How does the Action Pack 8 /and

Jordan Opportunities 2 Eleventh Grade

courses look in Practice:

Sample Lesson demonstration and analysis

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Outcomes

Trainees are Expected to:

1.Participate in a demonstration of a lesson

from Action pack 8 / or Jordan Opportunities 2

 Eleventh Grade

2. Identify key stages in a lesson

3. Analyze lesson elements in light of

Proclaimed outcomes

Usability of materials

4. Identify potential problems in applying

certain elements

5. Work out relevant rubrics (based on

completion of tasks specified in Outcomes

box on the Warm-up page) as samples

of  'negotiated contracts'

6. Analyze educational principles  incorporated

 into the Action pack 8 / or Jordan Opportunities 2

 Eleventh Grade

7. Analyze positive as well as negative

aspects of performance

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Action Pack 8 Demo Lesson Plan ( Module 1,Unit 1, Opener)

Note: No formal assessment is included in this first

 lesson; however, the teacher may use informal

diagnostics throughout the lesson.

No	Objectives of Activities	Timing	Content	Material (Resources)	Techniques / Activities		Comments
					Teacher's Role	Student's Role
1.	a)to identify the outcomes that cover the elements of skills and language and use them for frequent referencing b) to draw up a simple rubric for task completion c) to form an overview of the module text-types	10 m	Title page SB, page 5	SB pp. 5-7 Cassette Worksheets TB pp.9-11	Greeting ICE BREAKING Teacher draws a KWL form on the board or may hand in papers so that that students may reflect on what they remembered learning last year   Asks students about their expectations from this Modules by looking at pictures on SB, page 5 Asks them to identify types of sports Asks them to list the  types of sports Works with students to draw up a task completion rubric	Students complete  KWL form.             Identify types of sports using their previous knowledge Work in pairs to write a list of sports and then report to class Recognize Outcomes (Why) They work in groups to draw up a task-completion rubric	Building a positive emotional atmosphere     Scaffolding         Frequent referencing using metacognitive processes
2.	To classify sports into groups according to category of activity	5	Exe. 1. Vocabulary box(sports)	SB, page7 White paper	T. presents the idea of classification in this activity Asks Sts to compare the list on the board from the Opener stage with the list of words on page 7 of the SB. Checks to see if the sts know all the names T. distributes papers with categories of sports to students to write examples of the category paper.	Classifying vocab. Items into groups (individually then in pairs for comparison They fix the category papers on the walls so that they can be added to any time.	Developing thinking skills of classification and comparing
3.	To identify sports when given verbal and pictorial clues	10	Matching/ Writing sports names	Activity B P4 Exercise 1	T. reminds sts of the game of 20 Questions where they have to guess the name of the object if they are given a partial description. T. presents  activity 1 in the AB, page 4 in a game format.	Match descriptions with pictures; write names of sports	It is believed that game format is far superior to straight forward teaching because the brain is motivated if there is emotional and intellectual challenges that are meaningful and communicative.
4.	a) to identify names of sports b) express their preferences giving reasons for their choice	10	Comprehension. 2. Before you read	SB p.7 Exe.2	T. asks students to identify sports from pictures Asks students to express their preferences Facilitates a brief discussion	Identify types of sports on page 6 using pictures; discussion on preferred sport.	T. acts as a facilitator and provides contexts for Critical Thinking skills development (substantiating)
5.	a)to identify text-types of sources of information b) to scan a text for specific information	10	SB, exercise 3. comprehension of text	Listening comprehension -Factfile	T. presents text-type: Factfile. T. Asks:  Where do you go to find specific facts ? T. elicits answers T. asks students to read the Factfile.	Respond  by listing sources of information such as encyclopedias  etc. (the Internet)   Reading of fact file on p.6 ;then cover it. (Teamwork)In pairs, they answer questions on section 3 and self check.	Searching for sources of specific information is a valuable skill which is called for in ERfKE. It is a major step in problem-solving: gathering of relevant information. - to foster cooperative work, teachers pick on any reasonable  chance to encourage students  to practice this socially and academically important skill.
6.	a) to extract specific  information from a recorded text-type ( interview) 1) on a webpage with text provided 2) from another interview without text. b) to reproduce information in a tabular form	10	SB p.7 4		T. Presents activity Asks: Where can you read about sports? ( Web) Where can your listen to an interview about sports? (TV, Web  etc) Draws a table on the Board T. plays the interview on  the cassette as a whole, then in parts while students are reading text on SB, p. 6. T. facilitates comparison of answers between groups, Class Check on the board.   Same procedure is repeated for exercise 5.	Draw a table, read a webpage while listening to recorded interview;   second listening in parts; pair work to compare answers and reporting to class	Extracting specific information from different sources: web site texts/ in audio or visual form and in different text-types (i.e. interviews)  is a needed academic skill. Moreover, other skills such as reproducing gathered information in different forms (tabular) are needed for presentation skills in real life. Encountering information in different forms caters for different Learning Styles: auditory, visual   etc. the inclusion of two types here, one Listening with Visual text (familiar) and Listening to unseen text ( new and unfamiliar) prompts supports the constructivist principle of graded movement from the known to the potentially unknown .
7.	To produce sentences that describe habitual actions from given notes ( in exercises 4 and 5) using present simple and present continuous	10	SB p.7 4	Listening  comprehension	Continued from above	Draw a table; listen to a second recorded interview in parts Pair work to compare answers	T. as organizer T. as facilitator
8.	To produce accurate information in grammatically correct sentences.	5	SB p.7 Activity 6	Writing descriptive statements	T. presentation: T. asks: When do we need to transform notes in various forms into sentences?   T. introduces the task T. facilitates reporting by groups	Students respond; In reports after gathering information In interviewing and reporting; in puzzles In writing a letter     Options(individual/ pairs/ group Work ) to write descriptive statements about characters in exercise 4,5  and then reporting to class	This is one of the life skills. Joining fragments of information to make a meaningful whole ( a pattern) that is grammatically and semantically correct sentences. This writing skill is an important stage in the Writing Process. It employs convergent 9 at the level of applying rules) and divergent thinking (at the level of generating correct sentences).
					T. controlled speaking activity in an interesting format. T. asks students to ask and answer questions about the interview reproducing accurate information in an accurate form. T. organizes the competition . The team that completes the task with the least number of errors wins a token.	Students talk about sports working in pairs: they use what they know about characters to form questions and answers.	Controlled practice is often done mechanically. Students rarely see its relevance to their learning. So it makes sense to use socially  interesting and communicative formats such as games, competitions    etc.   T. may make an anecdote or a  joke about instances of mis-reported and  misspelled language
9.	Closure				Teacher draws a KWL form on the board or may hand in papers so that that students may reflect on what they learned. No homework assignments	Students complete the KWL form and discuss contents with the teacher.	Reflection

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Assessment of a Demo Lesson

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Please complete the following Form.

Note: You can fill in some of your notes while

 you are watching the demonstration lesson.

However, it is preferable that you complete

 it after the demo.

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Lesson Elements	How well was it done?
	1	2	3	4	5
1.        How was the greeting carried out? Notes:
2.        Were activities timed well? Notes:
3.        Was the warm-up appropriate? Notes:
4.        Was the use of A-V media appropriate? Notes:
5.        Was the presentation well-managed? Notes:
6.        Did the presenter utilize thinking skills such as       ( prediction/ metacognition)? Notes:
7. Were the objectives  for Listening/ Reading/ Writing/ Speaking  clear to the students? Notes:
7.        Was the section ( Key Words) handled well? Notes:
8.        How was the student participation managed? Notes:
9.        What kinds of assessment were used? Notes:
10.     What aspects did assessment cover? Notes:
11.     Other points:

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Debriefing and Reflection

How do educational Principles and considerations

 influence Action pack 8 /

Jordan Opportunities 2 Eleventh Grade

Course materials

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The terms, expressions below are to be used as

a starting point for a discussion about how they

are employed I and realized in the course material.

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1.     Connectivity to other school subjects

2.     Incorporation of authentic assessment

3.     Learning styles ( including Multiple Intelligences)

4.     Advance Organizers

5.     Reinforcement

6.     Schemata building

7.     Concept mapping

8.     Learning as a Process (e.g. Writing Process)

9.     Higher Order Thinking Skills

10. Life skills

11. Meaningful content

12. Thematic input – cognitive 'anchor'

13. Cultures—How are they viewed  and presented

14. Discovery approach to teaching grammar

15. Problem-solving contexts

16.  Use of (linguistic) Diagnostics

17.  Self-assessment

18.  TPR and other adopted ELT approaches