through the air on his sleigh full of presents. He used to climb down peoples chimneys to deliver his presents. Im not sure what he does nowadays because people dont have chimneys.

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    Handout 2 /a
    Fill in the gaps: Christmas Eve is, of course, the day before Christmas Day. Its (1) ____ a busy day for most people who celebrate Christmas. There are so many things to do usually (2) ____ minute things. For example, you have to quickly send a Christmas card to people you (3) ____, especially when they sent you one. You also have to do last minute Christmas shopping. I always (4) ____ Christmas Eve afternoon is a good time to shop. Many people think this is a busy time, but the Christmas (5) ____ is over and the shops are quite empty. You just have to hope they havent run out of wrapping paper and sellotape. Then you have to go home and wrap all of your presents and put them under the Christmas tree in the living room. Its such a (6) ____ sight seeing a decorated tree with lots of wrapped boxes and parcels under it. Christmas Eve is not the same in (7) ____ countries. In Denmark, for example, Christmas Eve is when people have Christmas dinner and open (8) ____ presents. I think most people go to midnight mass on Christmas Eve. This is a special church service held at midnight to (9) ____ the birth of Jesus. I think one of the oldest jokes in the world is: What time is Midnight Mass? Its an easy joke to (10) ____ out. Of course, Christmas Eve is the busiest night of the year for Santa Claus. People in England call him Father Christmas. If you look really (11) ____, youll see him flying through the air on his sleigh full of presents. He used to climb down peoples chimneys to (12) ____ his presents. Im not sure what he does nowadays because people dont have chimneys.

    Put the correct words from this table into the article.
    1. 2. 3. 4. 5. 6. (a) quite (a) least (a) forget (a) found (a) rushed (a) lovely (b) quit (b) last (b) forgotten (b) finds (b) rush (b) lovelier (c) quiet (c) lasting (c) forgetful (c) find (c) rushing (c) love (d) quits (d) lastly (d) forgot (d) findings (d) rushes (d) lover

    203

    7. 8. 9.

    (a) whole (a) they (a) memory

    (b) every (b) them (b) remember (b) figured (b) careful (b) delivered

    (c) the (c) their (c) memories (c) figuring (c) careless (c) delivering

    (d) all (d) these (d) memorize (d) figure (d) care (d) deliver

    10. (a) figures 11. (a) carefully 12. (a) delivery

    Handout 2/b
    SCRAMBLED SENTENCES With the partner, put the words back into the correct order.
    1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 10. most for day busy a quite Its people you Christmas forgot card quickly to send people a last also minute have Christmas to shopping do You quite empty the Christmas rush is over and the shops are you have to go home and wrap all of your presents Eve in isall not countries the Christmas same midnightspecialserviceatachurchheld anjokefigureIts easy to out the the year busiest for night Santa of Claus chimneys used climb peoples He to down chimneys usedclimb peoples He to down

    204

    Handout 4
    Match the following phrases based on the text/acticle: Paragraph 1
    1. Its quite a busy day for 2. There are so many 3. You also have to do last 4. the shops are 5. You just have to hope they havent 6. Its such a a. run out b. most people c. quite empty d. lovely sight e. things to do f. minute Christmas shopping

    Paragraph
    1. Christmas Eve is not the 2. have Christmas dinner and open 3. one of the oldest jokes 4. the busiest night of 5. youll see him flying 6. Im not sure what he does a. through the air b. the year c. nowadays d. same in all countries e. in the world f. their presents

    205

    Teacher: Kristine Tsulukidze / Batumi Public School #4 Lesson Topic: Thanksgiving Holiday
    Objective: By the end of the lesson students get an idea of Thanksgiving, learn some vocabulary and construction Im thankful for and will be able to say and write new words. Curriculum Connection: Elementary level: Grades 01,02: 1.1; 2.1; 2.2; Class context and needs: Organize desks for working in groups Materials: Worksheet, links for songs attached (flash cards, cards for dividing into groups, laptop, headphones, projector) Activities: Warm-up, presentation of new vocabulary, drilling, practice new vocabulary, assessment, making thanksgiving cards. Assessment: Matching exercise and thanksgiving cards.
    Stage of Lesson Activity Time

    Warm up: Before starting the lesson teacher divides class into 8 min groups by using cards of different shapes and colors. Thank you song. http://www.youtube.com/watch?v=OcfqDPAy7zc Teacher write on the board words THANKS and GIVING.(students know the meaning of both words) And asks them what meaning will we get if we combine two of these words. Then teachers explains that it is the name of a holiday in the USA (in Georgian) Drill the phrase I am thankful for ( the same way as in an activity two) Activity one. Students listen to the song teacher highlights the key words on the board http://www.youtube.com/watch?v=TrAWXIKKZ2Y 5 min

    206

    Activity two.

    Drilling new vocabulary through a game. Flash cards in line on the board. Teacher names words in rhythmic way, students repeat. When teacher feels students are confident about saying the words she removes first card but students continue name it. The same happens to other cards. At the end students will be able to name all the new words without cards.

    15 min

    Activity three Activity four

    Each group gets the name according to new words. 5 min. (e. g group one friends) Then teacher gives instructions to groups e. g Touch your head, FRIENDS Teacher distributes key words to the groups and students listen to the song one more time but this time they should stand up when they hear the word they are responsible for. Matching exercise. Making Thanksgiving cards. Teacher prepares the cards with prompts I am thankful for students should decorate them and write anything they are thankful for. They should chose from new words. Students hang the cards on a Tree of Thanks 2 min. 10 min.

    Assessment

    Closure

    207

    Teacher: Ketevan Papava-Lobzhanidze / Batumi Public School #2/ Grade 6 Lesson Topic: Democratic Institutions
    Objective: At the end of the lesson, students will be able to use should and should not and not only know the structure of American government, but discuss the concept of democracy and the tasks of each governmental branch. Curriculum Connection: English Curriculum Intermediate Level: Grades V & VI (BV, BVI), Objective 1.1; 1.2; 1.9; 1.10; 2.1; 2.2; Class context and needs: Mixed-ability/level students Sequencing: Students can read, write, and describe using should/ should not and vocabulary. Materials: Laptop, projector, PPP, poster, handouts, cards, pens, pencils, crayons, tape. Activities: Warm up, matching game, eliciting vocabulary, presentation, group work.
    Stage of Lesson Activity Time

    Grouping Students are divided into three groups according to what is written on the slip of paper they pick up at the beginning of class. The three groups are named Legislative, Executive, and Judicial. The students stay in these groups for the entire lesson. Warm up Each student picks up a slip of paper that has one of the names of the three branches of American government. The students organize into three groups in this manner: Legislative, Executive, and Judicial. The teacher initiates discussion about government, especially American government. The teacher asks questions like, What is a government? Can you name a couple types of government? What type of government is the American government? What is a democracy? What is a law? What is the Constitution? etc. 1 min

    4 min

    208

    The other teacher gives a presentation of the grammar 3 min aspect of should and should not in a funny way. The teacher explains that we are going to talk about what each branch of government should do. The teacher notes that people make mistakes, even government officials. Activity 1 Before we begin, the teacher incorporates the discussed 1 min concept of voting by asking each group to elect their group leader. The teacher asks each group who their group leader is and writes their names on the board. The Tree Branches of Government: The groups have 9 min a competition. Each group is given slips of paper with facts about the three branches of government that they have already learned in the previous lessons. There will be a picture of a giant tree at the front of the classroom. The tree will have three branches to represent the three branches of American government. The students must stick the slips of paper onto the branches according to which branch of government the fact belongs. The group that finishes first wins the most points. When the competition is done, each group reads aloud their respective facts. Activity 2 This activity serves as a small model of American gov- 10 ernment. Each group works on a separate task accord- min ing to which branch of government they represent. The Legislative Group writes eight classroom laws (rules). They write all laws using should and should not. The Executive Group writes eight sentences talking about what a good classroom president should be like. This group uses should and should not as well. The Judicial Group writes a rubric called The Classroom Constitution that can be used to evaluate classroom laws. The rubric consists of three topics: number of laws, use of should and should not, and the quality of the laws. The rubric also uses should and should not. The Executive Branch presents their traits for a good classroom president. The teacher then points to the names of the group leaders on the board and asks the class who they think meets these criteria best. The students then vote using slips of paper and they put their votes into a box. 3 min

    2 min

    209

    The Legislative Branch then presents their eight classroom laws. The Judicial Branch then presents their rubric. One of the guests will have counted the votes. After the guest finishes, the classroom president will be announced. Closure

    6 min

    The teacher gives the assignment. You are given a 6 min country of your own. You decide what government this country should have. You will write a description of your government. Will it be a democracy? Will it be a monarchy? Will you be President? What should the President be like? Are there three branches to your government? What kinds of laws will you pass?

    210

    NOTES

    211

    212

    213

    214

    215

    216

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