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Introduction
For these coming three lessons you will be working on your writing and speaking skills. In each lesson we will offer vocabulary and grammar workshops, so that you can improve your writing and speaking skills.
Theme/setting
You are working for a waterplantation In England. / You are an intern at a waterplantation in England.
During one of the measurements you found out that there is something wrong with the water.
Lesson goals
At the end of this lesson series you:
- know how to write a formal letter
- know how to approach an institution regarding procedures via a formal letter
- can act according the procedures of a conference
- can ask questions in relation to the subject in a conference
- have learned new vocabulary
- have learned new ways of making writing and speaking structured and interesting
Planning
Lesson 1
Skill: Writing.
In this lesson you work for the waterplantation.
The first step is to let the municipality know what happened. You are going to do this via a formal letter.
Lesson 2
Skill: Writing
In this lesson you work for the municipality.
The second assignment is to write a response to the letter from waterplantation.
Lesson 3
Skill: Speaking
In this lesson we will discuss the standard procedures in a conference and the way to handle a conference in English. After this there will be time to practice speaking in groups.
Lesson 4
Skill: Speaking
In this lesson we will transform the classroom into an actual conference room. During this lesson you will be the speaker at a conference and also act as the press. The speaker sits or stands behind a desk and hold a short presentation whereafter you will answer the questions of the press. As the press you will listen to the speaker and afterwards ask questions.
Lesson 1
During one of the measurements you found that there is something wrong with the water. You need to act fast and stop the plant. You also need to inform the municipality.
Workshop 1
Workshop | Word Order
Time | 30 minutes
After this you are going to write the letter.
A | Structure organising game
Time: 5 minutes
You will be handed two envelopes, one has a number 1 on it, and the other a number 2.
Open the envelope with the number 1 on it.
Inside you'll find a formal letter, cut up into words, phrases and sentences.
There are five extra words that you won't have to use.
It is up to you to arrange this letter in such a way that it makes sense again.
When you're done, write the letter on a separate piece of paper.
Choose the words or phrases that you find difficult or don't know at all, and look up both a translation and a synonym.
When you're done, cut those words out and put them in the empty envelope with number 2 on it, along with the word that you found difficult.
Exchange envelopes with your neighbours.
Now, open the envelopes and mix and match the words!
You can use the following sites for translating and looking for synonyms;
google.translate.com
www.thesaurus.com
www.dictionary.com
B | Word order game
Time: 15 minutes
Two stacks with A4 cards. Each stacks has 10 cards and each card, both sides, has a word on it.
Two teams, size 4 - 6. One of the group is the team leader. The team leader checks if the sentence that has been made is correct. The team leader communicates with the teacher/game master that they finished a sentence and the game master decides if it is. Each word is one point. It is not allowed to create the same sentence or remove one word. It is allowed to switch words to make it a different sentence. Every time a sentence has been approved the team leader has to write the sentence down on a piece of paper.
The game master/teacher counts the correct sentences of each team and decides who the winner is after 10 minutes.
C | Start to write the letter
Time: 10 minutes
Go through these steps. Pick at least one of the example sentences and finish them.
D | Write the letter
Time: 45 minutes
The remaining time of the lesson you have time to write your letter. Elobarate on your previously made sentences.
If you are struggling or have questions, ask the teacher.
E | Evaluation
Time: 10 minutes
After 45 minutes you will switch letters with your neighbour, read it and discuss it. Give each other feedback.
HOMEWORK
Take the feedback into consideration and improve your letter.
The letter has to be finished by next week's lesson.
Letter-writing Guide
Example Formal letters
Rubric Formal letter
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Requirements
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Vocabulary
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Grammar
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Content
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Good
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The letter exceeds the basic requirements.
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Excellent use of the learned words in the letter. Almost no spelling mistakes.
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Excellent use of the learned grammar. Minor and unobtrusive errors.
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Good development of topic. Appropriate use of linking words.
(Firstly, secondly, as, but, because, therefore, moreover, etc.)
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Sufficient
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The letter meets the basic requirements.
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Good use of learned words in the letter. Some words did not fit in the letter. A few spelling mistakes.
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Some non-impeding errors. Most of the grammar structures are used correctly.
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Completed task set. A few linkings words were used. Clear letter: introduction, body, conclusion.
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Insufficient
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The letter does not meet the basic requirements.
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No learned vocabulary used in writing.
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No grammar structures used correctly. Mistakes that impede communication.
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Uncompleted task. No linking words were used. Not a clear letter: no introduction, body or conclusion.
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Lesson 2
During this lesson you'll pretend to be working for the municipality (gemeente). In the first lesson you wrote a letter to the municipality. The letters that you've written last week are going to be handed out randomly, so you will get a letter from a fellow student and someone else will get yours.
Today you are going to write an article for the local newspaper to let the people know what' has happened, what the consequences are, what the people need to be cautious about, and further procedures. You will base your article on the letter that you've been handed.
Workshop 2
Workshop | Adverbs & Adjectives
Time | 30 minutes
After this you are going to work on your article.
A | The Adverb Game
Time: 5 minutes
Those of you that are familiar with the game Halli Galli, will already have a basic understanding of how this game works.
Form groups of three. Two of you will play the game and one of you will be the judge. The judge should have a dictionary available.
You'll be handed three decks of cards with words on them. Some of them will be adverbs, others will be adjectives.
Pick one deck and divide it between the two players.
The players do not look at the cards. Instead they hold them in their hands, face down. They take turns flipping a card onto a common pile. If a card has an adverb on it, slap the pile. The first one to slap the pile and to be correct (this is where the judge comes in to see if it really is an adverb) wins all the cards in the pile. The one with the most cards at the end is the winner.
Get a new deck of cards, choose a different judge and play the game until your time is up.
B | The Longest Sentence
Time: 15
Remain in your groups of three. A short sentence shall be written on the board. It doesn't contain any adjective or adverbs yet.
It'll be up to you to add those. Every round you pick one person from your group to come up to the board and roll a die (dobbelsteen). If you roll an even number (two, four or six) you have to add an adjective to the sentence.
If you roll an odd number (one, three or five) you have to add an adverb to the sentence.
The word has to make sense and added in the correct location or you won't gain a point.
If a group fails to come up with another word for the sentence, the last group to add a word gains a point.
We start over with a new sentence and play until one team reaches five points. This team will be the winner.
C | Writing the Article
Time: 10 minutes
Before you start the article, individually answer the following questions about the case.
You will need this information to write the article.
- Who - who was involved?
- What - what happened?
- Where - where did it happen?
- Why - why did it happen?
- When - when did it happen?
- How - how did it happen?
D | Write the newspaper article
Time: 40 minutes
You have the remainder of the lesson to write your article.
If you're in need of help, consult the examples or ask the teacher.
E | Feedback
Time: 10 minutes
After 40 minutes you exchange your article with your neighbour, read it, discuss it and give feedback on it.
HOMEWORK
Take the feedback into consideration and improve your article.
The article has to be finished by next week's lesson.
Example Articles
Lesson 3
In this lesson we will focus on the skill speaking.
First we are going to discuss the standard procedures of a conference.
After this you are going to practise speaking in informal settings. After that you are going to practise speaking in formal settings.
Workshop 3
A | Synonyms
Time: 15 minutes
Synonyms are different words that have the same meaning. You can make you writing and speaking lively by using synonyms and it broadens your range of vocabulary.
In this exercise the teacher is going to say 10 words. For each word you are going to write down all the synonyms that you already know. You will get 30 seconds for each word.
After these 10 words you will go to mindmeister.com and for each word you are going to put in the synonyms that you have written down.
You will now get a piece of paper and you will create a mindmap on paper. For each word you draw a small circle and write the word in the circle and the synonyms around it. Also add new synonyms from the mindmeister mindmap. The synonyms have to be linked to the circle with a line. Be as creative as you want, but make sure to use different colours for each word.
At the end of this exercise you have broadened your range of vocabulary that you can now use in your writing and speaking.
B | Speaking Prompt Cards – Informal
Time: 10 minutes
This exercise is designed for duos. Person A asks the question, person B answers. Each round takes 2 minutes. After each round you switch roles.
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Family
Tell each other about your family. How many brothers and sisters do you have? How long have your parents been married? If you have a boy/girl-friend, can you tell something about their family?
Examples:
I have two brothers and one sister.
My boyfriend’s family is always very nice to me.
My parents are celebrating their 30th anniversary today.
My family is the best!
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School
Tell the other about school. Do you like it? Do you like the class? Is it a lot of work, or are you able to deal with it? How are the teachers?
Examples:
I like our study, but I think it’s a lot of work to do.
I don’t like our teacher for English, he/she is always making silly jokes.
I like our class, we get along really well.
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Right now
Describe what is happening in class or outside of class right now. Each say one thing at a time.
Examples:
She is wearing very pretty shoes.
A man outside is throwing garbage in a garbage bin.
The teacher is working on his laptop.
That girl is smoking a cigarette.
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Hopes and Dreams
What are your hopes and dreams for the future? What do you want to do one day? What wishes do you have?
Examples:
I want to travel around the world one day.
I hope my grandfather gets better. He is feeling sick at the moment.
I am going to set up my own business when I am older.
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Favourite celebrity
Who is your favourite actor/singer/sports(wo)man? What do you like about this person? What makes him/her so talented?
Examples:
I love Jim Carrey, because he is always so funny.
Ariana Grande always makes the most beautiful songs.
Tony Hawk is still doing the best tricks in the world, even though he is getting old.
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Happiness
What makes you happy? What brings you new energy? What are some of your favourite activities?
Examples:
I get happy when I walk outside with my dog.
Going out with friends always makes me happy. We’re always having fun.
Most of the time I watch films or series. I’m married to Netflix.
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Social media
Do you use Social Media a lot? Which ones do you use (Facebook, Instagram, SnapChat)? What do you like about Social Media and what do you not like?
Examples:
I use Facebook and SnapChat a lot.
I don’t like all those filters on SnapChat. They make you look so weird.
I think Instagram is great because of the beautiful pictures some people post.
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C | Speaking prompt cards - Formal
Time: 10 minutes
This exercise is designed for duos. Person A asks the question, person B answers. Each round takes 2 minutes. After each round you switch roles.
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Job interview
Person A - Interviewer
1. Can you tell me a little about yourself?
2. How did you hear about the position?
3. What do you know about the company?
4. Why do you want this job?
5. Why should we hire you?
6. What are your greatest professional strengths?
7. What do you consider to be your weaknesses?
8. What is your greatest professional achievement?
9. Tell me about a challenge or conflict you've faced at work, and how you dealt with it.
10. Where do you see yourself in five years?
Person B – Interviewee
Answer the questions person A asks.
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Interview
Examples:
The environment: Global warming, Animal rights
Politics: USA, The Netherlands, Europe
Foreign country you visited
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Phone conversation – making an appointment
Examples:
Making an appointment, asking for information
Doctor, beauty salon, dentist, hairdresser, job interview.
For example dialogues go to Tools.
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D | Standard procedures at a Conference
Time: 15 minutes
1. Introduction
- Asking for attention and announcing the start
- Welcome
- Introducing yourself
2. Announcing the subject of your presentation
- Announcing the subject of the presentation
- Introducing the purpose of the presentation
3. Practical points
- Expected length of presentation
- Other practical info
4. Outline of presentation
- During my talk I'll be looking at five main areas ...
- I've divided my presentation/talk into four main parts/sections.
- First(ly)…, Second(ly) , Third(ly), Finally,
- And then I'll deal with
5. The main part
Introducing your first point
- To start with, I'd like to consider …
Rounding of a point
- I think that covers everything on …
Starting a new point
- This brings me to the third and final point, which is ….
(Mid) summarising + checking if everyone's still with you
- Let me briefly summarise what I've said so far.
- Would anyone like to ask a question at this point?
Digressing
- Incidentally … / By the way…
- If I could just digress for a second …
-> Don't forget to lead your audience back to the main points!
- Now to return to the point I was making earlier …
- Referring to something you've said
- Referring to something you are going to say later on
6. Closure
- Summarising the main points
- Recommendation on the basis of what you've said
- Conclusion
- Hand-outs
- Thanking
7. Dealing with questions
- Providing the opportunity to ask questions
- Repeating the question
- Asking for clarification
- Passing on questions
- Not being able to answer the question
- Accepting criticism
- Not accepting criticism
- Checking your answer
E | Plan Conference
Time: 30 minutes
Divide the class into six groups. This is the group for next week's Conference.
The groups have time to make a plan of action, divide the work and start on their Conference speech.
E | Evaluation
Time: 10 minutes
What did you learn today?
Which words stuck?
Is everything clear as it comes to the Conference?
HOMEWORK
Prepare your Conference meeting.
Tools
Lesson 4
The Conference
The Press Conference
Time: 15 minutes per group
As a representative of the municipality/water plant, you have to make a statement to the press on what has happened to the water supply. You get 7 minutes for this speech. After that the press will have 3 minutes to ask questions. Make sure you pay attention during the speech and make notes if necessary. Every group is required to ask at least one question to the other groups. After that we'll take 5 minutes to give feedback and discuss how it went.
Rubric Conference
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Good
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Sufficient
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Insufficient
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Requirements
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The conference exceeds the basic requirements.
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The conference meets the basic requirements.
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The conference does not meet the basic requirements.
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Content
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Good development of topic. Shows line of thought throughout the conference.
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Clear letter: introduction, body, conclusion. Shows some line of thought throughout the conference.
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Not a clear letter: no introduction, body or conclusion. Shows no line of thought throughout the conference.
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Vocabulary
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Excellent use of the learned words during the conference. All the words have been used in the right context.
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Good use of the learned words during the conference. Most words have been used in the right context.
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No learned vocabulary used in during the conference.
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Grammar
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Excellent use of the learned grammar. Minor and unobtrusive errors.
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Some non-impeding errors. Most of the grammar structures are used correctly.
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No grammar structures used correctly. Mistakes that impede communication.
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Responsiveness to audience (speaker)
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The speaker actively engaged with the audience.
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The speaker engaged with the audience.
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The speaker did not engage with the audience.
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Questioning the speaker
(press)
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The press offered valuable contributions by questioning.
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The press made an attempt at questioning.
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No questioning or making links.
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For the teacher
Our goal for this lesson series is
... to incorporate fun ways of practising grammar and vocabulary
... to prepare the students for their English exam
... to prepare the students for their future professions
... focus on one of the professions in the area of Life Sciences: Chemistry
Links to websites
Learningenglishteens
This is a great website for students and teachers. Teachers can use various videos to explain something in class. You can find many explanations of different grammatical topics. Students can can dive into the English speaking world and practise their English language skills.
To do:
- English level test
- Practise skills; reading, writing, speaking, listening
- Practise grammar and vocabulary
- Exam practise
- Take a study break and look through the entertainment section
- Current affairs in the UK
- Play games
National geographic kids
This website teaches us about animals in a visual and educational way. It does not contain a lot of texts which makes it understandable for the pupils who just started learning the English language. Pupils can learn how to spell the animals names. The names of the animals are supported by pictures.
To do:
- Watch videos and pictures of animals
- Play games
- Learn about animals
- Upload your own photos of animals
- Earn badges
CNN studentnews
Every day CNN Students News places a 10 minute news fragment. Current events appropriate for students. The website does warn for the content to be checked by the teacher before showing it in class. These fragments can be very helpful for students if you want them to know more about what is happening in the world.
Memrise
Memrise is a handy tool to practise vocabulary. You can make your own courses or practise those of others. This is not a vocabulary practise as normal, but it works in a way the words will get in your long-term memory. This can be very useful if you want
Goodreads
Goodreads is like a Facebook for books. You can have friends on it, you can look up books and make lists of books you want to read, have read or currently reading. When you finished a book you can write a review or if you want to read a book you can read reviews. You can also sign up to groups where certain topics are discussed.
Pinterest
On Pinterest you can find a huge amount of different ideas, explaining of grammar, learning how to learn, name it and it is on there!
If you type in ‘English grammar’ it will show various ways of explaining the grammar you need. Mostly this is in an original visual way, which makes it easier to understand and sometimes it even as a schedule you can follow to find the correct answer.
This will help pupils to understand grammar in a way that is interesting and help teacher to make their explaining more attractive.
Teachers and pupils can make boards in which they can place everything they want to explain or understand better.
Games to learn English
This website contains lots of games where English grammar and vocabulary can be practised in a fun way. If teachers want to use the whiteboard for a game they can nust click on Whiteboars and choose a game. Pupils can also use this website on their own.
This can help make your lesson more interesting and interactive, but most certainly more fun.
MySchoolsNetwork
MySN is a platform where you need to be signed up as a school. The crew behind it will make a profile for your school and then pupils can make their own profile. Pupils can contribute their writing to events and even make their own projects. On the homepage you can post a short message and communicate with other pupils from around the world. Pupils are obliged to write in English. Moderators will check regularly if pupils do so.
Teachers and pupils can hugely benefit from usin this platform. It is interactive, motivating, involving and it gives the pupils responsibility about their language use.
busyteacher.org
This website offers a range of worksheets, lesson materials and fun activities for you to use in class. Checking this website before teaching grammar will spice up your lesson.
Emaze
Prowise
Socrative
Powtoon
Nearpod
Padlet
Class Dojo
Wix
Wikiwijs
