Examples of good practice comenius regio project

The project was co-financed by the European Commission Lifelong Learning Programme, Comenius Regio

”New Approaches to Foreign Language Teaching in Turkey and Romania” EXAMPLES OF GOOD PRACTICE

The County School Inspectorate, Braila, Romania Karabük Provincial Directorate of National Education, Turkey

Braila 2014

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

Autor Dincă Nicoleta Brăila, iulie 2014 ISBN 978-973-0-17278-2

2014

�New Approaches to Foreign Language Teaching in Turkey and Romania�

"Language is the armory of the human mind, and at once contains the trophies of its past and the weapons of its future conquest."

(Samuel Taylor Coleridge)

2012 - 2014

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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CONTENTS

Acknowledgements Foreword

4 6

1. Lesson plan by Cristina Chifane 2. Lesson plan by Monica Șerban 3. Lesson plan by Rodica Neagu 4. Lesson plan by Corina Ciolacu 5. Lesson plan by Mariana Crăciun 6. Lesson plan by Olga Elena Stroe 7. Lesson plan by Tatiana Badea 8. Lesson plan by Roxana Nicolae 9. Lesson plan by Monica Iavorschi 10. Lesson plan by Mariana Caplea 11. Lesson plan by Anca Gheorghe 12. Lesson plan by Ümit Cebeci 13. Lesson plan by Arzu Uçar 14. Lesson plan by Mustafa Polat 15. Lesson plan by Ahmet Biçer 16. Lesson plan by Ismail Sezgin 17. Lesson plan by Dilek Kiraz Karadöngel

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

7 18 28 32 37 42 49 51 53 56 60 64 69 73 79 83 90

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This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Acknowledgements

Our thanks and real appreciation is due to several professors from partner institutions in the project from Braila - Romania and Karabük - Turkey, with whom we had the privilege of working for two years to bear with us as we tried to find the best and innovative ways of language learning strategies for their honesty in sharing their insecurities and uncertainties about this topic, and for we thereby provindingus with the material on which this book is bassed.

Erol GIRGIN

Nicoleta DINCĂ

Karabük Directorate of National Education

Secondary School „Anton Pann”

Turkey

Romania

Project coordinators

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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�New Approaches to Foreign Language Teaching in Turkey and Romania�

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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”New Approaches to Foreign Language Teaching in Turkey and Romania” Foreword

The present booklet containing 17 lesson plans designed by the institutions in the Comenius Regio partnership "New Approaches to Foreign Language Teaching in Turkey and Romania" is the result of the sustained efforts, discussions and reflections of the project's wellequipped teaching staff.

It is worth mentioning that through this material, of considerable value, we intended to inspire the new generation of young teachers by offering them a burst of creativity.

The methods upon which we all agreed are considered amongst the most innovative and worthy to be part of any teacher's methodological kit. These are: drama, role-play, CLIL and last, but not least, immersion.

The publication of this booklet has been made possible within the Comenius Regio project “New approaches to foreign language teaching in Turkey and Romania”, implemented by Karabük Provincial Directorate of National Education – Turkey and Braila School Inspectorate, financed by the European Commission through the Lifelong Learning Programme..

In a multilingual Europe teaching and learning a foreign language represents a major priority, a key factor in the Europe of the 21st century based on knowledge. Learning foreign languages, particularly the English language, can open up the the path of our students and teachers or of their decision factors.

The process of learning is regarded as a great opportunity throughout the life, as well as a valuable accomplishment on the level of the human existence, not only to have access to careers that previously seemed inaccessible, but also to stimulate them to new experiences with a view to enriching these ones. We know that pretty often the teacher has to be creative, has to be a good facilitator of the learning process and a good organiser. Through this project we proposed to promote foreign languages in our regions, to develop new teaching methods and new partnerships. Have you ever wondered why learning a foreign language differently? Because today’s children are different, born at the same time with the technology, more liable to challenges, more independent , always eager to discover something new.

In conclusion, we wanted this project because it offered us the opportunity of a better career ,the chance to live, study or work in another country, of even more pleasant holidays, or why not, a relationship with a person from another country.

Nicoleta DINCĂ, project coordinator from Romania Erol GIRGIN, project coordinator from Turkey This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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�New Approaches to Foreign Language Teaching in Turkey and Romania�

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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PhD Cristina CHIFANE Dunărea de Jos University of Galați, Romania Cristina Chifane is currently post-doctorate researcher at “Dunărea de Jos” University of Galaţi. In 2011, she has completed her PhD thesis aiming at offering new insights into Translating Literature for Children. She has a Master Degree in Translation and Interpretation from “Dunărea de Jos” University of Galaţi (2006). Her research interests include: translation and cultural studies, linguistics as well as English and American literature. She has participated in national and international conferences and has written a number of articles related to English language and literature. She has taught English and Romanian classes to high school students from “Petre S. Aurelian” High School in Brăila from 2004 to 2012 and she has taught practical English Courses and Courses of English History and Civilization as Assistant Professor at “Constantin Brâncoveanu” University of Brăila from 2007 to 2013.

LESSON PLAN DATE: 8 November 2013 CLASS: XIthGrade NO. OF STUDENTS: 15 students LEVEL OF STUDENTS: Advanced SCHOOL: “Gheorghe Munteanu Murgoci” National College, Brăila TIME OF LESSON: 50 minutes GENERAL THEME: Revision and Development of Grammar Structures UNIT TOPIC: Dilemmas – Conditional Clauses TIMETABLE FIT: Part of a series of lessons dedicated to the recognition and use of conditional clauses in relevant contexts.

SKILLS: speaking, listening, reading, writing AIMS:  to review the structures used in conditional sentences; 

to introduce more advanced conditional structures, including alternatives to if and inversion

OBJECTIVES:  to provide a personal ending to a sentence either under the form of a conditional clause or a main clause; 

to distinguish among different types of conditional clauses;

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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

to complete the grammar rules associated with conditional clauses;



to use the correct tenses required by various conditional clauses;



to match a conditional clause with a main clause according to logic and grammar;

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to rephrase sentences either using alternatives of if or inversion through the omission of if

ASSUMPTIONS: Students are already familiarised with the main types of conditional clauses, the contexts in which they are used and the tenses which their presence requires.

ANTICIPATED PROBLEMS: Students might havedifficultiesin understanding mixed conditionals or in providing alternatives to if.

METHODS AND TECHNIQUES: brainstorming, lockstep technique, group work, heuristic conversation, grammar drills AIDS: Power Point presentation, handouts, pictures ASSESSMENT: teacher evaluation, student-student evaluation, self-evaluation BIBLIOGRAPHY: 1. Barnes, Jane, Hyde, Drew, Kenny, Nick, Newbrook, Jacky (2006), Advanced Expert CAE – Student’s Resource Book, Pearson Education Limited, Harlow 2. Bălan, Rada, Cehan, Anca, Ciută, Cristina, Dascălu, Mihaela, Elza, Gheorghiu, Olaru, Eleonora (2003), In-Service Distance Training Course for Teachers of English, Editura Polirom, Iaşi 3. Bell, Jan, Gower, Roger, Hyde, Drew (2006), Advanced Expert CAE – Coursebook, Pearson Education Limited, Harlow 4. Bolitho, Rod, Tomlinson (1998), Discover English – A Language Awareness Workbook, Macmillan Publishers Limited, Oxford 5. Hewings, Martin (2005), Advanced Grammar in Use, Cambridge University Press, Cambridge 6. Kenny, Nick, Newbrook, Jacky, Acklam, Richard (2008), CAE Gold Plus - Coursebook, Pearson Longman, New York 7. Vince, Michael, Sunderland, Peter (2003), Advanced Grammar and Vocabulary, Macmillan Publishing Limited, Oxford This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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WARM-UP TIMING: 3 minutes INTERACTION: T-S PROCEDURE: The discussion will start through a brainstorming regarding the meanings of the word “dilemma”. During this stage the students will be asked to provide personal answers to the following dilemmas:  If you were to see one of your colleagues cheating during an exam what would you do? 

If your teacher were to see a student cheating during an exam what would she do?

In this way, the teacher will introduce the topic of the lesson: Dilemmas – Conditional Clauses with the revision and development of the respective grammar structures.

ACTIVITY 1 OBJECTIVES:  to provide a personal ending to a sentence either under the form of a conditional clause or a main clause; 

to distinguish among different types of conditional clauses

TIMING: 10 minutes INTERACTION: T-S, S-S PROCEDURE: Throughout this activity and all the other activities students will be organized in 5 teams which will be in a competition for the best team. They are going to watch a power point presentation displaying pictures which show people facing a dilemma. The task of each team will be to continue a sentence describing the people’s dilemmas by providing either a conditional clause or a main clause and mentioning the type of conditional clause which has been used in each sentence.

ACTIVITY 2 OBJECTIVE:  to complete the grammar rules associated with conditional clauses TIMING: 7 minutes INTERACTION: T-S, S-S

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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PROCEDURE: Students in each team will have to complete a number of rules on conditional clauses (types of conditional clause, punctuation rules, alternatives of if, restriction rules, omission of if).

They will see the rules displayed on the power point presentation and they will also have them on their handouts.

ACTIVITY 3 OBJECTIVE:  to use the correct tenses required by various conditional clauses TIMING: 8 minutes INTERACTION: T-S, S-S PROCEDURE: This activity will focus upon expressing imaginary regrets, regrets which famous people might have had concerning certain events in their lives. Students are asked to complete conditional clauses with the adequate tenses and to guess which famous character (great leaders in history, successful businessmen, well-known actors or singers, exceptional writers etc.) might have expressed a particular regret.

ACTIVITY 4 OBJECTIVE:  to match a conditional clause with a main clause according to logic and grammar TIMING: 12 minutes INTERACTION: T-S, S-S PROCEDURE: Students in each team will have to pick up two halves of two different sentences (a conditional clause and a main clause). Another student will have the other half. When one student reads his/her half, the student who has the other half will have to answer and read it.

Meanwhile, all the other students pay attention and complete all the sentences on their handouts.

ACTIVITY 5 OBJECTIVE:  to rephrase sentences either using alternatives of if or inversion through the omission of if TIMING: 7 minutes INTERACTION: T-S, S-S

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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PROCEDURE: Each team will have to rephrase one sentence in as many ways as possible using alternatives of if (only if, otherwise, as long as, unless, providing, on condition that) and to rewrite two sentences omitting if.

ASSESSMENT ANDHOME ASSIGNMENT – 3 minutes Both the teacher and the students will evaluate the performance of each team and one of the teams will be the winning team rewarded with high grades for their activity. The students’ home assignment will be to draw a list with ten major discoveries of humankind and to write sentences describing how our life would have been different if these things had not been invented.

Handout No. 1 Type 1 – Real Present If Clause If + any present form (a)……………… Simple, Present Continuous or ……….. Perfect)

Main Clause Use b)………………./Imperative/ true or likely to happen in can/may/might/must/should+bare the future infinitive/Present Simple

If the weather c)…….. nice, we will go on excursion.

If you have done your homework, you d)………………TV. If you have a headache, e)…………… an aspirin.

Type 2 – Unreal Present If Clause If + f)…….. Simple or Past Continuous

Main Clause Would/could/might + infinitive

Use bare untrue in the present; also used to give advice

If I g)…………. you, I wouldn’t speak to him again.

If he h)……….. so many sweets, he i)………………. a problem with his teeth.

Type 3 – Imaginary situation contrary to facts in the past; also used to express regrets or criticism If Clause Main Clause Use If + Past Perfect or j) would/could/might + have + untrue in the present; also …………… Continuous past participle used to give advice This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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If she k)……………. how to use the mixer, she wouldn’t have broken it.  When the if-clause precedes the main clause, we separate the two clauses with l)……………. 

If he had been more careful, he wouldn’t have caused the accident.

Conditionals are usually introduced by if. Other expressions are:  m)…………. (= if not)  providing  provided (that)  as long as  in case  on condition (that)  but for + ing form/n)………  otherwise  or else  what if  supposing  even if  only if





After if we normally use o)………… instead of was for all persons in conditionals type 2 in formal English.

If I p)…………. you, I would tell her everything.

We do not normally use will, would or should in if-clauses.

If you want this, you can have it. (not: if you will want) However, r)………., ……… or s)……….. can be used in if-clauses to make a request or express annoyance, doubt/uncertainty or insistence.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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If you will/would be more patient, I’ll be with you in a minute. (request – Will you please be more patient?)

If he should come, show him in. (doubt/uncertainty – I doubt that he will come) Omission of “if” If can be omitted in if-clauses. In this case, should, were and had (Past Perfect) come before the subject.

If he should win the race, he’ll be very happy. t)………………. the race, he’llbe very happy.

If I were you, I wouldn’t tell him. u)..........................., I wouldn’t tell him.

If I had known the truth, I’d have called the police. v)……………… the truth, I w)……………….the police.

Mixed Conditionals All types of conditionals can be mixed. Any tense combination is possible if the context permits it.

If-clause Type 2 If they were working all day, (They were working all day Type 2 If I were you, (You are not me If he x)………. a better driver, (He is not a good driver Type 3 If she z)……………………. earlier, (She didn’t finish earlier

Main Clause Type 1 theywill be tired now. so they are tired now.)

Type 3 I would have accepted the job. so you didn’t accept the job.) he y)………………………….. the car. so he crashed the car.)

Type 2 shewould be going to the party tonight. so she isn’t going to the party.)

Handout No. 2 1. It (be) better if I (stay) at university in Germany and not gone back to Denmark.

2. If my army (outnumber), I (win) the Battle of Waterloo.

3. If I (deliver) the “I Have a Dream Speech”, the FBI agents (investigate) me my entire life.

4. I (have) a private life if I (found) Microsoft.

5. Maybe if I (divorce) Diana, her tragic accident (take place).

6. If I (be) obsessed with the color of my skin and the way I looked, I (pass through) so many plastic surgery operations.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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7. Octavian (convince) the Roman Senate to levy war against Egypt if I (have) a relationship with Cleopatra.

8. I (get) the Oscar for Best Actress for my part in Pretty Woman if Kathy Bates (play) so exceptionally in Misery.

9. If I (be) in love with Daisy Buchanon, I (get married) and lived a happy life.

10. If I (write) The Satanic Verses, I (receive) death threats.

Handout no. 3 1. We will never get to the meeting a. the farmers will lose their crops.

2.Unless alternative sources of funding are b. if the train doesn’t leave within five found minutes.

3. If the roads haven’t changed in that part of c. I’m sure I’ll be able to find my way there. town 4. If the weather doesn’t start improving soon, d. the research will not be able to continue.

5. If it isn’t ridiculously expensive, e. if you have been unemployed for six months.

6. You are only entitled to state benefit f. I think I’ll buy that painting.

7. Unless the theatre is able to raise 100,000 g. if you saw the conditions in which the pounds refugees are living.

8. If it were to be found guilty of libel, h. there would be an outcry for students.

9. If the government were to increase i. I wouldn’t have gone out in the storm. university fees, 10. If I hadn’t already been busy in August, j. if I hadn’t studied economics at university.

11. You would be horrified k. he would have called me to say he was going to be late.

12. If I had been afraid of lightening, l. it will have to close.

13. If he had got his phone with him, m. I’ll clean the house.

14. I wouldn’t understand how the economy n. the newspaper would face huge legal costs. works 15. If you tell me where the vacuum cleaner is, o. I would have gladly accepted your invitation.

Handout no. 4 I. Rephrase the following in as many ways as possible using the words from the list below. only if, otherwise, as long as, unless, providing, on condition that  Should you go to Rome, you must see the Colosseum.  You can swim but there must be an adult with you.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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 Drive carefully so that you won’t have an accident.  He will get a bonus if productivity increases.  I’ll lend you the money, but you must pay me back soon.

II. Rewrite the following sentences omitting “if”:  If I were you, I would think twice before accepting his offer.  If you had brought more money with you, we could have gone on holiday.  If I were you, I’d leave an hour earlier to be sure of getting there on time.  If you get through to the theatre, could you reserve four tickets for tonight’s performance?  If you had paid the telephone bill on time, your phone wouldn’t have been cut off.  Consult your doctor again if the symptoms remain 72 hours after starting the course of medicine.  You would know what you have to do for homework, if you had not been absent from school on Friday.  Clare would have been able to stay with her friends if they were still living in Brussels.  The shop would not have had to shut down if the workers were prepared to accept a wage cut.  I might have considered taking the job if the salary had been higher.

REFLECTION The lesson was dedicated to 11th grade students, advanced level. It was part of a series of lessons dedicated to the recognition and use of conditional clauses in relevant contexts. In the context of a new approach to language teaching, developing grammar in context is extremely important for the acquisition of language skills. Therefore, the teacher has resorted to a combination of traditional and modern methods and techniques: brainstorming, lockstep technique, group work, heuristic conversation and grammar drills.

Since the level of the students is advanced, the teacher started from the assumption that they were already familiarized with the main types of conditional clauses, the contexts in which they are used and the tenses which their presence requires. Emphasis was laid upon the fact that students might have difficulties in understanding mixed conditionals or in providing alternatives to if.

To attract and maintain students’ interest throughout the lesson, the teacher used a number of aids such as: Power Point presentations, handouts or pictures. In addition, all types of assessment were used: teacher evaluation, student-student evaluation or self-evaluation.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Generally speaking, lessons designed to revise and develop grammar structures need to be carefully planned and organized by teachers since repetitive mechanical drills or retroversion exercises are not particularly stimulating for students.

The lesson “Dilemmas – Conditional Clauses” had two main aims: to review the structures used in conditional sentences and to introduce more advanced conditional structures, including alternatives to if and inversion. Throughout the lesson and at the end of the lesson, the students were supposed to be able to: provide a personal ending to a sentence either under the form of a conditional clause or a main clause; distinguish among different types of conditional clauses; complete the grammar rules associated with conditional clauses; use the correct tenses required by various conditional clauses; match a conditional clause with a main clause according to logic and grammar and rephrase sentences either using alternatives of if or inversion through the omission of if.

Planned for 50 minutes, the lesson included warm-up time, five activities and assessment and home assignment.

The warm-up consisted in a brainstorming regarding the meanings of the word “dilemma”. The students were asked questions meant to challenge them and incite their curiosity (If you were to see one of your colleagues cheating during an exam what would you do?; If your teacher were to see a student cheating during an exam what would she do?). By answering these questions, students used conditional clauses in context and the teacher had the opportunity to introduce the topic of the lesson: Dilemmas – Conditional clauses with the revision and development of the respective grammar structures.

Throughout the entire lesson students were organized in 5 teams which were in competition for the best team. The interactive character of such an approach made students get involved and want to participate.

During Activity 1, students were watching a power point presentation displaying pictures which showed people facing a dilemma. A representative from each team had to continue 3 sentences describing people’s dilemmas by providing either a conditional clause or a main clause and mentioning the type of conditional clause which has been used in each sentence. The students concentrated on the task and reacted positively to the teacher’s requirements, but instead of 3 sentences only 1 sentence would have been enough to finish the activity more quickly.

On the basis of their previous knowledge and practice, during Activity 2 students had to complete a number of rules on conditional clauses (types of conditional clauses, punctuation rules, alternatives of if, restriction rules, omission of if). They saw the rules displayed on the power point presentation and they also had them on their handouts so students from all teams could follow and complete them when a representative from another team provided an answer.

In addition to developing students’ language skills, activity 3 contributed to testing and developing their general knowledge. As a consequence, it focused upon expressing imaginary regrets, regrets which famous people might have had concerning certain events in their lives.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Students were asked to complete conditional clauses with the adequate tenses and to guess which famous character (great leaders in history, successful businessmen, well-known actors or singers, exceptional writers etc.) might have expressed a particular regret.

Activity 4 relied upon student-student interaction at the same time requiring the attention of all the other students since students in each team had to pick up two halves of two different sentences (a conditional clause and a main clause). When one student read his/her half, the student who had the other half had to pay attention and read his/her part. Meanwhile, all the other listened to the exchanges and completed all the sentences on their handouts.

Due to objective reasons there was no time left for activity 5 so all students received handouts to solve the task at home.

At the end of the lesson, both the teacher and the students evaluated the performance of each team and two teams were the winning teams rewarded with high grades for their activity.

The students’ home assignment was to draw a list with ten major discoveries of humankind and to write sentences describing how our life would have been different if these things had not been invented. The respective home assignment focused not only on the development of grammar structures, but also on stimulating students’ creativity, enhancing their vocabulary and raising their awareness with respect to the evolution of science and technology.

“Knowledge of languages is the doorway to wisdom.”

(Roger Bacon)

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Ph. D. Assistant professor Monica ȘERBAN Constantin Brancoveanu University, Braila, Romania ”My name is Monica Șerban and I am a teacher of English and French at “Constantin Brancoveanu” University of Braila. In 1997, I graduated “Nicolae Balcescu” College from Braila in the field of Mathematics - Physics, English intensively and then, in 2001, I graduaded “Transilvania” University of Brasov, Romania, Faculty of Sciences in the field of English language and literature-French language and literature.

Afterwords, in 2007, I obtained my Master Diploma in English Translation and Interpretation at “Dunarea de Jos” University of Galati, Romania, Faculty of Letters and Theology. I completed my studies, in 2011, with my Ph. D. Diploma in Translation as Intercultural Communication. My Doctoral studies were accomplished at “Dunarea de Jos” University of Galati, Romania, Faculty of Letters and Theology. In 2012, I compiled a University course entitled “English for Specific Purposes” in collaboration with Georgiana Mîndreci (coord.), Cristina Chifane, Raluca Prundeanu, Ramona Chițu, Adela Dumitrescu at “Constantin Brancoveanu” University of Braila. In 2014, I published my Ph. D. thesis entitled “Translation as Intercultural Communication”. At present, I am writing papers be published on International Conferences on Economics, Translation and Culture” SEMINAR PLAN TEACHER: Professor Assistant, Ph. D. Monica Șerban AREAL: “Constantin Brâncoveanu” University DATE: the 31st of October 2013 LEVEL: 1st year students TIME: 100 min.

TOPIC: Mobility of Labour and Migration SKILLS: speaking, reading-comprehension, writing TYPE OF INTERACTION: T-S; S-T; S-S Assumptions: The students are familiar with parallel corpora descriptions and with the steps to take in compiling a glossary Anticipated Problems:  Problems which occur in brainstorming the new lexis;  The need to look up words, phrases and collocations in dictionaries This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Problems which occur in differentiating between simple past tense and simple present perfect; Problems which occur in the translating process; Difficulties in the attempts to bridge cultural gaps.

Students’ Contribution:  Brainstorming items of vocabulary;  Deducing lexis and grammatical patterns;  Providing meaningful contexts;  Interacting with the teacher when exposing real-life situations;  Furnishing definitions with the aim of compiling a glossary;  Finding similarities and dissimilarities between the simple past tense and the simple present prefect.

Teacher’s Contribution:  Enlarging on the cross-cultural communication, cultural specificity and identity beyond borders, still the source of further controversies;  Presenting theoretical aspects which favour applicability to a number of drills with reference to real - life situations;  Suggesting and adapting a number of schemata to the purpose of the seminar’s topics;  Providing a number of definitions for the terms to be explicated in the glossary;  Compiling a glossary with the aim of explaining crucial terms.

Aim:  To provide students with speaking, reading-comprehension and writing practice;  To give students confidence in their ability to use English vocabulary and grammatical patterns; also to get involved in the communicative activities within the seminar;  To stir students’ interest in and curiosity about all sorts of topics that they feel it will matter to them.

Objectives:  To offer different views on the topic;  To suggest new definitions;  To compile a glossary with the aim of explaining crucial terms;  To enlarge vocabulary;  To learn vocabulary by means of various drills;  To check the validity and applicability of the vocabulary items in various contexts; This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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To find similarities and dissimilarities between the simple past tense and the simple; present prefect by means of a number of schemata and various drills; To personalize the topic; To check the validity and applicability of the grammatical patterns to intercultural communicationș; To find corresponding patterns in the TLC and identify significantly different ones; To find solutions for cases of identical translatability.

DIDACTIC STRATEGIES: Aids: the students themselves, coursebook, hand-outs, flipchart, computer (Power-Point) Method: Communicative Class Management: individual work, pair work, group work ACTIVITY 1: Warming up Aim: Checking and reinforcing previous knowledge Procedure: The teacher helps the students to recall the vocabulary items they have met before and their explication and puts forward the objectives for the first part of the seminar. The students answer the teacher’s questions related to the previous topic.

Interaction: T-S, S-T Time: 7’ ACTIVITY 2: Pre-teaching lexis Aim: Providing the context for the introduction of the new language Procedure: The teacher tells the students a parable and asks them questions. The students listen to it and answer the teacher’s questions.

Interaction: T-S, S-T Time: 5’ ACTIVITY 3: Pre-teaching lexis (Lead-in) Aim1: Brainstorming the new vocabulary Aim2: Stirring the students’interest in the topic and developing speaking skills Procedure: The teacher tells the students a parable and asks them questions. The students listen to it and answer the teacher’s questions.

Interaction: T-S, S-T Time: 3’

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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ACTIVITY 4: Presenting lexis (While-teaching lexis) Aim: Developing speaking skills and raising awareness of the words around the students. As their awarenss increases, so will their vocabulary.

Procedure: The teacher determines the students to deduce the new items of vocabulary.

Moreover, she provides her own list of definitions for the students to take into account when compiling the final glossary. The students read the definitions and listen to the teacher’s explanations.

Interaction: T-S, S-T Time: 5’ ACTIVITY 5: Practising lexis Aim: Developing speaking skills Procedure: The teacher asks the students to find the right collocation as exposed in the PowerPoint presentation. Moreover, they are asked to do exercise VII on page 55. The students find the right collocation and do the exercise.

Interaction: T-S, S-S Time: 5’ ACTIVITY 6: Practising lexis Aim: Developing speaking skills Procedure: The teacher asks the students to do exercise II on page 54. The students do the exercise based on synonyms and antonyms.

Interaction: T-S, S-S Time: 3’ ACTIVITY 7: Practising lexis Aim: Developing speaking skills Procedure: The teacher asks the students to do exercise III on page 54. The students do the exercise based on filling the gaps with the words and syntagms from a box.

Interaction: T-S, S-T, S-S Time: 5’ ACTIVITY 8: Consolidating the new lexis (Post-teaching lexis) Aim: Reiterating the new vocabulary Procedure: The teacher asks the students to do exercises IV, V, VI on page 54. The students do the exercises and check their answers with their group colleagues.

Interaction: T-S, S-T, S-S Time: 12’ This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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ACTIVITY 9: Revising lexis (Post-teaching lexis) Aim 1: Developing scanning skills Aim2: Leading into reading Procedure: The teacher asks the students to do exercise I on page 54. The students do the exercise and decide individually whether the statements are True or False.

Interaction: T-S, S-T Time: 5’ ACTIVITY 10: Pre-teaching grammar Aim 1: Providing the context for the introduction of the new grammar Aim 2: Developing scanning skills Procedure: The teacher asks the students to read particular passages from the book so that they should pay particular attention to the new structures to be introduced. The students read the passages loudly.

Interaction: T-S, S-T Time: 3’ ACTIVITY 11: While-teaching grammar (Approaches to structural form) Aim : Explaining grammar in detail (deductively) Procedure: The teacher puts forward the objectives for the second part of the seminar and presents the language by means of a parallel corpora (Simple Past Tense vs. Simple Present Perfect). The students pay attention to the details.

Interaction: T-S Time: 5’ ACTIVITY 12: While-teaching grammar (Approaches to structural form) Aim : Letting the students hear and see and be drawn their attention on form (inductively) Procedure: The teacher draws a parallel between the two tenses by following three steps. The students pay attention to the details.

Interaction: T-S Time: 5’ ACTIVITY 13: While-teaching grammar (Approaches to structural form) Aim : Challenging the students to discover how language works (discovery techniques) Procedure: The teacher asks the students questions related to the formation of the two tenses. The students answer the questions and discover the grammatical patterns by temselves.

Interaction: T-S, S-T Time: 5’ This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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ACTIVITY 14: While-teaching grammar (Approaches to structural form) Aim : Checking the understanding of grammar Procedure: The teacher asks the students to correct the following sentences if any correction should be operated. The students reflect and do this exercise orally.

Interaction: T-S, S-T Time: 3’ ACTIVITY 15: Practising grammar Aim : Engaging in communicative activities by completing personal forms Procedure: The teacher asks the students to do the first exercise on the hand-out individually.

The students write this exercise and self-correct themselves.

Interaction: T-S, S-T Time: 5’ ACTIVITY 16: Practising grammar Aim : Manipulating the grammatical patterns through activities Procedure: The teacher asks the students to do the second exercise on the hand-out in groups of four. The students write this exercise and correct themselves by interacting with the other groups.

Interaction: T-S, S-S Time: 5’ ACTIVITY 17: Practising grammar Aim : Engaging in communicative activities by completing personal forms Procedure: The teacher asks the students to do the third exercise on the hand-out in pairs. The students write this exercise and correct themselves in pairs.

Interaction: T-S, S-T, S-S Time: 5’ ACTIVITY 18: Practising grammar Aim : Checking the understanding of grammar Procedure: The teacher asks the students to correct the following sentences if any correction should be operated. The students reflect and do this exercise individually.

Interaction: T-S, S-T Time: 5’ ACTIVITY 19: Revising grammar Aim : Checking the understanding of grammar This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Procedure: The teacher asks the students to write the correct verbal tense between brackets. The students do this exercise individually.

Interaction: T-S, S-T Time: 8’ ACTIVITY 20: Follow up assignment Aim : Compiling a part of the glossary and do the final exercises from both the hand-out and the coursebook.

Procedure: The teacher explains how the assignment to be done Interaction: T-S Time: 1’ REFLECTION The project entitled “New Approaches to Foreign Language Teaching in Turkey and Romania” aims at finding new methods and techniques of foreign language teaching. From our perspective, this intercultural project offers us the opportunity to view the teaching of the English language, as a foreign language, from a modern perspective, that is, from a cultural one. In fact, it was in that light that our seminar entitled “Mobility of Labour and Migration” we designed.

Moreover, it is the definition of the term “interculture” that spreads a new light on the target of this project. As culturalists assert, interculture refers to the interactions between cultures where each group values the traditions, perspectives and contributions of the other. In addition, the goals of interculturalism are to enhance mutual understanding, reduce marginalization and build inclusion.

In point of fact, it was from this perspective that we thought the plan of our seminar. More specifically, this seminar was conceived as a quest with a view to opening a communication channel between cultures. Nonetheless, we would like to mention that by culture we mean the culture of an individual or of a group. We attempted to offer a new way of viewing intercultural communication, that is, through a cultural filter. We also endeavoured to make the Romanian culture better-known by the English-speaking people abroad.

The seminar entitled “Mobility of Labour and Migration” was intended for the first year students in “Constantin Brancoveanu” University of Braila. In our opinion, this topic is both an actual and vital one. In our opinion, the continuous contact between distinct communities carried out by phenomena such as migration and globalization is in fashion nowadays. The increase of migration of workers, especially from developing countries to the developed world, is posing serious challenges. Additionally, the phenomenon of globalization has lead to the augmentation of migration which altered the feeling of identity and affiliation to one national culture. We consider that, in the contemporary society, various realities are subjected to negotiation: language, culture, political ideology and even religion.

The flow across peoples entails a shift between languages and cultures. When constrained to remove from their homeland, migrants encounter a new and unfamiliar environment which they This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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have to adjust to. Competence in learning a new language becomes a prerequisite in surviving the new environment. Moreover, in the process, their identities will suffer a range of alterations.

In our opinion, the diversity of language groups spread throughout Europe has built a barrier to communication. Nonetheless, variety represents a step towards mutual improvement for the speakers who achieve competence in speaking more than one language. We consider it important to distinguish between multilingualism and plurilingualism and discuss their effects on communication. In the former situation, the emergence of numerous language communities in society erects a barrier to communication between them, whereas in the latter situation, the competence of a person to speak more than one language serves to building a bridge between communities.

All these problems were included in the unit discussed together with our students. In point of structure, this seminar comprised two parts: one dealing with vocabulary (lasting for 50 minutes) and the other, dealing with grammar (lasting for 50 minutes). This seminar aimed at developing skills such as: speaking, reading-comprehension and writing. Moreover, the types of interaction had in view were: teacher-student, student-teacher and student-student.

Before initiating this seminar, our students were familiar with parallel corpora description and with the steps to take in compiling a glossary. As every manager of the classroom, we have anticipated some particular problems that we might have encountered during the seminar such as: problems which might have occurred in brainstorming the new lexis, the need to look up words, phrases and collocations in dictionaries, problems which might have occurred in differentiating between simple past tense and simple present perfect, problems which might have arisen in the translating process and some difficulties in the attempts to bridge cultural gaps.

Furthermore, we had in view to provide students with speaking, reading-comprehension and writing practice, to give students confidence in their ability to use English vocabulary and grammatical patterns, to get involved in the communicative activities within the seminar and to stir the students’ interest in and curiosity about all sorts of topics that they feel it will matter to them.

Additionally, the objectives aimed were: to offer different views on the topic, to suggest new definitions, to compile a glossary with the aim of explaining crucial terms, to enlarge vocabulary, to learn vocabulary by means of various drills, to check the validity and applicability of the vocabulary items in various contexts, to find similarities and dissimilarities between the simple past tense and the simple present prefect by means of a number of schemata and various drills, to personalize the topic, to check the validity and applicability of the grammatical patterns to intercultural communication, to find corresponding patterns in the TLC and identify significantly different ones and to find solutions for cases of identical translatability.

The first part of the seminar regarding lexis comprised nine activities such as: warming up, pre-teaching lexis, pre-teaching lexis (providing a lead-in the topic), presenting lexis (whileteaching lexis), practising lexis (three activities), consolidating the new lexis (post-teaching lexis) and revising lexis (post-teaching lexis).

More detailed, the warming-up aimed at checking and reinforcing previous knowledge.

The second activity, namely pre-teaching lexis, aimed at providing the context for the introduction of the new language. The lead-in had in view the brainstorming of the new vocabulary and stirring the students’ interest in the topic. The fourth activity, namely presenting This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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lexis (while-teaching lexis), aimed both at developing speaking skills and at raising awareness of the world around our students. As their awareness increases, so will their vocabulary. The next three activities regarding practising lexis were directed at developing speaking skills.

Consolidating the new lexis (post-teaching lexis) aimed at reiterating the new vocabulary and revising lexis (post-teaching lexis) pointed at developing scanning skills.

The second part of the seminar concerning grammar encompassed ten activities such as: pre-teaching grammar, while-teaching grammar (approaches to structural form: four activities), practising grammar (four activities) and revising grammar. In addition, the final activity was a follow-up assignment.

Thoroughly, pre-teaching grammar aimed at providing the context for the introduction of the new grammar. The four activities concerning while-teaching grammar (approaches to structural form) pointed at explaining grammar in detail (deductively), letting the students hear and see and be drawn their attention on form (inductively), challenging the students to discover how language works (discovery techniques) and at checking the understanding of grammar. The next activities regarding practising grammar aimed at engaging in communicative activities by completing personal forms, manipulating the grammatical patterns through activities and at checking the understanding of grammar. Eventually, revising grammar pointed at checking the understanding of grammar. The follow-up assignment regarded a compilation of a glossary and a sum of exercises from the hand-outs.

We would also like to mention that the method used during this seminar was the communicative one. This is a modern method as the classroom becomes more student-centered with the teacher allowing for students to output the language more often on their own. This method was materialized into discussions around parables, deductions of the new items of vocabulary, into determining students to find right collocations for the new lexis. The teacher attempted to stir the students’ interest by communicating her own point of view on the subject matter and by providing examples from her own background.

As regards grammar, the parallel corpora method fitted the purpose of our seminar.

More exactly, grammar was presented inductively, deductively and by discovery techniques.

These techniques were used in order to keep the channel of communication open and to stir interest and imagination.

The aids were the students themselves, a coursebook, some hand-outs, a flipchart, a blackboard and a computer (two Power-Point presentations: one including vocabulary and the other comprising grammar). We considered that the class management should better serve our purpose if it were thought as individual work, pair work and group work.

Our students’ contribution to the seminar’s topic was to brainstorm items of vocabulary, to deduce lexis and grammatical patterns, to provide meaningful contexts, to interact with the teacher when exposing real-life situations, to furnish definitions with the aim of compiling a glossary and to find similarities and dissimilarities between the simple past tense and the simple present prefect.

Conversely, the teacher’s contribution to the seminar’s topic was to enlarge on the cross-cultural communication, cultural specificity and identity beyond borders, still the source of further controversies, to present theoretical aspects which favour applicability to a number of drills with reference to real - life situations, to suggest and adapt a number of schemata to the purpose of the This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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seminar’s topics, to provide a number of personal definitions for the terms to be explicated in the glossary and to compile a glossary with the aim of explaining crucial terms.

The last part of our seminar dealt with a discussion aiming at attaining the proposed objectives. The discussion revolved around issues such as: presenting vocabulary, practising and revising vocabulary. In this respect, the students reacted as expected, that is to say, they were able to understand the new lexis. When practicing lexis, they had some difficulties in pronunciation but they were overcome. When revising vocabulary, the students were able to provide an accurate feed-back.

As regards grammar, the first stage, that is presenting grammar, was very dynamic since the students reacted as expected. They deduced the new grammatical patterns very easily. With reference to practicing and producing grammatical patterns, the students had some difficulties in writing the right forms of the irregular verbs in the simple past tense and simple present perfect.

When revising grammar, the students proved to manage the grammatical patterns very well.

Eventually, the selected references employed to serve the purpose of our seminar were the following:         

Bassnett, S. (2002) Translation Studies (3rd rev. ed.) London: Routledge.

Carter, R. (2006) Working with Texts, London and New York: Routledge.

Chen and Starosa (1996) ’Intercultural Communication Competence: a synthesis’ Thousand Oaks: Sage, qtd. inDollerup, C. (2006) Basics of Translation Studies, Iaşi: Institutul European.

Croitoru, E. (2011) ‘Translating Identity: Rethinking, Right Wording and Reconceptualization’, in L. Frenţiu, (ed.), Romanian Journal of English Studies, Timişoara: EdituraUniversităţii de Vest, pp. 146-154.

Cronin, M. (2003) Translation and Globalization, London: Routledge.

Cronin, M. (2006) Translation and Identity, London and New York: Routledge.

D’haen, T. and P. Vermeulen (2006) Cultural Identity and Postmodern Writing, Amsterdam/New York: Rodopi.

Duranti, A. (2001) Key Terms in Language and Culture, Oxford: Blackwell Publishers.

Mândreci, G, Șerban, M.. (2013) English for Specific Purposes, Pitești: Ed. IndependențaEconomică.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Rodica NEAGU National College ”Gh . Munteanu Murgoci”, Brăila, România ”I graduated from University of Bucharest in 1977, specialising in two foreign languages: French and English. For the first 12 years I taught English at junior school level. Since 1990, when I successfully competed for a post at an elite organisation of secondary education, I have been an English teacher at Colegiul Național “Gh. M. Murgoci”. Given my interest in self development, I applied for and won two Comenius grants in the U.K., within the Lifelong Learning Programme. Promoting excellence in TEFL and raising cultural awareness in students have been the guiding principles in my career.

LESSON PLAN CLASS – 10th grade, Maths-Computer Science with bilingual study of English LEVEL – B2.2 (Common European Framework) SUBJECT- What is happiness ?

ACTIVITY – Debate on the following motion: “Happiness does not mean having what you want, but wanting what you have.”

TEACHING AIDS: Coursebook MISSION 2 (Unit II, Part 2) Posters & Stickers Worksheet CLASS MANAGEMENT: Pair – work Group – work Lockstep INTERACTION: Student – student Teacher –students GENERAL AIM : transition from the artificial setting of the classroom to real life situations OPERATIONAL OBJECTIVES: the students will be able todoresearch on a certain topic,  supply and organise information following the pattern of a formal debate,  summarise the information and draw conclusions,  express personal opinions,  use relevant arguments to support their opinions,  be persuasive.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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ASSUMPTIONS – Generally, adolescents are eager to discuss issues they feel strongly about.

They also like competition.

EXPECTED RESULTS: abilities  better fluency and delivery;  coherence and logical flow of ideas;  increased self-confidence when speaking in public;  persuasiveness; values  courtesy;  democratic attitude;  competition and cooperation;  discipline and self-discipline; MAIN ACTIVITY Preparation  deciding on the motion (source – coursebook);  making up the teams (3 proposers and 3 opposers);  appointing a chairperson and a time-keeper;  brainstorming for ideas on both sides;  introducing the model of formal debate; stages introduction of topic/type of activity (3’) teacher elicits from students examples of situations that made them happy (3’) students work in pairs to unjumble the stages of a formal debate (model: British Parliament) debate(25’) - The Chairperson, time-keeper and the 6 speakers take their seats in front of the audience.

- The Chairperson reads the motion and introduces the members of the 2 teams (Proposers and Opposers).

- The first 2 speakers of each team take turns to present their arguments/counterarguments; the 3rd gives the summation speech for their respective team.

- A floor-debate follows, with members of the audience asking for clarification or challenging points made either in favour or against the motion.

- The vote is taken.

- The Chairperson counts the votes and declares whether the motion is carried or defeated.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Follow-up(7’) Students are asked to group words/statements into two categories “Pursue happiness” and “Enjoy happiness”, which summarise the messages in favour or against the motion (two separate sections of Bb.) Homework (5’) – individual project work. Suggested subheadings: Definitions of happiness (Happiness is....)

Thanksgiving Diary (Thank God...)

The ten Commandments of a Happy Life Tips on How to Fight Depression Favourite Quotes on Happiness ARGUMENT Why “debate” ?

According to the Karl Popper theory, one of the passionate advocates of its educational role, the debate is “an essential tool for developing and maintaining democracy in open societies”. As such, the debate format prompts free discussion rather than aggressive confrontation, offering opponents the ideal environment to discuss controversial issues, without recourse to insults, emotional pressure or bias.

Although the two sides rarely agree at the end of a debate, they have the chance, by then, to examine thoroughly the problem under discussion and get nearer to the truth while making their point. “Honest disagreement is often a sign of progress.” (M.Gandhi) Teaching English for communication purposes can turn to the debate as a technique that allows students to use the language naturally and persuasively, as well as approach a topic from their personal standpoint.

As a learning activity, the debate meets the requirements of the National Curriculum regarding: General competences  Oral/written interaction;  Transfer of oral/written messages to different communication situations.

Specific competences  Identifying and selecting relevant information from a variety of authentic sources, with a view to achieving a structural task;  Expressing opinions on topical issues;  Adapting the form of the message to the respective communication situation, by means of the appropriate language functions.

Moral values Teamwork spirit Flexibility when exchanging ideas.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Above all, the debate develops extremely valuable life skills, like: doing research, working in a team and communicating effectively. Focusing on critical thinking and logical argumentation, the debate will prove to be useful not only at the school level (argumentative essays, oral exams, presentations) but also in the world of work, or in the civic society: as citizens of democratic societies, today’s students will be called to pass judgements and make informed choices in order to defend and maintain democracy.

Why “happiness” ?

Because happiness means different things to different people, depending on the priorities of each person, which is likely to lead to a clash of ideas. The two definitions that make up the motion appear to be mutually exclusive, sparking controversy.

Furthermore, the pursuit of happiness is a deeply human aspiration that underlies all our endeavours, regardless of age, but does so particularly in adolescence. Today’s youth need to build their identity and shape their moral values against the background of the contemporary consumer society, whose materialistic philosophy ought to be balanced with ethical principles.

REFLECTIONS 1. The formal debate adopted as a method of teaching – learning English, although not completely new, can be considered modern, as it is an activity designed to encourage communication and free exchange of ideas in our increasingly complex societies. As well as this, it is a student-centred method – the student becomes the subject of learning. He/she collects information on the topic to be debated upon, analyses the data and builds arguments, interacts with team members, organises his discourse logically and convincingly, listens to the counterarguments, highlights any weaknesses, synthesises the information, makes a final point.

Therefore, debating develops both the communicative competence and the cognitive skills of students, which are at the centre of modern foreign language theory and practice.

The relevance and popularity of this format account for the numerous Debate Societies organised

by Romanian schools, but also for the initiatives at the European level, such as the European Youth Parliament, whose sessions reunite young people from across the continent, in an attempt to find answers to global issues, - all this in English, the global language.

2. The actual realisation of the afore – mentioned lesson plan was partly affected by the specific circumstances “on the ground”. In my opinion, a filmed lesson does not do much justice to the activity itself. Due to the pressure of performing to the best of his/her ability, the teacher – in particular – experiences a kind of stage fright. In my case, this showed towards the end of the lesson, which caused a little confusion among the students.

Nevertheless, I reckon that, overall, the aim and the operational objectives were reached and that the learners enjoyed the lesson and participated actively.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Corina CIOLACU National College ”Gh. Munteanu Murgoci, Brăila, România Teacher of English at the “Gh. M. Murgoci” National College in Braila, Romania.She got her Bachellor of Arts degree in English Language & Literature at the “Al. I. Cuza” University in Iasi, Romania. She obtained the “First Teaching Degree” (the highest qualification for the highschool teachers in Romania) as far back as 1991. She competed for and received two major grants for English teachers in the United Kingdom, improving her teaching methods and skills at The Institute ofApplied Linguistics, Edinburgh - Scotland and “The Mayflower College of English”, Plymouth – England. Also she attended numerous conferences, seminars or events organized for the EFL teachers in different venues. She organized several cultural trips to Britain with her students. Her students always pass their English exams (all levels, including the highschool finals, the Cambridge exams, etc) with top grades. Also their results in different language competitions and contests are excellent.

LESSON PLAN HIGHSCHOOL: C.N.”Gh. M. Murgoci” TEACHER: Corina Ciolacu CLASS: 11 B (Bilingual, 5h/week) LEVEL: Advanced NUMBER OF STUDENTS: 15 DATE: 2013, October 30 TIME OF LESSON: 10-11 h TEXTBOOK: CAE Gold Plus LESSON TOPIC: ”Pushing the Boundaries” APPROACH: Communicative, computer-based LESSON AIMS:  to develop students` ability to work in teams (managing everything that team work means);  to stimulate students` creativity and responsibility by allowing them to do free- choice final presentation;  to motivate students to do further individual research, topic-related;  to introduce vocabulary related to the topic ( science );  to determine students to speak freely, express personal opinions, debate.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Note : In fact, this class is a hybrid between a regular textbook-based lesson and project work activity, with special emphasis on the latter. Also, being computer-based, it will take place in a Computer Lab. ACTIVITY 1 : Warm Up Objective: To introduce and approach the topic of the lesson (science) Class Organisation: whole-class activity Estimated Time: 5` Materials: The class textbook Description of the activity: Teacher asks SS some questions about science ACTIVITY 2 : Presentation of some interesting aspects/ultimate researches in the field of different sciences Class Organisation: teamwork Estimated Time: ~ 20` Materials: Computer Prezi, overhead projector Description of activity: T told SS they were going to study a lesson about Science 1 week before asking them what sciences they were particularly interested in and if they would like to present everybody some aspects of their main interests. They responded enthusiastically as they attend a scientific profile. So they split into working teams according to the sciences they were keen on. Then they established what aspects to tackle and started gathering materials. They decided to present it under this form of a Prezi, as being a more modern, more functional and even more attractive design than the usual PowerPoint slides.

Note: This was the project work segment of the lesson since T only launched the idea and SS did absolutely everything themselves, starting with choosing what sciences to approach, then the structure of every team, etc and all this was done as an extra-school activity, having complete freedom from T`s part.

ACTIVITY 3: Mini-debates focusing on topics related to the sciences under discussion Class Organisation: Group work Estimated Time: ~ 20-25` Materials: Debate-generating questions Description of activity: T asked each team to think of at least one question related to the specific scientific domain they worked on, write it on a piece of paper, put it into an envelope and give it to me at the very beginning of the lesson. This way, nobody knows the questions in advance and they will come as mind-blowing, debate-generating problems. Thus the SS will have the opportunity of speaking freely, giving their opinions, appealing to their knowledge, finding/discussing a quick solution to a problem, in one word interacting.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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ACTIVITY 4: Home assignment The students are asked to revise Conditional Clauses (which they studied in the past) and are given handouts containing 40 sentences to be rephrased into If-clauses with a given beginning.

Note: I am attaching a sample handout.

CONDITIONALS Re-write the sentences so that they have the same meaning as the original.

1. I didn't go to Helen's party because she didn't invite me.

If .......

2. We'll go to the beach unless it rains.

If ............

3. Ann can't buy a new car because she hasn't got enough money.

Ann ....

4. You can get access to the Intranet only by having a password.

You ..........

5. She feels lonely since she hasn't got any friends.

If ............

6. Should you require more information, ask at the desk.

If ...........

7. Jim missed the plane because he arrived late at the airport.

Jim ........

8. Carlos Sainz didn't win the Monte Carlo Rally because his car broke down.

Carlos ........

9. I don't have a modem, so I can't e-mail you.

I ..............

10. I didn't send them a postcard because I didn't know their new address.

If ...........

11. She isn't passing her exams because she isn't studying hard enough.

If ..................

12. I'd like to buy a bigger flat, but I haven't got enough money.

If ..................

13. I didn't get to the meeting on time because my car broke down.

If .................

14. I never travel by plane because I get ear ache.

If ..................

15. I won't go to the party if you don't go with me.

Unless ..................

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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16. If I had been told about the situation, I would have dismissed them.

You ..................

17. The restaurant was full so we couldn't get a table.

If ..................

18. I'm too busy to go to the pub.

If ..................

19. Ice melts down when you heat it.

If ..................

20. You can attend the meeting as long as you are a club member.

If .............

21. We didn't see The Two Towers because the cinema was closed.

We .............

22. She doesn't understand because you haven't explained the situation to her.

If ..............

23. You won't get a promotion if your work doesn't improve.

Unless ............

24. I never eat octupus because I get sick.

If .........

25. We didn't pick you up at the station because you didn't phone us.

Had .............

26. The government won't win the elections unless they create employment.

If ...........

27. I'll buy I new computer provided that I get a rise in salary.

Only if ...........

28. She wanted to buy that picture, but she didn't have enough money.

Provided ...........

29. Whenever I make a promise, I keep it.

If ............

30. We haven't got any matches, so we can't light a fire.

Unless ............

31. I didn't renew my subscription because I lost interest in the magazine's articles.

I .............

32. He was too slow to win the race.

If .................

33. I won't go to Rio unless I find a cheap flight.

If ...........

34. I never sunbathe because I get sunburt easily.

I ...........

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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35. She will understand you provided that you don't speak too fast.

Only if ...............

36. He won't come for a drink because he's got work to do.

Unless ..............

37. She's too young to get a driving licence.

She ..............

38. They lost the match because of the heavy rain.

But for .........

If ...........

39. Whenever Peter and I meet, we talk about the good old times.

In case ........

40. Should you see Paul, tell him about the meeting.

In case ...............

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Mariana CRĂCIUN National College ”Gh. Munteanu Murgoci”, Brăila, România ”I am a graduate from Faculty of Foreign Languages and Literatures, University of Bucharest specialising in English and Spanish.

Since graduating in 1998 I have worked extensively in language teaching , translation and interpreting.

I am part of the English team at the “ Gh. M. Murgoci” National College and I have been teaching English and Spanish at different levels. My goal as a teacher is to make my children learn as much as possible while enjoying the experience. I try to make my classroom a place where children feel comfortable and I strive to know my students on a personal level. I treat them as unique people and differentiate according to their individual needs”.

LESSON PLAN Teacher: Craciun Mariana School: National College ”Gh. M. Murgoci” Date: 1st November 2013 Grade: 11th (Maths - Computer Science with Bilingual Study of English) Level: Advanced Time: 50 minutes Lesson: ”NEAREST AND DEAREST” Skills: speaking, listening, writing.

Lesson aims:  to create interest in the topic and to initiate discussion anticipating the content of the lesson;  to raise expectations and create involvement in a listening task and listening for gist;  3.to learn important aspects of friendship which form and keep relationships;  4.to make students be able to express their viewpoints;  5.to give students practice in speaking and writing skills.

Materials: textbook (Gold – Longman), worksheets, cassette recorder, blackboard, poster, stickers.

Anticipated problems: students may feel a bit awkward about expressing ideas

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Class management  Whole class  Pair work  Individual ACTIVITY 1: 10’ AIM: to initiate discussion anticipating the content of the lesson and to check the students’ task PROCEDURE: Students remember the qualities and the character traits they look for in a good friend presented in the previous lesson.

The teacher asks pupils to present the homework - What makes you be a good friend?- then they add other common features for two of their classmates sustaining their views. The presentations are displayed.

ACTIVITY 2: 15’ AIM: to introduce the listening PROCEDURE: Students listen to an interview (Annex-1) twice for finding out an expert’s opinion about friendship during people’s life. Sarah Brown has written a book –”Parttens of Friendship” in which she depicts different features of the friendship throughout the stages of life. Students take notes about the ways that people make friends using the creative technique ”Lotus Blossom Technque” which can help them visualize the stages and their features clearly.

ACTIVITY 3: 5’ AIM: to develop speaking skills PROCEDURE: Individually, students consider at least five ways to maintain the friendship.

They might come up with something such as: to be a good listener; not to judge your friends harshly; to find positive common bonds with each other; to be open to trying new experiences; to establish trust.

ACTIVITY 4: 15’ AIM: to give students practice in writing skills; PROCEDURE: The students are put into pairs and, using the previous notes, they construct a comprehensive poem about the friendship. As far as the terms specific for a poem are concerned, students are reminded similes, metaphors, the uses of the five senses (touch, taste, smell, sound, sight). Other useful tips which can be helpful for improving creative writing refer to avoiding the clichés (expressions that have lost their freshness or originality), paying close attention to the language itself because poems arrive in the form of words. Each pair creates an original stanza related to each stage of friendship and having classical music still playing in the background help

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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relax. After the seven minutes the six stanzas are collected to form a poem being read and displayed.

ACTIVITY 5: 5’ Homework Students will write a script for a short play related to friendship called “Friends Forever”. If the script is appropriate for being acted, it will be put on stage and the students will be the actors.

ANNEX-1Listening - Interviewer with Sarah Brown …and now Sarah Brown is here to talk to us about her latest book, Patterns of Friendship. Sarah, you've found that there are quite noticeable patterns in the way that people make friends ...

Sarah Brown: Mmm, absolutely. For example, friendship becomes important quite early on, in children as young as three. But up to about five, children have what you could call unchosen playmates, based quite practically on what's available, they can't exactly go out to look for them ... often the children of their parents' friends, or family relations. And it's actually quite an egoistic relationship at this stage (1C) - there may be frequent quarrels over possessions - toys and so on ...

I: Yes, you think they'll play together happily sharing their toys and the next thing you know, one's in floods of tears and you have to sort it out...

SB: Yes, but by the time the child's about five it starts to change. Once they're at school, children begin to choose their own playmates. (2B) - other children in the same class, or living nearby, maybe in the same street And they start to cooperate more. But friendship's still a way of serving self-interest, and friends are expected to keep to certain rules.

I: Yes, I've noticed with my own kids that they can get really upset with their friends ...

SB: Yes, exactly, and this carries on to eight or ten years old, but gradually they begin to be able to see things from other people's point of view - and this, er, marks the point at which the child is beginning to acquire knowledge of social relationships.

I: And how do they develop these social skills?

SB: Well, from 12 onwards, as they enter adolescence, children are beginning to stand on their own feet, er, the influence of their parents tends to decline, and they feel the need for a close friend, nearly always with someone of the same sex. They're looking for friends who are people they admire, who they see as similar to the sort of person they'd like to be ... and these friendships take on great importance. Friends have got to be trustworthy.(3D) and friendships are very exclusive, but at the same time there's the group thing, they're developing networks of friends, having fun together ...

I: So they go to clubs and cafes in big groups ...

SB: Mmm, yes, and spend a lot of their free time together. And this continues for some years so young adults - from 18 to 25, or when they get married, have close friendships, like adolescents, and may see their friends every day, and spend hours on the phone ...

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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I: I suppose that for most of us, this is probably the period when our circle of friends is at its widest, isn't it? But is it affected by marriage?

SB: Oh, yes, quite considerably - the couple may move away, they may have children. Friends still see one another, but instead of every day or every week, they might get together once a month or just at special times ... parties and so on.

I: And what about new friends?

SB: They may make some, but they tend to be based more on neighbourhood and work contacts, and they're often less intimate than the friendships formed earlier on.

I: So less in the way of sharing secrets and confidences.

SB: Yes, exactly. And in middle age, between 55 and 65 - or even older, after retirement, people take on new friends even less easily. At this time of life they hold on to earlier friendships which are often more intimate than the more recent ones, even though they see these older friends less often. Friends now aren't based so much on neighbourhood - they can be with people of any age.

And ironically, when they give up work there's a further decline in contacts with friends.

I: Really?

SB: Yes, because of transport difficulties, illness, that sort of thing. They're more likely to turn back to their families at this point - full circle, as you might say!

I: Sarah Brown, thank you ...

REFLECTION To find interesting teaching techniques that will help children understand the lesson that is being taught is of paramount importance. I think that all lessons can develop creative thinking when they involve students in generating and extending ideas, suggesting hypotheses, applying imagination and finding new or creative outcomes.

What promotes creativity is a questioning classroom, where teacher and students ask challenging questions; where new connections are made; where lessons are presented in different ways - visually, physically and verbally; where there are fresh approaches and where the effects of ideas and actions are critically evaluated.

This lesson aims to make use of some creative techniques for increasing the opportunities for creativity. These creative techniques are very effective and can be used in various class activities.

The alternatives are unlimited. In this way students are learning thinking through the use of formal processes and the learning experience is enhanced by hands-on class activities. The students are empowered to learn by finding out something on their own.

I have used two creative techniques during this lesson.

1. Lotus Blossom Technique After finding out an expert’s opinion about friendship during people’s life, students take notes about the ways that people make friends using the creative technique ”Lotus Blossom Technque” and then add their own ideas. This technique involves starting with a central theme This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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friendship - and working outward, using ever-widening circles or "petals." Central themes lead to ideas that themselves become central themes, and so forth. This technique takes advantage of visualization, free association, and a structured approach to creating idea stimuli and it is suitable to use when you work in a group of students. It helps to understand the lesson by generating more ideas when you run out of idea. From one idea it will trigger more idea so you don’t have to worry about how to generate the ideas. It takes average time to complete because it triggers the ideas fast.

2. Create a group poem Writing a poem, another creative technique, is all about observing the world within or around us. A poem can be about anything, in this lesson about friendship. Writing poetry can help students become more eloquent and improve their linguistic style. Although poetry writing is definitely a skill that improves with practice (just like any other type of writing). The students are put into pairs and create a comprehensive poem about the friendship. As far as the terms specific for a poem are concerned, students are reminded similes, metaphors, the uses of the five senses (touch, taste, smell, sound, sight). Other useful tips which can be helpful for improving creative writing refer to avoiding the clichés (expressions that have lost their freshness or originality), paying close attention to the language itself because poems arrive in the form of words. Each pair creates an original stanza related to each stage of friendship and then they are collected to form a poem.

Another very important factor in enhancing the student engagement is to have a good supply of resources in the classroom (posters, images, posters, books, pictures card, big sheets of paper, etc) that the students know how to access.

There is a permanent display showing key words about learning styles and thinking skills.

Evidence of different techniques is displayed in the whole classroom (can be seen in the recording) such as ‘Mind Mapping’, ‘PMI’ (listing the Plus, Minus and Interesting points of a topic) or ‘concept cartoons’ created by the students. A bookshelf full of books and magazines is freely available for them to consult.

Additionally teaching means: designing a classroom so all students can be observed at all times, maintaining a safe environment, keeping students quiet so everyone can hear the lesson, teaching children to be respectful and providing meaningful lessons that will keep them engaged.

Considering what I have said so far, I shall conclude that using some creative techniques or activities makes the process of comprehension easier for the students and allows them to gain independence, to overcome their fears and to combine what they learn from a lesson to other activities. As can be seen from this recorded lesson, the direct teaching of thinking showed an upgrading in the students’ ability to be creative, thus being able to be fluent in producing ideas that range in flexibility and also in originality.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Olga Elena STROE National College ”Gh. Munteanu Murgoci”, Brăila, România Motto: “Good students make good teachers” CLIL: A LESSON FRAMEWORK The present paper was structured into three main parts which cover the both theoretical and practical approaches to CLIL teaching in our school as an optional course for bilingual classes. In the first part of this article, Content and Language Integrated Learning, it is presented an introduction to this field. The second part of the article deals with some aspects of introducing CLIL into the classroom and suggest a framework for planning CLIL lessons The third part is entitled CLIL-CHANGING LESSON INTO LIFE and covers the practical approach of this paper that shows the lesson plan sample for a CLIL lesson which I have chosen to do with my students from the 9th grade, bilingual class, during an optional class.

KEY WORDS: CLIL, ELT, approach, language, skills, lesson, learning, teaching.

UNDERLYING PRINCIPLES The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP). The benefits of CLIL may be seen in terms of cultural awareness, internationalization, language competence, preparation for both study and working life, and increased motivation. While CLIL may be the best-fit methodology for language teaching and learning in a multilingual Europe, the literature suggests that there remains a dearth of CLIL-type materials, and a lack of teacher training programmes to prepare both language and subject teachers for CLIL teaching.

CLASSROOM PRINCIPLES Some of the basic principles of CLIL are that in the CLIL classroom:  Language is used to learn as well as to communicate;  It is the subject matter which determines the language needed to learn.

A CLIL lesson is therefore not a language lesson neither it is a subject lesson transmitted in a foreign language. According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following 4Cs:  Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum;  Communication - Using language to learn whilst learning to use language

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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

Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language;  Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.

In a CLIL lesson, all four language skills should be combined. The skills are seen thus:  Listening is a normal input activity, vital for language learning;  Reading, using meaningful material, is the major source of input;  Speaking focuses on fluency. Accuracy is seen as subordinate;  Writing is a series of lexical activities through which grammar is recycled.

For teachers from an ELT background, CLIL lessons exhibit the following features:  Integrate language and skills, and receptive and productive skills;  Lessons are often based on reading or listening texts / passages;  The language focus in a lesson does not consider structural grading;  Language is functional and dictated by the context of the subject  Language is approached lexically rather than grammatically  Learner styles are taken into account in task types.

In many ways a CLIL lesson is similar to an ELT integrated skills lesson, except that it includes exploration of language, is delivered by a teacher versed in CLIL methodology and is based on material directly related to a content-based subject. Both content and language are explored in a CLIL. LESSON FRAMEWORK A CLIL lesson looks at content and language in equal measure, and often follows a four-stage framework, which are presented in what follows: Processing the text: The best texts are those accompanied by illustrations so that learners can visualize what they are reading. When working in a foreign language, learners need structural markers in texts to help them find their way through the content. These markers may be linguistic (headings, sub-headings) and/or diagrammatic. Once core knowledge has been identified, the organization of the text can be analyzed.

Identification and organization of knowledge: texts are often represented diagrammatically.

These structures are known as 'ideational frameworks' or 'diagrams of thinking', and are used to help learners categorize the ideas and information in a text. Diagram types include tree diagrams for classification, groups, hierarchies, flow diagrams and timelines for sequenced thinking such as instructions and historical information, tabular diagrams describing people and places, and combinations of these like the fish-bone diagram. The structure of the text is used to facilitate learning and the creation of activities which focus on both language development and core content knowledge.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Language identification: Learners are expected to be able to reproduce the core of the text in their own words. Since learners will need to use both simple and more complex language, there is no grading of language involved, but it is a good idea for the teacher to highlight useful language in the text and to categorize it according to function. Learners may need the language of comparison and contrast, location or describing a process, but may also need certain discourse markers, adverb phrases or prepositional phrases. Collocations, semi-fixed expressions and set phrases may also be given attention as well as subject-specific and academic vocabulary.

Tasks for students: There is little difference in task-type between a CLIL lesson and a skillsbased ELT lesson. A variety of tasks should be provided, taking into account the learning purpose and learner styles and preferences. Receptive skill activities are of the 'read/listen and do' genre. A list of listening activities might be:  Listen and label a diagram/picture/map/graph/chart  Listen and fill in a table  Listen and make notes on specific information (dates, figures, times)  Listen and reorder information  Listen and identify location/speakers/places  Listen and label the stages of a process/instructions/sequences of a text  Listen and fill in the gaps in a text Tasks designed for production need to be subject-orientated, so that both content and language are recycled. Since content is to be focused on, more language support than usual in an ELT lesson may be required. Typical speaking activities include:  Question loops - questions and answers, terms and definitions, halves of sentences;  Information gap activities with a question sheet to support;  Trivia search - 'things you know' and 'things you want to know;  Word guessing games;  Class surveys using questionnaires;  10 Questions - provide language support frame for questions;  Students present information from a visual using a language support handout.

INTERNET RESOURCES  Content and Language Integrated Project (CLIP) - www.cilt.org.uk/clip  Euro CLIC - www.euroclic.org  European Centre for Modern Languages - www.ecml.com  Forum for Across the Curriculum Teaching - www.factworld.info.com  Norwich Institute for Language Education - www.nile-elt.com  Science Across the Curriculum - www.scienceacross.org This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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”New Approaches to Foreign Language Teaching in Turkey and Romania”

The National Centre for Languages (CILT) - www.cilt.org.uk

LESSON PLAN LEVEL: IXE grade – optional class DATE: 3rd June, 2013 TEACHER: Olga Stroe TOPIC:WATER FACTS TEXTBOOK: GEOPROFILES INTERACTION: T-Ss, group work, Ss-Ss, Ss-T MATERIALS: Language Maximisier, blackboard, teacher’s book, handouts, notebooks, CD, Laptop, textbooks, OHP GENERAL AIMS:  to evaluate recently acquired knowledge using dialogues;  to increase overall creativity of the group;  to improve Ss imagination;  to make Ss aware of words and expressions which are related to senses;  to make Ss able to express personal opinions about the topic;  to encourage Ss oral fluency;  to practise the language of discussions and suggestions; SKILLS: Speaking, Listening, Reading, Writing TIME: 50 MIN BIBLIOGRAPHY: Harmer, Jeremy, 1997– The Practice of English Language Teaching.

Longman, London and New York. Lee, W.R., 1964. Language teaching games and contests.Oxford University Press. Nye, Gertrude Dorry ;MacGraw-Hill. 1966. Games for Secondary Language Learning. BookCo. New York ANTICIPATED PROBLEMS: Ss may find the topic difficult to understand ACTIVITY 1 AIMS:  To prepare students for the next activity and raise interest in learning about water facts;  To revise vocabulary from the previous lesson CLASSMANAGEMENT: Whole class SKILLS: Speaking MATERIAL: blackboard TIME: 5 min PROCEDURE: This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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

T asks the Ss how they are feeling and then what they have learnt during their previous class;  T encourages Ss dialogues asking about what they did not speak about in the previous lesson;  T tries to elicit the title of the lesson from the students helping them if they need. T writes on the blackboard the following word: WATER. INTERACTION: T-Ss, Ss-T, Ss-Ss ACTIVITY 2 AIMS:  To improve Ss imagination;  To make Ss aware of words and expressions which are related to senses CLASSMANAGEMENT: Whole class SKILLS: Speaking, Writing MATERIALS: handouts TIME: 15 min PROCEDURE: T explains and writes on the blackboard the golden rules for this activity: every idea has equal worth; no judgment; no criticism; no comment; stay focused on the topic; every person thinks, speaks and listens. Students are asked to complete the sense chart from their handouts 1 by writing the words in the correct places after they close their eyes and imagine that they are the golden fish immersed into the Danube River. Teacher checks their answers. Then students are asked to present what they saw, smelt, touched, tasted and heard under the Danube River. Then students provide the main ideas of the topic.

INTERACTION: T-Ss, Ss-T, Ss-Ss ACTIVITY 3 AIMS:  To raise Ss’ interest in learning about water facts;  To express personal opinions and predict the cause of the water facts.

CLASS MANAGEMENT: Whole class SKILLS: Reading, Writing, Speaking MATERIALS: OHP, Laptop, CD, Handouts, Blackboard TIME: 10 min

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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PROCEDURE:  T asks the Ss to move from imagination (immersion) to reality inviting them to watch an authentic material about Water facts. Students are asked to complete the chart from their handouts 2 by writing the words in the detail places after they watch the video twice  T makes them more aware of the language and style of a documentary.

INTERACTION: T-Ss, Ss-T, Ss-Ss ACTIVITY 4 AIMS:  To make Ss able to express personal opinions about the topic;  To encourage Ss oral fluency;  To practise the language of discussions and suggestions.

CLASSMANAGEMENT: Group work SKILLS: Speaking, Reading, Writing MATERIALS: Handouts, Blackboard TIME: 10 min PROCEDURE: Ss are asking to divide in 5 small groups. The Ss try to guess how the event happened and discuss the possible solutions. The leaders of the group present the conclusions after their short discussions. T encourages them to provide 5 collective conclusions and asks them what they can add to their title WATER. T writes then on the blackboard: FACTS. Assigning task: Students are asked to write 10 acronyms after the T’s model or a poem about WATER FACTS, as homework.

INTERACTION: T-Ss, Ss-T, Ss-Ss ACTIVITY 5 AIMS: To focus attention and to sum up what you have been doing To encourage Ss singing in English language CLASSMANAGEMENT: Whole class SKILLS: Speaking, Reading, Writing MATERIALS: OHP, CD, Laptop, Blackboard TIME: 10 min PROCEDURE: T reintroduces the Ss into the atmosphere of the film and music asking them to write the lyrics of the song HEAL THE WORLD by Michael Jackson after they have listened to the 1st part of song twice. Ss check their lyrics on the OHP and T encourages them to sing the song.

INTERACTION: T-Ss, Ss-T, Ss-Ss

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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REFLECTION From a language point of view the CLIL ”approach” contains nothing new to the EL teacher. CLIL aims to guide language processing and 'support language production in the same way as ELT by teaching strategies for reading and listening and structures and lexis for spoken or written language. What is different is that the language teacher is also the subject teacher, or that the subject teacher is also able to exploit opportunities for developing language skills. CLIL is also a concrete step towards effective education and according to Nelson Mandela, Education is the most powerful weapon we can use to change the world. This is the essence of the CLIL teacher training issue and the main aim of our Comenius Project entitled: ”New approaches to teaching foreign language in Turkey and Romania.

ANEXA 1

ANEXA 2

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Tatiana BADEA College National "Gh. M. Murgoci "Braila, Romania ” A graduate of the University "Alexandru Ioan Cuza" Iasi.

Teacher of German at College National "Gh M. Murgoci "Braila, Romania.

Training and refresher courses organized by VHS BildungszentrumSambachshof 2007, Goethe Institut Frankfurt 2008, Goethe InstitutBukarest 2009”

PROJEKT DES DIDAKTISCHEN VORGEHENS Datum: Okt. 2013 Die VII. Klasse ZweiteSprache Stundetypus:Vertiefung/neueKenntnisse Thema: Die ersteVerabredung OperationelleZielsetzungen: Am Ende der Stundewerden die Schülerfähigsein:  1.ein Bildbeschreiben  2.Einfache Sȁtzeformulieren  3.Kurze Textehőren und Biderzuordnen  4.einen Dialog zumThema:”Die ersteVerabredung” schreiben DidaktischeStrategien: Unterrichtsmethoden und Verfahren:Ausspracheűben, Dialogeschreiben Unterrichtsmaterialien: Bilder, CD-Player Arbeitsmittel:Gruppenarbeit,Frontalarbeit,Einzelarbeit Zeit:50’

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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VERLAUF DER STUNDE UNTERRICHTS SCHRITTE Organisatorisc her Moment Einfűhrung

Űbungsphase A.Űbungenvor demHőren B.Űbungen während des Hőrens Semantisierun g und Vertiefung Anwendung/T ransfer

AKTIVITÄT DES SCHǗLERS

SOZIALFORM

HILFSMITTEL

ZEIT

ZIEL

Die Schűlerbegrűßen und setzensich.Siestellen die Aufgabevor: ”Das Wetter” BeschreibenBilder und machenVermutungen

FA

5’

EA FA

5’

1

MűndlicheLeistu ngskontrolle

Schreiben je 3 SȁtzezudemBild

FA

Bild

10’

1,2

kurzeTextehőren und Biderzuordnen ; den Text lesen; richtig /falschŰbungenzum Text Dialogeschreiben und vorstellen

EA FA

CD, CDplayer

10’

3

GA

15’

4

FA

5’

Auf Fragenantworten Notieren die HausaufgabeDialog: Entschuldigungenbeidem Date-Partner

AKTIVITÄT DER LEHRERIN

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

Macht das Thema der Stundebekannt und gibtweitereHinw eise Beobachtet die Schűler und hilftihnen; erklärt die Aufgaben und die unbekanntenWőr ter/Ausdrűcke Hilft den Schűlern Gibt den Schűler die Hausaufgabe

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Rosana NICOLAE National College "Gh. Munteanu Murgoci", Braila, Romania “ I am a graduate of „The Faculty of Letters and Sciences from Galati „Dunarea de Jos” University, the specialization French- Romanian. After I got my second degree, at the proposition of my inspector, I participated in training courses regarding the assesment component, in the period 1999 – 2001. At the end of this course I had another training course in France, at Lyon, where I interrelated with teachers and students from a similar educational system but also with different approaches from the ones we apply in Romania.

In the period 2008 – 2011 I was an assistant manager of „Panait Cerna” Highschool in Braila, during which I started a series of projects and school partnerships on cultural topics. Also I was a coordinator of the highschool’s magazine,at whose launch I invited the representatives of the local mass-media. Since September 2011, I have been a teacher of French at „Gh. M. Murgoci” National College.”

PROJET DE LEÇON Professeur:Nicolae Rosana CLASSE: la XI e débutants SUJET: „La cantatrice chauve” de Eugène Ionesco TYPE DE CLASSE: activité périscolaire DUREÉ: 30’ OBJECTIFS CULTURELS:  sensibiliser à la littérature/théâtre/textelittéraire  amenerl’élève à combattre la consommation des substances interditesd’une perspective littéraire  développer la créativite et les aptitudes d’art dramatique des élèves  éveillerl’intérêt pour le FLE OBJECTIFS GÉNÉRAUX:  développer la collaboration entre les élèves  stimuler la disponibilitecréatrice  éveillerl’ensemble des qualitésintellectuelles et morales des élèves (l’inventivité,laflexibilité,la patience)  renforcer les disponibilitésintellectuelles des élèves OBJECTIFS LINGUISTIQUES:  encourager l’expression et la compréhension d’un textelittéraire en français  réagir aux messages This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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RESSOURCES PSYCHOLOGIQUES:  le développement de la mémoire et de l’imagination RESSOURCES MATERIELLES:  éléments de décor,costumes,letexte original MÉTHODES ET PROCÉDÉS:  la lecture, l’explication,l’analyse,le remue-méninge,la conversation ORGANISATION PÉDAGOGIQUE: Cette demarche pédagogique commence de la proposition du professeur et des élèves de promouvoir l’étude du FLE. Le choix du texte dramatique est fait du désir de mêler une activité nonformelle à l’acquisition du vocabulaire,de la compréhension du texte et de la typologie du courant dramatique.

Le résultat-la mise en scène de la version d’après „l’anti-pièce” „La cantatrice chauve”-estqu’on a donné une touché originale à un texte déjà moderne. Le théâtre de l’absurde deviant cohérent et logique même pour les étudiants lycéens par une perspective actuelle de la vie des jeunes: le péril de la consommation de la drogue. Donc,traiter un sujet „dangereux” à travers un texte litteraire français, écrit par un....Roumain,nous a paru intéressant .

Le défi a été lancé a tout le groupe d’ élèves -de bonsou de niveau moyen en français. On a debattu le texte, son message de sorte que l’interprétation soit croyable.On a travaillé sur la prononciation et on a procédé à la sélection des répliques et des scènes. Le talent des certains élèves et le désir de „s’affirmer” des autres ont convergé à un jeu dramatique convaincant.

Les répétitions après les cours,dans un espace propice (le théâtre de la ville),la fabrication des costumes et des accesoires,ont aidé les élèves à mieux se connaître,à devenir „célèbres” parmi leurs collègues.

La durée de la préparation de l’activité a été difficile à cause du programme chargé et differencié des élèves qui appartiennent à des classes différentes (phylo,sciences-naturelles).

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Ingrid Monica IAVORSCHI National College "Gheorghe Munteanu Murgoci", Braila, Romania Classe :XIème G Niveau: B1 Professeur: IAVORSCHI INGRID-MONICA Compétencegénérale : COMPRÉHENSION ORALE / EXPRESSION ECRITE Compétencesspécifiques : • Identifier le sens global d’un message oral • Identifier des détails du message authentique Sujet de la leçon : Les loisirs – les voyages  Support: http://www.youtube.com/watch?v=3jD_8l8f7Cg  Vidéoprojecteur  Fiches d’activité Objectifs: Linguistiques :  identifier les mots et les structures appropriées pour le sujet (les voyages)  utiliser de manièreappropriée les règlesgrammaticalesd`emploi (orthographe, syntaxe et lexique).

Socio- culturel :  découvrird’autres cultures Situations de communication: trouver des informationssur un sujetd’actualité (loisirs, voyages) Organisation de l’activité :frontale, individuelle, par groupes, par paires.

Matérielutilisé : web, les fiches de travail, les feutres, l’ordinateur.

ÉTAPE

DÉROULEME NT

RÔLE DU PROFESSEUR

ACTIVITÉ DES ÉLÈVES

ORGANISATION DE LA CLASSE

Mise en train

Présentation des compétences et des objectifs.

Explicitation de la consigne ainsi que du détail des objectifs.

Écoute active de la consigne donnée.

Organisation de la classe

Grand groupe

MATÉRIEL UTILISÉ

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Mise en route

1.

Conversation sur l’idée et le concept « voyages»

Compré hensin orale

1er visionnement du clip

Compré hensin écrite

2e visionnement du clip

”New Approaches to Foreign Language Teaching in Turkey and Romania” Le professeur propose des activités pour introduire le sujet 1. Quels sont les monuments/ centres d’attraction de Paris que vous connaissez ?

2. Top – centres d’attraction à Paris.

Mettez les centres d’attraction dans l’ordre de leur importance.

Le professeur guide la compréhension du clip pour faciliter la compréhension de celui-ci Reconnaître la vile Reconnaître les lieux Le professeur met des questions sur le clip : Refaire le TOP des centres d’attractions de

Les élèves répondent aux questions, discutent sur les concepts, notent dans leurs cahiers etc.)

Petits groupes

Petits groupes

Fiches TOP

Faire le TOP personnel des monuments/centr es d’attraction de Paris

Les élèves regardent le clip, posent des questions pour comprendre, notent.

Petits groupes

Les élèves recherchent les informations et formulent des réponses.

En petits groupes Mise en commun en grand groupe

L`ordinateur http://www. youtube.co m/watch?v= 3jD_8l8f7C g

Fiche questionne ment détaillé

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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”New Approaches to Foreign Language Teaching in Turkey and Romania” Paris Comparer avec leurs propres TOP

Renforce ment

Devoir

Devoir

Le professeur stimule les élèves à vérifier leurs réponses.

Ils mettent en commun les résultats / TOP

Individuel Mise en commun en grand groupe

On propose aux élèves un sondage Auprès de leurs amis sur le sujet donné (le TOP de leurs destinations de vacances)

Les élèves Grand groupe doivent faire un sondage auprès de leurs amis sur leurs destinations de vacances favorites

Fiche questionne ment détaillé Fiche de travail – sondage

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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”New Approaches to Foreign Language Teaching in Turkey and Romania”

Mariana CAPLEA Tichilesti Secondary School, Braila, Romania Mariana CAPLEA, currently a teacher of English at Tichilesti Secondary School in Braila, has participated in several European projects, out of which two in-service courses in England (2009, 2013). She is a graduate of the Faculty of Letters, History and Theology at the University of Galati and has been teaching the English language for twelve years. As a great fan of the British and American culture, she has always encouraged her students to keep themselves up-to-date with the latest information in the field.

In the period 10th – 21st June 2013, two teachers of English from our team, more precisely, Mariana Caplea from Romania and Ismail Sezgin from Turkey, took part in an in-service training in Scarborough, England, within the Comenius Regio partnership. Its title was “Language and Methodology for teachers of English- a Blended Approach” and lasted for two weeks, being thus a great opportunity not only to get more experience concerning the newest approaches to foreign language teaching, but also to share it with their peers from both countries, and, why not, from everywhere, via this project.

Firstly, this course encouraged them to adopt a more reflective approach to the way they teach and to the students’ needs. Besides giving them a wider range of teaching methods, it enhanced their organisational skills and upgraded their knowledge of other countries and their educational systems.

The course programme adopted at Anglolang Academy of English, the institution from Scarborough, was designed particularly to suit their needs. As a result, they had both language development classes(with a focus on speaking practice, work on listening and grammar) and methodology classes, which turned into really catchy discussions and valuable resources for the dissemination back home.

The teaching methods discussed within this training were also shared at the second mobility of the Romanian team in Karabuk, and agreed upon the fact that we, as teachers, can design and permanently invent new activities and games for our students as long as the old ones provide a frame on which creativity can be built.

Thanks to the continuous discussions and sharing of ideas and reflection within this course, the two participants were further motivated to carry on developing other types of links and partnerships. The great emphasis on practice and emphatic abilities on the trainers’ part outlined once more that the key to good English-speaking students is the sustained effort and constant work on both the teacher’s and the student’s part.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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”New Approaches to Foreign Language Teaching in Turkey and Romania”

LESSON PLAN English in my trolley Date: the 22nd of November 2012 Form: 14 pupils from the 5th to the 8th grade; Methods: brainstorming, conversation, matching exercise, games; Time: 60 minutes; Materials: flip-chart sheets, markers, worksheets, glue, scissors, strips of paper, ; Objectives:  to raise Ss' awareness that English is present everywhere around them;  to actively participate in interactive games;  to cooperate with their foreign colleagues in their groups;  to create a lovely, friendly atmosphere of learning the English language.

ACTIVITY 1 (3’): All sorts of packaging ...

AIM: to make Ss aware that English is on all sorts of packaging; PROCEDURE:Ss and Teachers alike take a look at all those packaging on their desks, giving examples of the English language.

ACTIVITY 2 (5’): Memorable slogans AIM: to remember the famous brands ; PROCEDURE: T shows a flip-chart with famous slogans that survived throughout the time, asking the pupils to recognise the famous brands which match them.

ACTIVITY 3 (7’): Go round the class!

AIM: to match the halves of the same sentence; PROCEDURE: Ss have to go round the class and search for the matching halves of the same sentence, then put them together on a particular spot.

ACTIVITY 4 (10’): Find the thief AIM: to practise the use of Past Tense and names of products; PROCEDURE:Ss take turns in asking and answering about the thief.

ACTIVITY 5 (7’): Singing time AIM: to enjoy singing the song „Shopping”; PROCEDURE: Each student will have a line of the song. They will stand up as they hear the lines.Then, everyone in the classroom will sing the song.

ACTIVITY 6 (8’): Video clips AIM: to guess the slogan at the end of each video clip; PROCEDURE: Ss watch the video clips about well-known products.They have to come up with a slogan for each advertisement.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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ACTIVITY 7 (20’): Advertise a product!

AIM: to be creative and design an advert; PROCEDURE: Ss receive flip-charts on which they will have to illustrate an advert , with a slogan, too.

REFLECTION Learning a foreign language is a complex process which has many specific features for each age group as well as for each individual stepping inside this process.Considering this, I am aware of the fact that the most important thing in my classes is to build learners’confidence and to make them actively participate along the whole lesson.

Encouraging them to speak by choosing adaptable activities (easier ones for the shy low students – ” Go round the class”, for example and more d ifficult ones for the daring ones like ’Find the thief”) was one of my main objectives and I have to admit I achieved it.Of course there were times when the shy students had the wonderful chance to step ahead and make themselves more visible , due to the very easy tasks such as the one in the activity called „Singing” when all they had to do was to stand up as hearing the line they had previously received from the teacher. Definitely, these were the students who would have never preferred to engage in a much livelier activity such as ” Advertise the product”.

The way I combined the activities for this lesson enabled me to activate both shy and energetic students in a very enjoyable manner, leading to the creation of a relaxed atmosphere, the perfect environment for learning the English language.

Another important aspect which worths being mentioned here is the way in which we, as teachers , increase students’ motivation by making them feel that they shouldn’t worry about the mistakes they make This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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or the fluency they often tend to lose on the way.

Any reaction from the part of my students matters the most for me, no matter how slight, as it is a sign of learning and therefore very important. I always try to show even the least interested students that things are not that difficult and they can succeed.

Designing gradual tasks should be an essential point to keep in mind for every passionate teacher, as this can help the teacher establish a competitive atmoshere in class.

Moreover, each student should know his/her place and strive to get to a higher level ,that is a more challenging activity, every time he/she is involved in the lesson.

I know that in my class there were students who couldn’t do without my help, while others, eager for independence and creativity, resented my interference. I hope I took such differences into consideration and acted accordingly. With the help of efficient group work, I trained the students to help one another. This kind of group work was beneficial for both categories of learners : the students who needed support felt more relaxed when helped by their peers; while helping their mates, the proficient students actually produced language in an organized way.

Finally, I chose to do the ” Advertise ” activity in the end of my lesson because such creative and personalised outcomes have a greater potential to remain in learner´s memory than a pure language exercise from the textbook.

After watching the recorded lesson, I realised how much attention and effort I paid to this lesson right before its design. As a self-reflection exercise, I must admit there is always room for improvement.

Of course it is not an easy thing to feel there is a pair of eyes spying on you, and not one forming part of your class of students.

Through my lesson I tried to create an enjoyable atmosphere and have my pupils practise new vocabulary related to shopping and advertising; watching the recorded version of the lesson gave me the feeling that I achieved my goal, although I would have wanted more commitment on the part of my students. They did not react naturally, on the contrary they behaved as if some restrictions were imposed on them.

In terms of activities, the easier ones were dealt with plenty of attention and commitment, such as “Go round the class” or “Singing” when they did all right – paying due attention to the lines, they managed to stand up at the right time. In contrast to these activities, “Find the thief “ and “Advertise a product” aimed at producing new language while coming up with new original ideas. Especially the last one, “Advertise a product” was thought of as a follow-up activity that should involve learners in a creative response to a listening text, in our case, these short videos with advertisements. It is precisely here where I think I should have given them more time to work this task out. Yet, their responses to this task might have been uninhibitedly given, provided I prepared some models in advance.

Consequently, I think this kind of listening activities take up a lot of time and they require a lot of preparation before the proper lesson. Taking into consideration the fact that a recorded lesson , in our case a sample lesson , should show a greater amount of activities, it would be almost impossible to have all these previously mentioned unless more time were allocated. To sum up, the lesson was well organized and lively and the students did their best to take part in the activities proposed by the teacher. Of course plenty of meaningful exposure to listening, combined with carefully thought-out tasks, simple during the first round of listening and then more complex during the later ones, will assist students in acquiring the skill. This will be the key to mastering a challenging skil.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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”New Approaches to Foreign Language Teaching in Turkey and Romania”

Anca GHEORGHE ”Vlaicu Vodă” School, Brăila, Romania Member of the “Anton Pann Cultural Community Center” Graduated from The “Lower Danube” University of Galati, Romania Course: ”Developing oral fluency in the English language classes”- Exeter, UKmarch 2008 2004-2006 colaborated with “Alexander Language Schools,”, Braila, Romania, as a student trainer for CAE and FCE Cambridge examinations; has participated with several research papers in the “Scientific Communication Sessions” held by ISJ and CCD Braila (eg: Class management: How to deal with disruptive students”)

LESSON PLAN Form: II B Level: Starter No of students: 28(15 girls and 13 boys) Lesson:She’s wearing a pink dress Book : Pebbles (G Ellis &P Hancock,Ed Longman) Time :50 mins Skills: Speaking,Reading, Listening,Writing Type of lesson: Reactivating I’ve got/He’s got/She’s got and face parts and introducing He’s/She’s wearing Language :  I’ve got/ He’s got/ She’s got  blue,green,black, brown,fair  eyes,mouth,nose,ears,hair  T-shirt,dress,jacket,shoes,hat  he’s/she’s wearing  wedding, man,woman,littleboy,little girl Terminal objective(s):  Ss will review the vocabulary learned in the previous lessons.  Ss will learn new vocabulary and grammar Recent work: Students have learnt about facial features , colours and clothes; they should be able to express possession in simple language: I’ve got/He’s got / She’s got [big eyes]; [brown eyes], a [jacket] etc

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Teaching aids: blackboard,handouts,wordcards,cellotape,toys,medals,pictures,drawings, tape, cassette recorder, students themselves Class management: whole class, group work Type of interaction: TSSS, S S,SSSSSS Method: Communicative ACTIVITY 1: TIME: 3’ STAGE :Warm-up AIM :Introduce the students to a joyful, stress-free learning climate by singing “The face song” ANTICIPATED PROBLEMS AND SOLUTIONS: P:Maybe a little bit of difficulty singing the lyrics at the same speed as the singers on the tape  S:encourage them to keep singing PROCEDURE:. Start with some small talk ; run a quick review of the face parts by getting students to answer the question What’s this?when pointing to them and invite the students to sing The face song accompanied by the cassette ==whole class == ACTIVITY 2 TIME: 5’ STAGE: Vocabulary and grammar practice AIM :Use I’ve got’He’s got/She’s got for physical description ANTICIPATED PROBLEMS AND SOLUTIONS: P:Some students might need some help to understand what their task isS: encourage and help them until they manage an accurate description PROCEDURES: 1. Start the activity by demonstrating Hello! I’mAnca. I’ve got brown hair and brown eyes; 2. Wave a magic wand pretending to turn into another person and pass the wand on to another child suggesting that he/she does the same. A few more students come to the front of the class to describe themselves in the same manner; 3. Point to one of the Ss who has just described him/herself and say :”He’s/She’s got black hair and brown eyes”. Get the whole class to say the same about the rest of the students whose descriptions they hear insisting on gender differences. == whole class ==

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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”New Approaches to Foreign Language Teaching in Turkey and Romania”

ACTIVITY 3 TIME: 10’ STAGE: Reading and writing practice AIM : Develop the students’ reading, listening and writing skills by presenting them with the written form of the vocabulary related to physical description

ANTICIPATED PROBLEMS AND SOLUTIONS: P:Some students might find it difficult to read the words correctly as they are so very young and barely learning their own language S:adopt an encouraging attitude and get them to read in chorus until they are confident P: Some students might not understand the recorded message so they might fail to point to the right picture S:encourage them to listen for very familiar words; stop the tape and give them time to process the message PROCEDURES:  Hold up the word cards prepared in advance to introduce the written form of hair, eyes, hair colour and eye colour. Read them out loud one time,to serve as model (eg:fair hair green eyes).Then have the students repeat them in chorus;  2.Ask students to open books at page 16 to see the pictures of four children-two boys and two girls-who have different hair/eye colour;  Alternatively, show students the same pictures,enlarged;  Display the pictures on the blackboard and write the names of the children on the right hand side of the blackboard one below another,at random;  Tell ss that they are going to hear the four children introduce and describe themselves on the tape,and that they need to point to each of the children whose descriptions they hear to prove understanding of a recorded message(Eg:. My name’s Sally. I’ve got brown hair and brown eyes);  Play the cassette again,asking students to match the word labels below the pictures in their books to the correct picture.One of the students who finishes first and correctly goes to the blackboard to stick the larger word cards on the bb below ther right picture. The other students check their own work.The same student gets to match the names of the children to the right picture. A nice round of applause is his/her reward for a job well done. ==whole class ==

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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ACTIVITY 4 TIME: 10’ STAGE: Vocabulary presentation AIM: Introduce wedding and clothes related vocabulary.

ANTICIPATED PROBLEMS AND SOLUTIONS: P:Some students might mistake “woman” for “man” S: repeat until there’s no confusion P:Some students might feel amused seeing their colleagues impersonatin a woman, man etc S:draw their attention to the real reason for this .

P: Some students might fail to understand the recorded message and point to the right person  Repeat the part of the script in question or get other students to fix the problem PROCEDURE  Revise clothes by getting students to pay attention to the clothes templates you are holding up.

They need to identify them.;  Hold up the enlarged picture of a wedding which they can see in their own books, too. Teach “wedding, woman, man, little girl, little boy” ;  Have some students come to the front of the classroom to play the roles of the wedding characters while the class choruses the new words;  Play the cassette one timeso that the students can follow and point to the person being mentioned. ==whole class == ACTIVITY 5 TIME: 5’ AIM: Introduce “He’s /She’s wearing...” Engage the students in communicative situations by getting them to decide what the people in the picture are wearing ANTICIPATED PROBLEMS AND SOLUTIONS: STAGE: Listening practice PROCEDURE:  Instruct the students to listen to the tape a second time and to repeat the language they hear right after you have stopped it.Eg: Look! A Wedding! Look at the woman! She’s wearing a white dress.

And she’s got some flowers! Students pay attention and chorus the target language;  They also pay attention to the meaning of the words,and point to the pictures in their books at the same time. ==whole class ==

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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ACTIVITY 6 TIME: 15’ STAGE: Grammar practice AIM: Practice He’s/She’s wearing in a meaningful context ANTICIPATED PROBLEMS AND SOLUTIONS: P: Some students might have a hard time understanding the instructions S:Make sure you repeat them,use other words, make use of mimic,gestures,any body languagepossible,to clarify things. Use mother tongue if the situation requires it.

P: It could take a bit too long to organise the students S:Let things happen and plan sequel to the activity next time P:There might be too much noise and things migh tend to get out of control S: Observe the groups carefully and try to remind them to pay attention to the tape.Alternatively, if necessary,knock on some hard material to cool students down,or raise the level of your voice pitch to make yourself heard by the little enthusiastic children.

PROCEDURE:  Tell the students that they are going to work in groups to work out what the characters are wearing. Explain that each group is going to get a picture of the wedding characters which they must colour in as they listen to the tape a third time;  Inform students that each group is going to have a representative/ a leader /a“boss” who is going to do the colouring in. The other members’ role is to pay attention to the tape and help the representative with any necessary information;  Show students a box which contains pieces of different colours from a game. Revise colours briefly by holding the pieces up and getting students to identify them;  Explain that the groups will be formed according to the colour of the piecethey are going to pick.

Circulate among students an have each of them pick one piecefrom the box, at random. Call out the colours in order to form the groups. Name the representative of the group, distribute the handout and instruct each representative to get his/ her coloured pencils and get ready to listen and colour. Inform students that the winners get medals on condition their work is perfect. Play the tape and observe the activity of the groups. Repeat instructions and try to keep the students focussed and relatively quiet.Check each group’s work and offer feedback. Award the golden medal to the group who finish first and whose work is perfect and give them a nice round of applause. ==group work== ENDING THE LESSON. 2’ Tell students that next time we meet they will pick up from where they left off in order to consolidate the knowledge they got today. Say good bye and dismiss the class.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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MATERIALS ACTIVITY ONE: THE FACE SONG I.I’ve got eyes on my face(x3) Open and close my eyes

II.I’ve got a nose on my face(x3) Sniff,sniff,sniff with my nose

III.I’ve got a mouth on my face(x3) Talk,talk,talk with my mouth

IV.I’ve got hair on my head (x3) Brush,brush,brush my hair

V.I’ve got ears on my head (x3) Wiggle,wiggle my ears

Note: Students have only been taught the lyrics which contain”I’ve got” and “Eyes etc”, “”on my face etc” ACTIVITY THREE: PICTURES OF KIDS,WORDCARDS AND TAPESCRIPT

 1.My name’s Sally. I’ve got brown hair and brown eyes.  My name’s Paul. I’ve got black hair and brown eyes.  My name’s Ruby. I’ve got red hair and blue eyes.  My name’s Mark.. I’ve got fair hair and green eyes.

ACTIVITIES FOUR,FIVE AND SIX -PICTURE AND TAPESCRIPT

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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ÜMIT CEBECI TED ColleageKarabük,Turkey Ümit Cebeci was born in 1986 in Ordu. He completed his primary and secondary education in Ordu. In 2004, He started his uniersity education at Karadeniz Technical University - Department of English Language and Literature and became Erasmus student between the years 2006-2007 at Chemnitz University of Techology in Germany. He had his English Language teaching Certificate in the academic years 2007-2008. He was chosen as Student Leaders by the U.S. Department of State and was sent to New York and Washington to have leadership skills courses. Since 2010, he has been working as an English language Teacher at TED Karabük College.

LESSON PLAN Class: Theme/Topic:

3rd or 4th grades The Peanut, Butter and Jelly Song

Why do we teach?

To teach students sequencing words and teaching songs to make lesson more interactive and enjoyable.

The Peanut, Butter and Jelly song from Youtube.

Content: Speaking Objectives: Listening Objectives: Reading Objectives: (Why?)

Students will be asked what foods they like and which food they eat at school.

Students will listen to the video and repeat the action words and to the action by acting out.

Students will read the sentences silently and they will be asked to underline (find) verbs.

Writing Objectives:

Students will write the lyrics of the song on two A4 papers.

Students will be asked to prepare a small hand-made booklet.

Vocabulary Objectives:

Students will learn food-related words such as Cut, grapes, peanut, crunch, eat, and etc.

Use of English Objectives:

Students will be able to talk about how they can make peanut sandwiches. Later, they can use similar structure to talk about different foods.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Methods and Techniques: (How?) Materials: (With …..?)

Assessment: Teacher evaluation:

”New Approaches to Foreign Language Teaching in Turkey and Romania” Communicative Language Teaching Method The use of music or song.

PC, Projector, Internet (or downloaded video), A4 Papers.

See next page.

As stated in the project, New Approaches to Foreign Language Education in Romania and Turkey, Communicative Language Teaching approach has a lot of effect on teaching and learning, especially; teaching english as a second or foreing language. The approach enables and wants language learners and teachers to communicate through the use of target language.

Apart from these uncountable approaches besides communicative ones, I think that language learning must start with for sound features, the sentence, and abstract models of language in order.

Therefore, I set my lesson for this project upon Communicative Language Teaching approach by using a song by Dr. Joan Shin (UMBC professor and teacher trainer). The song is called Peanut Butter and Jelly as below; Peanut, Peanut, Butter and Jelly (2) First, you take the peanut and you crunch them, crunch them Peanut, Peanut, Butter and Jelly(2) Then, you take the grapes and squish them, squish them Peanut, Peanut, Butter and Jelly(2) Then, you take the bread, and spread it, spread it Peanut, Peanut, Butter and Jelly(2) Then, you take the sandwich and eat it, eat it Peanut, Peanut, Butter and Jelly(2)

OBJECTIVES In the lesson, there were no explicit linguistic objectives but the aim was to use language communicatively. However, the main aim of the lesson was to teach students use of these words such as first, then, second, after so as to teach them sequencing sentences. Thanks to Communicative Language Teaching Method, I was able to teach students to learn about their own learning and take responsibility for their learning.

SOME PRINCIPLES It is important to start learning a second language at an early age. The younger the child is when learning a foreign language, the closer the process comes to acquisition. At the initial stage of second language acquisition, children tend to prefer listening and enjoy soaking up the language they hear. This helps to strengthen their listening skills and to create a deeper understanding of the language. Therefore, in This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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kindergarten (5-6 year-olds) and in primary (grades 1-3), teachers should use craft activities, rhymes, songs, chants, games, characters and storiesthat children find loveable and interesting, and support them with visual prompts to help to encourage motivated exploration in students’ learning. A fun, friendly, loving, caring, and safe environment allows for learning by removing inhibitions and providing opportunities for the production of learned material.

The main aim of Communicative Language Teaching Method is that language is for communication and it can be learned both individually and collaboratively. Therefore, I chose a song to enable them enjoy the lesson and learn with their peers. While singing in chorus, students are in cooperation and competition is not encouraged in order to motivate students. Throughout the recording of the class, it can be understood that students correct their errors themselves. The most important part of this lesson for students is to understand the meaning and speak the language without any filter which can sometimes cause bad experiences in language classes. By means of the song which I prefer for my young learners, they feel themselves at ease and take part in all the activities through the lesson.

Young learners want to use the language, they are not ready to learn grammar directly and they are willing to use English without worrying about accuracy. They need ample opportunities to practice on the same topic from a variety of sources in a supportive and motivating classroom context. They love communicating about real events and objects to accomplish real goals. They are eager to use the language when it is functional and communicative, frequent and consistent with their identity.

In this activity, lesson learners and teacher’s has some roles and these roles have great impact on both teaching and learning language: Learners’ role • • • • •

A member of community; To listen to the knower; To provide the meanings they wish to express; To repeat target utterances; To support members of the community;

Teacher’s role • • • • • •

A counselor; A model for imitation; To help students to understand their own problems about target language; To monitor learners; To support them in their struggle to master target language; Learning is dynamic and creative.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Arzu UÇAR Karabuk University, Turkey Arzu UÇAR was born in Van in 1987. Arzu UÇAR finished her primary school in Ankara and her secondary school in Antalya. She graduated from Akdeniz University Education Faculty Foreign Language Teaching department. After receiving her bachelor degree, UÇAR started to work at Karabuk University the School of Foreign Languages as English Instructor in 2011. She has continued her master’s degree at Anadolu University, Department of Curriculum and Instruction since 2013. After Karabuk University the School of Foreign Languages was accredited as a EURODESK Contact Point, Arzu UÇAR took charge in the EURODESK. Contact Person. e-mail: arzuucar@karabuk.edu.tr LESSON PLAN NAME OF THE TEACHER: Arzu UÇAR DATE: 19Th November, 2013 SCHOOL NAME: National College “Gh. M.Murgoci” High School, Braila LEVEL OF STUDENTS: Upper Intermediate /B2 TIME OF LESSON: 60+ min TOPIC: Asking/giving advice SKILLS: Reading, Listening, Writing, Speaking (Integrated) GENERAL AIMS: 1. to evaluate recently acquired knowledge using dialogues and practical exercises; 2. to make Ss be able to express personal opinions about the topic; 3. to encourage oral fluency and practice the language of discussions and suggestion; 4. to improve Ss’ writing skill and strategies.

INTERACTION: T-Ss, Ss-T, pair work, group work, Ss-Ss MATERIALS: Posters, white sheet, board marker ACTIVITY 1: Warm up TIMING: 5 minutes INTERACTION: Ss-T, T-Ss OBJECTIONS:To raise their attention for the lesson PROCEDURE: Teacher greets the class and asks them how they are. T sticks 3 posters which belong to Game of Thrones, Breaking Bad, How I Met Your Mothers Tv Series to the board and asks Ss if they know these Tv series. T asks Ss why she sticks these posters. After she gets the answers, she explains that these are her favourite Tv series.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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ACTIVITY 2: Warm-up Activity 2 TIMING: 5 min INTERACTION: Ss-T, T-Ss OBJECTIVES: to get Ss involved in the lessons, to learn Ss’ interests PROCEDURE: After T explains these posters are her favourite Tvseries , she asks Ss to write their favourite 3 movies, Tv series or books. T asks some of the students their answers.

ACTIVITY 3: Listening Activity TIMING: 15 min INTERACTION: T-Ss OBJECTIVES: to improve Ss listening skills and strategies PROCEDURE: Teacher takes two posters but she leaves Breaking Bad poster. She sticks another poster which belongs to the main character of the serial. She asks Ss if they know about the serial and the main character. After getting the answers, she says ‘I have a letter from Walter White and he needs your help and advice.’ She starts reading the letter.

ACTIVITY 4: Post-Listening Activity TIMING: 10 min INTERACTION: Ss-T, T-Ss, Ss-Ss OBJECTIVES: To make Ss write advice for complicated situation, to develop Ss speaking skills, to make Ss share and compare their ideas PROCEDURE: After Ss listen to the letter , T asks Ss to write advice for Walter White and compare their answers with their partner.

ACTIVITY 5: Writing Activity TIMING: 20 min INTERACTION: Ss-T, T-Ss OBJECTIVES: To develop Ss writing skills and strategies, to make Ss explain a situation PROCEDURE:T reminds Ss their favourite movies ,Tv serials or books. She wants Ss to think of their character and the situation which the character feels like she/he is caught in the middle and needs some advice. Ss think they are in the shoes of this character and write a letter to get advice for the situation.

After Ss finish their writing, T collects the writing and sticks them on the classroom’s wall.

ACTIVITY 6: Reading and Writing Activity (Integrated) TIMING: 10 min INTERACTION: T-Ss OBJECTIVES: 1. to develop Ss reading skill; 2. to develop Ss writing skill; 3. to make Ss write advice for a complicated situation This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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PROCEDURE: Teacher asks Ss to stand up, read the letters and write advice for the situation.

ACTIVITY 7: Speaking Activity TIMING: 5 min INTERACTION: Ss-T, T-Ss, Ss-Ss OBJECTIVES: To develop Ss speaking skill PROCEDURE: T collects the letters from the walls and hands them out to their owners. T asks Ss to read the written advice. T asks some of the students to read their advice and asks them to share their ideas about advice.

REFLECTION I have never experienced the feeling of giving a lesson in a different country. Therefore, I had been nervous and curious about it. After I had learned the level of the students in English which is B1+ and their ages, I started planning my lesson.

Since I had expected both sides – me and the students- would be excited and nervous, I brought ‘Turkish Delight’ and served them. Thus, we used it as an ice-breaker and also as a cultural exchange.

I had chosen the TV series as the theme of the lesson since I know that teenagers like watching them and talking about them. As a warm-up activity, I sticked 3 posters which belongs to Game of Thrones, Breaking Bad, How I Met Your Mothers Tv Series to the board. I asked some questions about the TV series, the characters and the plot. Surprisingly, all of the students knew the three Tv series and they were eager and excited to talk about them which encouraged me to have more interactive lesson.

They started talking among them in English about the TV series which showed that I was successful in raising their attention for the lesson. However, even though the posters had good effect on them, I could have used the trailers of them instead of posters.

After having explained that the posters were my favourite TV series, I asked them to write their three favourite TV series, books or movies. I asked their answers and some follow-up questions about their preferences, which was really good to have chance for interaction between us.

I took out the two posters and left the Breaking Bad one. I started asking questions about the series especially about the main characters. I was satisfied that most of them knew about the series and they were eager to talk about it. I said that l had a letter from Walter White who was the main character of the series and started reading. All of the students gave attention to it and took some notes. After having finished reading the letter, l asked them to write some advice for Walter White as pair work. They started talking about the solution and some of them were in dilemma and they tried to convince each other. Although the activity reached the objectives, I could have recorded the letter instead of reading it since I am not a native speaker and it would have been better for them to listen to the letter from someone who is as a native speaker. I got some of the answers on the solution and we discussed them. Their advice was very creative and funny and I realized that they got really involved in the situation.

I reminded them about their favourite movies, Tv serials or books. I wanted them to think of their character and the situation in which the character felt like she/he was caught in the middle and needed This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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some advice. They thought they were in the shoes of this character and wrote a letter to get advice for the situation. Even though l prepared the activity as an individual one , after having seen the strong interaction between the pairs, I turned into it a pair work. While they were writing, I walked around the classroom and asked the situation they were writing. After they had finished their writing, I collected the writing and sticked them on the classroom’s wall. I was so surprised and happy that they wrote very interesting and detailed letters. When l had planned this activity I aimed to make students personalize the character and the result achieved its objective.

After having collected the letters from students, I sticked them on the board. I asked them to stand up , come to the board and write advice about the letters their friends had written. They were eager to read and write advice. While doing this activity, they were talking about the letters and making comments which shows that they got involved in the activity. I collected the advice, unfortunately, we were out of time to read together and comment on them.

In conclusion, I tried to adjust my original plan according to the classroom atmosphere and students’ need. I put an effort to elicit the information instead of spoon feeding to my students.

Additionally, I focus on communicative approach in the classroom. All in all, the experience was so different, efficient and important for my professional and individual development.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Mustafa POLAT Karabük University, Turkey Mustafa Polat was born in Erzurum in 1988. After completing his primary and secondary school education in Ankara, POLAT graduated from Anadolu University, Department of English Language Teaching as an honor student in 2010. After receiving his B.A degree, POLAT started his master's degree at Anadolu University, Department of Curriculum and Instruction and now he is continuing his academic studies on the dissertation stage. POLAT who is also the Projects and Courses Coordinator in the School of Foreign Languages, has been working as Instructor in Karabük University SFL since 2012. e-mail: mustafapolat@karabuk.edu.tr ; web: http://mustafapolat.wordpress.com LESSON PLAN NAME OF THE TEACHER: Mustafa POLAT DATE: 19th November, 2013 SCHOOL NAME: National College Gheorghe Munteanu Murgoci High School, Braila NUMBER OF STUDE NTS: 15-20 LEVEL OF STUDENTS: Upper Intermediate /B2 TIME OF LESSON: 60+ min TOPIC: Building Vocabulary SKILLS: Reading, Listening, Writing, Speaking (Integrated) GENERAL AIMS:  to improve students’ abilities to both explore, store and use vocabulary;  to include the students in a more autonomous style in their learning process, rather than simply having them presented with word lists selected by the instructor;  to encourage students to create and to use new strategies for vocabulary learning.  to improve students’ critical thinking and self-initiated independent learning strategies.

INTERACTION: Teacher-Students, Students-students (Individual work and cooperative work) MATERIALS: OHP, Laptop, Speakers, The Presentation, The Article, The Crossword, The video.

ACTIVITY 1: Warm up TIMING: 10 minutes INTERACTION: Students-Teacher / Students-Students OBJECTIVES:  to increase students’ curiosity about the lesson.  To increase the performance in the activity we are going to do.

PROCEDURE: After greeting students, the teacher introduces himself. Then, he asks some trigger questions like “What comes to your mind when you hear the word “nature” ?”. Thus, he tries to create a relaxed atmosphere in the classroom and more and more students attend the lesson. At the end of the conversations teacher asks that “Have you heard the word “aquifer” ?. Probably none of the students know the meaning of this word because it’s literally scientific term about geology. Teacher listens to all the answers but he doesn’t give This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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the correct definition, he tries to keep the interest alive. After all the answers, he writes the word “aquifer” on the board and says; “we will learn this mysterious term completely at the end of the lesson but now I have some interesting illustrations for you!”

ACTIVITY 2: Warm-up Activity 2 TIMING: 15 minutes INTERACTION: Teacher-Students / Students - Students OBJECTIVES:  to get students involved in the lessons;  to learn students’ previous vocabulary knowledge;  to get students to remember and encode vocabulary.

PROCEDURE: Teacher has prepared some challenging illustrations in a presentation. There is a sentence under each picture and there is a blank in each sentence. Firstly teacher shows the picture via OHP and then read the sentence under it. Students try to find the missing word by using critical and creative thinking strategies.

Teacher listens to all the answers and guide them until they find the correct one. When students find the correct word, teacher shows the word in the sentence. The word must be highlighted to catch students’ attention. When they find all the correct words, the teacher reviews all the pictures again and get students to encode the words with pictures and sentences.

ACTIVITY 3: Active Listening Activity TIMING: 15 min INTERACTION: Teacher-Students OBJECTIVES:  To improve students creative and critical thinking strategies.  To make students recognize and encode the new words.

PROCEDURE: Teacher starts the video which is famous folk tale and involves the words in the presentation. Thus, students have a chance to review the new words in authentic context. While students watching the video, teacher pauses and asks some gist questions like “who is the real cunning creature in this video?” or “what is the purpose of the fox’s silly behaviours?”. By this way students use critical and creative thinking strategies.

ACTIVITY 4: The Crossword TIMING: 10 min INTERACTION: Students-Teacher OBJECTIVES:  To practise new vocabulary.  To increase familiarization of new vocabulary.

PROCEDURE: Teacher explains the purpose of the activity and hands out the crosswords. Teacher explains the directions and students complete the crossword individually.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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ACTIVITY 5: Reading Activity TIMING: 15 minutes INTERACTION: Teacher- Students; Students-Students OBJECTIVES:  To make students share and compare their ideas PROCEDURE: Teacher turns back and circle the word “aquifer” on the board and says “It’s time to solve the secret term!”. He hands out the worksheets and get students to read the article about aquifers on the earth silently. After reading the article students are going to write definitions for the underlined words in the text in exercise A, mark the statements as true or false according to the text in exercise B and finally answer some open-ended questions in exercise C. Teacher offers Turkish delight all the students and finishes the lesson.

REFLECTION Before the lesson, I prepared my lesson plan for 60 minutes but I learned that lessons are 45 minutes in the school so I had to make small changes in my plan. At the beginning it was not a big problem but at the end of the lesson I had to be quick to finish the lesson in time. To be honest, I felt a bit nervous when the bell rang. I wished I hadn’t changed my original plan and just had a 5-minute break for students instead of being quick and feeling nervous.

I learned that students were so nervous and excited before the lesson, thated was the first time they attended a foreign teacher’s lesson and they also wondered about me and my teaching style. Thus, at the begining of the lesson, I offered Turkish delight to the students to get them relaxed and I introduced myself briefly. They really liked it so Turkish delight served my purpose quite nicely.

I had two different warm up activities in my lesson plan but I skipped the first warm up because of the time limitation so I started with my vocabulary presentation via projector. I preferred projector because it has many advantages. First of all, it is a commonly used technology which is used to project illustrations or videos onto a large screen for groups of people to view at once so presentations on a projector, additionally, reduce the need to make copies of materials to pass out to classmates. Secondly, they have a crisper and higher quality of image than posters or other printable solutions. These higher quality images or videos give a better experience to the audience due to the crispness of each of the slides and it attracts students’ attention easily.

I wasn’t sure that this activity attracts their attention but I felt very comfortable because even though the students were not young learners, they were motivated to learn by illustrations. When they couldn’t find the necessary words, I gave some hints such as the first letter of the word or the synonym of the word etc. During the presentation, students focused on the activity. All of the students were actively participating and responding to my questions. They commented on the pictures and tried to find the missing parts. One of the missing word in the presentation was “taken aback” and I didn’t expect that they could find but one of the students found it easily and I was literally taken aback. Their English level is really good when I compare it with Turkish highschool students.

After the first activity, the students were ready for the folktale. They were going to review the new words in authentic context. While they were watching the video, I sometimes paused and asked some This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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questions to keep the interest alive. After watching the video I couldn’t talk about it because of the same reason: time limitation.

I am a supporter of Communicative Approach in language teaching and it emphasizes learning to communicate through interaction in the target language and authentic texts into the learning situation so I preferred this funny video in the lesson because it is possible to incorporate video into vocabulary teaching like many different aspects of language teaching and learning. The learners who watched videos or saw pictures were able to produce a higher percentage of acceptable sentences using the most difficult target words than were the learners who read only the narratives or those who read both the narratives and definitions. This would indicate that if vocabulary learning is going to be measured by productive use, video is certainly facilitative.

After watching the video, I handed out the crossword related to the words they learned in this lesson. I explained the directions and students complete the crossword individually. It was amusing activity for them, they were competing with each other to solve the crossword. I think, they learned all the new words easily and they evaluated themselves by this crossword because they had a chance to see their performance on their own. Using crosswords in language teaching has many advantages. First of all, Teachers can have control over which vocabulary is used in the puzzle, ensuring that the key content words are used. Secondly, Teachers can use simplified or sophisticated language when writing the definitions, depending on student need. Thirdly, teachers can use them in different part of the lesson for different purpose easily. For example, it can be used before a lesson as a preview to vocabulary or during a lesson as a listening guide, whereby students fill in the answers as they hear the word and the definition or at the end of a lesson as a review of the key terms to practice new vocabulary.

Finally, I handed out the worksheets to the students. There is an article about “aquifers” on the earth. I chose that terminological headline because I thought it attracts students’ attention and by the way, they focus the article easily. Firstly, I asked them to have a look the text in seconds and asked some gist questions like “What is the text about?, Are there any statistics or numbers in the text ?” After this scanning phase, they read all the article silently and got ready for the reading exercises.

I didn’t do the first warm-up activity so I didn’t talk about the nature and aquifer so when I handed out the article they were confused rightfully. I criticize myself for this, I wished I had a chance to mention about it at the beginning of the lesson. After reading the article students did post-reading exercises with their pairs. One of the extremely important advantage of pair work and is the learner's confidence.

Especially timid students, or ones who are not good at manipulating the language yet, feel more relaxed and self-confident trying to put their language abilities during the activity and seeing how they use them.

This encourages students to cooperate with one another. Pair work has advantages not only for the learners but also for the teachers. First of all they save time. Instead of asking individual students to practice a structure or answer the questions, he/she can divide the class into pairs and make them do the exercise at the same time. As a result students are able to practice the language more during the course. When the time is saved, the teacher can take his/her students through much bigger material and many more activities.

To sum up, this lesson is a very different experience for me because this is the first time to have a chance being a teacher in another country. I try to learn something from each lesson and modify my teaching styles according to the needs and personality of my students. Therefore, every teaching experience is a unique learning experience to remember and to put in practice.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Ahmet BİÇER Karabük,Turkey “My name is Ahmet Biçer and I’m 29 years old . I am an English teacher in Karabuk , Turkey and I have been teaching English for some 8 years . In 2006 , I started teaching English in a high school . In 2010 , I thought I would be happier with younger learners and started teaching in a secondary school as of September , 2010 . I taught English to the children aged 10 to 14 for three years. I changed my school again in September , 2013 and I’ve been teaching in a primary school since then. My pupils are aged 7 to 10 and it’s the first time they have learnt English .

My pupils think that I am an extraordinary teacher because I almost always play unusual games in my English classes , which makes my pupils highly motivated .

I often use a sound equipment in my English classes so that I can easily catch my pupils’ attention . They like hearing the words via microphone and I sometimes enable them to hear their own voice by giving them the microphone . I am highly interested in games in language teaching . I know that these games provide my pupils with an enjoyable atmosphere in which they learn English enthusiastically. Finally , I am a humorous teacher and I can make my pupils laugh easily , which makes them feel comfortable and happy during the English classes . I always try to be a creative teacher and I think that I have the makings of a good teacher”.

LESSON PLAN PART-1 Lesson

English

Class

4th grade ( age 10 )

Unit Subject

7 Pets and numbers ( 10 to 20 )

Time PART-2

40 min.

WARM-UP

Showing the pupils some toys and asking about them

AIMS

1. Understanding the names of pets and making sentences about them using their colors and body parts 2 . Understanding numbers

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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METHODS TEACHING MATERIALS

LEARNING ACTIVITIES

Communicative approach , grammar translation method Book , workbook , toys , boxes , wheel of fortune 1. Use some toys to motive the students . Ask them some questions about these toys .

2. Do some mental exercise by asking them to translate the sentences into Turkish or vice-versa .

3. Play the box game 4. Play the Wheel of fortune game .

5. Write some questions on the board and ask the students to answer them .

6. Write the numbers ( 10 to 20 ) .

PART-3 ASSIGNMENT

Students write the names of the numbers as homework .

The role of games in language teaching Almost everybody loves playing games no matter how old they are . From early childhood playing is an enormous part of most children‟s lives and it plays a big part of their development as well.

Why games?

There are a number of reasons that games deserve a place in the language classroom.

First of all, they are fun, which is extremely important, because they can help activate students who may have been inactive before, due to lack of interest. Keeping students active is vital because teachers will never be able to actually teach students anything unless they can get them to participate in their own learning process.

Secondly, games also play a big part in helping students to feel equal. Playing games in the classroom can also help create a friendly and positive atmosphere .

Thirdly , games are good for shy students and students with low confidence, and that works specifically when playing takes place in smaller groups because then they get a chance to speak in front of fewer audience instead of having to express themselves in front of the whole class. Also it is sometimes easier to open up and forget the shyness when playing a game because the atmosphere is not so serious and more emphasis is put on fluency rather than grammatical correctness.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Fourth and the most important one is that students learn English in an enjoyable and enthusiastic way and it will be much easier for them to review the subjects and learn words as they are playing the game .

When games are used in the classroom , the teacher must control the game in the right way. Also he or she must make sure that every participant has a positive experience because the classroom must not become a place where students feel vulnerable .

Another thing that is important to acknowledge is the fact that not all games fit the classroom environment, or all groups of students, and that it can be hard finding the right game. In fact, it is good to keep in mind when selecting a game that a recipe for a good educational game is one that balances both fun and challenge .

As to my English class , I studied ‘ pets ’ and ‘ numbers ’ with my 4th graders that day . I prepared some popular toys and cartoon characters that would attract the pupils’ attention easily . I always keep in mind that motivation is the key factor in language teaching . At the beginning of the class , I showed these toys to my pupils and asked them a number of questions ranging from colours to body parts .

Communicative approach was of vital importance for me . Also , I asked them to say what they understood when they heard my sentences in English . They tried to translate the sentences into their mother tongue , Turkish . They were really successful .

Afterwards , I did the vice-versa and my pupils tried to translate my Turkish sentences on the pets into English . By this way , they did some brainstorming and this activity was very enjoyable both for me and for the pupils .

After doing some mental exercises like that , we started to play my box game. Let me explain this game .

There are 6 blue boxes and six pupils hold the boxes . One of the pupils can be the host of the programme.

I choose two pupils and they become the contestant pupils and rest of the class become audience. It is like a television programme .

As I said before , there are 6 blue boxes in which there are written papers I have prepared in advance.

I mean, I may write a word to guess, a sentence to translate, a question to answer or I may leave a blank in the middle of a sentence on the papers.

The contestant pupils ask the others, who hold the boxes, to open the boxes one by one and they try to answer the questions in the boxes .

If they answer them , they get points.

There may be different points on the papers in the boxes in accordance with the level of difficulty of the questions or sentences. It is up to you .

So, pupils feel very excited and highly motivated while performing the game.

By this way, they can learn words or sentences in a very enjoyable way .

Only disadvantage of this game is that you can choose two pupils for the game because there are just six boxes and two or three contestant pupils are suitable for this game . Although this is a disadvantage for the pupils in a class , you can also choose 10-12 pupils for the game if you decide to play this game during the whole class that takes 40 minutes .

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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After playing the box game , I played another popular game with my pupils . This was the Wheel of fortune game . Let me explain the game .

As you all know , there is a wheel on which there are different points and the pupils spin the wheel and they say a random letter from the letters on the board . If they know the letter , they get points . The one who finds the hidden sentence on the board first wins the game .

You can play this game with 5-10 pupils .

During the game , I ask my pupils a sentence or a question which is related to a recent subject and they try to guess it by spinning the wheel and saying the letters .

They get some points and the winner has the right to go to the ‘shopping corner’ to buy some presents with his/her points . To be honest , I don’t always have time to prepare that corner . Unfortunately , I and my pupils forgot to prepare the presents that day because of the exciting athmosphere of that day.

In brief , If the winner has got a lot of points at the end of the game , he/she can go home with a huge present packet consisting of biscuit , chocolate , fruit juice or maybe a notebook . As you guess , this game is an exciting one for the pupils .

At the end of my English class , I wrote the numbers from 10 to 20 on the board and asked my pupils to repeat them after me in order that they can learn how to pronounce them . Then , I gave them some homework about the numbers and finished the class .

As a result , please keep in mind that the one who dares to teach must not cease to learn . A teacher must be creative and enthusiastic . We must not forget that motivation , exposure and opportunity are indispensable elements in English teaching.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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İsmail SEZGIN English Teacher/Teacher Trainer Safranbolu Anatolian High School, Turkey İsmail SEZGIN was born in 1967. He graduated from English Language Teaching department of Marmara University, Istanbul. He currently works for Ministry of National Education. Previously, he worked at Marmara University and for In-Service-Department of Ministry of Education as a Teacher Trainer. In these institutions, he has worked as an instructor, curriculum and materials development coordinator and a teacher trainer. He has delivered a lot of international and national seminars in ELT field on different topics for the past fifteen years. He has written a lot of books on English grammar and vocabulary. He is now doing his master’s degree on English Literature at Karabük University. e-mail: ismailsezgin78@gmail.com LESSON PLAN DATE: 6 January 2014 CLASS: 10thGrade NO. OF STUDENTS: 16 students LEVEL OF STUDENTS: A2 SCHOOL: Safranbolu Anatolian High School DURATION: 40 minutes TOPIC: Presenting Future tense “will”.

SKILLS: speaking, listening, reading, writing AIMS: 

to predict future



to introduce future tense - “will”

ASSUMPTIONS: Students are expected to learn what piece of language is to be used while predicting future ANTICIPATED PROBLEMS: Students might havedifficultiesin reading and understanding the horoscopes due to the unknown vocabulary METHODS AND TECHNIQUES: brainstorming, drama, pair work, grammar drills AIDS AND MATERIALS: a skirt, blouse, wig, laptop, power point presentation, handouts ASSESSMENT: teacher evaluation, self-evaluation WARM-UP TIMING: 1 minute This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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INTERACTION: T-S PROCEDURE: Usually it takes more than one minute to warm up, but as this will be a video recorded lesson, we have to stick to the time allocated, so I will just greet the students as usual and tell them to be relaxed in front of the camcorders.

ACTIVITY 1 OBJECTIVES: 

to draw students’ attention on the topic

TIMING: 14 minutes INTERACTION: T-S, S-T PROCEDURE: The teacher puts on the skirt and the blouse. And at this stage he asks “what his job is?” and elicits the answers. The teacher looks for the word “fortune teller”, but at this stage it is too early to get the answer. Then the teachers puts on the wig and acts like a fortune teller. Again trying to get the answer “fortune teller”, he asks what her job is. If he can’t get the answer, he tells what her job is and asks what a fortune teller does. Then the teacher invites a student in front of the board and acting like a fortune teller, the teacher predicts the student’s future looking at the student’s palm. While doing this, the teacher uses the pre-prepared sentences written on a power point file.

ACTIVITY 2 OBJECTIVE: 

to elicit the grammar rules associated with future tense



to make drills using Future tense

TIMING: 7 minutes INTERACTION: T-S, S-S PROCEDURE: Teacher asks students to study the sentences presented on the power point presentation and wants them to find out the rules. The teacher also asks the students if the teacher is talking about planned actions for the future. Afterwards, the teacher gives out the handouts to do some drills on Future Tense and gets the answers.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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ACTIVITY 3 OBJECTIVE: 

to read daily horoscopes



to expose students to Future Tense in context

TIMING: 8 minutes INTERACTION: T-S, S-S PROCEDURE: This activity will focus on reading daily horoscopes in which Future Tense is often used so that students can see its usage in context while doing some tasks assigned by the teacher. There are daily horoscopes at different places of the classroom and the students will go around the classroom and read those daily horoscopes. (Annex 1) Before they go round the classroom, the teacher gives the students a handout (Annex 2) and wants them to find out what problems people will face and what the solution will be. Then the teacher and the students will discuss together.

ACTIVITY 4 OBJECTIVE: 

to listen to a song



to expose students to Future Tense in a listening context

TIMING: 8 minutes INTERACTION: T-S, S-S PROCEDURE: Students will listen to the song called “Sera, Sera”. First students will listen to the song just for pleasure. Then, they will be given a handout (Annex 3) to fill in the blanks. Finally, answers will be elicited.

ASSIGNMENT: 2 minutes Students will be asked to write a daily horoscope of their own choice.

REFLECTION As teachers we usually complain about our students not being eager to learn or participate into lessons. I always hear teachers saying “My students do not participate in my course. How can I motivate my students? I try to do everything for them but they are not happy with my classes and so on”. In fact there are lots of answers to these questions, but I want to give a simple answer. If your students do not want to eat what you cook, cook what your students want to eat.

What do I mean by saying “If your students do not want to eat what you cook, cook what your students want to eat”? If your students enjoy your lessons, this can provide the motivation as teachers we

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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look for. If your lessons are well-paced and if you include different kinds of activities in your lesson, this will surely keep your students interested in your course.

As we all know learners have different learning styles and intelligences.

If there are 30 students in your classroom, this means there are at least four or five different types of learners. If you cater for only one type of learner, then the others will fall behind and they won’t be eager to participate. What’s important here is that we should put variety into our lessons in terms of our approach to teaching activities.

In my lesson I’ve tried to make the lesson more fun. What’s more, I wanted it to be remembered by the students using drama. I am sure that they will never forget this session all their life and of course they will always remember how they learned “Future Tense”. Furthermore, by using different types of activities –reading, listening - I wanted to cater for different types of learners. I wanted them to stand up from their desks and go round the classroom to read the daily horoscopes so that I can feed kinaesthetic type of learners. I used drama technique for the visual learners. I added a song into my lesson so that auditory learners can also enjoy the lesson and benefit from it. To sum up, we should always take into consideration that there are different types of learners in our classrooms and accordingly we should prepare our lesson plans.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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YOUR DAILY HOROSCOPE ARIES (March 21 – April 20) Today you will come across an old friend. You will be very happy. He will help you with one of your problems.

TAURUS (April 21 – May 21) You will be busy this week. You will have to work a lot. Don’t worry! You will have some time to relax at the weekend.

GEMINI (May 22 – June 22) You feel tired today. Take it easy! Have a light dinner and go to bed early. You will feel great in the morning.

CANCER (June 23 – July 23) You feel lonely these days but don’t worry. You will meet someone very interesting towards the end of the week. You will enjoy a lot together.

LEO (July 24 – August 23) You have some financial problems but you should be patient. You will get good news on Thursday. You will solve your problems.

VIRGO (August 24 – September 23) You don’t think that your parents love you. This is not true. If you listen to your parents, you will understand them. Everything will be all right soon.

LIBRA (September 24 – October 23) Come on! Make up your mind! Do you like that boy? What are you waiting for? You should act now. If you don’t do anything, you will lose him.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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SCORPIO (October 24 – November 22) You are worried about your weight. This is true, but, if you avoid fatty foods, you will lose weight. You will be healthier if you eat more fruit and vegetables.

SAGITTARIUS (November 23 – December 21) A close friend will call you today and she will invite you to a party. Go to that party! You will enjoy a lot.

CAPRICORN (December 22 – January 20) You will be very happy today, because you will receive some unexpected money. You will go shopping and buy some clothes. Be careful! Don’t spend all of the money.

AQUARIUS (January 21 – February 19) At the beginning of the week you will feel bored. After Wednesday your week will start to be interesting. You will go on a short journey at the weekend.

PISCES (February 20 – March 20) You don’t spend much time with your friends. Why don’t you mingle with them? If you socialize more, you will feel better. Listen to my advice! It will be useful for you.

HOROSCOPE

PROBLEM

SOLUTION

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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When I was just a little girl I asked my mother, “what _____ I be?” “_____ I be pretty, _____ I be rich?”

Here's what she said to me.

Que Sera, Sera, Whatever _____ be, _____ be The future's not ours to see Que Sera, Sera What _____ be, _____ be.

Que Sera, Sera, Whatever _____ be, _____ be The future's not ours to see Que Sera, Sera What _____ be, _____ be?

Now I _____ children of my own They ask their mother, “what _____ I be?” “_____ I be handsome, _____ I be rich?”

I tell them tenderly.

When I grew up and fell in love I asked my sweetheart what lies ahead ” _____ we have rainbows, day after day?”

Here's what my sweetheart said.

Que Sera, Sera, Whatever will be, will be The future's not ours, to see Que Sera, Sera What will be, will be.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Dilek KIRAZ KARADÖNGEL Yenişehir Primary School, Karabük,Turkey “ I was born in Yenice , Karabük in 23/05/1988. I went Atatürk Primary School and YIBO Secondary School. After that I contınued my educatıon in Safranbolu Anatolıan Highschool. After university exam , I studied English Language and Literature ın Dumlupınar University,Kütahya .In 2010-2013 I was English teacher in Diyarbakır and since 2013 I am working in Yenişehir Primary School as an English teacher in Karabük”

LESSON PLAN CLASS:

WARM UP (5 minutes) (Revision of the last lesson) Teacher asks the students what they learned in the last English lesson. Students answer saying “Numbers”. Then teacher asks the students who wants to count the numbers 0 to10. Students raise their hands and the three of them chosen by the teacher count the numbers 0 to 10.

Then jump game is played (students and teacher stand together to count the numbers and after saying 5 and 10 students jump).

ACTIVITY 1 ( 10 minutes) Teacher asks the students what colours they know . Then teacher writes the colours in English but doesn’t write the Turkish meanings. Instead, the teacher sticks the true coloured paper opposite the each word.Finally teacher asks the students to repeat after him/her.Teacher pronounces the colours and the students repeat after the teacher.

ACTIVITY 2 (10 minutes) Two short videos about the colours are watched by the students ACTIVITY 3 (5 minutes) Teacher draws two circles on the board. And sticks the papers on which teacher has written the colours before to one of the circles. Then she sticks the picture of the some coloured things on the other circle. Finally teacher asks the students to stick the right colour under the right picture.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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ACTIVITY 4 ( 10 minutes) A game about the colours is played by the students. Teacher divides the class into two groups and writes the English colours on the board. Then, he/she says Turkısh names of colours and wants students to find the right answer.

REFLECTION We started our lessons with warm-up activities because we have two English lessons in a week so it is not enough to learn English effectively. Warm-up actıvıties help students to remember what they have learned.

Our topıc is colours so I have used vısual tools like pictures, projector, computer, songs and coloured papers..For the 2nd graders vısual things are very important when learnıng English because they raise students’ attentıon to the lesson.

It ıs important to use multı-media tools when teaching a foreıgn language. They help students to remember very effectıvely.When we use multi-media tools in the lessons , students’ motıvatıon increases at the same time.

Benefits of the multı- media tools can be the following:  It helps learnıng 

It adds diversity and differences to the process of learnıng



It prevents verbalism and evaluates the time better.



It makes students to practıse and exercise too much about the topıc they learn



Disadvantages of multı-media tools It may decrease thınking of students



In some cases,it may requıre to use the language too much



It may cost too much



We may not have enough tıme and preparatıon to use the tool effectıvely.

I used games ın my lessons because games help students to learn in a funny and efficient way. They enjoy the lesson when playing games and they love English lessons thanks to them. Advantages of using games when teaching a foreıgn language can be sorted as:  They develop children’s practical skills, 

develop children’s understanding and speech skills ,



children enrich their vocabulary,

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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

helps children to pronounce accurately,



develops children’s role play skill,



develops children’s memory.

In my lessons students attend lessons actıvely and both me and them enjoy the lessons.

I don’t use target language too much but I use it sometimes because students are getting bored when they don’t understand the teacher.They don’t attend the actıvıtıes and don’t want to learn English .

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

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Braila 2014 ISBN 978-973-0-17278-2