project

Instructional Activity Description

Students will learn 60 new words out of class using the Lexical approach

Instructor to ask students to participate in the last man standing game

The students will be required to state synonyms and acronyms of several words

Students will assess their prowess in the newly learned words and phrases through World English ( http://www.world-english.org/ )

Activity Deliverables/Outcomes

Participation in an online English assessment/ test at World English

Participation in Chalkboard Pictionary

Resources Required

Textbook, paper, pen/ pencil, internet, computer, hand-outs/PDFs

Notes:

Instructor compiles a list of short texts that make use of the 60 newly words to be learned and sends to students through email or by giving as handouts in class.

The teacher also prepares a handout explaining how to learn the English language through reading

The activity is done by students outside of the class environment before the actual lessons

Students should recall the words and phrases as well as their meaning.

Key learning outcomes:

Students should be able to understand and properly use the newly learned words when tested.

They should also be able to identify the key points in a reading

Students should be able to construct present and past verb forms

Key Content Points: The assigned 60 words and phrases will be divided into 5 classes:

Home life

Work life

Short English book vocabulary

Cultural context

Philosophical context

Instructional Activity Description

Teacher welcomes students and informs them on course objectives

Students and teacher engage in a translation session from Arabic to English

The students will acquire notebooks to write new words which they will learn

Activity Deliverables/Outcomes

Randomly selected students translate sentences from Arabic to English, and if wrong, they get assistance from peers

Students explain to teacher what they learned from the exercise

Students to also write the words which they easily remember

Resources Required

Textbook, paper, pen/ pencil, name tags for all students

Notes:

Instructor will use the Gagne’s gain attention activity to begin class and inform on the objectives of the lesson using the inform of objectives activity.

The instructor prepares 15 sentences that the students will translate (e.g My grandmother, niece and youngest nephew and hiring a car). This sentence is comprised of vocabs from all three groups of vocabs in the list.

All learning material such as text books will be kept away during translation.

Students will, however, be having a notebook and a pen.

Key learning outcomes:

Students should be able to understand and properly use at least 45 new words newly learned words when tested.

Students will also be required to demonstrate that their word knowledge has increased.

To increase their vocabulary and show improve in reading fluency

Key Content Points: repeated mentioned of at least 45 words from the list of the words and phrases to be learned.

Instructional Activity Description

The instructor will form groups of 5 students

Students will compose ten sentences using vocabs from the three classes in the list in threes

Instructor will move from one group to the next checking how well the sentences are constructed.

Students asked to share interesting experiences they encountered while creating the sentences within their groups.

Activity Deliverables/Outcomes

Participation in a speaking exercise to enhance their understanding of the vocabulary.

Reading of Children’s books since they have more simple words and little content

Teacher gives summary of activities

Resources Required

Textbook, name tags

Notes:

Instructor asks students to use the newly-learned vocabulary in conversations

After the activity, the instructor should note and correct students if they use the vocabs wrongly

Instructor should encourage the students to help each other comprehend the vocabs by using them in their daily conversations

Key learning outcomes:

Students should be able to understand and properly use the newly learned words when describing real life issues.

To learn the root words of different words.

Key Content Points: students explain basic courtesy sentences that can be used within a family or work context using the newly learned vocabulary.

Instructional Activity Description

Instructor asks students to suggest what the possible topics covered by the book after stating its title.

Instructor asks students about their prior experience in reading English books

Instructor asks students about the context of the book

Students asked by instructor to predict what the book is about

Activity Deliverables/Outcomes

Students familiarize themselves with what the short book will be about using the thumbnail.

Resources Required

Textbook, paper, name tags

Notes:

Instructor will stand in front of the class and ask the students questions based on the book they just read.

Teacher encourages students to comment about the book in English and appreciates any efforts by the students to do so.

Key learning outcomes:

Students should be able to have an idea of the short book, and be able to with 60-70 percent accuracy what the short will be about.

Students should also be able to relate their past experiences with the context of the book

Key Content Points:

Learn Basic English vocabulary: Advanced Grammar in Use is a short book by Learn prefixes and suffixes. These will enable students to figure out the meanings of various words

Instructional Activity Description

Students read Advanced Grammar in Use by Martin Hewings.

Students create sentences using vocabularies learned in the book with help from resources at World English.

The instructor asks the students to dictate parts of the book to the rest of the class. Instructor asks students to read out loud the book to other class members.

Activity Deliverables/Outcomes

Students make notes while reading the book

Students create sentences using vocabularies learned in the book with help from resources at World English to assess their comprehension skills

Resources Required

Textbook, paper, pen/ pencil, internet, computer

Notes:

Instructor asks students to revise the vocabulary using lexical approach as a homework

The students should have found the book easy to understand, having been earlier introduced to the video.

Students to have fun while reading the book

Key learning outcomes:

Students should be able to learn at mention 25 words learned words learned without hesitating.

Students should develop literacy skills in reading and writing

Students to learn various used in various contexts.

Key Content Points:

The book teaches students how to use prefixes and suffices. It also teaches them how to communicate in different places and culture, and the words which apply to certain contexts only.

These are words commonly used in a family and work set up as well

Instructional Activity Description

Instructor starts class and asks students to state lesson objectives

Teacher asks students whether the book met their predictions/ expectations.

The students ask the instructor questions about the book

Students to write short notes about the book

Students will look at words around the ones they do not understand in order to try to come up with the meaning of the words.

Activity Deliverables/Outcomes

Students learn to refer to their family members by English terms

Instructor asks students questions to assess their understanding.

To be proficient in English grammar and learn how to punctuate correctly

Resources Required

Textbook, notebook with student’s notes, name tags

Notes:

Instructor notifies students that one of the exam questions will be about the book (Draw your family tree and label in English).

Teacher oversees students as they read stages 2 described in the book to learn how to extend their family vocabularies.

Key learning outcomes:

Students should be able to understand the composition of a family tree from top to bottom.

They should also be able to speak English in a more fluent manner.

Students should be able to evaluate parts of speech

Students should also be able to make a presentation of a short speech

Key Content Points:

Great grandmother lineage to great grandchild simulated presentation

Instructional Activity Description

Students will draw a family tree consisting of grandparents from both families to grandchildren of royal families around the world in pairs

Students to present the trees in class through a projector.

Activity Deliverables/Outcomes

Students simulate different workplace scenarios where younger members of the family meet older members, and they have to communicate.

Resources Required

Xerox paper, pen/ pencil, markers, overhead projector, name tags

Notes:

Instructor gives each student 5 minutes to construct their own family tree from grandmother to grandchild if any is present, or if none, simulate.

Instructor asks students to write an introductory paragraph about their family structure

Key learning outcomes:

Students should be able to understand the composition of a family tree from top to bottom.

They should be able to effectively communicate in the fantasy genre

Be able to write with minimum errors

Key Content Points:

Great grandmother lineage to great grandchild presentation

Instructional Activity Description

Students share new insights they gained from the two sessions in the course.

Students think about some real life situations where there is need to use family relations vocabs and phrases

Activity Deliverables/Outcomes

Students convert their understanding from the lessons to real life scenarios through simulating different workplace scenarios where younger members of the family meet older members, and they have to communicate.

Resources Required

Name tags

Notes:

Instructor prepares several real life workplace scenarios to assess the understanding of students on the vocabularies learned.

What is the terms used for your father’s mother?

What is the terms used for your cousin’s sister

What is the terms used for your sister’s aunt?

Key learning outcomes:

Students should be able to understand the composition of a family tree from top to bottom.

Students can apply the newly learned vocabularies in the real work place situation.

Key Content Points:

Family vocabulary in English remain similar despite uncles and aunts coming from father and mother families

Cousins remain cousins, unlike in Arabic where father’s relatives may have a different term from their counterparts in the mother;s side.