Lesson Plan-1
Date: 2012/2013
Lesson Title: Finding a job.
Teaching Discipline(s): English as a Foreign Language
Instructor Name: Przemysław Jackowski
Instructor Country: Poland
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Learning Objectives (Please identify 1-2 objectives of this lesson-- focus on a daily lesson and the goals you hope
students will achieve)
Students will be able to present their opinions and justify them.
Students will employ correct grammatical phrases referring to agreeing and disagreeing to somebody’s opinion.
Students will cooperate to reach consensus within a group.
Students will be able to present right arguments during a group-discussion session.
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Accessories / Teaching Aids Required
Students will be given opinion, agreeing and disagreeing cards – with useful phrases during a group-discussion session.
Students will be presented with materials to make notes – each group a different colour paper.
Students will be given written instructions from the teacher.
Reference Material (if any public materials are used, please list the sources of these materials here)
Micro - Lesson Outline (please describe the activity, strategy, topic you will demonstrate to the “student” group)
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Procedure:
1. As a warm-up activity (lead-in stage) the teacher asks students a few questions about work:
At what age do people usually begin to work in your country?
At what age do people usually retire in your country?
At what age would you like to be financially independent?
The teacher assumes that students have some previous knowledge referring to job experience.
2. Pre-Communicative Activity (4 minutes):
Students are divided into groups of 4. The teacher at random distributes little cards among students with numbers; 1, 2, 3 and 4 on
them. 1s form one group, 2s the next, 3s and 4s respectively. Each group is given cards containing a few questions about aspects
which are usually taken into account while deciding on a particular king of a job. Students decide on 3 aspects the most important
ones. Afterwards, the leader of each group reads the answers.
Which of the following benefits are most important to you in a job and why? Name 3 the most important.
 Good working conditions
 A high salary
 Promotion prospect
 A good relationship with your boss
 No overtime
 The opportunity to use skills and knowledge you have acquired
 Workplace near your home
 The opportunity to travel
 Flexible working hours
3. Communicative Activity (8 minutes):
Students are given cards with information about different people applying for a job.
Students are asked to write down on a piece of paper their choice and justification.
Suppose your group is in charge of hiring a new employee for your firm. You have to decide between four people.
- person A Mr. Jackowski is a man in his 40s, has little experience in your company’s business. He has some financial problems
because he has just lost his job as a CEO in a big company. But he claims he is willing to learn and has previous
experience in management.
- person B Mr. Adams is with many years of experience in a company very similar to yours who has only a high school education.
- person C Miss Johnson is a recent university graduate with a degree in a field closely related to your company's business.
- person D Mrs. Brown is a woman who has been looking for a job for the last 3 months. She has some experience in your company
business and if she doesn’t find a job soon she will have a lot of problems with paying the bills and her only 6-year-old
daughter might be taken away by a social worker.
Which person would you choose and why?
One representative from each group - the leader - is invited to tell classmates which person they have chosen and why.
4. Recapitulation / Consolidation – debriefing ( 2 minutes):
Students are invited to share their feelings during this activity and how they have reached consensus.
Assessment (please describe how you will assess learning during this mini-lesson):
Formative assessment-activities are used to provide feedback, evaluating learning progress in order to motivate students to higher
levels.
Please describe what best teaching practices this lesson will demonstrate:
Group work, reaching decision. This lesson uses methods of cooperative learning.
Lesson Plan-2
Date: 2012/2013
Lesson Title: Problem behaviour and what to do
about it?
Instructor Name: Przemysław Jackowski
Teaching Discipline(s): English as a Foreign Language
Instructor Country: Poland
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Learning Objectives
Students will be able to present their opinions and justify them.
Students will brainstorm ideas connected with problem behaviour at school.
Students will use the vocabulary (mainly verbs) they know to complete their tasks.
Students will be able to present right arguments during a group-discussion session.
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Accessories / Teaching Aids Required
Each group of students will be given a piece of paper to write; each group a different colour of paper.
Group A (yellow – WHY PROBLEMS OCCUR),
Group B (green – PREVENTING PROBLEM BEHAVIOUR),
Group C (blue – REACTING TO PROBLEM BEHAVIOUR).
Students will be given written instructions from the teacher.
Micro - Lesson Outline
Procedure:
1. As a warm-up activity (lead-in stage) the teacher introduces the topic: Problem behaviour and what to do about it?
The teacher asks students what forms problem behaviour can take. For example, disruptive talking, inaudible responses, sleeping
in class, poor attendance, tardiness, failure to do homework, cheating in tests, insolence to the teacher or damaging the school
property...
2a. Communicative Activity (4 minutes):
Students are divided into groups of 5. Groups will be created by random assignment with special consideration given to mixing
abilities. Students will be sitting in a circle. Each group is given a piece of colour paper with a task – Group A: Why the problem
behaviour occurs, Group B: How we can prevent it, Group C: What to do if it arises. Students are asked to write down answers
on their piece of paper.
2b. Communicative Activity (6 minutes) – cooperative learning:
Once each group has finished the task, new groups of 3 students are formed. The new group of three students consists of one
student from group A, one from B and one from C. Each group is given a piece of paper with a table: WHY PROBLEMS OCCUR,
PREVENTING PROBLEM BEHAVIOUR, REACTING TO PROBLEM BEHAVIOUR. Students present their answers to other students
within the new group. The members of each group can add additional items. Then the leader of the group is asked to present
findings. A class discussion might follow.
Recapitulation / Consolidation – debriefing ( 3 minutes):
Students are invited to share their feelings during this activity and how they reached decisions, if they had any problems within a
group, how they solved the problems. Was there anybody who didn’t want to take part in a discussion.
Assessment (please describe how you will assess learning during this mini-lesson):
Formative assessment-activities are used to provide feedback, evaluating learning progress in order to motivate students to higher
levels.
Please describe what best teaching practices this lesson will demonstrate:
Group work, reaching decision. This lesson uses active learning technique.
Lesson Plan-3
Date: 2012/2013
Lesson Title: WISHES and REGRETS
Teaching Discipline(s): English as a Foreign Language
Instructor Name: Przemysław Jackowski
Instructor Country: Poland
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Learning Objectives
Students will use wish + past tense verb form to express a hypothetical (imaginary) situation.
Students will write reasons why some sentences are true for them.
Students will use vocabulary (mainly verbs in past tense) they know to complete their tasks.
Students will be working in pairs using the target grammar to complete their tasks.
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Accessories / Teaching Aids Required
Students will be given written instructions from the teacher.
Each student will be given a paper with 20-wish sentences.
Micro - Lesson Outline
Procedure:
1. As a warm-up activity (lead-in stage) the teacher introduces the topic: WISHES and REGRETS
The teacher elicits the right grammatical form of the verb in I wish structure. For example, the teacher says: “I don’t like the job”
and stars the new sentence from “I wish I....” and asks students to complete the sentence. It is assumed that the student is already
familiar with this structure.
2a. Communicative Activity (4 minutes):
Students read through the sentences and check five which are true for them. The students are asked to write the reason why the
sentences are true for them.
2b. Communicative Activity (6 minutes):
The students now have to walk around the class and find people who have the same wishes and once they have found the student
they compare their reasons. Be sure to model a conversation using the target grammar.
For example:
A: Do you wish you didn’t have to start school at 7.20?
B: Yes, I do.
A: Why do you wish you had more money?
B: Well, I want to buy a bike.
Recapitulation / Consolidation – debriefing ( 3 minutes):
Students share their feelings during this activity, if they had any problems with grammar, how they solved the problems.
Assessment (please describe how you will assess learning during this mini-lesson):
Formative assessment-activities are used to provide feedback, evaluating learning progress in order to motivate students to higher
levels.
Please describe what best teaching practices this lesson will demonstrate: pair work.
This lesson uses active learning.
WISHES
*
I wish..........
1
I wish I didn't have to start school at 7.20.
2
I wish I knew how to use google docs.
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I wish I had a sister.
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I wish I went to the gym on Monday.
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I wish I were a doctor.
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I wish I lived in the country.
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I wish I learned Chinese.
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I wish I were still 12-year-old.
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I wish I had more time to read English books.
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I wish I could go no holiday to Spain.
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I wish my friends didn't lie to me.
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I wish I were taller.
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I wish I were more creative.
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I wish I were more easy-going.
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I wish I were a business-person.
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I wish I had more money.
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I wish I were more hard-working.
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I wish I had more patience.
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I wish I my parents were more tolerant.
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I wish I lived on my own.
5 sentences which are true for me
People who have the same wishes
Lesson Plan-4
Date: 2012/2013
Instructor Name: Przemysław Jackowski
Lesson Title: Body organs-functions-idioms.
Teaching Discipline(s): English as a Foreign Language
Instructor Country: Poland
Learning Objectives (Please identify 1-2 objectives of this lesson-- focus on a daily lesson and the goals you hope
students will achieve)
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Students will name body organs, provide their functions.
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Students will work in teams to name and draw as many organs as possible.
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Students will cooperate within a group to come up with body idioms.
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Accessories / Teaching Aids Required
Students will be provided with big sheets of paper to draw Human Body Frame.
Students will get markers to draw the inner organs of the body.
Students will be given written instructions from the teacher.
Micro - Lesson Outline
1. As a warm-up activity (lead-in stage) the teacher asks students a few questions about body organs:
The teacher introduces students to Body Organs vocabulary. This can be done by using a student as a model and pointing to a body
part and asking students, “What do you call this?” The teacher assumes that students have some previous knowledge referring to
anatomical body structure.
2. Communicative Activity:
Part one (3 minutes):
Students are divided into two teams of 4-5 students. Each team chooses a Model. One student in each team draws a body outline.
Both teams attach the full-scale-drawing to the board.
Part two (2 minutes ):
Students are to draw as many body organs as possible on the full-scale-drawing sheet within 2 minutes.
Part three (2 minutes ):
Students are to choose 3 body organs and explain their functions within 2 minutes.
Part three (3 minutes ):
Students are to write down as many as possible body-organ idioms within 3 minutes.
Meantime the class assess both teams. The students act as experts. Students are given cards with information about body organs.
4. Recapitulation / Consolidation / Debriefing:
Students are invited to share their feelings during this activity and how they have reached consensus.
Assessment (please describe how you will assess learning during this mini-lesson):
Formative assessment-activities are used to provide feedback, evaluating learning progress in order to motivate students to higher
levels.
Please describe what best teaching practices this lesson will demonstrate:
Group work, reaching decision. This lesson uses active methods.
ORGAN
Appendix (wyrostek robaczkowy)
Brain
Bladder
Diaphragm
Gall bladder (pęcherzk żółciowy)
Heart
Intestines: small intestine
Intestines: large intestine + colon
FUNCTION
Traditionally, there are no known appendix
functions.
It controls each and every part of the body.
It is the organ where the excreted urine by the
kidneys is collected before begin disposed off
by urination.
Respiration
It helps in digestive process and the bile
produced in the liver is stored in the gall
bladder.
Heart pumps oxygenated blood throughout the
body through blood vessels.
The small intestine is responsible for
absorbing most of the nutrients found within
your food.
Its principle function is to reabsorb water and
maintains the fluid balance of the body.
Certain vitamins are also taken in through the
large intestinal wall.
Kidney
Larynx (krtań)
Liver
Lungs
Oesophagus (przełyk)
Pancreas
Spleen (śledziona)
Stomach
Tongue
Trachea (windpipe)
Thymus gland (grasica)
Thyroid gland (tarczyca)
The function of the kidneys is regulation of
electrolytes, regulation of blood pressure,
production of urine.
Voice production, control of airflow (breathing)
and swallowing.
Detoxification of blood, production of biochemicals for digestion and protein synthesis.
Transport atmospheric oxygen into the
bloodstream and release carbon dioxide into
the atmosphere from the blood.
Swallowing
The pancreas produces the most important
hormones like insulin and digestive enzymes.
The function of the spleen is to remove old red
blood cells and recycle iron.
The stomach is the primary organ of the
digestive system that is involved in the second
phase of food digestion.
Digestive function
Allows passage of air to the lungs
Production of T-lymphocytes that are very
important for adaptive immune system.
They produce hormones and control the
amount of calcium in the blood and within the
bones.
ORGAN
IDIOM
The most important part or aspect of a situation is
Heart of the matter
called
the heart of the matter.
If someone has a change of heart, they change
Change of heart
their attitude or feelings, especially towards greater
friendliness or cooperation.
A person who has their heart in their mouth feels
Have one's heart in one's
extremely
mouth
anxious or nervous faced with a dangerous or
unpleasant situation.
Have one's heart in the
A person who has their heart in the right place has
right
kind feelings and good intentions, even if the results
place
are not too good.
Someone who has their heart set on something
Have one's heart set on sth wants it very
much.
If your heart sinks, you feel very unhappy and
Your heart sinks
despondent
If you wear your heart on your sleeve, you allow
Wear your heart on your
others
sleeve
to see your emotions or feelings.
Someone who has a heart of stone is a cold person
Heart of stone
who shows others no understanding, sympathy or
pity.
If you put your heart (and soul) into something,
Put your heart into
you are very
something
enthusiastic and invest a lot of energy and hard work
in something.
If you shout at the top of your lungs, you shout as
At the top of one's lungs
loudly as
you possibly can.
Bite your tongue
Hold your tongue
Keep a civil tongue
Tongue-tied
Slip of the tongue
On the tip of your tongue
Tongue in cheek
Jump down someone's
throat
butterflies in one's
stomach
have the stomach for
something
one's eyes are bigger than
one's stomach
way to a man's heart is
through his stomach
on an empty stomach
vent your spleen
beat one's brains out
blow someone's brains out
pick someone's brain(s)
If you bite your tongue, you try not to say what you
really think or feel.
If you hold your tongue, you stay silent and say
nothing.
People who keep a civil tongue express
themselves in polite terms.
If you are tongue-tied, you have difficulty in
expressing yourself because you are nervous or
embarrassed.
A slip of the tongue refers to a small spoken error
or mistake.
To say that a word or an answer is on the tip of
your tongue means that you're sure you know it but
have difficulty finding it.
If you describe a remark as tongue in cheek, you
mean that it is not meant to be taken seriously; it is
meant to be funny or ironic.
If you jump down someone's throat, you suddenly
start shouting at them in a very angry manner.
A nervous feeling
To have the courage or resolution to do something
One has taken more food than one can eat.
If you want a man to love you, you should feed him
good food.
When you have not eaten anything
To express anger (often + on )
To try very hard to do something
To kill someone with a gun.
To talk with sb. to find out information about sth.
rack one's brain(s)
a brain drain
be out of your brain
be the brains behind
something
have something on the
brain
To try very hard to think of something.
The movement of people with education and skills
from their own country to another country.
To be very drunk.
To be the person who plans and organizes
something, especially something successful.
To not be able to stop thinking or talking about one
particular thing.