Time: 45 minutes
Subject: English language
Class: Upper intermediate English class
Language focus: Tenses and vocabulary
Topic: Controversial practices.
Objectives:
l The student will be able to check verb tenses and their functions.
l The student will be able to learn new vocabulary related to people’s personality and the controversial practice of handwriting.
Prior knowledge:
The students are required to have an intermediate level of English, to have studied the verb tenses including simple, continuous and perfect ones.
Materials:
l Opportunities student's book.
l Tape recorder
l Monolingual dictionaries.
LANGUAGE CONTENT
VOCABULARY:
- Handwriting
- Slant
- Stroke
- Optimism
- Sensitivity
- Exhaustion
- Easygoing
- Agreeable
- Aggressiveness
- Directness
- Squiggles
- Self - esteem
- Emotions
- Stress
- Expressiveness
- Forward
- Restrained
- Moderate
- Withdrawal
- Hardness
- Character
- Circular
- Angular
- Square
- Realism
PATTERNS:
l Present tense
l Past tense
l Future tense
SKILLS:
Speaking skills.
Key words: Ss = Students
S = Student
Step
|
Time
|
Tasks (Teacher)
|
Tasks
(Students)
|
Interaction
|
Purpose
|
1. Opening
|
2 mins
|
Greet.
Check attendance.
|
Ss listen and greet.
Ss listen and say present or raise their arm.
|
Teacher – Student and
Student – teacher.
Teacher – Student and
Student – teacher.
|
To check student’s use of tenses and practice speaking and sharing of information.
|
2. Warm up
|
6 mins
|
Make Ss look at the pictures in student’s book page number 42.
Ask Ss what the pictures show and what they think about graphology. (topic shown in the pictures)
Tell the students what graphology is (see appendix A)
Ask Ss opinion about graphology and other practices.
|
Ss look at the pictures in student’s book page 42.
Ss say what the pictures show and what they think about graphology. (topic shown in the pictures)
Ss listen.
Ss give their opinion about graphology and other practices.
|
Teacher – Student.
Teacher – Student and
Student – teacher.
Teacher – Student.
Teacher – Student and
Student – teacher.
|
To check students’ use of tenses while practicing speaking and sharing of information.
|
3. Practice
|
20 mins
|
Tell Ss to go to page number 43.
Ask one student to read the instructions for point number 1.
Ask students to answer point number 1 individually.
Ask what new vocabulary Ss found when answering point 1.
Write the words Ss say aloud in the white board. (See some possible new word in appendix B)
Ask Ss to pair up voluntarily.
Ask them to discuss with their respective partner the meaning of the words written on the board.
Tell Ss that they can use monolingual dictionary to find out the meaning of the unknown words.
Ask Ss to do points 2, 3 and 4 with the help of their partner using the vocabulary they learnt.
|
Ss go to page number 43.
S read the instructions for point number 1.
Ss answer point number 1 individually.
Ss say aloud
what new vocabulary Ss found when answering point 1.
Ss look at the white board.
Ss pair up voluntarily.
Ss discuss with their respective partner the meaning of the words written on the board.
Ss listen.
Ss do points 2, 3 and 4 with the help of their partner and using the vocabulary they learnt.
|
Teacher – Student.
Teacher – Student.
Teacher – Student.
Teacher – Student and
Student – teacher.
No interaction.
Teacher – Student.
Teacher – Student and Student – Student.
Teacher – Student.
Teacher – Student and Student – Student.
|
To practice tenses and introduce new vocabulary related to controversial practices.
|
4. Assessment
|
15 mins
|
Name Ss A and B in order every student has a letter who represents him/her.
Make Ss pair up with someone who has been named with a different letter.
Give Ss a hand out with a list of ten sentences which include the learnt vocabulary about controversial practices. (See appendix C)
Ask Student A to say aloud each handwriting characteristic with its corresponding interpretation one by one as Student B says what it means in his/her own words and demonstrates it by writing the characteristic on a piece of paper.
Ask Student B to say aloud each handwriting characteristic with its corresponding interpretation one by one as Student A says what it means in his/her own words and demonstrates it by writing the characteristic on a piece of paper.
|
Ss listen.
Ss pair up with someone who has been named with a different letter.
Ss get the hand out.
Student A says aloud each handwriting characteristic with its corresponding interpretation one by one as Student B says what it means in his/her own words and demonstrates it by writing the characteristic on a piece of paper.
Student B says aloud each handwriting characteristic with its corresponding interpretation one by one as Student A says what it means in his/her own words and demonstrates it by writing the characteristic on a piece of paper.
|
Teacher – Student.
Teacher – Student.
Teacher – Student.
Teacher – Student and Student – Student.
Teacher – Student and Student – Student.
|
To check students’ understanding on the new vocabulary and check oral proficiency along pronunciation.
|
5. Closure
|
2 mins
|
Ask Ss how they felt during the activity.
Tell Ss that they can find more information about these controversial practices on the internet.
|
Ss say how they felt during the activity.
Ss listen and take notes on where they can find more information about these controversial practices on the internet.
|
Teacher – Student and Student – Teacher.
Teacher – Student.
|
To corroborate that the lesson provided Ss with low-anxiety levels and check pronunciation.
|
Appendix A
Graphology is the art or science of handwriting analysis. In some countries such as France, it is widely used by employers as a tool to assess job applications. However, most psychologists say that there is no scientific basis for graphology and it is at the same level of palmistry and astrology.
Appendix B
- Handwriting
- Slant
- Stroke
- Optimism
- Sensitivity
- Exhaustion
- Easygoing
- Agreeable
- Aggressiveness
- Directness
- Squiggles
- Self - esteem
- Emotions
- Stress
- Expressiveness
- Restrained
- Moderate
- Forward
- Upward
- Downward
- Withdrawal
- Hardness
- Character
- Angular
- Square
- Realism
Appendix C
People’s personality according to the way they write
Handwriting Characteristic
|
Interpretation
|
Slant handwriting of the letters
|
A forward slant indicates high emotional expressiveness.
Vertical handwriting indicates moderate, restrained emotional expression.
A left slant indicates emotional withdrawal.
|
Angle of the lines on unlined paper
|
An upward slant indicates optimism and higher energy.
A downward slant or lines with trail off the page indicate low energy or physical exhaustion.
A slant to the right can indicate sensitivity.
A slant to the left can indicate a hardness of the character
|
General shape of the strokes
|
Circular handwriting indicates an agreeable, easygoing nature.
Angular handwriting with sharp points indicates aggressiveness, directness, and high energy.
Square handwriting indicates realism.
|
Taken and adapted from Wikipedia: http://en.wikipedia.org/wiki/Graphology
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