Microsoft Word Lesson plans Year doc

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Lesson Plans Year 2

Discourse Analysis Reference Handout 2, Activity 2
Task 1 Read the following text and answer the questions below:
The¹ schoolmaster was leaving the² village, and everybody³ seemed sorry. The⁴ miller at Cresscombie lent him⁵ the small white tilted cart and horse to carry his goods to the city of his destination, about twenty miles off, such⁶ a vehicle proving of quite sufficient size for the departing teacher’s effects. (from Jude the Obscure, by Thomas Hardy)

1. 
   How many schoolmasters were there in the village? How do you know?
   
2. 
   Does the reader already know which village is meant here?
   
3. 
   Who does this refer to?
   
4. 
   How many millers were there at Cresscombie? How do you know?
   
5. 
   Who does this refer to?
   
6. 
   A vehicle like what?
   
7. 
   Which of these references are anaphoric and which are exophoric?
   

Task 2 Read the following text and find exophoric references. Consider whether they are likely to create cultural difficulties for a learner of English.
Little has changed since 1868. The Dickens brand is as big and as powerful a cultural export as ever, beloved abroad and on the verge of making yet more skyscraper-shaped piles of cash for his bicentenary next year, which coincides with the Olympics and the Queen’s jubilee, and which is being globally marketed alongside there two mammoth events. The Dickens brand will be big business on the home front - there is a bewildering amount of exhibitions, debates, films and plays launching throughout 2012, and an equally dazzling array for overseas audiences. The British Library, Museum of London, and British Film Institute have begun early by staging some of their Dickens fare this month. The British Council is hosting events in 50 countries and Dickens 2012, the umbrella group co-ordinating festivities, anticipates a rewarding return investment.
(The Independent, December 2011)


©British Council 2013


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Lesson Plans Year 2

Discourse Analysis Reference
Handout 3, Activity 3
Read the extracts below. Identify type of the reference and possible reasons for using them.

1. 
   Tom Brown is my neighbor. He is a teacher of English.
   
2. 
   I couldn’t believe it - the house had been destroyed!
   
3. 
   A large grey cat was lying on the stairs, and I had to step over it.
   
4. 
   It creeps slowly up the stairs, in the dead of night. It slowly pushes the door open. Do these beady eyes belong to a prowler? No, they belong to the family dog.
   
5. 
   Well in my heart you are my darling,
   

At my gate you're welcome in,
At my gate I'll meet you darling,
If your love I could only win.

6. 
   Have a look at this.
   

©British Council 2013


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Lesson Plans Year 2 Module:	INTEGRATED SKILLS II
Topic:	Social issues: Helping Elderly People Lesson 1
Time:	80 minutes
Aims:	to let students speak on the topic of elderly people across cultures to introduce students with the project requirements
Materials: http://www.videoiug.com/interview/manners-and-family-across-cultures-2

Warm-up (5 minutes) Start the lesson with a puzzle and ask students to guess who they are. You must have seen them. Their faces bear wisdom of experiences and time. Their smiles shower you with warmth and love. And their stories transport us to the times before our time, when life was different and maybe more simple. They are people who helped create the world as we know it today. And yet, many face loneliness and their smiles fade as we rush to live our lives without having time to devote to them. The answer is elderly people. Introduce the topic of the lesson. Activity 1 “How old is old?” Objective: to let students talk about age categories Time: 15 minutes Materials: board Procedure: Draw the below chart on the board. Ask students to work in groups of 3 or 4 and fill in the chart by putting the ages in the second column. Age 'label'	How old?
Child
Teenager
Adult
Middle aged
Old person

• 
  Elicit answers on the board. Answers may vary. Ask students to justify their responses.
  
• 
  Continue the discussion by asking the following questions:
  

~ Do you think age labels vary in different cultures?
~ What do you think is the best age?
~ What are the advantages and disadvantages of being the age you are at the moment?


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©British Council 2013


Lesson Plans Year 2


~ Do you think older people remember what it was like to be a teenager?
~ Who’s the oldest person you know? How is their life different to yours?
~ How elderly people are treated in Uzbekistan?

• 
  Summarise the discussion.
  

Activity 2 Commonalities and Differences
Objective: to enable students Time: 20 minutes
Materials: photos of elderly people from different countries Procedure:

• 
  Put students in groups of 4 or 5. Distribute the photos of elderly people from different countries.
  
• 
  Ask students to examine the photos, identify their nationalities/countries and describe each of them. Then ask them to list the similarities and differences between them.
  

The following questions can be asked to initiate the discussion:
~ Where/How do these senior citizens live?
~ Does being a senior citizen have high or low status?
~ How do they support themselves?
~ How do they pass the time?
~ Who helps senior citizens?
~ What makes them different/similar?

• 
  Ask groups to share their ideas.
  
• 
  Summarise the discussion.
  

Activity 3 Treating elderly people in different cultures
Objective: to let students’ explore how elderly people are treated in different cultures Time: 10-15 minutes
Materials: video http://www.videojug.com/interview/manners-and-family-across-cultures- 2
Procedure:

• 
  Invite students to watch a video/or read a script of the interview given by Norine Dresser, folklorist and university instructor who specializes in multicultural manners. State that Norine Dresser is asked a question "How should I treat elderly members of other cultures?” Before watching the video invite students to try to answer this question.
  
• 
  Play the video http://www.videojug.com/interview/manners-and-family-across- cultures-2/
  

Script of the answers given by Norine Dresser
How should I treat elderly members of other cultures?
I had this experience told to me. A Chinese family was celebrating some kind of special event, and the young man in the family invited his Anglo boss, and the Anglo boss did what he would have done in another situation, but he went up to the Chinese grandmother and kissed her as a sign of respect, and she felt so disrespected by that kiss, so you don't want to be too demonstrative, always err on the side of doing the least.
Is respect for the elderly in America comparable to other cultures?
We tend to romanticize and idealize the treatment of the elderly in other cultures. So even in our culture, when a grandparent died, it was automatically thought that he or she would go live with the married children. Not so these days.