teaching-tips-wiseup
08.02.2012
Animal Farm - Classes 8 & 9
Por Cesar Fonseca.
Class Part VIII
As usual, start the class by warming them up with a discussion about types of stories that use animals to refer to human actions and conditions.
Before moving to the Text Analysis, have them read the whole text and solve vocabulary problems. In the first activity, try to compare the situation to current political problems in their country.
For the Vocabulary part, students are supposed to work in pairs and look for definitions of the expressions in their dictionaries. Besides that, they must contextualize each one of them. You may want to select some of these expressions for each pair so as not to overload them; note that all expressions must be covered.
In the Grammar activity, students will take a closer look at the use of the pronouns “that” and “this” in the excerpt provided. Have them work in pairs to make their own analysis.
For the Discourse part, students will cover the features of a Complaint Letter. It would be nice if you started by brainstorming the elements of this sort of letter (draw an outline on the board). Do not forget to approach the appropriate register. They should work in pairs and have some monitoring and support.
As for the Debate, have students discuss their ideas and finish it up by talking about the criticism against the Soviet Union. Close the class and explain the follow-up activities.
Class Part IX
In Part IX, we are going to work primarily on Synonyms and Speeches.
Open the class by promoting a debate about each one of the famous phrases. Explore the meaning first and then ask students how they react to them. After that, they are supposed to select one and explain their choice by making a speech. Remind them that planned language is the main feature of a speech.
For the Text Analysis, they are supposed to read the text with you. Students have to express their opinions on the issue in a speech format. Make it clear to students the sort of production you expect from them.
In the Vocabulary activity, they will have to use dictionaries. Remind them that in the definitions of the original word, they might find other words that will lead them to synonyms. Monitor their work and give them support. In letter “b,” you will probably have to carry out a quick review of non-progressive verbs. Keep board record of them. Use Picture 2 for letter “a” and Picture 1 for letter “b.”
In Activity 3—Conspiracy Theory Speech—students will be exposed to a lengthy listening extract. You must prepare them very well for it by doing the pre-listening activities. Make sure you read the transcript, look up any word you are not sure of, and listen to the audio when preparing this part so as not to have unpleasant surprises. Start the pre-listening activity by asking them if they have ever heard of the “Cold War” and the abbreviations found in the exercise. Be ready to give them explanations, if necessary. The listening passage should be played twice and at the second time you should pause after each part.
Move on to the Discourse part and arrange students in groups of four so that they can create the dialogues. Give them feedback on their production. Close the class and talk about the follow-up activities.
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