G listening - 3H2 28 november

• Engels
• Middelbare school
• havo
• Leerjaar 3

November 28 - 3H2

What do you need:

Books, notebook, pen

until bell to fill your water bottle and go to the bathroom.

No phones in the classroom.

We start when the bell rings

14:00-14:50

Leerdoel: focus op differentiëren. Bekijk welke grammatica leerlingen nog moeite mee hebben en geef ze daarvan de hand-out. Als ik zie dat ze alles eigenlijk al snappen krijgen ze de Vocab word search. Vinden leerlingen beide grammatica nog erg lastig, geef ze dan beide handouts.

Make sure the students are sitting in their designated seats. They are not allowed to eat/drink anything but water. They have until the bell rings to fill their bottle and go to the bathroom. We start when the bell rings. Anyone not back by then is too late and will have to get a note. Phones in the bag and grab books/notebook/pens.

Program & Goals

Listening - G

At the end of the lesson I:

- have listened to a radio program about crimes

- know the meaning of the words committed and precious

- know what websites to use to practice listening and for your reading book

- know what grammar I still need to practice

Overgang 'pauze' naar doelen: alright everybody, good afternoon. Make sure the phones are in the or your bag and you have your books on the table.

Go over the plan for today, we'll be listening to a radio program where viewers are asked to help out with solving crimes. Ask a student to read out the goals. Students are quiet and listen to me and each other.

Homework 

Do: ex. 24 (and 25) on wb. p. 77-79

Study: the (3rd row of) the irregular verbs  

Their homework was to do the grammar exercises about the passive.

We will discuss the following questions:

24: 3, 5 and 6

25: 1, 4 and 5

Ja niet dus. Make sure students finish 24 in the previous lesson and only do 24: 3 and 5.

I have printed the answers from D, E, I and J a few times so they can check their own answers while working on their homework.

The checking of ex. 24 3&5 can take until 15:00 (start up with goals + opening books on the right pages + answering the questions = max. 7 min)

Homework 

24. 3 Germany will win the World Cup in 2022

       5. He is selling the stolen televisions for 400 pounds each.

Stap 1: wat is het lijdend voorwerp? Zet dat vooraan in de zin

Stap 2: in welke tijd staat het werkwoord? Gebruik notities om passive te maken.

Stap 3: de rest van de informatie + (by ...)

Their homework was to do the grammar exercises about the passive.

We will discuss the following questions:

only do 24: 3 and 5.

I have printed the answers from D, E, I and J a few times so they can check their own answers while working on their homework.

The checking of ex. 24 3&5 can take until 14:10 (start up with goals + opening books on the right pages + answering the questions = max. 7 min)

Next: "Wie heeft er wel eens een programma op tv gezien waarbij de politie vraagt om de hulp van 'gewone' mensen?" - bij een paar handen, vraag om toe te lichten wat er in zo'n programma gebeurt voor de mensen die het niet weten.

G - listening

wb. p. 71, sb. p. 44 (ex. 15)

What do you think about crime shows in which viewers are asked to help the police solve crimes?

Does that opinion change when photos or police drawings of possible suspects are shown?

What do you think about 'the public' posting footage of criminals on the internet?

Until 15:10

"Wie heeft er wel eens een programma op tv gezien waarbij de politie vraagt om de hulp van 'gewone' mensen?"

Instead of letting them fill this out, make it a classroom discussion (in English) where students can discuss what they think about these questions. The teacher will stay neutral in this discussion and make sure people who have a turn get to finish their statement before the class/someone else responds.

5 min.

Ask how they would feel if somehow they were a suspect (rightfully or unrightfully so) and your picture was shared all over social media with accusations of a crime.

Listening G

ex. 16 on wb. p. 72

1. Pick what you think the translation of the words are

2. Circle 1, 2 or 3 about how you know/think you know this

3. We will listen to the audio fragment and you decide if you still believe the translation you picked is correct.

10-12 min until 15:20

Ask students to look at ex. 16 on the next page and tick the right boxes for the translations of the words and then how they 'know'. Read the 1-3 out loud so students know what the reasons are to circle and then have them take 3 minutes to read the words, tick the boxes and circle the reason why. (5 min)

Next, tell them that now we'll listen to a radio show about crime where they ask viewers/listeners to call with information. The fragment is 3 minutes and all they have to do is see if they still think the translation they picked is correct and circle yes/no. (3 min)

Afterwards we'll discuss the answers together. (3 min)

If there are volunteers, I will give them the opportunity to answer, if not, I will give someone a turn at random. Students are quiet and listen to me, each other and the audio fragment while we do this. In the 3 minutes where they have to pick the translations and why, they may discuss together.

Check your answers + extra practice

What: Check your answers from J and E, which of the 2 needs more work? Let me know which you'd like more practice of. Aced all the exercises? Tell me you'd like Vocabulary.

How: You may work together in pairs but pick what you need more practice with.

Help: the grammar, the answers, each other, teacher

Time: 5 min to check, 10 minutes for extra practice.

Until 15:35

Students have to check their answers from both grammar topics. When done, they let me know which one they did worse on and therefore need to practice more. Depending on their answer they get a hand-out for relative clauses or the Passive. Only if they got everything right on all the exercises, they may opt for Vocab (word search)

Their homework for tomorrow is to finish whichever hand-out they picked. These are the only 3 options.

Students can work together here (if they have the same handout) the volume can be slightly louder than normal because it is late Tuesday afternoon.

If they are not doing what they're supposed to be doing:

1. I will repeat what I want from them

2. I will give them a warning

3. I will put them somewhere else

4. I will make them do some 'strafwerk': both handouts, working outside of the classroom with only a pen. 

They have to do this until the end of the lesson. 

They may not leave early, they may not use their phone, they may not refuse to do the work. They may, however, if they're done with the work take out their reading book and read it if they don't want to check their answers from B&C

Websites

https://learnenglish.britishcouncil.org/skills/listening (or look up: British Council Listening on Google and click the first link)

Level: B1 or B2 (try B1 first. Easy? Do B2 Hard? Practice A2 first)

Find good summaries of books: Sparknotes

Book test: Not January 9th, but January 11th

Listening test: week 4 or 5

Pick a date for the book test that is not the Monday.

Homework Wednesday

Do: do the hand-out you picked. If you received both, you only have to finish 1 of them for Wednesday.

Study: Irregular verbs (3rd row for Passive) 

Plan for Wednesday: Recap the grammar.

At 15:36/37 I will tell them about this homework and move on to the goals.

Goals

I'll ask someone to read these out loud and confirm.

- I have listened to a radio program about crimes

- I know the meaning of the words committed and precious

- I know what websites to use to practice listening and for your reading book

- I know what grammar I still need to practice

Students do not have to raise their hands here, I will ask a student to read out the goals and ask if they have done all 3 things (and to give an example of a proverb and what the stones are about)

Students may not put their books away until I am done discussing the goals with them. If they do, they need to grab them again. No exceptions. (Unless I have told them they could in the step before this)