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English Language Teaching Manual
Acknowledgement
English Language Teaching Module for intermediate level was
This manual will guide teachers with practical activities to improve four English
Language skills -listening, speaking, reading and writing of learners. This is designed
for intermediate and multi level classes. I acknowledge material development support
by Miss Sadia, Mr.Amir and Miss Huma.Without their cooperation I would not have
been able to complete this manual. I again thank my team for their support.
Raheela Naz
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English Language Teaching Manual
S#
Topic/Block
Page#
Block: American Heroes
1
2
Oprah Winfrey
Barack Obama
Block: Places to Visit
3
4
5
Disney Land
Exploring New Yok city
Creating Niagra Falls tourist Brochure
Block:Langugae Skills
6
7
8
9
10
11
Descriptive and Narrative genre of writing
Vocabulary Building 1
Vocabulary Building 2
Dialogue Delivery /Role Play
Reading/Listening Skill
Listening/Speaking skill
Block: Citizenship education
12
13
14
What is community?
Diversity
Education for All
Block: Movies/Songs
15
16
17
18
19
20
21
22
23
Movie:Akeela and the Bee
Movie:Finding Neemo
Movie:Mulan
Movie:E.T.The Extra Terrestrial
Song:I hope you dance
Song:Tom’s Diner-Suzanne Vega by Lee Ann
Song:Coat of many colors by Dolly Parton
Smile by Michael Jackson
In the Ghetto by Elvis Presley
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English Language Teaching Manual
Block: American Heroes
Title:
Oprah Winfrey
Time:
Material required:
2 hours
Biography of Oprah
Clipping from Youtube regarding
Winfrey’s show
Quotes by Winfrey
Objectives:
The students will
1.
2.
3.
4.
5.
understand life of Oprah .
learn some aspects of life skills.
improve comprehension and presentation skills.
improve vocabulary and use of dictionary.
improve listening and speaking skills
Activities:
Activity 1
Students will be involved in a warm up activity. They will sing a poem
“Tiny Shark” with action.
Tiny Shark
Dudu DudU
Elder Shark
Dudu Dudu
Eldest shark
Dudu Dudu
Lady Shark
Dudu Dudu
Shark attack
(Cries by students)
Happy shark
Dudu Dudu

Join hands and open them like a mouth of a shark
Join and open arms to show a big mouth
One arm and one leg, join and open to show a bigger
mouth
action like swimming (change tone like a lady
when saying dudu).
happy actions by seeing in each others’ eyes
See youtube for energizers.
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English Language Teaching Manual
Activity 2


What personality are they inspired of? How do they get inspiration, what are
the characteristics of that particular personality? Give them some time to
think and discuss in groups.
Display worksheets in different corners, they go in corners in groups and
write their favorite personalities .After that they share it with the whole class.
Worksheet
Personality you are inspired of.
Reasons
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English Language Teaching Manual
Activity 3
 Do you know something about Oprah winfrey?
Oprah Winfrey (born Orpah Gail Winfrey[1] on January 29, 1954) is an American
media proprietor, talk show host, actress, producer and philanthropist. Winfrey is
best known for her self-titled, multi-award-winning talk show, which has become the
highest-rated program of its kind in history and was nationally syndicated from 1986
to 2011.[2] She has been ranked the richest African American of the 20th century,[3]
the greatest black philanthropist in American history,[4][5] and was for a time the
world's only black billionaire.[6][7] She is also, according to some assessments, the
most influential woman in the world.[8][9]
 Show them a clipping of Oprah’ show from you tube.
 Share with them Oprah’s website-www.oprah.com
 Provide them reading material on Oprah Winfrey.They read it in
groups, underline difficult words and discuss the important
aspects of Winfrey.
Activity 4
After discussion they present their findings about Oprah in groups.
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English Language Teaching Manual
“The biggest adventure you can
take is to live the life of your
dreams."
Oprah Winfrey
Oprah Winfrey (born Orpah Gail Winfrey[1] on January 29, 1954) is an American
media proprietor, talk show host, actress, producer and philanthropist. Winfrey is best
known for her self-titled, multi-award-winning talk show, which has become the
highest-rated program of its kind in history and was nationally syndicated from 1986
to 2011.[2] She has been ranked the richest African American of the 20th century,[3]
the greatest black philanthropist in American history,[4][5] and was for a time the
world's only black billionaire.[6][7] She is also, according to some assessments, the
most influential woman in the world.[8][9]
Winfrey was born into poverty in rural Mississippi to a teenage single mother and
later raised in an inner-city Milwaukee neighborhood. She experienced considerable
hardship during her childhood, claiming to be raped at age nine and becoming
pregnant at 14; her son died in infancy.[10] Sent to live with the man she calls her
father, a barber in Tennessee, Winfrey landed a job in radio while still in high school
and began co-anchoring the local evening news at the age of 19. Her emotional ad-lib
delivery eventually got her transferred to the daytime-talk-show arena, and after
boosting a third-rated local Chicago talk show to first place,[6] she launched her own
production company and became internationally syndicated.
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English Language Teaching Manual
Winfrey was originally named "Orpah" after the Biblical character in the Book of
Ruth, but her family and friends "didn't know how to pronounce it", and called her
"Oprah" instead.[1]
Winfrey was born in Kosciusko, Mississippi, to an unmarried teenage mother. She
later said that her conception was due to a single sexual encounter and the couple
broke up not long after.[19] Her mother, Vernita Lee (born c. 1935), was a housemaid.
Winfrey had believed that her biological father was Vernon Winfrey (born 1933), a
coal miner turned barber turned city councilman who had been in the Armed Forces
when she was born. Decades later, Mississippi farmer and World War II veteran Noah
Robinson Sr. (born c. 1925) claimed to be her biological father.[20] A genetic test in
2006 determined that her maternal line originated among the Kpelle ethnic group, in
the area that today is Liberia. Her genetic make up was determined to be 89 percent
Sub-Saharan African, 8% Native American, and 3% East Asian; however, the East
Asian may, due to the imprecisions of genetic testing, actually be Native American
markers.[21]
After Winfrey's birth, her mother traveled north and Winfrey spent her first six years
living in rural poverty with her grandmother, Hattie Mae Lee (April 15, 1900 –
February 27, 1963), who was so poor that Winfrey often wore dresses made of potato
sacks, for which the local children made fun of her.[22] Her grandmother taught her to
read before the age of three and took her to the local church, where she was
nicknamed "The Preacher" for her ability to recite Bible verses. When Winfrey was a
child, her grandmother would hit her with a switch when she did not do chores or if
she misbehaved in any way.[citation needed]
At age six, Winfrey moved to an inner-city neighborhood in Milwaukee, Wisconsin,
with her mother, who was less supportive and encouraging than her grandmother had
been, due in large part to the long hours Vernita Lee worked as a maid.[23] Around the
time Winfrey moved in, Lee had given birth to another daughter, Winfrey's younger
half-sister, Patricia[24] who later (on February 2003, at age 43) died of causes related
to cocaine addiction.[25] By 1962, Lee was having difficulty raising both daughters so
Winfrey was temporarily sent to live with Vernon in Nashville, Tennessee.[26] While
Winfrey was in Nashville, Lee gave birth to a third daughter.[27] Lee gave this
daughter, later also named Patricia, up for adoption in the hope of easing the financial
straits that had led to Lee's being on Welfare.[28] Winfrey did not learn she had a
second half-sister until 2010.[28] By the time Winfrey moved back in with Lee, Lee
had also given birth to a boy named Jeffrey, Winfrey's half-brother, who died of
AIDS-related causes in 1989.[25]
Winfrey has stated she was molested by her cousin, her uncle, and a family friend,
starting when she was nine years old, something she first claimed to her viewers on a
1986 episode of her TV show, when sexual abuse was being discussed.[29][30] When
Winfrey discussed the alleged abuse with family members at age 24, they refused to
accept what she said.[31] Winfrey once commented that she had chosen not to be a
mother because she had not been mothered well.[32]
At 13, after suffering years of abuse, Winfrey ran away from home.[1] When she was
14, she became pregnant, her son dying shortly after birth.[33] She later said she felt
betrayed by the family member who had sold the story to the National Enquirer in
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English Language Teaching Manual
1990.[34] She began going to Lincoln High School; but after early success in the
Upward Bound program, was transferred to the affluent suburban Nicolet High
School, where she says her poverty was constantly rubbed in her face as she rode the
bus to school with fellow African-Americans, some of whom were servants of her
classmates' families. She began to steal money from her mother in an effort to keep up
with her free-spending peers, to lie to and argue with her mother, and to go out with
older boys.[35]
Her frustrated mother once again sent her to live with Vernon in Nashville,
Tennessee, though this time she did not take her back. Vernon was strict but
encouraging, and made her education a priority. Winfrey became an honors student,
was voted Most Popular Girl, and joined her high school speech team at East
Nashville High School, placing second in the nation in dramatic interpretation.[citation
needed]
She won an oratory contest, which secured her a full scholarship to Tennessee
State University, a historically black institution, where she studied communication.
Her first job as a teenager was working at a local grocery store.[36] At age 17, Winfrey
won the Miss Black Tennessee beauty pageant.[37] She also attracted the attention of
the local black radio station, WVOL, which hired her to do the news part-time.[29] She
worked there during her senior year of high school, and again while in her first two
years of college.
Winfrey's career choice in media would not have surprised her grandmother, who
once said that ever since Winfrey could talk, she was on stage. As a child she played
games interviewing her corncob doll and the crows on the fence of her family's
property. Winfrey later acknowledged her grandmother's influence, saying it was
Hattie Mae who had encouraged her to speak in public and "gave me a positive sense
of myself".[38] Working in local media, she was both the youngest news anchor and
the first black female news anchor at Nashville's WLAC-TV. She moved to
Baltimore's WJZ-TV in 1976 to co-anchor the six o'clock news. She was then
recruited to join Richard Sher as co-host of WJZ's local talk show People Are Talking,
which premiered on August 14, 1978. She also hosted the local version of Dialing for
Dollars there as well.[39]
Reference:
http://en.wikipedia.org/wiki/Oprah_Winfrey
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English Language Teaching Manual
Activity 5
Display quotes by Oprah in different corners of classroom. Students in groups go in
different corners, read these quotes and share their favorite ones with other groups.
 The whole point of being alive is to evolve into the complete person you
were intended to be.
 Whatever you fear most has no power - it is your fear that has the
power.
 If you neglect to recharge a battery, it dies. And if you run full speed
ahead without stopping for water, you lose momentum to finish the
race.
 In every aspect of our lives, we are always asking ourselves, How am I
of value? What is my worth? Yet I believe that worthiness is our
birthright.
 "Be thankful for what you have; you'll end up having more. If you
concentrate on what you don't have, you will never, ever have enough."
 “Follow your instincts. That's where true wisdom manifests itself."
 “If you want to accomplish the goals of your life, you have to begin
with the spirit."
 “We can't become what we need to be by remaining what we are."
 “The biggest adventure you can take is to live the life of your dreams."
 “The more you praise and celebrate your life, the more there is in life to
celebrate."
 Turn your wounds into wisdom."
 What material success does is provide you with the ability to
concentrate on other things that really matter. And that is being able to
make a difference, not only in your own life, but in other people's lives."
 “Surround yourself with only people who are going to lift you higher."
 "I still have my feet on the ground, I just wear better shoes."
 "I'm black, I don't feel burdened by it and I don't think it's a huge
responsibility. It's part of who I am. It does not define me."
 "I have a lot of things to prove to myself. One is that I can live my life
fearlessly."
References:
http://www.quotationspage.com/quotes/Oprah_Winfrey
http://www.practical-personal-development-advice.com/oprah-winfrey-quotes.html
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English Language Teaching Manual
Topic:
Barack Obama
TIME:
2 Hours
LEVEL:
Students of 14-16 years
Resources:
White Board, Marker
TOPICS:
Barack H. Obama
OBJECTIVES:
 To improve the reading, writing, listening and speaking skills of students
 To improve the thinking skills of students
PROCEDURE:
Warm-up Activity:
 The students will be asked the following questions to start their
brainstorming.
 Who is Barack H. Obama?
 Have you seen him on television?
 What do you know about him?
Presentation:
The teacher will present the lesson with questions at the end.
THE READING TAPESCRIPT
Barack Obama is the 44th President of the United States of America. He is
also the winner of the 2009 Nobel Peace Prize. He made history in 2008 when
he won the U.S. presidential election. He is the first African American to be
President. Obama’s charisma, intelligence, and powerful speeches have made
him extremely popular with many Americans. He has been very successful
with his message for change.
Obama was born in Hawaii in 1961 to a black Kenyan father and white
American mother. His parents divorced and his mother married an
Indonesian man. Barack’s family moved to Indonesia in 1967. He attended
schools in Jakarta until he was ten years old, when he returned to Hawaii.
Obama majored in political science and international relations at Columbia
University in New York.
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English Language Teaching Manual
After four years in New York, Obama moved to Chicago. There, he worked as
the director of a community project from 1985 to 1988. He entered Harvard
Law School and became the first black president of the Harvard Law Review.
Obama taught law at the University of Chicago Law School for twelve years.
He became an Illinois Senator in 1996.
In 2004, Obama was elected as a U.S. Senator. He supported legislation on
conservation, energy, immigration and honest leadership. Obama is currently
battling with serious issues such as the economy, the global credit crisis and
wars in Iraq and Afghanistan. He won the Nobel Peace Prize for his
"extraordinary efforts to strengthen international diplomacy and cooperation
between peoples."
SYNONYM MATCH
Match the words from the article on the left with their synonyms on the
right. Are your answers the same as other students’?
Paragraphs 1 and 2
1.
United States of America
a.
Very
2
charisma
b.
relocated
3.
extremely
c.
Charm
4.
divorced
d.
went to
5.
moved
e.
the States
6.
attended
f.
separated
Paragraphs 3 and 4
7.
project
g.
lectured in
8.
entered
h.
Amazing
9.
taught
i.
programme
10.
legislation
j.
presently
11
currently
k
enrolled in
12
extraordinary
l
Laws
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English Language Teaching Manual
PHRASE MATCH
Match the following phrases from the article.
1.
Barack Obama is the 44th President
a. him extremely popular
2
He is also the winner of the
b. with serious issues
3.
powerful speeches have made
c. on conservation
4.
Barack’s family moved
d. of the United States
5.
Obama majored in political science
e. international diplomacy
6.
he worked as the director
f.
7.
the first black president of the
g. to Indonesia in 1967
8.
He supported legislation
h. Harvard Law Review
9.
Obama is currently battling
i.
and international relations
j.
of a community project
10. extraordinary efforts to strengthen
2009 Nobel Peace Prize
LISTENING GAP FILL
Barack Obama is the 44th President of the United States of America.
___________________ the 2009 Nobel Peace Prize. He made history in 2008
when he won the U.S. presidential election. He is the first African American
to be President. Obama’s ___________________ powerful speeches
___________________ popular with many Americans. He has been very
successful ___________________.
Obama was born in Hawaii in 1961 to a black Kenyan father and white
American mother. ___________________ and his mother married an
Indonesian man. Barack’s ________________ Indonesia in 1967. He
___________________ Jakarta until he was ten years old, when he returned
to Hawaii. Obama ___________________ science and international relations
at Columbia University in New York.
___________________ New York, Obama moved to Chicago. There, he
worked as the director of ___________________ from 1985 to 1988. He
entered Harvard Law School and became the first ___________________ the
Harvard Law Review. Obama ___________________ University of Chicago
Law School for twelve years. He became an Illinois Senator in 1996.
In 2004, Obama ___________________ Senator. He supported legislation on
conservation, energy, immigration and honest leadership. Obama is
___________________ serious issues such as the economy, the
___________________ wars in Iraq and Afghanistan. He won the Nobel
Peace Prize for his "extraordinary ___________________ international
diplomacy and cooperation between peoples."
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English Language Teaching Manual
CHOOSE THE CORRECT WORD
Delete the wrong word in each of the pairs in italics.
Barack Obama is the 44th President of / in the United States of America. He is
also the winner of the 2009 Nobel Peace Prize. He made historian / history on
November 4 when he won the presidential election. He is the first African
American to be President. Obama’s charisma / charismatic, intelligence, and
powerful speeches have made him extremely popular with many Americans.
He has been very successful with his message for change / chance.
Obama was birth / born in Hawaii in 1961 to a black Kenyan father and white
American mother. His parents divorce / divorced and his mother married an
Indonesian man. Barack’s family moved to Indonesia in 1967. He attended
schools in Jakarta until / then he was ten years old, when he returned to
Hawaii. Obama majored in political science / scientists and international
relations at Columbia University in New York.
After four years in New York, Obama moved to Chicago. Where, / There, he
worked as the director of a community project from 1985 to 1988. He
entered / entering Harvard Law School and became the first black president
of the Harvard Law Review. Obama taught lawyer / law at the University of
Chicago Law School for twelve years. He became an Illinois Senator at / in
1996.
In 2004, Obama was election / elected as a U.S. Senator. He supported
legislation on conservation, energy, immigration and honest / honestly
leadership. Obama is currently battled / battling with serious issues such as
the economy, the global credit crisis and wars in Iraq and Afghanistan. He
won / beat the Nobel Peace Prize for his "extraordinary efforts to strengthen
international diplomacy and cooperation between persons / peoples."
SPELLING
These jumbled words are from the text. Spell them correctly.
Paragraph 1
1.
the ersnedtPi of the United States
2.
presidential noeeltci
3.
Obama’s rsaamhci, intelligence, and powerful speeches
4.
his sseeamg for change
Paragraph 2
5.
His parents iddrvoec
6.
He enadettd schools in Jakarta
7.
he eretndur to Hawaii
8.
international iaentosrl
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English Language Teaching Manual
Paragraph 3
9.
drceitro of a community project
10. He neteerd Harvard Law School
11. Obama tgauht law
12. ltewev years
Paragraph 4
13. eeltdec as a U.S. Senator
14. esnhot leadership
15. battling with serious esuiss
16. cooperation between ppseleo
PUT THE TEXT BACK TOGETHER
Number these lines in the correct order.
( )
( )
( )
he was ten years old, when he returned to Hawaii. Obama
majored in political science and international relations at
Columbia University in New York.
efforts to strengthen international diplomacy and cooperation
between peoples."
mother married an Indonesian man. Barack’s family moved to
Indonesia in 1967. He attended schools in Jakarta until
( )
School for twelve years. He became an Illinois Senator in 1996.
( )
immigration and honest leadership. Obama is currently battling
with serious issues such as the economy, the global
( )
Prize. He made history in 2008 when he won the U.S.
presidential election. He is the first African
( )
In 2004. Obama was elected as a U.S. Senator. He supported
legislation on conservation, energy,
( )
credit crisis and wars in Iraq and Afghanistan. He won the Nobel
Peace Prize for his "extraordinary
( )
popular with many Americans. He has been very successful with
his message for change.
( )
American to be President. Obama’s charisma, intelligence, and
powerful speeches have made him extremely
( )
Obama was born in Hawaii in 1961 to a black Kenyan father and
white American mother. His parents divorced and his
( )
black president of the Harvard Law Review. Obama taught law
at the University of Chicago Law
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English Language Teaching Manual
( )
project from 1985 to 1988. He entered Harvard Law School and
became the first
Barack Obama is the 44th President of the United States of
America. He is also the winner of the 2009 Nobel Peace
(1)
( )
After four years in New York, Obama moved to Chicago. There,
he worked as the director of a community
SCRAMBLED SENTENCES
With your partner, put the words back into the correct order.
1.
2.
is States the President America of the Obama United of 44th
also is He Prize Peace Nobel 2009 the of winner the.
3.
his with successful very been has He message
4.
family to in Barack’s moved Indonesia 1967
5.
Obama political majored science in
6.
as community the project director he of worked a
7.
He an Senator 1996 became Illinois in
8.
Senator
9.
legislation conservation on supported He
10. Diplomacy
was
a
peoples
as
U.S.
Obama
between
elected
cooperation
and.
BARACK OBAMA DISCUSSION
STUDENT A’s QUESTIONS (Do not show these to student B)
1.
What do you know about Barack Obama?
2.
Would you like to meet Barack Obama?
3.
What would you like to know about Barack Obama and why?
4.
___________________________________________________
5.
___________________________________________________
6.
___________________________________________________
7.
___________________________________________________
8.
___________________________________________________
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English Language Teaching Manual
STUDENT B’s QUESTIONS (Do not show these to student A)
1.
What did you learn from this text about Barack Obama?
2.
What questions would you like to ask Barack Obama?
3.
What would his answers be to those questions?
4.
___________________________________________________
5.
___________________________________________________
6.
___________________________________________________
7.
___________________________________________________
8.
___________________________________________________
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English Language Teaching Manual
BARACK OBAMA SURVEY
Write five questions about Barack Obama in the table. Do this in
pairs/groups. Each student must write the questions on his / her own paper.
Without your partner, interview other students. Write down their
answers.
STUDENT 1
STUDENT 2
STUDENT 3
_____________ _____________ _____________
Q.1.
Q.2.
Q.3.
Q.4.
Q.5.
Return to your original partner(s) and share and talk about what you found
out. Make mini-presentations to other groups on your findings.
WRITING
Write about Barack Obama for 10 minutes. Show your partner your paper.
Correct each other’s work.
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English Language Teaching Manual
HOMEWORK
1. VOCABULARY EXTENSION:
Choose several of the words from the text. Use a dictionary or Google’s
search field (or another search engine) to build up more associations /
collocations of each word.
2. INTERNET:
Search the Internet and find more information about Barack Obama. Talk
about what you discover with your partner(s) in the next lesson.
3. BARACK OBAMA POSTER:
Make a poster showing the different stages of the life of Barack Obama.
Show your poster to your classmates in the next lesson. Did you all find
out similar things?
4. MAGAZINE ARTICLE:
Write a magazine article about Barack Obama. Include an imaginary
interview with him. Write about what he does every day and what he
thinks about.
Read what you wrote to your classmates in the next lesson. Give each
other feedback on your articles.
5. LETTER:
Write a letter to Barack Obama. Ask him three questions about his life.
Give him three suggestions on what he should do in his future. Read your
letter to your partner(s) in your next lesson. Your “Barack Obama expert”
partner(s) will try and answer your questions.
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English Language Teaching Manual
ANSWERS
SYNONYM MATCH:
Paragraphs 1 and 2
1.
United States of America
a.
the States
2
charisma
b.
Charm
3.
extremely
c.
Very
4.
divorced
d.
separated
5.
moved
e.
Relocated
6.
attended
f.
went to
Paragraphs 3 and 4
7.
project
g.
programme
8.
entered
h.
enrolled in
9.
taught
i.
lectured in
10.
legislation
j.
Laws
11
currently
k
Presently
12
extraordinary
l
Amazing
PHRASE MATCH:
1.
Barack Obama is the 44th President a. of the United States
2
He is also the winner of the
b. 2009 Nobel Peace Prize
3.
powerful speeches have made
c. him extremely popular
4.
Barack’s family moved
d. to Indonesia in 1967
5.
Obama majored in political science e. and international relations
6.
he worked as the director
f. of a community project
7.
the first black president of the
g. Harvard Law Review
8.
He supported legislation
h. on conservation
9.
Obama is currently battling
i. with serious issues
10. extraordinary efforts to strengthen j. international diplomacy
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English Language Teaching Manual
Production:
 The correction of students’ mistakes will be discussed in the class.
Block: Places to visit
Title:
DISNEYLAND(Anaheim,California)
American Places to Visit
Topic:
Level: Access/Multi-Grade Language Students
Time : 2 hrs
Resources.
Material:
-
Multimedia
Access to internet
Handouts
White board and marker
A-4 sheets
References: Websites
1,000 IDEAS FOR ESL CLASSES: Breaking News English.com's e-Book
http://www.youtube.com/watch?v=Uz__bJTlOjk&feature=related(Walt
Disney’s tour of Disneyland)
www.disneylandamerica pictures.com
Objectives: Students will
- Practice reading comprehension skills
- Express ideas orally
- Practice writing skills
- Learn new vocabulary words
- Learn to connect globally through theme parks,
cartoon characters and movies
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English Language Teaching Manual
Activities: Lesson and activities are based on the following paragraph:
Paragraph
Disneyland celebrated its 50th birthday on Sunday. Thousands of fans and
celebrities gathered at what Disney calls the "happiest place on Earth" for a
giant party. Walt Disney opened the world’s first large-scale theme park on
July 17, 1955. It started a whole new world of fantasy and family fun. An
amazing 515 million fun seekers have since visited Disneyland. Walt
Disney’s idea has been copied around the world by thousands of others, all
wanting to make money from the riches in this money-spinning industry.
From its small beginnings, Disney has mushroomed into a global
entertainment empire. It has become one of the most famous and well
known brands in history. It has created everything from blockbuster movies
to children’s stationery. Theme parks have spread across the world in Paris,
Japan and very soon Hong Kong. It is almost impossible to walk around any
city and not see Mickey Mouse in some shape or form. However, while the
idea of providing pleasure has not changed, park admission prices have: the
one-dollar ticket in 1955 is now $56.
Activity 1: Warm-ups
Show students picture slide show and documentary to familiarize them
with Disneyland.
1. DISNEY – THE BEST? Is Disney the best? In pairs / groups, discuss the
following:
a.
Characters – Is Mickey Mouse the world’s most loveable cartoon
character?
b. Theme parks – Is Disneyland the world’s greatest theme park?
c. Animated movies – Are movies such as Bambi, Aladdin and the Lion
King the best?
d. The company – Is the Disney company the happiest company in the
world?
e. For kids – Is Disney the perfect form of entertainment for kids?
f. For adults – Are Disney T-shirts the best way of reliving your
childhood?
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English Language Teaching Manual
How does Disney compare with theme parks, characters and movies from
your country?
2. QUICK DEBATE: Students A love Mickey Mouse and Donald Duck.
Students B hate Mickey Mouse and Donald Duck. Try to persuade each
other to switch sides.
3. CHAT: In pairs / groups, decide which of these topics or words are most
interesting and which are most boring.
Disneyland / 50th birthdays / Walt Disney / theme parks / fantasy / family
fun / global brands / Euro Disney / Hong Kong Disneyland / Mickey Mouse
Have a chat about the topics you liked. For more conversation, change
topics and partners frequently.
4. DISNEY: Spend one minute writing down all of the different words you
associate with Disney. Share your words with your partner(s) and talk
about them. Together, put the words into different categories.
5. DISNEY OPINIONS: In pairs / groups, discuss the following opinions on
Disney:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Disney is the greatest American cultural asset.
Disney sucks.
Disney has brought incredible joy into the lives of billions of children.
I’m fed up with seeing Mickey Mouse.
Disney truly is the happiest company in the world.
Disney’s originality and creativity died thirty years ago.
Every home should have Disney products.
Disney is just a money-making machine that exports American ideas.
Disney provides fantasy. There’s nothing wrong with that.
Disney will not last another 50 years.
Change partners and share what you talked about.
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English Language Teaching Manual
Activity 2: Before Reading/Listening
1. TRUE / FALSE: Look at the article’s headline and guess whether
these sentences are true (T) or false (F):
a.
b.
c.
d.
e.
f.
g.
h.
Disneyland opened five decades ago.
Disney says Disneyland is the happiest place on Earth.
Five billion people have visited Disneyland.
Thousands of copycats have made money from Disney’s ideas.
Disney once experimented in the global mushroom business.
Disney is one of the world’s most ubiquitous brands.
You are likely to see the Mickey Mouse logo in every world city.
Admission prices have increased 56 fold since 1955.
T/F
T/F
T/F
T/F
T/F
T/F
T/F
T/F
2. SYNONYM MATCH: Match the following synonyms from the
article:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
gathered
amazing
copied
riches
money-spinning
small
mushroomed
created
almost
providing
virtually
wealth
expanded
unbelievable
giving
congregated
humble
profitable
replicated
made
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English Language Teaching Manual
3. PHRASE MATCH: Match the following phrases from the article
(sometimes more than one combination is possible):
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Disneyland celebrated
a whole new world
Walt Disney’s idea has been
make
money-spinning
mushroomed into
most famous and
spread
see Mickey Mouse in some shape
the idea of providing
money
a global entertainment empire
pleasure has not changed
industry
across the world
well known brands
its 50th birthday
or form
of fantasy and family fun
copied around the world
Activity 3: While Reading/Listening
WHICH WORD? Delete the word you think is incorrect from the pairs
in italics.
Disneyland celebrates 50th birthday
Disneyland celebrated / celebration its 50th birthday on Sunday.
Thousands of fans and celebrities / celery gathered at what Disney calls the
"happiest place on Earth" for a giant party. Walt Disney opened the world’s
first large-scale theme / thyme park on July 17, 1955. It started a whole
new world of fantasy and family fun. An amazing 515 million fun lookers /
seekers have since visited Disneyland. Walt Disney’s idea has been copied
around the world by thousands of others, all wanting to make money from
the riches in this cotton-spinning / money-spinning industry.
From its small / gigantic beginnings, Disney has mushroomed into a global
entertainment empire / emperor. It has become one of the most famous
and well known brands in history. It has created everything from
blockbuster movies to children’s stationary / stationery. Theme parks have
spread across the world in Paris, Japan and very soon Hong Kong. It is
almost impossible to walk around any city and not see Mickey Mouse in some
shape or farm / form. However, while the idea of providing pleasure has not
changed, park admit / admission prices have: the one-dollar ticket in 1955 is
now $56.
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English Language Teaching Manual
Activity4: After Reading/Listening
1. WORD SEARCH: Look in your dictionaries / computer to find collocates,
other meanings, information, synonyms … for the words ‘giant’ and ‘party’.



Share your findings with your partners.
Make questions using the words you found.
Ask your partner / group your questions.
2. ARTICLE QUESTIONS: Look back at the article and write down some
questions you would like to ask the class about the text.


Share your questions with other classmates / groups.
Ask your partner / group your questions.
3. WHICH WORD? In pairs / groups, compare your answers to this exercise.
Check your answers. Talk about the words from the activity. Were they new,
interesting, worth learning…? What was the relationship between the words
in each pair?
4. VOCABULARY: Circle any words you do not understand. In groups, pool
unknown words and use dictionaries to find their meanings.
5. STUDENT DISNEY SURVEY: In pairs / groups, write down questions about
Disney.



Ask other classmates your questions and note down their answers.
Go back to your original partner / group and compare your findings.
Make mini-presentations to other groups on your findings.
6. TEST EACH OTHER: Look at the words below. With your partner, try to recall
exactly how these were used in the text:






celebrated
giant
first
amazing
copied
riches






mushroomed
brands
across
almost
providing
admission
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English Language Teaching Manual
Activity 5: Discussion
STUDENT A’s QUESTIONS (Do not show these to student B)
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
What did you think when you first read this headline?
Did the headline make you want to read the article?
Do you like Disney?
What part has Disney played in your life?
Is there anything about Disney you hate?
Have you been to or would you like to go to any Disney theme parks?
What do you do to escape?
What do you think is the secret to Disney’s success?
What do you think of Mickey Mouse?
What will / did you do for your fiftieth birthday?
STUDENT B’s QUESTIONS (Do not show these to student A)
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Did you like reading this article?
What did you think about what you read?
How do Disney’s movies compare to those from other countries?
Have you ever bought Disney products?
Do you think Walt Disney was a genius?
Do you think Disney is America’s greatest cultural asset?
Is $56 too much for a ticket to enter a theme park?
What message do you think Disney sends to children and adults?
Would you like to work for the Disney company?
Did you like this discussion?
AFTER DISCUSSION: Join another partner / group and tell them what
you talked about.
a.
b.
c.
d.
e.
f.
g.
What question would you like to ask about this topic?
What was the most interesting thing you heard?
Was there a question you didn’t like?
Was there something you totally disagreed with?
What did you like talking about?
Do you want to know how anyone else answered the questions?
Which was the most difficult question?
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English Language Teaching Manual
Activity 6: Speaking
THE NEXT 50 YEARS: You are part of the team to make sure Disney survives
for another 50 years. Your job is to make everything in Disney as futuristic
as possible. Look at the present image. What is the competition? What is
needed to give a more high-tech, modern image?
PRODUCT
PRESENT IMAGE
THE COMPETITION
THE FUTURE
Mickey Mouse
Theme parks
Animated
movies
Stores
Other
Change partners and give feedback on your ideas.
Return to your original partners. Use the feedback you got to make your
original ideas better.
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English Language Teaching Manual
Activity 7: Listening
Listen and fill in the spaces.
Disneyland celebrates 50th birthday
Disneyland __________ its 50th birthday on Sunday. Thousands of fans
and celebrities gathered at what Disney calls the "happiest place __
______" for a giant party. Walt Disney opened the world’s first __________ theme park on July 17, 1955. It started a whole new world of
________ and family fun. An amazing 515 million fun ________ have since
visited Disneyland. Walt Disney’s idea has been copied around the world by
thousands of others, all wanting to make money from ___ ______ in this
money spinning industry.
From its small __________, Disney has mushroomed into a global
entertainment empire. It has become one of the most famous and well
known ______ in history. It has created everything from ___________
movies to children’s stationery. Theme parks have spread across the world
in Paris, Japan and very soon Hong Kong. It is ______ __________ to walk
around any city and not see Mickey Mouse in some _____ __ _____.
However, while the idea of providing pleasure has not changed, park
_________ prices have: the one-dollar ticket in 1955 is now $56.
Follow-up/Homework: Optional
1. VOCABULARY EXTENSION: Choose several of the words from the text.
Use a dictionary or Google’s search field (or another search engine) to build
up more associations / collocations of each word.
2. INTERNET: Search the Internet and find more information on Disney’s
entertainment empire. Share your findings with your class in the next
lesson.
3. WALT DISNEY: Make a poster on Walt Disney. Show your poster to your
classmates in your next lesson and explain what you found out about him.
4. LETTER: Write a letter to the head of the CEO of Disney. Explain what you
think of the company as it celebrates its 50th birthday. Give advice on what
you think it should do to get better in the next 50 years. Read your letter to
your classmates in your next lesson. Did you all write about similar things?
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English Language Teaching Manual
Answers:
TRUE / FALSE:
a. T
b. T
c. F
d. T
e. F
f. T
g. T
h. T
SYNONYM MATCH:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
gathered
amazing
copied
riches
money-spinning
small
mushroomed
created
almost
providing
congregated
unbelievable
replicated
wealth
profitable
humble
expanded
made
virtually
giving
PHRASE MATCH:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Disneyland celebrated
a whole new world
Walt Disney’s idea has been
make
money-spinning
mushroomed into
most famous and
spread
see Mickey Mouse in some shape
the idea of providing
its 50th birthday
of fantasy and family fun
copied around the world
money
industry
a global entertainment empire
well known brands
across the world
or form
pleasure has not changed
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English Language Teaching Manual
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English Language Teaching Manual
Title:
Topic:
Time:
Resources:
Places to Visit
Exploring New York City
2 hours
Reading material on New York City
Quize sheet
Fact sheet about New York City
Song from Youtube.com
Probably one of the most famous cities in the world—New York City. This lesson plan
is based on the fact sheet about New York that appears at the end of this lesson
plan, pictures and a video about the city. Every English student in the world probably
knows a little about New York City; the activities in this lesson are designed to give
students the opportunity to gain more detailed information about the city. The
lesson is also designed to give students an opportunity to practice an important
reading skill: scanning for specific information.
Level: Intermediate
Focus: Reading skills (scanning for specific information), oral presentation skills,
writing
Materials: New York City fact sheet (provided); black/whiteboard,pictures,video
Activity 1
Warm up: Creating a City Vocabulary Web (15-20 mins)
To get your students warmed up, you may wish to start with the following activity.
In the middle of the board, write the word city and draw a star around it. Tell your
students that they will have two or three minutes to brainstorm as many vocabulary
words as possible that are related to the topic of cities. You might also want to tell
them that, at this point, you are the recorder—not their teacher—so they shouldn’t
worry about giving a “wrong answer.” (During this part of the activity, you should
just write every word they say on the board; evaluating their responses will be done
in the next stage of the activity.)
After your students have brainstormed a number of “city” words, circle all the
vocabulary items you have written on the board. Then ask your students to consider
how the words are related. For example, if the students came up with the words
taxi, bus, and subway, they
might recognize that these are all types of transportation. (You may have to prompt
them the first few times, until they figure out what you want them to do.) You would
then write the word transportation on the board and draw a square around it. Next,
to build the vocabulary
web, you would draw lines from each of the circled words (taxi, bus, and subway) to
the square (transportation) and from the square to the star (city). During this part of
the activity,
the students can also explain why they called out any words that seem to be
unrelated to the topic of cities. If their explanations make sense, you should keep the
word on the board and ask the students to consider how it is related to other
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English Language Teaching Manual
words. If an explanation does not make sense, then erase the word.
Although the example above focuses on how words are related semantically, your
students may also identify how words are related grammatically by, for example,
grouping all of the nouns together, all of the verbs together, etc. This alternative
approach is completely acceptable. The important point is that students are
recognizing connections among
different words. When drawing lines to represent connections between different
words, you also shouldn’t be surprised if some words are related to many other
words. It is also possible that some words will not be related to any other words.
Activity 2
Pre-reading: Activating Background Knowledge (15-20 mins)
Before your students read the text, have them complete the pre-reading quiz (see
below). Depending upon how your classroom is arranged, you may wish to
photocopy the quiz, write it on the board, or read it aloud for your students.
After the students have finished the quiz, do not give them the correct answers
right away. Instead, have them find the answers as part of Activity 3 (Scanning for
Specific Information). You will check the answers with the class after students have
finished the scanning activity. At this point also show them the pictures of the city to
have an idea what the city is like.
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English Language Teaching Manual
Pre-reading Quiz: How much do you already know?
1. True or false: New York was once the capital city of the United States.
a. True b. False
2. What was New York originally called?
a. New England
b. New Amsterdam
c. Verrazano Narrows
d. Greenwich Village
3. New York City is divided into five boroughs (districts). Which of these is not one of
the five boroughs?
a. Brooklyn b. The Bronx
c. SoHo
d. Queens
4. Which of the following is a common nickname for New York City?
a. The City of Brotherly Love
b. The City of Big Shoulders
c. The Big Easy
d. The Big Apple
5. About how many people live in New York City today?
a. 2 million
b. 5 million
c. 8 million
d. 12 million
Activity 3
Reading: Scanning for Specific Information (30-35 mins)
Preparation: For the reading activity, you will need at least one copy of the New
York City fact sheet for each group.
Before students read the text, divide the class into small groups (2–4 students).
Briefly review the instructions for the scanning activity and make sure they
understand the information questions. (Again, these questions can be photocopied,
written on the board, or dictated to students.)
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English Language Teaching Manual
Reading: Scanning for Specific Information
1. How much land does New York City cover?
2. What is the average rainfall in New York in a year? 3. When was New York first
established?
4. When was the New York Subway first opened? 5. What is the center of U.S.
theater called?
If your students have never practiced scanning before, explain that they should only
look for the information that will help them answer the questions, rather than trying
to understand every word or sentence.
Tell the students they will have five minutes to check their pre-reading answers and
to answer the five additional questions. (This time limit can be increased or
decreased according to your students’ reading ability. However, to make sure
students are forced to truly scan, there should be some time pressure. Another
option is to make this activity a competition to see which group can answer all of the
questions first.) Allow the groups to divide the workload among group members as
they wish before you start the timer. For example, if there are enough copies of the
text for each student in the group, one student might check the pre-reading answers
while another student tries to answer the five additional questions.
Stop the groups after five minutes to check answers as a whole class. Have students
tally the number of correct answers their group had; the group with the
most correct answers are the winners!
Activity 4
Group Discussion: Considering the Origins of Nicknames (15-20 mins)
New York has several nicknames; the reading text lists the two most common: The
Big Apple and the City That Never Sleeps. The origin of the second nickname is
probably easier to understand, so you can start this activity by
asking the class why they think New York is called “the City That Never Sleeps.” (Your
students can probably figure out that it is because there is always something
happening in New York, 24 hours a day, 7 days a week.)
The origin of the first nickname is a bit harder to understand, even for Americans,
because it is related both to some creative use of language and to some relatively
unknown historical details. For the second part of this activity, divide the class into
3–5 groups. Have each group discuss possible origins of the nickname “the Big
Apple.” After they brainstorm possible ideas, each group should make up
a story to explain where the nickname came from. Encourage students to be
creative. Once the groups have finished preparing their stories, they should read
them to the rest of the class.
(If you wish, you can also assign roles within each group. For example, one student
can be the note taker, and another can be the spokesperson for the group.)
When all of the groups have shared their stories with the class, you can explain the
true origins of the nickname:
In the 1920s, horse racing was very popular in the United States. After winning a
race, a horse was often given an apple to eat as a reward. The horse races in New
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English Language Teaching Manual
York paid winners more than races in other parts of the country, so the horse
keepers started calling New York “the Big Apple.” A little later in the 1920s, jazz
musicians also started using the same nickname for New York, because the jazz clubs
there (especially those in the neighborhood of Harlem) were considered to be the
heart of the jazz scene in America.
Wrap-up:
(15 mins)
Visual Fascination: Show your Students the Video of New York City
(Song, ”Empire State of Mind)
Optional Activity 1
Writing a Fact Sheet: (Research/Homework Assignment)
In this optional activity, your students will write fact sheets about different cities in
their country, using the New York City fact sheet as a model. Students work in
groups or individually. Assign each student/group a different city to research.
Students should gather as much information as they can, possibly using reference
materials in a library, searching the Internet, or talking to someone who is familiar
with the city they are researching. If possible, students may wish to collect
photographs or maps of the city they are researching.
To conclude this activity, you may wish to collect the students’ fact sheets and put
them together in a folder or binder to create a reference guide for new visitors to
your country.
Optional Activity 2:
Researching Cities: Giving an Oral Presentation
Once they have completed their research for the previous optional activity and
written their fact sheets, the students can present their information about cities to
the rest of the class.
Fact Sheet: New York City
State: New York
Boroughs: The Bronx, Brooklyn, Manhattan, Queens, Staten Island
Official Website: www.nyc.gov
Population (2006): 8,214,426
Area: 309 square miles (800 sq. km.)
Elevation: 33 feet (10 m)
Average temperatures January:
Low 26°F (-3°C) High 38°F (3°C)
July:
Low 67°F (19°C) High 84°F (29°C)
Average annual rainfall: 47 inches (1200 mm) Average annual snowfall: 28 inches
(710 mm)
Nicknames: The Big Apple, The City That Never Sleeps
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English Language Teaching Manual
History
New York City was established in 1613 by the Dutch East India Company. The original
settlement, located on Manhattan island, was called “New Amsterdam.” In 1664, the
Dutch government ceded control of the city to the British, who renamed it “New
York.” After the United States gained independence from England, New York was
briefly the site of the national capital.
In the late 1800s and early 1900s, millions of immigrants entered the United States
via New York. In 1898, the five boroughs—which had previously been independent
cities—were brought together under one city government. The boroughs were
further united in 1904 by the opening of the New York City Subway.
The famous New York skyline began to take shape in the early twentieth century. At
the same time, New York took its place as a global center of business and the arts.
Landmarks.New York is home to a number of famous landmarks. Examples of the
city’s world-class architecture include the Empire State Building, the Statue of
Liberty, and the Brooklyn Bridge. The headquarters of the United Nations (UN) is also
in New York, although the site on which the UN buildings are located is treated as
international territory.
New York has many famous neighborhoods, such as Greenwich Village, Harlem, and
Wall Street. The city also contains a large amount of green space; Central Park in
Manhattan and Prospect Park in Brooklyn are both places where New Yorkers can
escape from the hectic pace of city life.
Arts and Entertainment
New York is considered by many to be the cultural capital of the United States. It is
home to several leading art museums, such as the Metropolitan Museum of Art and
the
Guggenheim Museum, as well as hundreds of private art galleries. New York—and
more
specifically, the street in Manhattan known as Broadway—is viewed as the heart of
theater in the United States. The Metropolitan Opera and the New York
Philharmonic Orchestra are two of the best musical companies in the country.
Video(Song: “Empire State of Mind”.
Jay-Z/Alicia Keys
(Official Video)
http://www.youtube.com/watch?v=0UjsXo9l6I8&feature=related
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English Language Teaching Manual
Topic: Creating
a Niagara Falls Tourist Brochure
Level: Access/Multi-Grade Language Students
Time : 2 hrs
Resources.
-
Task sheet (either high or low ability)
ICT help sheet
Brochure template
Hard copies of Niagara information
Leveling criteria sheet
Several books or textbooks that cover the topic
Material:
-
Multimedia
Access to internet
Handouts
White board and marker
- A-4 sheets
References: Websites
www.royalgeographicsociety.com
http://en.wikipedia.org/wiki/Niagara_Falls
Objectives: Students will be able
o To use internet searches or pre-prepared website addresses to find
information and pictures concerning Niagara Falls.
o To select the appropriate information needed for the brochure and cut and
paste it into a word document.
o To research more into waterfall formation, find diagrams etc. in order to be
able to explain the process in detail in the brochure.
o To begin to decide how the brochure will be laid out and what information and
pictures will be used.
o To create a tourist information brochure for Niagara Falls, including facts and
pictures.
o To strengthen knowledge about waterfall formation
o To use ICT effectively to complete a task.
o To use Microsoft Publisher to create a tourist information brochure,
sequencing the information according to the headings on the task sheet.
o To include a diagram and explanation of waterfall formation.
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English Language Teaching Manual
o To lay out the brochure to look colorful and attractive.
o To use ICT to make the brochure to the best of their abilities, and take pride in
their work.
ACTIVITY1: Research
- Ensure all pupils have a task sheet and give a reminder of what is expected
from the task.
- Set out rules of the ICT room i.e. all turn and face front when spoken to, no
random surfing, no printing without asking, time limits on activity.
- Put up demonstration website on the interactive white board (if available).
- All pupils need several pictures to include.
- Circulate room to answer questions, ensure all are ok with ICT (if not provide
help sheet) and to stop deviation from task.
- Pupils who gather information quickly may want to begin their brochure , either
using Microsoft Publisher, on paper or on the template provided.
- End with a feedback session, where pupils can share interesting facts and
information with the class. If time, allow a student to annotate the names onto a
diagram of the falls on the interactive white board, or show some of the websites
pupils may have found.
ACTIVITY 2: Preparation and Gathering Background Information
The Niagara Falls Tourist Board has asked you to make an information brochure to
tell tourists about Niagara Falls. They want you to make a colourful brochure with
clear explanations and lots of interesting pictures and facts.
You should include the following headings in your brochure:
o Where is Niagara Falls located?
Tip: What country/countries is it in? What airport do you go to to get there? What is the
nearest city called?
o A labelled diagram of the falls
Tip: What are the names of all the waterfalls at Niagara? What river are they located on?
Any towns nearby?
o How Niagara Falls was formed
Tip: Include a diagram here to help you explain. What rock do waterfalls form on? What
happens to make them move backwards?
o Interesting facts
Tip: How tall are the falls? How much water goes over them? Are they the tallest in the
world?
o What is there for tourists at Niagara?
Tip: What special things are there to do at Niagara?
o Other information
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English Language Teaching Manual
Tip: Has there been any accidents there? Why is it so popular with tourists?
Use these websites to find your information and pictures:
http://en.wikipedia.org/wiki/Niagara_Falls
http://www.niagarafallslive.com/Facts_about_Niagara_Falls.htm
http://en.wikipedia.org/wiki/Waterfall
http://www.niagarafrontier.com/accident.html
http://www.niagaraparks.com
Cut and paste the information you find into Microsoft Word. If you need help, just ask!
Once you have enough information, go to Microsoft Publisher and begin to make a
brochure, or ask for a brochure template. For help with making your brochure on
Publisher, use the brochure wizard!
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English Language Teaching Manual
ACTIVITY 3: Creating a Brochure
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English Language Teaching Manual
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English Language Teaching Manual
Topic:
Grand Canyon National Park
Level: Access/Multi-Grade Language Students
Time : 2 classes/2 hrs
Resources & Material:
Arizona map , U.S. map, DVD player, computer, LCD projector, screen, large white
paper, colored paper, markers and/or crayons, glue, paint and brushes, clay or PlayDoh, tape, scissors, and other art supplies recycled materials (egg/milk cartons,
cardboard, lids, small boxes, string, rubber bands, foil, magazines, cereal boxes,
paper cups, plastic containers, Popsicle sticks, etc.) small toys such as plastic animals,
people, buildings, trees, etc. natural materials collected outside such as leaves,
sticks, rocks, etc. timeline card sets,handouts
References: Websites
www.grandcanyon.org
www.history.com/topics/grand-canyon/photos
www.nps.gov
www.youtube.com/watch?v=bf4tTydTgjo
Objectives: Students will be able to:
1. Locate Grand Canyon National Park on a U.S. and/or Arizona map.
2. Explain the reasons national parks exist
3. The students will understand the purpose and characteristics of a national park,
some
of the issues facing the management of parks, and the different
ecosystems national parks protect.
4. Create and interpret a visual representation of some of the events in human
history that have occurred at Grand Canyon.
5. Give examples of archaic, pioneer-period, and contemporary human activities at
the canyon.
6. Reading comprehension/writing skills
7. Visual/Spatial, Intra/Interpersonal skills
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English Language Teaching Manual
ACTIVITY 1: Warm up
Show students pictures and a short clip of The Grand Canyon to familiarize them
with the wonders and grandeur of this National Park.
Grand Canyon Photos — History.com Picture Galleries
Get the facts on the history of the Grand Canyon, one of America’s
largest … Photos | Videos | Interactives … View pictures from the state of Arizona on
History.
www.history.com/topics/grand-canyon/photos
Grand Canyon National Park - Photos & Multimedia (U.S.
National ...
Jan 24, 2012 ... The Photos and Multimedia section allows you to visit our park
through sound and visuals.... Grand Canyon National Park Videos on YouTube ...
www.nps.gov/grca/photosmultimedia
Grand Canyon Suite - On The Trail
Beautiful Music Video - YouTube
Jan 20, 2010 ... Similar Videos: ILoveProfHowdy.Com +++
Patriotic!!! The Grand CanyonSuite is a suite for orchestra
by Ferde Grofé, composed during ... work, initially titled
"FivePictures of the Grand Canyon", in concert at the
Studebaker ...
www.youtube.com/watch?v=bf4tTydTgjo
ACTIVITY 2: Why National Parks? (Reading)
Key Vocabulary: national park, mission, protection, preservation
Background: Grand Canyon was first given federal protection as a forest reserve in 1893.
It later became a national monument. In 1919 it was made a national park, only three
years after the creation of the National Park Service. The National Park Service is an
agency of the Department of the Interior that oversees more than eighty million acres of
public land in the United States.
The mission of all national parks and monuments is the same:
To conserve the scenery and the natural and historic objects and the wild life therein
and to provide for the enjoyment of the same in such manner and by such means as
will leave them unimpaired for the enjoyment of future generations. National Park Service,
Organic Act, 1916
Grand Canyon National Park protects 1,904 square miles (1.2 million acres), including
the canyon and parts of the plateaus on both the North and South rims. Almost five
million visitors come from all over the world to enjoy Grand Canyon each year. Prior
to the creation of Grand Canyon National Park, many people came to the canyon
with dreams and schemes for making their fortunes. One of the things tried was
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mining. Copper, asbestos, uranium, and even bat guano were mined through a
variety of methods. Tourist camps and hotels were built both in the canyon and on
the rim. Building a railroad through the canyon was also entertained but never
accomplished.
Procedure: Ask students the following questions:
1. Who has been to a national park? Which park or parks?
2. What was the coolest thing you saw there?
3. How was the national park different from other parks or attractions that you have
visited? Using a map of the United States, ask students to locate the Southwest, then
Arizona. Explain that Grand Canyon National Park is located in the northern part of
Arizona.
4. Why do we have national parks? What is their mission? (Clarify as needed.)
Explain to students that the materials and activities in the trunk are for their
enjoyment and learning. It is hoped that as they increase their knowledge and
appreciation of Grand Canyon National Park, they will also focus on the beautiful and
interesting places near their homes that are worth visiting and protecting.
Ask students to imagine what Grand Canyon might be like if it were not protected as
a national park. What might have been built there, and what might it be like to visit,
if you even could visit?! Note for your students that if it were not a national park, it
might end up as private land, closed to some or all of the public.
ACTIVITY 3: Thinking and Planning
1. Create a National Park – see following page
2. Ask students to think of a feature or a nearby area that they feel would be
worthy of preserving as a park. Have them explain why (either verbally or in
writing). What would be the benefits of this area becoming a park?
3. As time permits, or as a follow-up to trunk use, have students design a park for
the feature or nearby area and draw a map of it with a key to show the layout.
Would this park preserve and protect the area or feature? Would it provide for
the enjoyment of visitors without destroying what made it special in the first
place?
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ACTIVITY 4: Create a National Park(Reading Comprehension)
Background: What is a national park?
National parks are places that represent America’s beauty, wildlife, history, and people.
They also represent our heritage. They protect fragile or unique ecosystems, wildlife
habitat, human-made or natural structures, waterways, and riparian zones. Each park
has one or more of these features, which is why it is protected.
The National Park System includes parks, monuments, preserves, reserves, lakeshores,
seashores, wild and scenic rivers, scenic trails, historic sites, military parks, battlefields,
memorials, and recreation areas. Congress sets aside these areas so that the best of
America’s scenery, history, memory, nature, and wilderness is protected for future
generations.
As noted in the lesson, the National Park Service is an agency within the Department of
the Interior, created by Congress on August 25, 1916, to fulfill the mission of its Organic
Act, which states:
The Service thus established shall promote and regulate the use of the Federal areas
known as national parks, monuments, and reservations ...which purpose is to
conserve the scenery and the natural historic objects and the wild life therein and to
provide for the enjoyment of the same in such manner and by such means as will
leave them unimpaired for the enjoyment of future generations.
The National Park Service charges rangers with managing our parks for recreation,
education, and preservation. For recreation, parks must offer certain facilities and
activities, such as campgrounds, hiking trails, overlooks, tours (boat, horse, walking,
etc.), lodges, and restaurants. Educational efforts by the park service include visitor
centers, museums, ranger-led programs, outdoor signs and exhibits, and informational
pamphlets, maps, and guides. Furthermore, rangers must be able to interpret the park’s
features and answer questions on a variety of subjects, including problems facing the
park and how to enjoy the park without getting hurt or harming resources. Finally, for
preservation, rangers must set and enforce rules. These rules have two purposes: to
protect the visitor and to protect the park’s resources. Rules ensure that everyone has a
safe and pleasurable visit, and that resources are protected for future visitors to enjoy.6
Procedure:
1. Have students bring in brochures, other literature, or photos from national
parks they have visited. Students can also write to national parks to request
information. You might also check your school library for books on national parks.
2. Discuss the purpose of parks, their characteristics, and the different features they
protect (i.e., the ecosystem, natural landscapes, and/or human-made structures,
etc.). Discuss the differences between parks managed by the National Park Service
and parks managed by other agencies or organizations. Ask if anyone has been to a
national park and, if so, which one? What did they see? What was the park
protecting? Discuss the reasons for creating a national park. Who owns them?
3. Explain that the students will create their own national park. Have them think
about what they would like to see/protect in their national park. Is it possible to
conserve resources unimpaired while still providing for their enjoyment by the
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public? Brainstorm how park managers can protect park resources and provide for
people to visit parks without damaging those resources.
4. Have students work in teams to create their own national parks. Students should
carefully study the literature and other material they collected from real national
parks. Encourage them to be as creative as school or home resources will allow. They
can simply draw their park on butcher paper, create a three-dimensional park on
cardboard using natural and recycled materials, or come up with other ideas.
5. Start by having the students design the natural and/or cultural features of their
national park. Remind them that the features in their park must be special enough to
the entire nation to justify its becoming a national park. Have them use their
imagination when designing their park resources. For instance, sticks can be used for
an old-growth forest, blue cellophane can make a river, rocks can become a
mountain range or a prehistoric dwelling, and small toys from home can represent
wildlife or historic features, such as battlefields or buildings.
6. Have them think about what park visitors will need when they visit their national
park and what might be needed to protect the natural and cultural resources of their
park. Again, let their imaginations guide them in developing trails, lodges, visitor
centers, museums, restaurants, viewpoints, signs, entrance stations, souvenir and
book shops, medical facilities, maintenance facilities, staff housing and offices,
campgrounds, transportation facilities (roads, parking lots, buses, etc.), and more.
7. Students will need to design a brochure highlighting the features of their
national park and what it has to offer. Include a map, safety messages, park rules,
fees charged (if any), tours, and ranger programs offered. Draw pictures of the park
or use clippings from old magazines.
8. Students can then become the rangers, taking the class on a “national park
tour” and explaining the features and services provided. Encourage students to ask
the presenters thoughtful questions.
9. After everyone has had a chance to present their park, the class can discuss what
they learned. Here are some discussion ideas:
• What was their favorite resource and/or national park and why?
• Did all the parks have resources important enough to be protected nationally?
• Did each national park have enough facilities to accommodate visitors?
• How were the natural and cultural resources protected?
• Were educational programs offered? What was their purpose?
• How much would it cost to manage their national park? Where would this money
come from? What would the money be used for? Should an entrance fee be
charged? Who should or shouldn’t have to pay?
• What should be done with the trash and sewage generated by people living in,
working in, and visiting their national park?
• Who should manage the lodges, souvenir and book shops, and restaurants? What
limitations, if any, should be put on those who provide these types of facilities?
• What would happen to your national park if . . . (Try some different scenarios such
as if a large wildfire or other natural disaster occurred, a city grew around the
park boundaries, air pollution increased, too many people came to visit, no one
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came to visit, there were no rules, there were no rangers, there were no facilities,
there were too many facilities, people didn’t think the park was important, etc.)
• What would they change about their national park?
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State of Arizona
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ACTIVITY 5: How Long Is the Human Timeline of Grand Canyon?
Background:
Geologic history revealed at Grand Canyon goes back millions of years. Human presence
is quite recent by comparison. It is believed that the first people to travel through the
Grand Canyon area were nomads looking for food. A Clovis point fragment and a Folsom
point have both been found at Grand Canyon, showing evidence of early human activity
dating back more than ten thousand years. Paleo-Indians were followed by Archaic
peoples. Some of the artifacts left by these people include pottery, split-twig figurines,
baskets, and yucca-fiber sandals.
In more recent times, other groups of American Indians arrived in the area. Although
they borrowed from each other, they maintained separate tribes. Next there were the
explorers, exploiters, adventurers, and settlers who arrived with a variety of plans in
mind. They left behind a colorful history.
Procedure:
1. Depending on your area of emphasis and time restrictions, select a few key dates and
events to be placed on a timeline, or use all dates given. If you do not use all the
dates provided, remove those dates from the individual sets of timeline cards.
2. Explain that although people have lived at the canyon for thousands of years,
most of the human activity on record at Grand Canyon has occurred during the past
150 years. Discuss who may have lived at the canyon long ago, how they survived,
and ways in which they used the canyon. Explore what students believe concerning
changes in the use of the
3. Have students work in groups placing the chronological date and clue with its
photograph. There are sufficient clues in the wording of the cards and visual clues in
the pictures to make appropriate pairings. Ensure that students create the timeline
in chronological order. When all groups are done, have students share their findings,
discussing each picture and event. Using double-sided tape or magnets, you may
place a classroom timeline on a whiteboard.
4. Discuss what the timeline tells us about how humans have used Grand Canyon
and how that use has changed over time. How might humans use the canyon in the
future?
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ACTIVITY 6:Wrap up (Handouts)
Vocabulary List
Abyss: a very deep pit or gulf Accommodations lodging: a place where people stay when
they are away from their permanent home
Adventurers: people who seek new and different experiences
American Indians: peoples native to the Americas
Archaeologist: a person who studies ancient times from remains of art, implements, and
other items
Archaic peoples: peoples of the U.S. Southwest, who emerged about 8,500 years ago
and lived before the ancestral Puebloan peoples
Artifact: objects left behind
Basketmaker: person who makes baskets; another name given to the peoples of the
Southwest
Brochures: pamphlets or small booklets
Chasm: deep hole or gorge
Clovis point: a spear point made by peoples approximately eleven thousand years ago
Composition: a musical work
Concessioner: a business person or company responsible for providing food and lodging
within the national park
Destination: a place to which one is going
Exploiters: people who make use of something for their own ends
Explorers: people who go and examine an area or a country
Folsom point: a distinctive style of spear point. It is concave on both sides, with a raised
ridge.
Grandeur: greatness
Grofe, Ferde: (1892–1972) an American composer who wrote The Grand Canyon Suite
Gully: a groove worn by water
Historic: important in the past
Improvisation: something created in the moment or spontaneously, such as a work of
art or music
Infer: to conclude, figure out using the information available
Legacy: something handed down to those who follow 56
Mission: a special job or task
National park: a section of land or a historic site set aside by the government for
protection and public use
Nomad: a member of a tribe or a single person who wanders around instead of living in
one place
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Paleo-Indians: nomadic peoples who roamed and lived in the area prior to Archaic
peoples and those we now call American Indians
Petroglyph: pictures on rocks made by carving or pecking into the rock
Philosophy: a set of ideas or a system of theories on the way things are; the pursuit of
wisdom
Pictograph: pictures on rocks that were painted with some kind of pigment
Pioneers: the first settlers in a new region or area (when speaking of Grand Canyon, we
are referring to the settlers who were part of the exploration and settlement of the
Western United States). We know that American Indians were here long before EuroAmerican pioneers arrived.
Potsherds: broken pieces of pottery
Primitive: of an early kind
Promotion: something made to sell or advertise an item or place
Protection: the act of guarding or keeping something safe from harm, attack, or injury
Rim: the edge of a canyon
Rustic architecture: a type of building construction found at Grand Canyon. It reflects
the natural surrounding and utilizes natural materials.
Split-twig figurine: figures of deer or mountain sheep made from twigs that have been
soaked, split, and wrapped. Believed to have been used by indigenous peoples in
ceremonies for successful hunting.
Structure: a building
Terrace: a raised, level place often cut out of a hill
Tourism: the business of caring for the needs and wants of people traveling for pleasure
Tourists: people who travel to a place for pleasure or enjoyment
Yucca: a fibrous desert plant that grows in the canyon and on the rim. Fibers were used
for making baskets and sandals. Some parts are edible, and the roots are used to make
soap and shampoo
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Block: Language Skill
Title:
English Language and Creative Writing
Topic:
Descriptive and Narrative genre of writing including past forms
descriptive words according to their degrees of intensity
of verbs,
Class/level:
Access Language Class for Multi-Grade students
Time:
2 Hours
Resources: (Material/References)




Scary short stories handouts
(www.scaryforkids.com/scary-stories)
Story writing guideline worksheets
(www.superteacherworksheets.com/writing-storypics.html)
List of Descriptive words
(www.sba.pdx.edu/faculty/mblake/448/FeelingsList.pdf)
Bland sheets
Objectives:
To enable the students to:
 Comprehend the difference between genres of writing
 Comprehend and analyze the sequence of story writing
 Scan in group the components of a story and the descriptive words from the
given samples of scary stories.
 Improve the reading skills including the verbal expressions.
 Activate their imaginative and synthetic skill to create a new narrative piece
of writing.
Activities: (Introduction)
Students will be divided into different groups according to the level/strength of the
class.
Introduction of genres of writings .e.g. descriptive, narrative, expository, poetry,
persuasive writing will be done in the beginning of the lesson.
Components of a story will be introduced.
Introduction of the descriptive words related to different moods and their degrees
will be done on the board. The focus will be scary mood.
Rules of using past forms and descriptive words in a narrative writing will be
discussed.
A story will be read by the teacher with appropriate expressions and tone.
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Activity1:


Each group will be given a story sample to scan the components of a story.
They will also scan and underline the descriptive word related to the scary
mood.
Activit2:



Each student will fill the worksheet of guideline of story writing according to
their comprehension level.
Each group will collectively prepare a guideline of the story given to them.
The guidelines will be discussed collectively along with the corrections
needed.
Activity 3:






Each group will be seated in a circle and given a blank sheet.
All the group members will write the sentence prompt “It was a dark scary
night” at the top of their sheets.
Each student will be given 5 minutes to start a story using the given prompt.
The students will be asked to use as many descriptive words as they could.
After 5 minutes students will swap their sheets within groups with their
partner and would continue the story where it was left.
This swapping of sheets will continue with the same time interval until each
student gets his own sheet and end the story.
Production:

All the students will present their stories with appropriate expressions and
tone.
OR

A role play could be done after editing the stories.
Appendix: (Sample Stories)
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Story 1:
Terror House is a short creepy tale about a boy and girl who are dared to spend the
night in a haunted house.
Rumor had it that the house on top of the hill was haunted. Local children called it
“Terror House”. The former owner had been murdered in a horrible manner by a
gang of thieves. Supposedly, the old man had a huge fortune, a wooden chest full of
precious gems hidden somewhere in the house.
The thieves broke into the house one night and tried to force the man to reveal
where his treasure was hidden. But the old man was a stubborn sort and refused to
tell them where the chest was located. The thieves eventually chopped him up into
little pieces and threw the remains into the fireplace.
Legend had it that, every Halloween night, at the stroke of midnight, the old man’s
ghost would appear, falling down the chimney piece by piece. It was said that if you
waited there long enough, the old man’s body would reassemble itself and his ghost
would point to the location of the treasure. Unfortunately, no one had ever been
brave enough to sit there and watch the ghastly scene to the end.
One halloween, when two young kids named Chad and Roberta were at school,
when they heard their friends talking about the legend of Terror House and the old
man’s ghost. They had heard the story a number of times over the years. The two
kids claimed they didn’t believe Terror House was really haunted. Their friends
challenged them to prove it. They dared Chad and Roberta to spend the night in the
haunted house.
That night, their friends waited in the driveway as the two kids walked up the
driveway of the haunted house and stood on the porch. Chad found a window that
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was loose and forced it open. He climbed in and Roberta followed him, carrying a
flashlight.
Inside the house, the atmosphere was eerie and forboding. It looked like no one had
been there for years. The furniture was draped with white sheets and cobwebs were
covering every surface. The two kids found a spot near the chimney, spread out their
sleeping bags and settled down to wait until the clock struck midnight.
The house was quiet until the town clock chimed twelve. At once, they heard a
thunderous rumbling coming from the fireplace. A hazy, yellow light began to
emanate from the fireplace, shining on the floor in front of them. Chad turned to
Roberta and grabbed her hand. They were both trembling with fear.
Suddenly, there came a hideous noise that sounded like a splat. It seemed as if
something had fallen down the chimney and landed on the stone hearth below.
Looking closer, the pair saw thjat it was a severed leg.
Roberta let out a piercing scream. They heard another fleshy thumping sound and
another severed leg appeared on top of its mate. Chad squeezed Roberta’s hand
tightly, as he started to sob with terror. Then an arm flopped down on top of the
other limbs. There was a huge wet thud as a torso hit the pile. Finally, a head
tumbled down the chimney and landed on the heap of body parts. It balanced on top
of them like a cherry on an ice cream sundae.
Chad and Roberta were were clutching each other in silent terror. The body parts
began crawling across the floor and gradually assembled themselves into a full
figure. Then, the corpse of the old man, quietly stood up and crept towards the
terrified children. His arm extended and he pointed straight at them.
The kids who were waiting outside heard unearthly screams coming from the
haunted house. They were too frightened to go inside, so they remained outside the
gate until sunrise. When it grew bright enough, they finally summoned the courage
to go into the house and find their friends.
They climbed in the window and saw a large wooden chest sitting in front of the
fireplace. Excited, the ran over to it and found that the chest was filled to the brim
with precious gems. Then they recoiled in horror when they noticed two sets of legs
poking out from under the chest. They pulled the heavy wooden chest back to reveal
the crushed bodies of Chad and Roberta lying squashed underneath.
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Story 2:
The Red Robe is a creepy legend from japan about a girl who checks into a strange
hotel and encounters an even stranger woman.
A Japanese girl traveled to Taiwan on holiday. She decided to stay in a cheap hotel to
save money. When she got to her room and began to unpack, she realized that the
hotel receptionist had given her room 66 on the 6th floor. A chill went down her
spine. Technically, that was 666.
While unpacking her things, she heard someone knocking the door to her room. She
opened the door but there was nobody there. She poked her head out and looked
around, but she did not see anyone in the corridor. The girl figured it was just her
imagination, so she shut the door and resumed unpacking.
Suddenly, there was another knock on the door. This time, when she opened the
door, there was a woman standing outside wearing a red bathrobe. The strange
woman was crying and shaking. She told the girl that she had accidentally locked
herself out of her room. The strange woman also said that she was having problems
with her hsband and she was really depressed and suicidal.
The girl felt sorry for the strange woman, so she offered to go down to the lobby and
get a replacement key for her from the hotel receptionist. However, when the girl
took the elevator down to the lobby, it was empty. She did not find anyone at
reception.
She rang the bell on the desk and waited. After a few minutes, the receptionist
appeared and the girl asked her for a replacement key for the room of the woman in
the red robe.
Receptionist: “The woman in the red robe?… What woman in a red robe?”
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Girl: “Oh, this strange woman, she came to my room because she got locked out of
her own room.”
Receptionist: “What are you talking about. We have only one guest staying on the
6th floor today and that is you.”
Girl: “That can’t be true! Can you check again?”
Receptionist: “Oh, I know… You may not believe this, but it’s true. There was a
horrible tragedy. A few years ago, a woman was staying here. She was in room 66 on
the 6th floor. The very room that you are staying in today. She and her husband split
up and she wanted to commit suicide. But, in her madness, she decided that she
wanted everyone in the hotel to die with her. So she put on a white robe and,
carrying a shotgun, she went from floor to floor shooting people. There was so much
blood everywhere. It was horrible. She was insane and there was so much blood that
her white robe was stained red. Ever since that day, guests who stay on the 6th floor
say they see her from time to time.”
The girl was speechless.
The receptionist smiled as she walked out from behind the desk and pointed to a red
stain on her own stomach.
Receptionist: “Look… see! This is where she shot me!
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Story 3:
Mystery In The Mountains is a tale of terror from Korea about two mountain
climbers who run into some trouble on the slopes and take refuge in an isolated
cabin.
Two Korean girls named Su-Min and Hee-Yun were out mountain climbing one day.
It was a sport that they both enjoyed and, over the years, they had become quite
experienced climbers. On this particular day, when they started up the mountain,
the weather was good. However, as they neared the top, the weather unexpectedly
changed and the wind became fierce.
Suddenly, Hee-Yun lost her footing and slid 20 feet down the rocky surface of the
mountain. She managed to grab hold of a snow-covered tree and stopped herself
from going over the edge. Feeling a sharp pain, she realized that she had broken her
leg in the fall.
It was too painful for her to climb back down the mountain, so the two girls
managed to slowly make their way east until they came to a small cabin on the other
side of the mountain. Inside the cabin, they found a fireplace with a pile of chopped
wood beside it, a toilet, and a cupboard stocked with tins of beans and cans of tuna.
“I’ll go back down to base camp and fetch help”, said Su-Min. “You better stay here.
Will you be OK on your own?”
“I’ll be fine”, said Hee-Yun, wincing as she tended to her injured leg. “Just hurry
back.”
“I will. You can count on me”, said Su-Min, and with that, she left her friend in the
cabin and began the perilous climb back down to the foot of the mountain.
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By the time she reached the mountain rescue station, it was too dark for the rangers
to send a team to fetch her companion. They told her they would have to wait until
dawn, so the exhausted girl spent a sleepless night worrying about her friend.
Several hours later, Su-Min arrived back at the mountain cabin with the rescue
workers. They had requested a helicopter to transport Hee-Yun to the nearest
hospital for treatment.
“Hee-Yun! I’m back!”, yelled Su-Min, but when she opened the door to the cabin, her
friend wasn’t inside. Su-Min was puzzled, but then she saw the toilet door was
closed. She knocked on the door.
“Hee-Yun! Come on! Help has arrived.”
There was no answer.
She tried the door, but it was locked. She kept knocking, but there was no reply from
Hee-Yun.
With the help of the rangers, she managed to break the lock on the toilet door. But
when the door swung open, she was confronted by a horrible sight.
Hee-Yun was sitting on the floor of the toilet. Her skin was deathly pale and her hair
had turned white. Her eyes were wide open, frozen in terror, and her arms were
raised in front of her, as if trying to protect herself. It was obvious that she was dead.
The poor girl’s cause of death remains unknown. Someone or something terrified her
so much that she died of fright. What could have gone on during the night, while the
unfortunate girl was trapped in that isolated cabin, to cause such a terrible and fatal
reaction? To this day, nobody has an answer. It’s a mystery best left in the
mountains.
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Story 4:
Old Boots is a creepy story about a group of friends who go camping in the woods
one summer.
Old Boots
When I was in high school I loved camping. My dad bought me a tent, a gas lantern
and a sleeping bag. During the summer, my friends and I liked to head out to
different nature reserves and forest areas. We would pick a nice spot, set up the
tent, build a fire, then sit back and watch the stars.
About a week before graduation, the three of us decided to have one last camping
adventure before we all went off to college. We loaded the camping supplies into
the back of my friend’s car and set off for a remote spot in the forest where we
would spent the weekend.
By the time we started walking down the trail, it was raining pretty hard and we
were all soaked. The trail was very overgrown and extremely muddy. On the way,
one of my friends slipped in the mud and broke the gas lamp. That meant we had to
make do with only one flashlight.
It was almost dark when we arrived at a clearing in the forest and began set up our
tent. There was a pair of old black boots lying in the center of the clearing. One of my
friends picked them up and flung them into the trees.
It was still raining too hard to make a fire, so we got into the tent and started telling
each other scary stories in the dark.
It was about midnight when we first heard the footsteps.
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The sound caught us off guard. There wasn’t supposed to be anybody else for miles.
We were alone in the wilderness and suddenly, the silence of the night was broken
by eerie, hollow footsteps that seemed to be coming straight towards our tent.
My stomach turned. I tried to tell myself it was just the rain. The three of us just
huddled in the tent, staring at each other in the darkness, eyes wide with fright. We
knew it wasn’t the rain.
Then we heard laughing. It sounded like a high-pitched chuckle.
My friend pulled out his pocket knife and held it tightly in his hand. We heard the
crack of a branch, as if someone or something had stepped on it. The footsteps got
heavier as they got closer to the tent and soon we heard heavy breathing outside.
We were all scared.
There was an odd scratching sound. The thing outside was lightly dragging its finger
tips across the canvas material of the tent.
We all froze and listened. The breathing became a horrible rasping – almost
wheezing.
My friend yelled out, “Whoever you are, you better get out of here! We have a gun
and we’re not afraid to use it!”
We both looked at him. We didn’t have a gun.
From outside, there came another high-pitched cackle.
Before we could so much as move a muscle, we heard a zipper going down. We
watched in horror as the zip on the front of the tent began to move slowly down.
Someone or something was opening it from outside. My friend raised his knife.
Quick as a flash, he thrust it out through the opening in the tent and rammed it
down into the dark.
The chuckling suddenly stopped.
We remained quiet for a few seconds and listened. The rain had stopped and it was
deathly silent outside.
Taking a deep breath, I grabbed the flashlight and turned it on. Pulling back the flaps
of the tent, I shone the light outside. There was a pair of old boots sitting right in
front of the tent opening.
My friend’s knife was stuck right through the toe of the left boot.
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Whoever or whatever had been wearing those old boots only seconds before, had
completely vanished into the night.
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STRONG
MEDIUM
Vocabulary of Descriptive words related to different Moods
Depression Inadequatenes Fear
Confusion
Hurt
s
Happiness
Caring
Delighted
Ebullient
Ecstatic
Elated
Energetic
Enthusiastic
Euphoric
Excited
Exhilarated
Overjoyed
Thrilled
Tickled pink
Turned on
Vibrant
Zippy
Adoring
Ardent
Cherishing
Compassionate
Crazy about
Devoted
Doting
Fervent
Idolizing
Infatuated
Passionate
Wild about
Worshipful
Zealous
Alienated
Barren
Beaten
Bleak
Bleeding
Dejected
Depressed
Desolate
Despondent
Dismal
Empty
Gloomy
Grieved
Grim
Hopeless
In despair
Woeful
Worried
Aglow
Buoyant
Cheerful
Elevated
Gleeful
Happy
In high spirits
Jovial
Light-hearted
Lively
Merry
Riding high
Sparkling
Up
Admiring
Affectionate
Attached
Fond
Fond of
Huggy
Kind
Kind-hearted
Loving
Partial
Soft on
Sympathetic
Tender
Trusting
Warm-hearted
Awful
Blue
Crestfallen
Demoralized
Devalued
Discouraged
Dispirited
Distressed
Downcast
Downhearted
Fed up
Lost
Melancholy
Miserable
Regretful
Rotten
Sorrowful
Tearful
Upset
Weepy
h Language Teaching Manual
Blemished
Blotched
Broken
Crippled
Damaged
False
Feeble
Finished
Flawed
Helpless
Impotent
Inferior
Invalid
Powerless
Useless
Washed up
Whipped
Worthless
Zero
Ailing
Defeated
Deficient
Dopey
Feeble
Helpless
Impaired
Imperfect
Incapable
Incompetent
Incomplete
Ineffective
Inept
Insignificant
Lacking
Lame
Overwhelmed
Small
Substandard
Unimportant
Alarmed
Appalled
Desperate
Distressed
Frightened
Horrified
Intimidated
Panicky
Paralyzed
Petrified
Shocked
Terrified
Terror-stricken
Wrecked
Afraid
Apprehensive
Awkward
Defensive
Fearful
Fidgety
Fretful
Jumpy
Nervous
Scared
Shaky
Skittish
Spineless
Taut
Threatened
Troubled
Wired
Baffled
Befuddled
Chaotic
Confounded
Confused
Dizzy
Flustered
Rattled
Reeling
Shocked
Shook up
Speechless
Startled
Stumped
Stunned
Taken-aback
Thrown
Thunderstruck
Trapped
Adrift
Ambivalent
Bewildered
Puzzled
Blurred
Disconcerted
Disordered
Disorganized
Disquieted
Disturbed
Foggy
Frustrated
Misled
Mistaken
Misunderstood
Mixed up
Perplexed
Troubled
Abused
Aching
Anguished
Crushed
Degraded
Destroyed
Devastated
Discarded
Disgraced
Forsaken
Humiliated
Mocked
Punished
Rejected
Ridiculed
Ruined
Scorned
Stabbed
Tortured
Annoyed
Belittled
Cheapened
Criticized
Damaged
Depreciated
Devalued
Discredited
Distressed
Impaired
Injured
Maligned
Marred
Miffed
Mistreated
Resentful
Troubled
Used
Wounded
Anger
Loneliness
Remorse
Affronted
Belligerent
Bitter
Burned up
Enraged
Fuming
Furious
Heated
Incensed
Infuriated
Intense
Outraged
Provoked
Seething
Storming
Truculent
Vengeful
Vindictive
Wild
Aggravated
Annoyed
Antagonistic
Crabby
Cranky
Exasperated
Fuming
Grouchy
Hostile
Ill-tempered
Indignant
Irate
Irritated
Offended
Ratty
Resentful
Sore
Spiteful
Testy
Ticked off
Abandoned
Black
Cut off
Deserted
Destroyed
Empty
Forsaken
Isolated
Marooned
Neglected
Ostracized
Outcast
Rejected
Shunned
Abashed
Debased
Degraded
Delinquent
Depraved
Disgraced
Evil
Exposed
Humiliated
Judged
Mortified
Shamed
Sinful
Wicked
Wrong
Alienated
Alone
Apart
Cheerless
Companionless
Dejected
Despondent
Estranged
Excluded
Left out
Leftover
Lonely
Oppressed
Uncherished
Apologetic
Ashamed
Contrite
Culpable
Demeaned
Downhearted
Flustered
Guilty
Penitent
Regretful
Remorseful
Repentant
Shamefaced
Sorrowful
Sorry
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MILD
Contented
Cool
Fine
Genial
Glad
Gratified
Keen
Pleasant
Pleased
Satisfied
Serene
Sunny
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Appreciative
Attentive
Considerate
Friendly
Interested in
Kind
Like
Respecting
Thoughtful
Tolerant
Warm toward
Yielding
Blah
Disappointed
Down
Funk
Glum
Low
Moody
Morose
Somber
Subdued
Uncomfortable
Unhappy
Dry
Incomplete
Meager
Puny
Tenuous
Tiny
Uncertain
Unconvincing
Unsure
Weak
Wishful
Anxious
Careful
Cautious
Disquieted
Goose-bumpy
Shy
Tense
Timid
Uneasy
Unsure
Watchful
Worried
Distracted
Uncertain
Uncomfortable
Undecided
Unsettled
Unsure
Let down
Minimized
Neglected
Put away
Put down
Rueful
Tender
Touched
Unhappy
Bugged
Chagrined
Dismayed
Galled
Grim
Impatient
Irked
Petulant
Resentful
Sullen
Uptight
Blue
Detached
Discouraged
Distant
Insulated
Melancholy
Remote
Separate
Withdrawn
Bashful
Blushing
Chagrined
Chastened
Crestfallen
Embarrassed
Hesitant
Humble
Meek
Regretful
Reluctant
Sheepish
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Story Writing Guideline
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Title:
Topic:
Time:
Resources:
Language Skills
Vocabulary Building 1
2 hours
Worksheets
The Lighter Side of TEFL(compiled by Elizabeth Ball)
Dictionary-Oxford English to Urdu Dictionary-For Beginners
Oxford Advanced Learners Dictionary
Objectives:
This lesson will help students
Improve vocabulary, reading and writing skills.
Activity 1
According to the number of students in a class write words and their synonyms on paper
chits separately. Display synonyms in different corners or on different objects in the
class e.g. desks, chairs, cupboard, doors, and windows etc.Ask students to walk about in
the room and find the synonyms of the words they are given. Give them time to
complete the task. Clap to stop this activity .They sit down and share one by one words
with synonyms. Those who have not found synonyms show chits to students and ask
where are the synonyms they have seen in the class.
Activity 2
Graphic English
Provide work sheets to students for vocabulary building. See appendix
Hand out -Cornerstone
Hand out
Graphic English
Activity 3
Words within words
Provide worksheets to students to work in groups for vocabulary building.
Hand out
Words within Words
Activity 4
Ask students to stand up for an energizer. See Youtube.com
A Roosta Sha
Chorus
A roosta sha a roosta sha a roosta sha sha hey
A roosta sha a roosta sha a roosta sha sha hey
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The chorus is repeated, adding a new action
i.e.Thumbs up
Knees together
Elbows back
Chin Up
Butt out
Activity4
Hidden words
Students will be provided worksheets in pairs for vocabulary building.
See appendix
Hand out
Words within Words
Hand out
Picture Talk
Note:
Worksheets are given as further enhancement activities. Vocabulary building activities
can be extended for next few days.
Production
Students will improve vocabulary and reading skill.
Appendix
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Key:
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Title:
Topic:
Time:
Resources:
Language skill
Vocabulary building 2
2 hours
Handouts for proverbs
Cards with proverbs and their meanings separately.
Objectives:
This lesson will help students
 Improve reading and vocabulary
Activity 1
As a warm up activity, share with students a riddle:
 What can you never eat before breakfast?
Write this riddle on board and hide four to five answers in different parts of the class
written on paper chits. Ask them to find the answers hidden some where in the room.
The correct answer is dinner or lunch.
More riddles for further warm up activities:
 Which is correct “Six and five are thirteen” or “six and five is thirteen”.
Answer: Neither; six and five are (is) eleven.
 What can you hold in your left hand but not in your right hand?
Answer: your right elbow
Activity 2
Distribute proverbs and their meanings on separate cards among students. Ask them to
read their cards and share them with their partner to understand the meaning. Then
they will all stand up, move around the class to find the correct meaning or correct
proverbs matching with their card. After that they sit down and each student shows and
speaks outs what’s written on his/ her card. The student, who has the answer, speaks it
out.
Go Banana
(slang) to go crazy or
become silly
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All the students on by one show their cards with proverbs and their meanings.
Hand out for the proverbs is to be provided to the students at the end of this activity.
See appendix
Handout
Food For second Thought
Hand out for further activity.
Handout
Communicating with Animals
Activity 2
Students will be given time to read the hand out 127.It will help them further
comprehend the meanings of proverbs with sentences. Then ask them to sit in groups.
They will select three proverbs to act on the relevant situation given in the sentence.
They will not speak the proverb but its meanings and rest of the students will guess
what the proverb is.
Production
Students will comprehend different proverbs and their meanings. Role play activity will
improve speaking skill.
Appendix
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Title:
Topic:
Time:
Resources:
Language skills
Dialogue delivery/role play
2hours
Dialogues-World English 4
Work sheets
Objectives;
This lesson will help students
 Improve speaking skill
Activity 1
As a warm up activity, students will go outside their class in the ground for face painting.
Give them freedom to paint the idea or symbol they like on the face. After 10 minutes
they come in the class and explain why they have chosen a particular symbol to paint.
Activity 2
Provide them photocopy of the dialogue to work in pairs. Some of the students read it
out and teacher explains moods, tone and intonation in the dialogue. Students go
outside and prepare the dialogue for role play. They come inside, introduce themselves
and deliver their dialogue. Those who perform best, receive candies and chocolates in
the end.
See appendix for dialogue. See appendix-Carlos Gets the Job
Activity 3
Play a game with them: Please wake up
Teacher will give instructions to students to follow. She can even repeat instructions to
improve listening and attentiveness of students. Those who will not be able to follow
will lose.
Simon says: bush your teeth
Trim your nails
Comb your hair
Wear a cap
Put on coat
Put on a trouser
Lace up your shoes
Go to school
Say hello to Bob
Say by to Mob
Go to sleep
Dream a giant
Shriek!!!!!!!!!!!!!!!!!!!
Weep, weep, and weep
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Drink a cup of tea
Ring up your friend
Laugh, laugh and laugh
Say to friend
You are my sincere friend
Activity 4
After the energizer, students will be given a worksheet for grammar activity.
See appendix. Worksheet-Check Your Grammar
Appendix
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Carlos Gets the Job
Linda:
Carlos:
Linda:
Carlos:
Linda:
Carlos:
Linda:
Carlos:
Linda:
Carlos:
Linda:
Carlos:
Linda:
Carlos:
Hi, you’re Carlos Ortiz, right? The new reporter?
Yes. And you’re….?
Linda Chambers. I’m Connie’s secretary.
oh, yes. Nice to meet you, Linda.
Connie told us all about you. Is this your first day?
No, second.I started yesterday morning.
Well, we can always use another good writer.
I just hope that Connie----uh, Ms.Vargas--------will like my work.
She seems a little tough.
Oh, you‘ll get along OK with her. She just wants F and P to be the
best.
I can understand that. This is a great place to work!
You like it already?
Sure. Last week my big story was about some local guy who
opened a new gas station.
Things were a little slow in Badgerville, I guess.
For sure. But just now I was working on a piece about Bill
Anderson-one of the most famous men in the country.
Check your Grammar
Fill in the blanks in the story. Use each verb in parentheses in the correct tense-simple
present, simple past, present progressive, or past progressive.
It’s seven o’clock in the evening, and Carlos-----(work)--------------.He -----(write)-----------an article on Bill Anderson. This morning he didn’t work on his article, because Connie-----(send)------------him and Judy to do a story about a soccer game. They---(have)----------to be at the park at two o’clock. They-----(decide)----------to walk, because the weather---(be)-----------perfect They----(leave)------------around one and ----(walk)-----------slowly,
because they----(carry)-------------Judy’s Photo equipment. They-----(go)-------------down
Main Street when it suddenly----(begin)----------to rain hard. They----(try)---------to find a
taxi, but a lot of other people-----(try)---------------to find one too, and every taxi that--(go)--------------by had a passenger. They------(get)-------------very wet, but they-------(be)--------at the park by two. However, nobody----(be)-------------there except a policeman.
When they-----(ask)-----------him about the game, he-----(say)----------it was cancelled
because of the rain. Now Carlos ---(work)--------late to make up for the time he-----(lose)----------------.
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Title:
Topic:
Time:
Resources:
Language skills
Reading/Listening
2 hours
Reading cut outs
Dictionary
Song by Barry Manilow
http://www.lyrics007.com/Barry%20Manilow%20Lyrics/Can%27t
%20Smile%20Without%20You%20Lyrics.html
Video-Youtube.com
Objectives:
This lesson will help students improve
 Reading and listening skill
Activity 1
Mime activity: mime before students what you have eaten in break fast. Ask them to
mime before others what they have eaten in break fast.
Activity 2
Let them sit in groups. Then provide them cut outs of a jumbled story. They read and
discuss it in groups. They will discus and look up for difficult words in dictionatry.One
member from the group will share the part for the story. Then students have to link this
part to make a coherent whole. The group who does this first is the winner. One
member will share the whole story.
See appendix
Activity 3
Play a song and ask them to listen to it .Ask what is the song about. Play it second time.
Give them hand outs to fill in the blanks while listening to the song.
Production:
Students will improve reading comprehension, vocabulary and listening skill.
Appendix
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Stopping Halfway, Never Comes One's Day
Part A
In the Warring States Period, in the state of Wei lived a man called Leyangtsi. His wife
was very angelic and virtuous, who was loved and respected dearly by the husband.
Part B
One day, Leyangtsi found a piece of gold on his way home, and he was so delighted that
he ran home as fast as he could to tell his wife. Looking at the gold, his wife said calmly
and gently,
Part C
"As you know, it is usually said that a true man never drink the stolen water. How can
you take such a piece of gold home which is not yours?" Leyangtsi was greatly moved by
the words, and he immediately replaced it where it was.
Part D
The next year, Leyangtsi went to a distant place to study classics with a talent teacher,
leaving his wife home alone. One day, his wife was weaving on the loom, when
Leyangtsi entered. At his coming, the wife seemed to be worried, and she at once asked
the reason why he came back so soon.
Part E
The husband explained how he missed her. The wife got angry with what the husband
did. Advising his husband to be fortitude and not too indulged in the love, the wife took
up a pair of scissors and cut down what she had woven on the loom, which made
Leyangtsi very puzzled. His wife declared, "If something is stopped halfway, it is just like
the cut cloth on the loom. The cloth will only be useful if finished. But now, it has been
nothing but a mess, and so it is with your study."
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Part F
Leyangtsi was greatly moved by his wife. He left home resolutely and went on with his
study. He didn't return home to see his beloved wife until gaining great achievements.
Stopping Halfway, Never Comes One's Day
In the Warring States Period, in the state of Wei lived a man called Leyangtsi. His wife
was very angelic and virtuous, who was loved and respected dearly by the husband.
One day, Leyangtsi found a piece of gold on his way home, and he was so delighted that
he ran home as fast as he could to tell his wife. Looking at the gold, his wife said calmly
and gently, "As you know, it is usually said that a true man never drink the stolen water.
How can you take such a piece of gold home which is not yours?" Leyangtsi was greatly
moved by the words, and he immediately replaced it where it was.
The next year, Leyangtsi went to a distant place to study classics with a talent teacher,
leaving his wife home alone. One day, his wife was weaving on the loom, when
Leyangtsi entered. At his coming, the wife seemed to be worried, and she at once asked
the reason why he came back so soon. The husband explained how he missed her. The
wife got angry with what the husband did. Advising his husband to be fortitude and not
too indulged in the love, the wife took up a pair of scissors and cut down what she had
woven on the loom, which made Leyangtsi very puzzled. His wife declared, "If
something is stopped halfway, it is just like the cut cloth on the loom. The cloth will only
be useful if finished. But now, it has been nothing but a mess, and so it is with your
study."
Leyangtsi was greatly moved by his wife. He left home resolutely and went on with his
study. He didn't return home to see his beloved wife until gaining great achievements.
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I Can’t Smile Without You
Song by Barry Manilow
You know I can't smile without you
I can't smile without you
I can't laugh and I can't sing
I'm finding it hard to do anything
You see I feel sad when you're sad
I feel glad when you're glad
If you only knew what I'm going through
I just can't smile without you
You came along just like a song
And brighten my day
Who would have believed that you where part of a dream
Now it all seems light years away
And now you know I can't smile without you
I can't smile without you
I can't laugh and I can't sing
I'm finding it hard to do anything
You see I feel sad when your sad
I feel glad when you're glad
If you only knew what I'm going through
I just can't smile
Now some people say happiness takes so very long to find
Well, I'm finding it hard leaving your love behind me
And you see I can't smile without you
I can't smile without you
I can't laugh and I can't sing
I'm finding it hard to do anything
You see I feel glad when you're glad
I feel sad when you're sad
If you only knew what I'm going through
I just can't smile without you
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I Can’t Smile Without You
Song by Barry Manilow
You --------- I can't smile without you
I can't smile without you
I can't ----------- and I can't sing
I'm finding it --------------- to do anything
You see I feel ------------when you're sad
I feel glad when you're ----------If you only ------------ what I'm going ---------------I just can't smile without you
You ---------- ------------ just like a song
And -------------------my day
Who would have ------------- that you where part of a ------------Now it all seems ------------ years away
And ------------you know I can't smile without you
I can't smile without you
I can't laugh and I can't sing
I'm finding it hard to do ------------You ----------- I feel sad when your sad
I feel glad when you're glad
If you only knew what I'm going through
I just can't smile
Now some people say ----------------- takes so very long to ----------Well, I'm finding it hard --------------- your love behind me
And you --------- I can't smile without you
I can't ------------ without you
I can't laugh and I can't --------I'm ------------ it hard to do anything
You see I feel glad when you're glad
I feel sad -----------you're sad
If you only knew what I'm going through
I just can't smile w----------- you
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Title:
Topic:
Resources:
Language skills
Listening/Speaking skill
Situational approach
Yes/No Questions
Do/Does
Time expressions
Songs
Grammar Chants by Oxford University press
Recorder /Computer for grammar chants
Worksheet
Objectives:
Students will




Improve listening and speaking skill
Learn grammatical structure of Do/Does-simple present
Practice the possessive adjectives You/Her.
Drill Yes/No questions
Activity 1
As a warm up activity, play a game with them-Chinese whisper. The sentence for the
whisper: My mother gave a brush, a comb and a bottle of oil to my grandmother. The
teacher will whisper this sentence to a students and he/she will continue the process
until the last student shares what he has listened to. It will be a different sentence
reflecting that effective listening skill facilitates better communication skill.
Activity 2
Who is the singer in our class? Invite students to sing something in English. Then write a
song on board and ask them to produce its tune and rhythm. First they come up with
the composition; teacher can help them with it. Then teacher can play recorder to assist
them sing initially. Before they sing with recorder, share with them some features of
spoken forms of American English.
“American English Stretches shortens blends and drops sounds. These subtle features of
the language are extremely difficult for students to comprehend unless their ear has
been properly trained to understand the language of an educated native speaker in
natural conversation. The question “Jeet yet”? is meaningless unless one has acquired
the listening comprehension skills necessary to connect the sound with the words. Did
you eat yet? Other examples of the blending of sounds are I’m going to (gonna). I’ve got
to (gotta) and I have to (hafta) go.Studnts should be aware that the written words
gonna, gotta and hafta would be considered nonstandard English, whereas the spoken
forms are perfectly acceptable in American conversation.”
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Grammarchatns by Oxford University Press.
Students will sing in groups; some of the students can sing individually after having skill
on it.See appendix for songs
When students learn difference between spoken and written words, they can sing
without audio aid in later stage.
Activity 3
After they sing, provide them worksheet to fill in the blanks. See appendix
Appendix
Worksheet
Listen carefully as your teacher reads the sentences below. Then listen again as your
teacher repeats them. Fill in the blanks with the correct words.
1. -------------------- ---------------------------French-------------------?
2. No,---------------------- -------------------- --------------------- Italian.
3. ------------------- --------------------- Indonesian? No,----------------------------------- ----------------------Taiwanese.
4. ---------------------She-------------------English-----------------?
5. ------------------there------------ ---------------here---------------Peru?
6. -------------- ----------------two------------------here------------- Italy.
7. -------------------- ----------------- --------------------K---------------mistake?
8. --------------------- ------------------two I’s ---------------------silly?
9. --------------------they-----------------------?No,------------------------------------------------- -----------------------separated.
10. -------------------- ------------------- ------------- women---------China---------------- --------------- --------------------?
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Songs:
1. Do You Always Get Up Early? (Song)
Do you always get up early?
Yes, I do. Yes, I do.
Do you always get up early?
Yes, I do.
Does he always get up early?
Yes, he always gets up early.
Yes, he gets up very early.
I do, too.
Do you always fix your breakfast?
Yes, I do. Yes, I do.
Do you always fix your breakfast?
Yes, I do.
Does she always fix her breakfast?
Does she always fix her breakfast?
Yes, she always fixes her breakfast.
I do, too.
2. Are You a Student? (Song)
Are you a student?
Yes, I am.
Can you understand me?
Yes, I can.
Do you speak English?
Yes, I do but not very well.
Is he a student?
Yes, he is.
Does she speak Spanish?
Yes, she does.
Do they speak English?
Yes, they do, but not very well.
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Block: Movies&songs
Title:
Movie Reviews
Topic:
Akeelah and the Bee
Class/level:
Secondary school students (14 – 18 years)
Time:
4 Hours.
 Before showing the movie, the name of the movie will be told to the
students and asked to guess what it is about.
 The movie will be shown in parts for about 90 minutes and scenes related
oral activities and the work sheets will be done during the movie and the
following day as a follow up.
Resources:




Print out of the introductory information.
CD of the movie to be shown,
Worksheets designed by the teacher,
worksheets downloaded from the net
References:


Wikipedia, the free encyclopedia
http://www.imdb.com/title/tt0437800
Objectives:
The students will:
 Gain knowledge about Spelling Bees, how these competitions are held and
what is their benefit for students.
 Understand why it is important to discover their inner talent.
 Enhance their vocabulary,
 Improve their language skills through presentation and review writing.
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Pre
Before showing the movie the teacher will announce the name of the movie and:
Activity 1:
 Ask the students to guess what it is about.
Then, the following print out will be displayed on the soft board containing the
general information and summary of the plot. But the end has not been
mentioned.
10 minutes will be given for this activity.
Akeelah and the Bee
http://www.imdb.com/title/tt0437800/
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Akeelah and the Bee
Eleven year-old Akeelah Anderson's life is not easy: her father is
dead, her mom ignores her, her brother runs with the local
gangbangers. She's smart, but her environment threatens to
strangle her aspirations. Responding to a threat by her school's
principal, Akeelah participates in a spelling bee to avoid detention
for her many absences. Much to her surprise and embarrassment,
she wins. Her principal asks her to seek coaching from an English
professor named Dr. Larabee for the more prestigious regional bee.
As the possibility of making it all the way to the Scripps National
Spelling Bee looms, Akeelah could provide her community with
someone to rally around and be proud of -- but only if she can
overcome her insecurities and her distracting home life. She also
must get past Dr. Larabee's demons, and a field of more
experienced and privileged fellow spellers. Written by Shannon
Patrick Sullivan <shannon@mun.ca>
Theatrical release poster
Directed by
Doug Atchison
2929
Studio
Entertainment
Starbucks
Entertainment
Release date(s) April 28, 1959
Running time
112 minutes
Country
United States
Language
English
DURING
Activity2:
Before putting on the movie the students will be asked to discuss in pairs and share
their feedback on how they think the movie will end.
Five minutes will be given for this activity.
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Activity3:
After watching the movie for 30 minutes , it will be paused and the students will be
asked to discuss :
 Is it important for Akeela to face her deepest fear and compete in the
Spelling Bee?
10 minutes will be given for this general discussion.
POST
Activity 4
At the end of the movie the following worksheet students will be given this
worksheet to do character analysis .They will be divided into groups of three.
They will be given 35 minutes.
Worksheet 1:
Examine different aspects of your favorite character’s identity and write about its role in the film.
Name:
Appearance:
Challenges:
Achievements:
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Worksheet 2:
The students will be given the following worksheet as an individual activity. They will be
given 35 minutes to complete it.
Q1. Where does the movie take place?
______________________________________________________________________________
_____________________________________________________________________________________________
Q2. Who is Akeela?
_____________________________________________________________________________________________
_________________________________________________
Q3. What are the problems that Akeela faces on a daily basis?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Q4. Does she have a talent? If yes, then what is it?
_____________________________________________________________________________________________
_________________________________________________
Q5 Do you think that participating in a Spelling competition is a good way to discover your talent?
Q6. Did you learn any new words from this movie? Write five of them.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
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Activity 5
In an individual activity students will be asked to think of
their achievements and share them with their partners.
Then they will share one of the proudest moments of
their life with the rest of the class.
50 minutes will be given for this activity.
LESSON PLAN ON MOVIE FOR ENGLISH LANGUAGE MODULE
Title:
Movie Reviews
Topic:
Finding Nemo
Class/level:
Secondary school students (14 – 18 years)
Time:
4 Hours
 The movie will be shown for 20 minutes and then paused for Q & A.
 After 10 minutes of discussion, the remaining length of 80 minutes of
the movie will be played.
 The post activities with worksheets will be done in the next class.
Resources:




Print out of the introductory information on the movie
CD of the movie to be shown,
Worksheets designed by the teacher,
worksheets downloaded from the net
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References:



Objectives:
http://www.filmeducation.org/pdf/film/FNemoStudySheets.pdf
Film Education Activity Sheets ©Disney/Pixar the quest to find Nemo
27
Wikipedia, the free encyclopedia
The students will:
 Think about parent child relationships and voice their opinions.
 Enhance their knowledge of sea life and world geography.
 Improve their language skills through discussion and report writing.
PRE
Activity 1:
Before showing the movie the teacher will announce the name of the movie
and ask the students to guess what it is about. Then, the following print out will
be displayed on the soft board containing the general information and
summary of the plot. But the end has not been mentioned.
10 minutes will be used for this activity.
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English Language Teaching Manual
Directed by
Andrew Stanton
Studio
Pixar
Distributed by
Walt Disney
Pictures
Finding Nemo
Release date(s)
May 30, 2003
Running time
100 minutes
Country
United States
Language
English
is a 2003 American-Australian comedy-drama animated
film written and directed by Andrew Stanton. It tells the story of the overly protective clownfish Marlin (Albert Brooks)
who, along with a regal tang called Dory (Ellen DeGeneres), searches for his abducted son Nemo (Alexander Gould).
Along the way, Marlin learns to take risks and to let Nemo take care of himself. The film received overwhelmingly
positive reviews and won the Academy Award for Best Animated Feature. It was the 2nd highest-grossing film of 2003,
behind The Lord of the Rings: The Return of the King, earning a total of $868 million worldwide.[1] Finding Nemo is also
the best-selling DVD of all time, with over 40 million copies sold as of 2006[2] and it was the highest-grossing G-rated
movie of all time, before Pixar's own Toy Story 3 overtook it. It is also the 5th highest grossing animated film of all time. It
is currently the 26th highest grossing film of all time. In 2008, the American Film Institute named it the 10th greatest
animated film ever made during their Top 10.[3]
During
Activity 2
The movie will be paused after 20 minutes of viewing and a general
discussion will be held among the students on why does Nemo go away from
home? Do they approve of his decision and sympathize with him?
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English Language Teaching Manual
10 minutes will be given for this discussion.
POST
Activity 3
The following work sheet will be given to the students.
They will be given 30 minutes to answer the queries. Later on they will give
presentation of their work in the next 20 minutes.
Worksheet #1:
Answer the following and discover the kind of friend that you are:
One important thing I have learned from viewing Finding Nemo is___________________________________
_________________________________________________________________________________________
________________________________________________________________________________________
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Because_________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
The thing I enjoyed most about the film was____________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Because_________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
I think I am the sort of friend who_____________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Because_________________________________________________________________________________
_________________________________________________________________________________________
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One thing I need to work on as a friend is_______________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Because__________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Activity 4
The following work sheet will be given to the students.
They will be given 10 minutes to answer the queries.
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English Language Teaching Manual
Worksheet #2:
Rate yourself on the
following using a scale
from 1 to 10.
1
2
3
4
5
6
7
8
9
I work cooperatively with
others
I work independently
I contribute ideas
I am a good friend
I like to help others
I am good at following
orders
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English Language Teaching Manual
10
Activity 5
The teacher will ask the students to imagine that Nemo has made headline news
by doing something wonderful, courageous and wise. It can be anything they
like, as long as it shows how spirited, adventurous and sensitive Nemo is.
The adventure can take place anywhere in the world, in a made-up place or their
hometown, as long as it is in a watery environment.
Write his story on the front page of the newspaper below and make sure you
I always listen to my
friend’s advice
I never betray my friends
I can keep secrets
I like adventures and new
things
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English Language Teaching Manual
draw a picture of Nemo’s adventure in the box provided.
One hour will be given for this activity.
WORKSHEET # 3:
CITY GAZETTE
THE WORLD NEWS TODAY READ ALL ABOUT
IT!
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English Language Teaching Manual
Film Education Activity Sheets ©Disney/Pixar the quest to find Nemo 27
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Lesson Plan on Song for the Module
Title
Song
Topic
I hope you dance by Lee Ann Womack
Class / Level
Secondary school students (14 – 18 years)
Time
2 hours
The lesson plan has been divided into Pre, During and Post listening
activities.
Resources



CD of the song
CD player
Print out of the lyrics
Reference

http://www.lyrics007.com/Ronan%20Keating%20Lyrics/I%20Hope%
20You%20Dance%20Lyrics.html

Wikipedia, the free encyclopedia


To enhance the listening skills of the students
To enable them to think about the importance of struggle and high
aspirations in life..
To enhance their vocabulary.
Objectives

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English Language Teaching Manual
PRE
Activity 1
The teacher will share the information contained in the print out
about the song and the singer before playing the song.
5 minutes will be used for this activity.
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English Language Teaching Manual
I Hope You Dance (song)
From Wikipedia, the free encyclopedia
"I Hope You Dance"
"I Hope You Dance" is a crossover country pop song written
by Mark D. Sanders and Tia Sillers, and recorded by country
singer Lee Ann Womack along with Sons of the Desert. The
song, which was featured on Womack's 2000 album of the
same name, reached number one on both the Billboard Hot
Country Singles & Tracks and Hot Adult Contemporary
Tracks charts, and also reached number fourteen on
the Billboard Hot 100. It is considered to be Womack's
signature song,[2][3] and it is the only Billboard number one for
both Womack and for Sons of the Desert. "I Hope You Dance"
won the 2001 CMA , ACM, NSAI, ASCAP and BMI awards for
Single by Lee Ann Womack featuringSons of
the Desert
Song of the Year. It also won the Grammy Award for Best
Country Song and was nominated for Song of the Year.
from the album I Hope You Dance
A cover version of this song was performed by the Irish
singer/songwriter Ronan Keating as a nonalbum charity single.
Released
March 2000
Genre
Country, Country pop
Length
4:54 (Album Version)
4:05 (Pop Radio Version)
Writer(s)
Mark D. Sanders
Tia Sillers
DURING
Activity 2
The teacher will ask the students to listen attentively to the song twice (10
minutes) and list the things the singer hopes for. The teacher will play the
song in parts so that the students can easily catch the words.
20 minutes will be given for this activity.
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Activity 3
The song will be played again (5minutes) and the teacher will ask the
students to form pairs and write down what the poet does not hope for or
want to happen?
10 minutes will be given for this activity.
POST
Activity 4
The teacher will divide the class into two groups and tell them to compile
their arguments on: Fate vs. Struggle. The students will be given 10
minutes to compile their points and arguments in their group. In the next
15 minutes they will share their views with the other group.
25 minutes will be given for this activity.
Activity 5
The teacher will give out the following print out of the lyrics of the song and
ask the students to highlight the verbs used in the lyrics.
10 minutes will be given for individual work and the teacher will then tally it
with the class.
I HOPE YOU DANCE
Writer: SILLERS/SANDERS
I hope you never lose your sense of wonder
You get your fill to eat but always keep that hunger
May you never take one single breath for granted
God forbid love ever leave you empty handed
I hope you still feel small when you stand beside the ocean
Whenever one door closes I hope one more opens
Promise me that you'll give fate the fighting chance
And when you get the choice to sit it out or dance
I hope you dance
I hope you dance
I hope you never fear those mountains in the distance
Never settle for the path of least resistance
Living might mean taking chances but they're worth taking
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English Language Teaching Manual
Lovin' might be a mistake but it's worth making
Don't let some hell bent heart leave you bitter
When you come close to selling out reconsider
Give the heavens above more than just a passing glance
And when you get the choice to sit it out or dance
I hope you dance
(Time is a wheel in constant motion always)
I hope you dance
(Rolling us along)
I hope you dance
(Tell me who wants to look back on their years and wonder)
I hope you dance
(Where those years have gone)
I hope you still feel small when you stand by the ocean
Whenever one door closes I hope one more opens
Promise me that you'll give faith the fighting chance
And when you get the choice to sit it out or dance
Dance
I hope you dance
I hope you dance
(Time is a wheel in constant motion always)
I hope you dance
(Rolling us along)
I hope you dance
(Tell me who wants to look back on their years and wonder)
I hope you dance
(Where those years have gone)
(Tell me who wants to look back on their years and wonder)
I hope you dance
(Where those years have gone)
Activity 6
The teacher will ask the students to make a wish list of things that they want
and those they do not wish to happen to them in life.
40 minutes will be given for this activity. (10 minutes) for writing and (30
minutes) for presentation of their wish list.
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English Language Teaching Manual
LESSON PLAN FOR ENGLISH LANGUAGE MODULE
Title:
Song
Topic:
“Tom’s Diner” by Suzanne Vega
Class/level:
Secondary school students (14 – 18 years)
Time:
2 Hours
The lesson plan has been divided into Pre, During and Post listening activities.
Resources:





References:
Objectives:


CD of the song
CD player
A picture of the actual restaurant.
Print out containing information about the singer
Worksheet designed by the teacher
Wikipedia, the free encyclopedia
Copyright © 2000-2012 AZLyrics.com
The students will:
 Be exposed to the target language and the music.
 Improve their pronunciation.
 Get practice in Present progressive tense and prepositions.
 Write a poem about themselves.
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English Language Teaching Manual
Pre
Activity 1:
Before playing the song the following print out containing background
information about the singer will be shared with the class.
10 minutes will be used in this activity.
Tom's Diner
"Tom's Diner"
From Wikipedia, the free encyclopedia
“Tom's Diner” is a cappella pop song written
in 1981 by American singer-song writer Suzanne Vega.
It was first released as a track on the January 1984
issue of Fast Folk Musical Magazine.[1]
The "Tom's Diner" of the song is Tom's
Restaurant in New York City, Vega wrote the song
based on a comment by her friend Brian Rose, a
photographer, who mentioned that in his work, he
sometimes felt as if "he saw his whole life through a
pane of glass, and [...] like he was the witness to a lot
of things, but was never really involved in them." She
attempted to think and write in this fashion (including
a male perspective[3]) while sitting at Tom's
Restaurant, a diner on the corner of Broadway and
112th Street in New York City, The "bells of the
cathedral" that she remarks hearing in the song are
those of theCathedral of Saint John the Divine, located
one block to the east.
Single by Suzanne Vega
from the album Solitude Standing
Released
April 1, 1987
Genre
A cappella
Length
2:09
Writer(s)
Suzanne Vega
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English Language Teaching Manual
Activity 2:
Students will be divided into groups of three .They will be provided the print
out of a picture of a restaurant and asked the following questions.



What do you see in the picture?
What food and drink do you think they serve?
What kind of people do you think go there?
They will form a list of their answers and share it with the rest of the class.
30 minutes will be given for this activity.
During
Activity3:
English Language Teaching Manual
The song will be played .The students will be given a worksheet with missing
prepositions. They will be required to fill it up with the help of a partner.
The song will be played again and they will check their answers .The
answers will be then tallied by the teacher.
20 minutes will be given for this activity.
118
SUZANNE VEGA LYRICS
"Tom's Diner"
I am sitting
In the morning
At the diner
On the corner
I am waiting
At the counter
For the man
To pour the coffee
And he fills it
Only halfway
And before
I even argue
He is looking
Out the window
At somebody
Coming in
"It is always
Nice to see you"
Says the man
Behind the counter
To the woman
Who has come in
She is shaking
Her umbrella
And I look
The other way
As they are kissing
Their hellos
I'm pretending
Not to see them
Instead
I pour the milk
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English Language Teaching Manual
I open
Up the paper
There's a story
Of an actor
Who had died
While he was drinking
It was no one
I had heard of
And I'm turning
To the horoscope
And looking
For the funnies
When I'm feeling
Someone watching me
And so
I raise my head
There's a woman
On the outside
Looking inside
Does she see me?
No she does not
Really see me
Cause she sees
Her own reflection
And I'm trying
Not to notice
That she's hitching
Up her skirt
And while she's
Straightening her stockings
Her hair
Has gotten wet
Oh, this rain
It will continue
Through the morning
As I'm listening
To the bells
Of the cathedral
I am thinking
Of your voice...
And of the midnight picnic
Once upon a time
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English Language Teaching Manual
Before the rain began...
I finish up my coffee
It's time to catch the train
Copyright © 2000-2012 AZLyrics.com
Activity 4
Students will be asked to highlight the present progressive tense in the print
out of lyrics provided to them.
10 minutes will be given for this activity.
POST
Activity 5
Students will be asked to form an auto bio poem from the given outline .The
following worksheet will be given to them. 40 minutes will be given for this
activity in which the first 20 minutes are for composition and the rest are for
presentation.
Worksheet 2:
Form an auto bio poem by following the instructions:
___________________________
(Write your first name)
Daughter of_____________________________
(Name of your mother).
Friend of ___________________________________
(Write names of 2 friends)
Who feels___________________________________________________________
Who finds happiness in_________________________________________________
Who needs__________________________________________________________
Who gives___________________________________________________________
Who fears___________________________________________________________
Who would like to ____________________________________________________
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Who feels sad________________________________________________________
Who loves____________________________________________________________
Resident of
______________________________________________
(Name of city)
___________________________________
(your last name)
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Title
Topic
Class/level:
Time:
Movie Reviews
Mulan
Secondary school students (14 – 18 years)
4 Hours.

Resources:
References:
Objectives:

The movie will be shown and scenes related oral / written activities will be
done in the duration of 90 minutes.
The work sheets will be done while watching and the next day as a follow
up activity.





Print out of the introductory information about the movie.
CD of the movie to be shown,
Multi media / TV / DVD Player
Worksheets designed by the teacher,
worksheets downloaded from the net


Wikipedia, the free encyclopedia
http://www.wbrschools.net/technology/hollywood.html
The students will:
 Be able to have a glimpse of the ancient Chinese culture through the
legend of Mulan.
 Be able to enhance their listening skills by doing a worksheet on a song.
 Be able to test their ability to dramatize situations by performing a role
play.
Analyse the prevalent social trends and attitudes through general
discussion on gender issues.
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English Language Teaching Manual
Pre
Activity 1

Before showing the movie the teacher will ask the students what
they know about China. Then briefly the teacher will share some
information about Ancient China as depicted in the movie. The
focus will be on the status of women in the society, respect for
ancestors and civic duties of the citizens. The following print out
will also be displayed in the class.
10 minutes will be allocated for this activity.
Mulan
From Wikipedia, the free encyclopedia
Mulan is set in China during the Han Dynasty. The film's protagonist, Fa Mulan, is the
only daughter of aged warrior Fa Zhou. She impersonates a man and takes her father's
place during a general conscription to counter a fictitious Hun invasion led by Shan Yu.
Along with her guardian dragon Mushu, her captain, Li Shang, a lucky cricket, "Cri-kee,"
and her companions, Yao, Ling, and Chien-Po, she battles the invading Hun army.
The Legend of Hua Mulan
Main article: Hua Mulan
The Chinese legend of Hua Mulan centers on a young woman who disguises herself as a man to take
the place of her elderly father in the army. The story can be traced back to The Ballad of Mulan. The
earliest accounts of the legend state that she lived during the Northern Wei dynasty (386–534). The
film may take place even later, as it prominently features landmarks such as the Forbidden City which
was not constructed until the 15th century during the Ming dynasty. On the other hand, at the time of
Northern Wei, the Xiongnu (Huns) had been already absorbed into Chinese culture. However,
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English Language Teaching Manual
according to the style of dress (traditional Han clothing, also known as
Hanfu), the film takes place sometime in the 15th century or before.
The fireworks featured in the movie indicate that the movie is set during
the Sui dynasty. Though Mulan is set in north China, where the dominant
language
is Mandarin,[30] the
Disney
film
uses
the Cantonese pronunciation,
"Fa",
of
her
family
name.
Disney's Mulan casts the title character in much the same way as the
original legend, a tomboy daughter of a respected veteran, somewhat
troubled by not being the "sophisticated lady" her society expects her to
be. In the original Mulan legend, Mulan uses her father's name Li and she
was never discovered as a girl, unlike the film.
During
Activity 2:
The students will be given the following worksheet and they’ll have to fill in the
required portions while watching the movie.
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English Language Teaching Manual
Work sheet 1:
MULAN’S RESPONSIBILTIES
Name :_________________
daughter
friend
citizen of China
soldier
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English Language Teaching Manual
While watching the movie, Mulan, fill in the responsibilities Mulan has during the
different roles she plays. (SS Grade 2 GLE 23, 24)
http://www.wbrschools.net/technology/hollywood.html
Activity 2
After watching the song the students will be asked to fill in the following work
sheet. The song will be played again so that they can check their responses.
This activity will be done in pairs.
10 minutes will be given for this activity.
Worksheet 2:
Reflection
Time: 2:27 min.
Vocal: Lea Solonga
Music by: Matthew Wilder
Lyrics by: David Zipple
Look at ________
I will never pass
as a perfect ___________
Or a perfect daughter
Can it _________
I'm not meant to play this part?
Now I ________
That if I were _______
To be myself
I would break my fam'ly's heart
Who is that girl I _______
Staring straight
Back at ______?
Why is my reflection someone
I don't know?
Somehow I cannot _______
Who I am
Though I've tried
When will my reflection show
Who I am_______?
When will my reflection show
Who I am _________?
http://www.lessonplanet.com/search?keywords=mulan&media=worksheet
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English Language Teaching Manual
Post
This activity will be done the next day.
Activity3
The teacher will write these on the board and get students to look them up in the
dictionary:
ancestor
matchmaker
honour
emperor
guardian
avalanche
imperial
counsellor
cannon
fireworks
The students will then use these words in their sentences .This work will be done in
pairs.30 minutes will be given for this work.
Activity4
The class will be divided into two groups and each group will discuss these two questions
among them:

In Mulan’s community, how are women expected to behave?
One group of students will list the skills and characteristics of an ideal woman
in ancient China, according to the movie.

In Mulan’s community, how are men expected to behave?
The other group will make a list similar about it in the light of the movie
Mulan.
The two groups will then give presentation of their work with examples from
the movie. This will be done through Role Play.
One hour will be given for this representation.
Activity5
The teacher will put forward these questions:

Do the same expectations exist for women and men in your
community? What is similar and what is different?

Do you think these expectations are fair? Should men and women
be treated the same, or is it good to treat them differently in some ways?
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English Language Teaching Manual
The students will discuss as a class.
30 minutes will be given for this general discussion.
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English Language Teaching Manual
Title:
Movie Reviews / American Icon Steven Spielberg
Topic
E .T. The Extra Terrestrial
Class/level:
Secondary school students (14 – 18 years)
Time:
4 Hours:
(Movie will be shown in one Access class and the related activities will be done in
the next class.)

Resources:
References:
Objectives:
Before showing the movie the students will be asked to share their views on aliens and
the printout will be displayed on the board.( 10 minutes)
 Then the movie will be shown (110 minutes)
 The work sheet and oral discussion on the themes of the movie will be done in the next
Access class. ( 2 hours)
Print out of the introduction information sheet
 CD of the movie to be shown
 Worksheets downloaded from the net and modified by the teacher

Wikipedia, the free encyclopedia

http://www.pearson.ch/download/media/9781408209509_AW_ExtraTerrestrial.pdf

http://www.commonsensemedia.org/movie-reviews/et)
The students will be able to:




Discuss and share their perspective on Aliens as presented in Science fiction movies
Share and analyze their perspective on human relations especially Friendship and
Virtues like loyalty and trust worthiness and relate these with the Islamic principles as
well.
Enhance their vocabulary,
Improve their language skills in discussions, debate and by filling out the spaces in story
writing.
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English Language Teaching Manual
Pre
Activity 1
The print out given below will have been pasted on the display board before the class
arrives. Before showing the movie the teacher will announce the name of the movie and ask
the students if they have heard the term Extra Terrestrial before .The concept of aliens will
be discussed with the students.
5 minutes will be allotted for this discussion.
E.T. the Extra-Terrestrial
From Wikipedia, the free encyclopedia
Jump to: navigation, search
This article is about the film. For other uses, see ET.
E.T. the Extra-Terrestrial (often referred to
simply as E.T.) is a 1982 American science fiction
film co-produced and directed by Steven
Spielberg,. It tells the story of Elliott a lonely boy
who befriends an extraterrestrial, dubbed
"E.T.", who is stranded on Earth. Elliott and his
siblings help the extraterrestrial return home
while attempting to keep it hidden from their
mother and the government.
The concept for E.T. was based on an imaginary
friend Spielberg created after his parents'
divorce in 1960. In 1980, Spielberg met
Mathison and developed a new story from the
stalled science fiction/horror film project Night Skies.
The film was shot from September to December 1981
in California on a budget of US$10.5 million. Unlike
most motion pictures, the film was shot in roughly
chronological order, to facilitate convincing emotional
performances from the young cast.
Released by Universal Pictures, E.T. was a blockbuster,
surpassing Star Wars to become the highest-grossing
film of all time, a record it held for 11 years. The film
was rereleased in 1985, and then again in 2002 to
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English Language Teaching Manual
celebrate the film's 20th anniversary, with altered shots and additional scenes.
http://www.scruffles.net/spielberg/articles/article-016.html
Post
Work sheet : (20 minutes)
Q1.
1.
2.
3.
4.
5.
6.
Q 2.
Put the underlined letters in the right order to make a word.
The spaceship came ………… down to Earth. ( wollsy)
The extra-terrestrial ………… to run.
(ttdraes)
There were some ………… in the yard. (spalnt)
This was a very ………… place.
(gertans)
He saw the ………… lights of the spaceship. ( blftuuiea)
Earth people didn’t really ………… extra-terrestrials. (esrddaunnt)
Finish the story with the right words.
After, house, felt, chocolate, plants, shouted, mouth, food, opened,
ground.
The extra-terrestrial ……………………… weak and hungry and he didn’t have any
………………….. .Elliott put some chocolates on the…….…………………. and
……….…………..some time, the chocolates brought the extra-terrestrial back to Elliott’s
……………………….…. Elliott was asleep next to the …………….………… and then he opened
his eyes. The extra-terrestrial looked at Elliott and Elliott ………………………… and
jumped back. The extraterrestrial ……………………………………… his hand and showed
Elliott a …………..………………… and then he pointed to his ………………………………… .
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Q3. Circle a number to show what you think. 1 is a strong ‘no’ and 5 is a strong ‘yes’.
Talk to a friend. Do you think the same?
no
yes
Elliott is a good person
1
2
3
4
5
E.T. is very intelligent.
1
2
3
4
5
I liked this movie
1
2
3
4
5
Extra-terrestrials are
interesting.
1
2
3
4
5
I would like to know more
about E.T.’s planet.
1
2
3
4
5
After watching E.T. I do not
feel afraid of aliens
1
2
3
4
5
http://www.pearson.ch/download/media/9781408209509_AW_ExtraTerrestrial.pdf
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
Activity 2

Students will discuss in groups of five about friendship and the
virtues of loyalty and trustworthiness in the light of the events
depicted in the movie .They will draw a parallel with the Islamic
injunctions as well.
They will have to present one instance from their own life where
they exhibited these virtues.
20 minutes will be given for this discussion and presentation.
Activity 3
The students will be asked :


Why the adults and the kids in the movie see things
differently and have a hard time understanding each
other's perspective?
Why do Elliott and his siblings understand E.T. in a way the
adults in the movie can't?
The students will be engaged in a general discussion for which 20
minutes will be given.
Activity 4
The teacher will put forward the questions:

How does the movie portray parent-child relationships?

Could Elliott have talked to his mother about E.T.?
Students will share their views and then the class will be divided
into two groups and students will have a debate on the topic: Are
parents always right?
30 minutes will be allotted for this.
Activity 5
Students will make a poster on the movie E.T.
The remaining 30 minutes will be used for this activity.
http://www.commonsensemedia.org/movie-reviews/et)
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Lesson Plan on Song for the Module
Title
Song
Topic
Coat Of Many Colors (Dolly Parton)
Class/level
Secondary school students (14 – 18 years)
Time
2 hours
The lesson has been divided into Pre, during and Post listening activities.




Resources
References
CD player
CD of the song
Print out of the lyrics
Work sheets developed by the teacher
From Wikipedia, the free encyclopedia
http://www.lyricsfreak.com/d/dolly+parton/coat+of+many+colors_2004195
0.htmlr
i
Objectives



To improve the pronunciation of the students
To improve the listening and speaking skills of students in the target
language.
To give them practice in simple past tense.
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English Language Teaching Manual
PRE
Activity
1
Dolly
Parton
The students will be told the back ground of the singer and the
following information about her will be shared. The teacher will also
share information about the country music.
From Wikipedia, the free encyclopedia
10 minutes will be spared for this.
Dolly Rebecca Parton (born January 19, 1946[2]) is an American singer-songwriter,
author, multi-instrumentalist, actress and philanthropist, best known for her work
in country music. She is one of the most successful female country artists of all time;
Dolly is also one of the best selling artists of all time.[3] She is known as "The Queen of
Country Music".[1]
Her family was, as she has described them, "dirt poor".[6] She outlined her family's lack
of money in a number of her early songs, notably "Coat of Many Colors" and "In the
Good Old Days (When Times Were Bad)".
DURING
Activity 2
The teacher will give the written text of the song and ask the students
to listen attentively to the song and underline all Nouns that they hear
in the song. Then the song will be played.
Students will share their work with partners first and compare their
combined scores with the rest of the class.
10 minutes will be given for this activity.
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English Language Teaching Manual
Dolly Parton Coat Of Many Colors
Lyrics
Back through the years
I go wonderin once again
Back to the seasons of my youth
I recall a box of rags that someone gave us
And how my momma put the rags to use
There were rags of many colors
Every piece was small
And I didn't have a coat
And it was way down in the fall
Momma sewed the rags together
Sewin every piece with love
She made my coat of many colors
That I was so proud of
As she sewed, she told a story
From the bible, she had read
About a coat of many colors
Joseph wore and then she said
Perhaps this coat will bring you
Good luck and happiness
And I just couldn’t wait to wear it
And momma blessed it with a kiss
Chorus:
My coat of many colors
That my momma made for me
Made only from rags
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English Language Teaching Manual
But I wore it so proudly
Although we had no money
I was rich as I could be
In my coat of many colors
My momma made for me
So with patches on my britches
Holes in both my shoes
In my coat of many colors
I hurried off to school
Just to find the others laughing
And making fun of me
In my coat of many colors
My momma made for me
And oh I couldn’t understand it
For I felt I was rich
And I told them of the love
My momma sewed in every stitch
And I told em all the story
Momma told me while she sewed
And how my coat of many colors
Was worth more than all their clothes
But they didn't understand it
And I tried to make them see
That one is only poor
Only if they choose to be
Now I know we had no money
But I was rich as I could be
In my coat of many colors
My momma made for me
Made just for me
[ Lyrics from: http://www.lyricsfreak.com/d/dolly+parton/coat+of+many+colors_20041
ww.lyricsfreak.com/d
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POST
Activity 3
The song will be played again. After the students have listened to it,
the teacher will divide the class into groups of five and ask them to
share their feed back on the story told in the song and highlight its
central idea.
10 minutes will be given for discussion and then in the next 10
minutes the students will give their feedback.
Activity 4
The students will be divided into pairs and asked to highlight the
Past tense in the print out given to them earlier .They will share
their work with the rest of the class.
15 minutes will be given for this activity.
Activity 5
The teacher will divide the class into groups of three and ask them to
present a skit / role play using the theme of the song i.e. One does
not need money to be truly happy in life.
One hour will be given for this activity.
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Lesson Plan on Song for the module
Title
Song
Topic
“Smile “by Michael Jackson
Class/ Level
Secondary school students (14-18 years)
Time
2 Hours
The lesson has been divided into Pre, During and Post listening
activities
Resources
Reference
Objectives



CD player
CD of the song
Worksheets downloaded from the internet and modified by
the teacher.
http://www.isabelperez.com/songs/smile.htm



To familiarize the students with the native accent of the
target language.
To improve the listening and speaking skills of students in the
target language.
To enhance their vocabulary.
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English Language Teaching Manual
PRE
Activity 1
The teacher will divide the class into pairs and share the following
worksheet with them. They will be asked to fill in the gaps with the
words in the box.
10 minutes will be given for this activity.
Worksheet #1:
Fill in the blanks with appropriate words:
Smile, though your _______is aching
Smile, even __________it's breaking
When there are ______in the sky
You'll get_______...
If you _________
With your ________and ________
Smile and maybe ___________
You'll find that _________is still ____________
If you __________...
clouds, face, fear, heart, life, sorrow,
tomorrow, worthwhile, though ,by , just.
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DURING
Activity 3
The teacher will then play the song .The students will be then
divided into pairs and the following worksheet will be shared with
them. They will be asked to identify the correct answer.
10 minutes will be given for this activity.
Later the song will be played again so that the answers can be
checked.
Worksheet #2:
Listen to the 2nd part of the song and choose the right word:
Light up your face/trace with sadness/gladness
Hide every face/trace of sadness/gladness
Although a near/tear may be ever so near/tear
That's the time you must keep on crying/trying
Smile, what's the use of crying/trying
You'll find that life is still worthwhile/ worth a smile
If you just / must...
Smile, though your heart is aching/ breaking
Smile, even though it's breaking/aching
When there are clouds in the sky/nearby
You'll get high/ by...
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Activity 3
The teacher will form groups of four and ask them to write words
describing feelings (good or bad) in the given work sheet. They will
be encouraged to use the dictionary as well .Their lists will be
shared with the class.
20 minutes will be given for this activity.
Worksheet # 3:
Find and write down all the words you can relate to good or bad feelings.
Write them in separate columns. Use the dictionary when necessary.
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English Language Teaching Manual
POST
Activity 4
The teacher will form pairs of students and ask them to form a list
of at least 15 Rhyming words.
15 minutes will be given for writing and 15 minutes for
presentation of the work.
Activity 5
The teacher will form groups of five and share the following print
out of the song .The students will be asked to identify and discuss
the usage of “-ing” form of the verb as used in the song .They will
be required to form arguments in favor of and against the central
idea of the song.
They will then share their feedback in the form of presentation.
45 minutes will be given for this activity.
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English Language Teaching Manual
Smile
by Charles Chaplin
Sung by Michael Jackson
Smile, though your heart is aching
Smile, even though it's breaking
When there are clouds in the sky
You'll get by...
If you smile
With your fear and sorrow
Smile and maybe tomorrow
You'll find that life is still worthwhile
If you just...
Light up your face with gladness
Hide every trace of sadness
Although a tear may be ever so near
That's the time you must keep on trying
Smile, what's the use of crying
You'll find that life is still worthwhile
If you just...
Smile, though your heart is aching
Smile, even though it's breaking
When there are clouds in the sky
You'll get by...
If you smile
Through your fear and sorrow
Smile and maybe tomorrow
You'll find that life is still worthwhile
If you just smile...
That's the time you must keep on trying
Smile, what's the use of crying
You'll find that life is still worthwhile
If you just smile
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English Language Teaching Manual
Lesson Plan on Song for the Module
Title
Song
Topic
In The Ghetto – Elvis Presley
Class / Level
Secondary school students ( 14 – 18 years)
Time
2 Hours
The lesson plan has been divided into Pre , During and Post listening
activities
Resources




CD player
CD of the song
Print out of the lyrics
Worksheets downloaded from the internet
Reference

http://www.musicalenglishlessons.org/music-elvis1.htm


http://www.elvis.com/about-the-king/biography_.aspx
Listening Practice by Bibi Baxter


To enhance the vocabulary of the students.
To give them practice in Adjectives, sequence of ideas and
tenses.
To give them a glimpse into the lives of slum dwellers.
Objectives

PRE
Activity 1
Before playing the song the teacher will share the following
information with the students about Elvis Presley and his singing.
10 minutes will be used for this activity.
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English Language Teaching Manual
ELVIS PRESLEY
Elvis Aaron Presley was born to Vernon and Gladys Presley
in a two-room house in Tupelo, Mississippi, on January 8,
1935. His twin brother, Jessie Garon, was stillborn, leaving
Elvis to grow up as an only child. He and his parents moved
to Memphis, Tennessee, in 1948, and Elvis graduated from
Humes High School there in 1953.
Elvis’ musical influences were the pop and country music of
the time, the gospel music he heard in church and at the all-night gospel sings he
frequently attended, and the black R&B he absorbed on historic Beale Street as a
Memphis teenager.
In 1954, Elvis began his singing career with the legendary Sun Records label in Memphis.
In late 1955, his recording contract was sold to RCA Victor. By 1956, he was an
international sensation. With a sound and style that uniquely combined his diverse
musical influences and blurred and challenged the social and racial barriers of the time,
he ushered in a whole new era of American music and popular culture.
He starred in 33 successful films, made history with his television appearances and
specials, and knew great acclaim through his many, often record-breaking, live concert
performances on tour and in Las Vegas. Globally, he has sold over one billion records,
more than any other artist. His American sales have earned him gold, platinum or multiplatinum awards. Among his many awards and accolades were 14 Grammy nominations
(3 wins) from the National Academy of Recording Arts & Sciences, the Grammy Lifetime
Achievement Award which he received at age 36, and his being named One of the Ten
Outstanding Young Men of the Nation for 1970 by the United States Jaycees. Without
any of the special privileges, his celebrity status might have afforded him, he honorably
served his country in the U.S. Army.
His talent, good looks, sensuality, charisma, and good humor endeared him to millions,
as did the humility and human kindness he demonstrated throughout his life. Known the
world over by his first name, he is regarded as one of the most important figures of
twentieth century popular culture. Elvis died at his Memphis home, Graceland, on
August 16, 1977.
http://www.elvis.com/about-the-king/biography_.aspx
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English Language Teaching Manual
Activity 2
The teacher will cut strips of the song and divide the class into 8
groups according to the number of stanzas .The number of
students per group will vary according to the number of lines in the
stanzas. The teacher will ask the students to try and arrange these
into sequence.
15 minutes will be given for this activity.
After the students have finished their work the song will be played.
---------------------------A child needs your helping hand;
---------------------------A poor little baby child is born
---------------------------Ah, people don’t you understand
---------------------------And as a young man dies on a cold and grey, Chicago morning,
---------------------------And he learns how to steal and he learns how to fight
---------------------------And his hunger burns, so he starts to roam the streets at night
---------------------------And his mama cries
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English Language Teaching Manual
---------------------------And his mama cries ‘cause if there’s one thing she doesn’t need
---------------------------And his mama cries.....
---------------------------And look the other way?
---------------------------Another little baby child is born
---------------------------Are we too blind to see?
---------------------------As the crowd gathers round an angry young man,
---------------------------As the snow flies on a cold and grey Chicago morning
---------------------------Do we simply turn our heads
---------------------------Face down in the street with a gun in his hand
---------------------------He buys a gun and steals a car;
---------------------------He tries to run but he doesn’t get far,
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English Language Teaching Manual
---------------------------He’s going to be an angry young man some day
---------------------------In the ghetto
---------------------------In the ghetto.
---------------------------In the ghetto.
---------------------------In the ghetto.
---------------------------In the ghetto.
---------------------------In the ghetto.
---------------------------Is another hungry mouth to feed
---------------------------Oh, take a look at you and me,
---------------------------Plays in the street and the cold wind blows,
---------------------------The young man breaks away.
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English Language Teaching Manual
---------------------------Then one night in desperation,
---------------------------Well the world turns and a hungry little boy with a runny nose
(Listening Exercise by Bibi Baxter)
DURING
Activity 3
The students will be divided into pairs and asked to fill in the
missing adjectives after listening to the song.
The song can be played in parts according to the level of the
students.
20 minutes will be given for this activity.
IN THE GHETTO
By Elvis Presley
As the snow flies
On a .............. and .............. Chicago morning
A ............. ............. ............. child is born
In the ghetto.
And his mama cries
‘Cause if there’s one thing she doesn’t need
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English Language Teaching Manual
It’s another .............. mouth to feed
In the ghetto.
<>()<>
Ah, people don’t you understand
A child needs your ............. hand;
He’s going to be an .............. young man some day
Oh, take a look at you and me,
Are we too............ to see?
Do we simply turn our heads
And look the other way?
<>()<>
Well the world turns
And a .............. little boy with a ............. nose
Plays in the street and the .............. wind blows,
In the ghetto
And his hunger burns,
So he starts to roam the streets at night
And he learns how to steal and he learns how to fight
In the ghetto.
<>()<>
Then one night in desperation,
The ............. man breaks away.
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English Language Teaching Manual
He buys a gun and steals a car;
He tries to run but he doesn’t get far,
And his mama cries
<>()<>
As the crowd gathers round an .............. ............. man,
Face down in the street with a gun in his hand
In the ghetto.
And as a ............. man dies
On a .............. and ............. Chicago morning,
Another ............. .............. child is born
In the ghetto.
And his mama cries
--------------------------Listening Exercise by Bibi Baxter
POST
Activity 4
The students will be divided into pairs and asked to highlight the
verbs used in the text. Later, they will share their work with the
rest of the class.
The song can be played in parts according to the level of the
students.
25 minutes will be given for this activity.
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English Language Teaching Manual
Activity 5
The teacher will divide the class into groups of five and ask them to
develop a story keeping in mind the background of life in a Ghetto.
The students will be given 15 minutes to create a story and divide
their parts for the presentation .In their presentation one student
will start the story and it will be taken forward by others on their
turn.
25 minutes will be spared for the presentation.
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English Language Teaching Manual
Block:Citizenship Education
As an integral part of the English ACCESS Micro scholarship Program, citizenship is
focused by teachers to be incorporated in lesson plans to teach students not only
English language skills but decision making, enabling them to make sense of the material
they study, their encounters with others and the actions that will determine their
individual and collective futures.
Citizenship is membership of a world community and it is a status (involving rights) as
well as a role (involving responsibility). Further, citizenship education is a set of practices
and activities aimed at educating students so that they can have knowledge and develop
skills and attitudes required to participate actively and responsibly in the social, civil and
political affairs of their society. Thus, citizenship education is an ethos which pervades
all classroom activities.
In order to teach citizenship side by side English language, not only particular lesson
plans are developed and followed, the students are also given opportunities to
participate in global campaigns e.g. Education For all, Child Rights Day Celebration, and
Healthy Pakistan Mission etc.
The following lesson plans are effective to teach the students the concept of citizenship,
its importance as well as to develop target skills among the students
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English Language Teaching Manual
Lesson Plan # 1:
Topic: “What is Community”?
Level: Intermediate
Time: one hour
Objectives:
The main objectives are to:♦ Introduce the basic concept of Community
♦ Introduce the concept of community as a symbol of social cement
♦ Create a better understanding of the importance and need of “Community”
♦ Enable a deeper understanding of the influence of Community on human
development and
Integration.
Materials Required:
• Black/White board
• Charts
• Markers
• Paper tape
Methodology:
. Probing
• Peer work
• Group work
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English Language Teaching Manual
Ref: “Active & Responsible Citizenship for Secondary School Teachers” By Idara-eTaleem-o- Aagahi in collaboration with Citizens Rights and Responsibilities Pakistan
(CRRP)
Aga Khan University – Institute for Education Development
(AKU-(IED)
Activity 1:
Introduction of “Community” as a concept
Duration: 30 minutes
• Teacher will write a question on the board “What is Community?”.
• Students will be given five minutes to brainstorm and share their view points
regarding the
above mentioned concept as shown in the figure.
Living together
Group of People
Community
Common culture
Shared Values & norms
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English Language Teaching Manual
After some individual thinking the students will be divided into groups comprising of 5-6
members each
• Within the groups they will share their ideas about community so that they can
understand the importance of living together.
• After group work the teacher will share the definition of Community with the
participants
Definition of Community
“A body of people having common rights, privileges, or interests, or living in the
same place under the same rules and regulations”
Common definitions of community normally emerge as a group of people with
diverse characteristics that are linked by social ties, share common
perspectives, and engage in joint action in geographical locations or settings.
Activity # II: (Duration: 30 minutes)
• The students will be asked to list some of the different communities they belong to
and explain their role in each of them
• After this they will be asked to identify the benefits and challenges of being part of
one of these communities
• They will be given 10 minutes to think over it and share with their group fellows to
understand the benefits and challenges of the communities and what they can do to
make their communities more beneficial and peaceful
• At the end of this activity the teacher will share a hand out of the community cycle
with the
students to make them familiar with their roles from an individual level to national level
as the member of different communities.
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English Language Teaching Manual
Handout
The Community Cycle/Circle
Community is a group of people who live together, interact with each other to satisfy
their own and each others needs. Community depends upon a cycle/circle, shown in
the figure, as human beings we belong to different/many communities. We all are born
into a community i.e. our family helps us to meet our needs for food, shelter, love and
care etc. as an individual/human being, we belong to such communities like:
• Teachers’ community
• Parents’ community
• Students’ community
• Global community etc
Eastern & Western Communities
Political Parties
International
NGos
Neighbor
School
Religious
Institutes
work
Religious
group
Individual
Friends
Global
issues
UNO
Family
Youth group
Trade Unions
Civil Society
Organization
Global communities
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English Language Teaching Manual
Lesson Plan # 2:
Topic: Diversity
Level: Intermediate
Time: one hour
Materials required:
• Black/White board
• Marker
• Writing pads
• Hand out
• Individual work
• Peer work
• Group work
Ref: “Active & Responsible Citizenship for Secondary School Teachers” By Idara-eTaleem-o- Aagahi in collaboration with Citizens Rights and Responsibilities Pakistan
(CRRP)
Aga Khan University – Institute for Education Development
(AKU-(IED)
Activity # 1:
• The teacher will draw a symbolic human figure on the board indicating different habits
&
characteristics as shown below and ask the students to write their own likings and
disliking for each of the 8 questions listed.
The students will be given seven minutes to think and write about their likings &
disliking and share with their peers/friends
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English Language Teaching Manual
Diversity among us
What food do I eat at home?
What is my religion?
What language do I speak?
What clothes do I wear?
What ceremonies do I celebrate?
What is my name?
Where do I go for holidays?
What music do I like?
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English Language Teaching Manual
Activity # 2:
Other possible activity is to list down the following on a sheet of paper to highlight
Diversity
Diversity
Individuals
Identity
Hobbies
Likes
Dislikes
Opinion/s
Share your list with your friends and find out what you both have in common & how are you
Different
Common
Different
You must notice that at the same time we are alike and different from each other. Reflect on what
you discovered
Meanwhile the teacher will make a table on the board for the next activity for the whole
group to share their individual likings and disliking with their group members to fully
understand and engage with the concept of diversity among us.
Sr.
Questions
Myself
Group
GM2
GM3
GM4
GM5
Member 1
Name
Name
Name
Name
Name
1. Question 1
2. Question 2
3. Question 3
4. Question 4
5. Question 5
6. Question 6
7. Question 7
8. Question 8
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English Language Teaching Manual
.
After completing individual work they will be asked to share it within their paired
partner and then with the whole group and fill out the table comprising all group
members
• They will be asked to write the names of your group members to know their identity.
At the end teacher will conclude this activity by giving them a comprehensive definition
of identity, and some examples of diversity among us as well as in the universe
Handout
Identity
Each one of us has a set of individual identities. Our identities are formed by the
different claims made on us by the different communities we belong to. For example,
the family we are born into gives us our name, language we speak and our belief. Our
family, however, may live in a neighborhood where every one speaks a mother language
and belong to a different religious group. We may therefore have to learn the other
language, but will still practice our own religious traditions. The claim made on
individuals by each of these communities’ leads to a more multilayered identity, as each
adds a further civil, political and social dimension. Multiple identities may provide an
enriched understanding of who we are and who we can become. However, at times,
being a member of different communities can cause internal tensions as the
communities might have divergent purposes.
Diversity
Explained by Mr.I.A.Rehman (Director Human Rights Commission of Pakistan -HRCP)
“Diversity covers Democracy. Diversity, Democracy and Tolerance are the leaves of the
same plant, branches of the same tree. Basic element is respect for human beings as the
finest of creatures”. Diversity is a value that appreciates the differences in the way
people live and think. It teaches us that people of different religions, political beliefs
and socio economic groups can live together in a community and could share and
celebrate different cultures, religious values, and political opinions. Pakistanis hailing
from different religions, speak different languages, eat different foods, earn their
livelihoods by various means, and have diverging views on national issues. Often such
different beliefs and ideas result in conflicts and instead of diversity becoming the
strength of the community is turned into a weakness. But appreciating diversity allows
us to value and respect each other and treat every one fairly and equally. Diversity also
allows us to focus on and work together to strengthen ourselves, finding common
grounds and common bonds, instead of highlighting only our differences.
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English Language Teaching Manual
Lesson Plan # 3:
Topic: “Education for All”
Level: Intermediate
Time: One & half hour
Material Required:






Marker
Writing board
Duster
Charts
Handout on EFA
Sticking Notes
Ref:
Activity # 1 :( 5 min)

Students will be told any story related to the importance of education/
Brainstorming will be done on the importance of education; chits will be given to
the students to write about the significance of education with a question for
whom ( girl or boy) it is more important to get education?
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English Language Teaching Manual
Students’ responses on “IMPORTANCE OF EDUCATION”
It gives knowledge &
information
It gives awareness
Society respects
educated people
It helps to get better
jobs
It improves
communication
It improves reading and
writing etc
Activity # 2: (5 min)

The students will be given a crossword to be solved in groups. They will have to
find out the words related to education in any way.
U
N
D
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R
S
T
A
N
D
I
N
G
T
G
K
N
O
W
L
E
D
G
E
T
E
C
L
A
S
S
R
O
O
M
Y
C
R
X
E
E
D
U
C
A
T
I
O
N
V
A
P
X
S
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Answers: EDUCATION, LEARNING, SCHOOL, CLASSROOM, AWARENESS, TEACHING,
LESSON, TUTORING, KNOWLEDGE, EXPOSURE, EXPERIMENTS
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Activity# 3:
Introduction of “Education for All (EFA) Campaign
 Students will be informed of EFA Campaign in form of handout. They will be
divided into three groups ( 6-9 members); Group “A”, Group “B”, and Group “C”.
handout into three segments will be distributed among the groups for intensive
reading. After reading, groups will be reformed for cooperative learning,
comprising of 2-3 of all groups formed earlier. (handout 1.1)
Activity # 4:
The students will be told about annual celebration of EFA week that comes in the
month of April and millions of students participate in the international level
campaign. To spread out the message of EFA the students conduct rallies, surveys
and educational get together every year.
The students will choose any of the above described activities to carry out the
message of “Education For All”
Hand out 1.1
Group “A”
What is Education for All (EFA)?
Education for All (EFA) is an international initiative first launched in Jomtien, Thailand, in
1990 to bring the benefits of education to “every citizen in every society.” In order to
realize this aim, a broad coalition of national governments, civil society groups, and
development agencies such as UNESCO and the World Bank committed to achieving six
specific education goals:
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Expand and improve comprehensive early childhood care and education,
especially for the most vulnerable and disadvantaged children.
Ensure that by 2015 all children, particularly girls, those in difficult
circumstances, and those belonging to ethnic minorities, have access to and
complete, free, and compulsory primary education of good quality.
Ensure that the learning needs of all young people and adults are met through
equitable access to appropriate learning and life-skills programs.
Achieve a 50 % improvement in adult literacy by 2015, especially for women, and
equitable access to basic and continuing education for all adults.
Eliminate gender disparities in primary and secondary education by 2005, and
achieve gender equality in education by 2015, with a focus on ensuring girls' full
and equal access to and achievement in basic education of good quality.
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Improve all aspects of the quality of education and ensure the excellence of all
so that recognized and measurable learning outcomes are achieved by all,
especially in literacy, numeracy and essential life skills.
After a decade of slow progress, the international community reaffirmed its
commitment to EFA in Dakar, Senegal, in April 2000 and again in September of that
year. At the latter meeting, 189 countries and their partners adopted the two EFA goals
that are also Millennium Development Goals (MDGs). Although MDGs 2 and 3 refer only
to issues of universal primary education and gender parity, respectively, the World Bank
recognizes that achieving these goals requires supporting the full EFA commitment.
Group “B”
Why is EFA important?
Achieving the Education for All goals is critical for attaining all 8 MDGs—in part due to
the direct impact of education on child and reproductive health, as well as the fact that
EFA has created a body of experience in multi-partner collaboration toward the 2015
targets. Simultaneously, achieving the other MDGs, such as improved health, access to
clean drinking water, decreased poverty, and environmental sustainability, are critical to
achieving the education MDGs.
Although there has been steady progress towards achieving many EFA goals, challenges
remain. Today, there are about 77 million children of school age, including 44 million
girls, who are still not in school due to financial, social, or physical challenges, including
high fertility rates, HIV/AIDS, and conflict.
Access to schooling in developing countries has improved since 1990—some 47 out of
163 countries have achieved universal primary education (MDG 2) and an additional 20
countries are estimated to be “on track” to achieve this goal by 2015. However, huge
challenges remain in 44 countries, 23 of which are in Sub-Saharan Africa. These
countries are unlikely to achieve universal primary education by 2015 unless domestic
and international efforts are accelerated substantially.
Although the gender gap in education (MDG 3) is narrowing, girls are still at a
disadvantage when it comes to access and completion of both primary and secondary
school. Despite recent gains in girls’ enrollment at both the primary and secondary
levels—particularly in low-income countries in Sub-Saharan Africa and South Asia—24
countries are unlikely to achieve gender parity at either the primary or at secondary
level by 2105. The majority of these countries (13) are in Sub-Saharan Africa.
Poor learning outcomes and low-quality education also remain overriding concerns in
the education sector. For example, in many developing countries, less than 60 percent
of primary school pupils who enroll in first grade reach the last grade of schooling.
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Additionally, pupil/teacher ratios in many countries exceed 40:1 and many primary
teachers lack adequate qualifications.
Group “C”
What is the World Bank doing to achieve EFA?
The World Bank supports the Education for All Fast Track Initiative (FTI) as the primary
vehicle for accelerating progress toward quality, universal primary education, and other
EFA goals. The Bank supports EFA through specific operations in almost 90 countries
worldwide through multidimensional efforts to:
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improve primary school access and equity, as well as educational quality
and learning outcomes
improve the dropout and retention rates of girls, as well as their learning
outcomes
help education systems cope with HIV/AIDS
pomote early childhood development
potect EFA prospects in fragile states
The Bank has also established a Children and Youth unit to strengthen support for
nonformal education, which helps young people develop the necessary skills to improve
their opportunities and transition to the labor market.
Policy work is a key component of the Bank’s work to realize EFA. This work involves
analysis of individual countries’ education systems and enhancing the capacity of
ministries of education to develop and implement policies and programs, as well as to
generate reliable data with which to monitor and evaluate educational performance.
Work with individual countries on EFA goals requires a mutual accountability between
developing countries and donors. On one hand, developing countries need to develop
sound education sector programs through-broad based consultation, lead the
development and implementation of a national education program, coordinate donor
support, and demonstrate results on key performance indicators. On the other hand,
donors need to help mobilize the additional resources needed to achieve EFA goals,
work to make donor education funding more predictable, align donor work with country
development priorities, and coordinate donor support around one education plan
(including the harmonization of donor procedures as much as possible).
Finally, the World Bank also supports EFA efforts through analytic work and the sharing
of global knowledge and good practice. The Bank’s analytic work has, for example,
helped establish benchmarks for quality, efficiency, and resource mobilization in the
education sector.
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