Lesson Plan: 2C in NEF, P s2

Lessonplans FDE II Hansjuerg Perino

Myriam Spörri/ Christine Kappeler Reader: Billy Elliot by Melvin Burgess, Penguin Books, Harlow 2007. Class level / profile: Pre-intermediate level 1st lesson: Warm-up activities for Billy Elliot (focus on vocabulary) Overall aims: Motivate students for the book’s topics

Time Phase Aims / content: "WHAT" – Procedure/ Method: "HOW" – Anticipated Problems Materials / Media "Why this" "why like this" ---> Proposed Solutions required 7’ Warm-up Ss look at the pictures and arrange them Group work (3-4 ss) Ss don’t know some of the One set of hobby according to a system they chose. hobbies on the cards  t pictures for each Afterwards, they’ll have to explain what Why: practice English among each other. Each helps or gives the dictionaries. group: boxing, ballet, criteria they used to sort the pictures. individual might have different approaches to the swimming, tennis Aims: ss use some of the vocabulary of the exercise but in a group, they’ll have to agree on Ss don’t come up with male vs. (other sports), chess, book and make them aware of the fact that one solution. female criteria  subject will reading, music, collect there are different kinds of hobbies. Maybe be looked at in a later phase. stamps, painting, some of them are regarded to be more playing different female of more male. instruments, computer games etc. 7’ Everybody walks around from desk to desk Whole class in movement around the classroom. Exercise takes to much time  Pictures on tables (14’) and looks at the different solutions. The  Movement in class as change to the normal t has already observed the respective group explains what ‘system’ seating order. group work and only picks a they chose. Other ss check if the pictures few groups (most interesting are sorted correctly. ones) to present their results. Aim: Ss practice explaining themselves to other ss and learn to give feedback. 5’ Discussion If the topic of ‘gendered hobbies’ hasn’t Discussion in class. Ss discuss what hobby belongs Ss don’t want do discuss and Three columns on (19’) appeared yet  t introduces the topic. to what category and t puts pictures on the find it perfectly okay to have blackboard: female, T asks the question: Can the pictures blackboard in the column that he/she is told to. hobbies tagged male or male, gender neutral divided into hobbies that are typical of boys female.  take up the subject Magnets for pictures or girls? What abilities are needed for a Why: To make them say their opinion in ‘public’ at a later point, when ss have respective hobby? to move t around without him or her interfering. started to read the story. Aims: have a discussion about gender and if it is right to talk about male and female hobbies. Lessonplans FDE II Hansjuerg Perino

Myriam Spörri/ Christine Kappeler 15’ Listening and Play title song ‘Cosmic Dancer’ by T-Rex and The listening is done by ss alone. After each Ss don’t want to or can’t talk CD/ CD-player (34’) Text ask ss to think about the feelings that this listening phase there is a brief discussion in class. about the musical OH transparent with Comprehension song is triggering. Strengthen the ss’ ability to understand only by characteristics of the song. T lyrics. Play song again. Ss take down new words listening. asks more detailed questions that afterwards are looked at in class. (is it a happy or a sad song? Next time when song is played t projects What pictures come to your lyrics on OHP. minds when listening to this?) Look at the text in class. Discuss questions: Ss don’t understand anything What is the text about? What could ‘dance’ by listening (not even single stand for? words)  t gives them the Aim: The idea is to move ss closer to the printed lyrics. subject in Billy Elliot by listening to the title song  tone of the story etc. 10’ Vocabulary Ss look at the word list at the back of their Pair work Ss find the words too difficult Books (44’) training books and discuss their meaning with a One s might know a word that the another s  t gives examples for the use Dictionaries partner. doesn’t  first s can help the second and thereby of the words. Pairs try to place the right words in the gaps practice his or her English. in exercise 1 on page 50. Some pairs might finish earlier When finished, they can receive a than others  continue with dictionary and check their solutions exercise 2. 1’ Homework Read Chapters 1 to 3 and fill out exercise 3 (45’) on page 50. Lessonplans FDE II Hansjuerg Perino

Myriam Spörri/ Christine Kappeler 2nd lesson: Vocabulary in film vs. book / characters in Billy Elliot Overall aims: Ss realise differences between film and book and learn new vocabulary Ss know who the characters are and some of their traits

Time Phase Aims / content: "WHAT" – Procedure/ Method: "HOW" – Anticipated Problems Materials / Media "Why this" "why like this" ---> Proposed Solutions required 10’ Film Watch first part of the film. Ss take down In class Ss are overstrained with the DVD/DVD-Player/ five words each that are part of the film but  try to understand words that are said in dialect language of the film (stop an Beamer not of the book. by an audio-visual input. check after a few minutes).  Aim: Ss realise that the book has been English subtitles. simplified. The language is different  dialect. 7’ Vocabulary Ss discuss words in pairs and try to find out Pairs Too many words that are not Blackboard/ chalk (17’) Training their meaning. They write their most Ss can help each other with their word lists and understood or words are taken difficult/important word on the blackboard have to discuss which word is the most difficult down incorrectly.  t helps (if the word is on the blackboard already, one/ for which word do they need help. the pairs to find out what their they chose another one). Writing on blackboard is supposed to move the ss notes might mean. and involve them in the process of vocabulary learning.

In class 8’ Words are discussed in class according to (25’) this pattern: 1. spelling 2. word type (if irregular verb  formation) 3. meaning in English and then in German  ss write the words down in their vocabulary notebook. Aim: consolidate vocabulary knowledge Lessonplans FDE II Hansjuerg Perino

Myriam Spörri/ Christine Kappeler

7’ Drawing Ss get one to two characters per group and Group work (3-4 ss) Ss don’t understand task. T OH transparency and (32’) Character- have to draw a mind map for each Each group is responsible for their character(s) draws an example on pens Mind-maps character. and want to get it right for the rest of the class blackboard (maybe on a minor  how is this person related to Billy? In a character) and helps the first colour/ what has this character done individual groups. so far? In another colour. What is this person like? In a third one. Aim: Think about characters again. Link home work to a new task. 8’ Presenting Ss look at the other groups work and give In class Ss don’t finish their copies of (40’) Mind-maps feedback. T makes corrections/ additions if  t has the possibility to correct mistakes and the the mind-maps in time.  t necessary. ss have mind-map of each character. copies transparencies for next Ss take copy the mind-maps for themselves. lesson. Aim: consolidation of character knowledge 5’ Pre reading Ss discuss questions in exercise 7 on page Pairs Books (45’) activity 51.  practicing English Aim: reflecting on what has happened in the story so far and guessing what is going to happen next. Homework Write down the answers to the questions about the situation in Everington on p. 51 (ex. 5) Read chapter 4-6 with exercise 8 on page 52. Lessonplans FDE II Hansjuerg Perino

Myriam Spörri/ Christine Kappeler 3rd lesson: Setting  strike in Everington (North England); Overall aims: Ss know about the historical background of the film/ understand plot up to this point and can make guesses about what is happening next.

Time Phase Aims / content: "WHAT" – Procedure/ Method: "HOW" – Anticipated Problems Materials / Media "Why this" "why like this" ---> Proposed Solutions required 5’ Warm-up T shows real pictures of miners strike in the In class Ss don’t want to talk about it. PPP or OH 80s  ss describe what they see. T helps by asking more specific transparencies What has this to do with Billy Elliot? questions about the pictures. Aim: get students talking/ use the vocabulary, they have learned so far. 8’ Correction of Ss switch their written homework (ex. 5). Pairs Ss don’t find any mistakes. T Homework (13’) Homework Try to correct each others work  ask t if looks at some examples  if necessary. hardly any mistakes are found, Ss switch back and discuss problems go on to next phase. together. Otherwise: Look at some of If there are some major problems: discuss the mistakes in class. And go in class. through the answers. Aims: ss learn to find spelling and/or contents errors in each other’s work. 5’ Looking at exercise 8 p. 53. Ss read out In class Books (18’) questions aloud and give the answers. T corrects pronunciation. Class helps with contents errors. Aims: everybody has the right answers in the book and are ready to go on. 5’ Text Exercise 9 p. 52  chose correct answers Single Ss can’t remember the Books (23’) comprehension answers or didn’t understand. Go through it in class. In class T tells them to go back to the text or get help from a neighbour. Lessonplans FDE II Hansjuerg Perino

Myriam Spörri/ Christine Kappeler 15’ Writing Ss write a text (about half up to one page) Single Ss vocabulary problems  t (38’) exercise about what they think is going to happen helps + dictionaries next. The following questions will help them: Will Billy go to the audition in Newcastle?  why/ why not. Will he get into the Royal Ballet School?  why/ why not? How will different characters react to the events (angry/ sad/ happy)? 6’ Listening Listening to some of the texts  other ss In class Ss who read mispronounce Texts (44’) give feedback/ tell if they had a similar words or make grammatical ideas. mistakes.  t corrects the most severe mistakes but Afterwards texts are handed to t for leaves the rest for the correction. T prepares transparency with individual correction. main ideas at home. 1’ Homework Read chapter 7-9 and do exercise 14 p. 53. (45’) announcement Lessonplans FDE II Hansjuerg Perino

4th lesson: Billy’s troubles at home Overall aims: Sts understand the text they read for homework and they realize further differences between film and book

Time Phase Aims / content: "WHAT" – Procedure/ Method: "HOW" – Anticipated Problems Materials / Media "Why this" "why like this" ---> Proposed Solutions required 5’ Admin Give back texts students wrote at the end In class Sts are frustrated > make the Corrected texts of the last lesson; comment on texts Why: this is feedback on the class’ result; feedback as positive as Aim: students should be able to learn from individual feedback will be on sheets possible what they are doing well and where they can still improve 3’ (8’) Warm-up Compare last lesson’s guesses (results of Discussion in class Sts guessed correctly Overhead, written task collected on transparency) Why: this is only a warm-up and shouldn’t use a -> move on quickly transparency with how the story really developed lot of time They cannot see the Aim: link the last and current lesson; check differences whether sts understood what this part of -> help sts book is about and are able to talk about it 3’ (11) Check Check homework In class They misunderstood parts of Book homework Aim: make sure they understood the text Why: this is very brief, sts should read out the the story correct answers in class (oral exercise) -> other sts can correct them

5’ Text Who is the speaker, who are they talking Group work (groups of 3) Some sts might get confused Book (16’) comprehension to? (p. 53) Why: activation of all sts -> help them by walking Aim: check text comprehension around and picking up problems

5’ Text Who is the speaker, who are they talking In class Sts might have vocabulary Blackboard (21’) comprehension to? Discuss further aspects of these make sure everyone’s got the right answer problems (further aspects) sentences -> write it down on bb

2’ Intro task Introduce film and task: compare book and In class Sts might not write down task Overhead, (23’) film Sts have to write down task -> make them to transparency Aim: raise sts’ awareness of similarities and differences between book and film Lessonplans FDE II Hansjuerg Perino

Myriam Spörri/ Christine Kappeler 5’ Listening and Watch scene Billy, Michael, father In class Sts might not understand DVD (28’) text Sts take notes (keywords only) everything comprehension Why? Sts can rely on their notes after watching -> provide them with a vocab the film sheet (or use German subtitles?) 5’ Oral exercise Talk about similarities and differences In pairs Sts might not see the Book (33’) Sts check their answers differences Why? Discussion in pairs ensures all sts get to talk -> help them

5’ Oral exercise Talk about similarities and differences In class dito Book (38’) Why: make sure everyone’s got the correct answers

2’ Writing What will Jackie do? Individually, keywords only Sts might need help with (40’) exercise Aim: Pre-reading activity to get students Why: variety (individual work, writing exercise) vocab interested in how the story goes on -> support them

4’ Oral exercise What will Jackie do? – Listen to 2-3 guesses, In class Dito (44’) discuss them in class Why: make sure class stays interested

1’ Homework Read chapters 10-12, answer task 20 (45’) Lessonplans FDE II Hansjuerg Perino

5th lesson: The audition Overall aims: Sts understand the content of the chapters read and they become aware of what an audition is about

5’ Warm-up Correct homework; correct answers Individually Sts are unsure about answers Overhead prepared on transparency Sts correct one another’s homework -> help them Aim: make sure everyone made their hw Why? Sts learn to correct homework, additional and understood the text trigger for them to stay motivated 10’ writing Answer selected questions (p. 54), hand in Individually Sts might run out of time Book (15) exercise answers (to be corrected by teacher) Why? Sts need to be able to write texts by -> tell them in advance that Aim: make sure everyone understood the themselves time is limited and that the text more questions they can answer, the better 2’ Instructions Split class: one group discusses what is In class Sts don’t understand the task Overhead (17’) important in an audition (how to behave > have transparency ready etc.), one group discusses how the teachers with clear instructions should behave; two groups prepare the audition scene Aim: understand audition setting and how Billy Elliot (mis)behaves 10’ Oral exercise Prepare group work In groups Sts have problems with task Book (27’) -> observe the groups and help them

8’ Oral exercise Presentation of results of groups 1 and 2 In class Sts couldn’t complete their Overhead (33’) task or come up with incomplete lists -> complete the lists in class with the help of their classmates 4’ oral exercise Billy at the audition In class No volunteers Book (37’) one group will show their scene -> observe sts while they prepare the scene and pick one group in advance Lessonplans FDE II Hansjuerg Perino

Myriam Spörri/ Christine Kappeler 6’ oral exercise Discussion of the scene in class: comparison In class Sts have problems connecting Overhead (44’) to the standards set by groups 1 and 2; the lists with the scence guess whether Billy will be accepted played -> ask questions

1’ comment, Homework: read chapter 13-15, answer In class (45’) homework tasks 24 and 25 Lessonplans FDE II Hansjuerg Perino

5th lesson: The ending Overall aims: Reflecting the content of the reader

5’ Warm-up Quiz: Who is speaking? Who to? What are In class, split class into two parties – the faster Sts get too noisy Blackboard they talking about? will win -> they have to raise their Aim: make sure sts understood the text Why? motiviation hand and in case their answer is incorrect, there will be a reduction of points 5’ Check Check homework In pairs Sts are unsure about their Book (10’) homework Aim: make sure sts read and understood Why? Easy homework, doesn’t need to be answers the text corrected in class (unless there are questions) -> help them

5’ Finish the DVD: the ending In class STs need more vocab Vocab list (15’) story, listening Aim: provide sts with an interesting and -> hand out list in advance comprehension important bit of the film which will also lead them to the next step namely finding out what to learn from the story 5’ Oral exercise What lessons can we learn from the story In groups of 3 Sts do not focus on task Book (20’) of Billy Elliot? Why? larger groups might provide more input -> check groups Aim: reflection on the story (meta-level)

7’ Oral and What lessons can we learn from the story In class Sts only focus on one aspect Blackboard (27’) writing of Billy Elliot? Write down different aspects on the blackboard -> input by the teacher exercise Why: sts should have most important aspects in their notebook (> exam!)

10’ Writing Did you enjoy this book? Why (not)? Which Individually Sts need vocab Dictionaries (37’) exercise parts did you enjoy, which didn’t you? Why? After the reflection in group, each sts -> support them -> to be handed in should reflect by themselves about the book Aim: Apart from the message of the book, sts should also be able to explain whether they enjoyed the book. Lessonplans FDE II Hansjuerg Perino

Myriam Spörri/ Christine Kappeler 7’ Oral exercise Did you enjoy this book? In class dito (45’) One student reads out her/his opinion to the class; take the discussion from there Time runs out Why? Have a collective, shared end to the -> only collect the texts and discussion of this book have the discussion in the next lesson based on their texts