Lesson Plan # 2

This is an EFL class. It is meant for the students of the intermediate level learning EFL. There are about 12 students in the classroom. Their general goals are academically and socially oriented. Their native languages are Ukrainian and Russian. The length of the class is approximately 45 minutes.

Lesson Theme: The Cossack Republic

The theme of the lesson is based on the Language Experience Approach and will surely attract the studentsí attention and motivate them to discuss it. To my mind, it is very important to choose the appropriate theme, and after that the students of this age can be given all different kinds of tasks to complete, which they will gladly do, not necessarily realizing that they are developing their reading, listening, writing, etc. skills.

1. Goal

Students will increase their reading, speaking, and listening comprehension skills on the basis of the previously gained knowledge by enlarging and transferring it into the target language.

2. Objectives

(1) Students will activate listening skills in by listening to each other, the teacher, and by doing the listening comprehension activities on the theme of the lesson.

(2) Students will develop their speaking skills on the basis of discussion exercises on the given topic.

(3) Students will activate their reading skills by reading and working with the given text on the topic of the lesson.

(4) Students will enlarge their cultural schemata on their own Ukrainian culture connected with cultural history and based on the visual aids prepared by the teacher.

(5) Students will comprehend and produce necessary vocabulary for this topic.

3. Materials and Equipment

Materials/equipment needed are:

1) a set of wooden dolls of a Ukrainian family

2) blackboard and chalk /white board and markers

3) text ‘The Cossack Republic’ (see appendix)

4. Procedures

1. Warm-up Activity.

The teacher places a wooden house on the desk. Then the teacher places the wooden dolls in Ukrainian costumes by opening them one by one.

- What are these dolls?

Students give their answers. Since they are native Ukrainians, they will say ‘cossack’ as their answer.

- What do you know about cossacks?

The teacher writes down their answers on the board.

This activity is based on the Language Experience Approach. The students already know something about cossacks. Here they are given a chance to activate their previously acquired knowledge by calling out what they know about these people and their life. They have to use English words to describe their thoughts about the historical period.

2. Introduction to the Lesson - Anticipation Activity.

Today we are going to talk about something that you have definitely heard of before. As you know, our American guests are coming very soon. Today we will talk about cossacks, their lifestyle, and a certain period of Ukrainian history that is connected with them. However, I have a few questions to ask you before reading the text. The teacher asks the questions like:

- What does the word ‘cossack’ mean?

- When were the cossacks mentioned first in the Ukrainian history?

- Where did cossacks live?

- How did cossacks spend their pastime?

This activity is based on the anticipation, which motivates students and helps them predict what will the text be about. This pre-reading strategy also builds background knowledge and helps students establish a purpose for their reading.

3. During Reading - Listening Comprehension Activity.

Now I will read the text about cossacks and the cossack republic. While I am reading I want you to pay attention to the questions that we have discussed earlier in the class.

This activity will activate the students’ listening skills not only by simple listening, but also by making connections between previously known, recently learned, and unknown information.

4. During Reading - Vocabulary Strategy Activity.

The teacher reads the text ‘The Cossack Republic’ (see appendix).

During reading, the students are shown a list of unknown vocabulary on the board. The teacher asks them to pay attention to the words and their usage in the text, so that the students can guess the meaning of the words.

This activity will assist the students with comprehending and acquiring vocabulary within the context of the text. They try to guess the meanings of the unknown words from the context. This activity also develops their ability to understand the meaning of the whole without necessarily knowing the meaning of each element.

5. Postreading - Vocabulary Analysis Activity

After reading the text the students discuss the new vocabulary in groups.

They think of the best translation and application. A representative from each group presents their ideas to the class. The teacher explains the correct meanings of the words. The students write them down in their personal vocabulary books.

This activity will also help the students with acquiring vocabulary within the context of the text. They try to guess the meanings of the unknown words from the context by discussing it with their classmates in groups.

By writing down the correct answers the students can better remember the meanings of the words and start using them as their active vocabulary. In this activity the teacher needs to encourage the students to read even when they don’t know the meanings of every word of the text. The teacher should also thank them for their ideas even if their translation isn’t correct.

6. Postreading - Information Gap Activity.

The students work in pairs. Student A is given a list of dates used in the text. Student B is given a list of historical events described in the text.

Their task is to match the dates with the events using the dialogue form.

This activity will assist the students in developing their listening and speaking skills as well as motivate them in finding out the historical information. This activity is connected with the content of the lesson and will include the elements of self-assessment.

7. Postreading - Creative Writing Activity.

This activity may be used as a homework or classwork activity.

The students are asked to write a story about a family (possibly the one of the wooden dolls shown in class earlier) that lived in the Cossack Republic.