GOALS_Face KiniRATIONALE: (the reasons or intentions for the particular

actions)

• To warm students up to the English lessons in the new term

• To use the pre – knowledge ( schema about vacation, sun issues, risks, travelling)

• To involve the students with a topic that they are personally related to

• To practise all the skills in the language• To work meaningfully up until they all get their books

and regular school work can be started

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Objectives

The students will be able to acquire and demonstrate knowledge and skills in the following fields:

• Cognition: get aware of different customs with regard to the topic tanning• Lexis_voc: use the content specific vocabulary, associated with

beach/holidays/tanning• Grammar: revising comparatives/superlatives.conditional• Speaking_using FunctionalEnglish (describing a pic, speculating, contrasting and

comparing,commenting)• LC: listening to a girl’s account of skin cancer (scaffolded with key words)• Writing an article based on the topic_Face Kini task for the test!

• Facts-comments-personal experience • The ingredients and the recipe to write an article!

• RC: reading an unknown text on the issue• Revision paper:

• Applying the new voc in context• Commenting on the issue• RC: reading an unknown text on the issue

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Sequence One_Orientation

ORIENTATION

Speaking activity_blank

sheet photo graph

Pairwork:the best time in my

holidays:outpacing the partner

Use and revision of grammatical

structure:compareatives/superlative

s

Vocabulary work on beach activities and

holidays

language box: using questions

and talking about past

experiences

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Lesson plan – Orientation

activity 1: blank sheet: photo of yourself in the summer holidays, students can ask questions ( practising open questions)activity 2: • Note down all the positive things about the way you spent your summer

days• Scaffolding: Voc work: worksheets:Voc in Use ( F O’Dell e.g.)

• Things to do at the beach• Holidays

• Enter a competition with your partner(in front of the group),trying to outpace,outbid him/her; the audience gives points ( turning their heads away, just listening!)

• Grammar work: comparison –(comparatives,superlatives)worksheetsw:Unit 26 p.109ff (Destination B1;M.Mann e.g.)

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Sequence 2_Complication

COMPLICATION

Picture telling activity 1+2

pairwork/group work

Instructions 1: guessing activity, describing and

drawing a pic, comparing the findings

Instructions 2:

Warming up with a worlde pic

Dictogloss of the text Face Kini

Skills used and trained:

Speaking

Listening,

Note Taking

Writing collaboratively

language box: functional language : speculating /comparing/reporting/

analysing /describing, /commenting

Lesson plan - Complication

1 Picture telling(Jamie Keddie))-1 (teacher focused)

Tell the students that you have a pic of a beach in North Eastern China ,describe the picture roughly and tell the students that there are 2 unusual elements in it, let them guess what they areScaffolding:

• What do you expect to see at the beach? • How do we protect ourselves from the sun?• What do you know about Chinese habits with the sun?

• Show the pic!

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Lesson plan - Complication

2 Brainstorming:Write the word 'face kini' on the board and find out what associations the students have with this word/what it reminds them of/ what pictures appear in their mindsoptions: • all together

• in pairs * plenary feedback

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Lesson plan - Complication

3 pairwork-picture telling-2 ( student focused)

Tell the students that you are handing out two pics on the phenomenon of face-kini' and that their task is to describe the picture in as much detail as possible to their partner. The partner has to sketch the pic on a sheet of paper; then having done this, both compare the sketch with the orginal pic, using language of comparing.

• To prepare this activity, revise the use of phrases to speculatenext slide!• When comparing the pic, first revise the use of phrases to compare and contrast slide!

.

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Lesson plan - ComplicationPairwork: picture telling-photos

Scaffolding:Functional English to SpeculateLook through this list of functional expressions commonly used to speculate. How confident are you that you could use them in response to a question?

I dare say ... I doubt whether ...I get/have the impression ...I suppose/expect/imagine ...There’s a chance ...It looks as if ...It seems to be ...I dare say ...I get/have the feeling ...It's very likely that …In all likelihood/probability ...I wonder ...It’s unlikely that ...May/Might/Could ...Perhaps/Maybe/Possibly ...No doubt ...There’s no way ...I don’t suppose ...I’d be surprised if …

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Scaffolding:Functional English to Compare and Contrast

Here's a list of common English expressions used to compare and contrast. Which ones do you rarely, if ever use? Pick 2-3 expressions for this activity that you are then going to use in your conversation!

there's no difference between ...there's little to choose between ...they're much the same ...to tell the difference ...to tell apart ...to make a comparison ...to draw a parallel ...it's a bit like ...relative to ...in contrast to ...in spite of thisin spite of the fact that ...at the same time ...on the other hand ...

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Lesson plan - Complication

4 Dictogloss: (teacher focused)

• Preparatory exercise: showing the slide with the worlde ( from the text,you are going to read out) look at the slide below!

• Task: Tell your students you are going to read out a short text about the topic Face Kini.Tell them that they might hear some words they do not recognize but that they should do their best not to let these impair overall comprehension and that they should take notes.

• Explain the difference between content words and function words: e.g.• Most learners in CLIL programmes are not fluent.• …learners…CLIL…. …. not fluent ( content!)• Most…in… …are not…. ( function)

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Lesson plan - Complication

4 Dictogloss: (teacher focused) ff

• Read out the text, speak clearly and at a relaxed pace• Ask your students to relay back to you all the facts that they understood

from the reading and noting down: write these in note form on the board

• also make a list of new or problematic vocab/collocations/structures that were identified ( if necessary)

Lesson plan - Complication

4 Dictogloss ff• Read the text two more times. ( ask them to write down the new words that they grasp,

preferably in another, coloured pen ,so that they get aware of which parts of speech get noticed with a second/third listening)

• After each reading try to elicit more facts and language from your students to add to the existing list on the board.

• Now put your students into pairs or small groups and ask them to work together to reconstruct the text as accurately as they an remember it. Tell them they have to incorporate all of the facts and language items that have been written on the board.

• Allow different groups to compare their texts. During this step students have the right to make changes to their version-even if it means copying parts of another group's version; if you run out of time, let them finish the task as HW

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Lesson plan - Complication

5 vocabulary work

• Put up the relevant new words of the text on “vocabulary.com” in advance!

• Show students in class, how to access this site and that they can practise the words there/put up their own words

throughout term.

• http://www.vocabulary.com/lists/182126#view=notes

• Having assigned the voc work as HW, revise the new words with the help of the following voc activity on the next slide.

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Lesson plan - Complication

5 vocabulary work ff

• Pairwork: Vocabulary Activity

• Both partners have got a different list of new words • Partner A has to explain a word of his words to be revised, so

that partner B can find the word that partner has explained; if this happens ,partner A is allowed to cross out this word etc.

• Turn taking until all the words have been revised

• Variation: this can also be done as a competition,(who finishes first)

Lesson plan - ComplicationOriginal text plus bold words with explanations in brackets.

Meet the 'Face-Kini', the latest craze1 to hit China's beaches as bathers wear masks to beat the sun's harmful rays The name describes a protective head mask that is being used along Shandong province's East China Sea coast used by beach-goers who want to protect their skin from the sun.The colourful masks sell for 15 to 25 yuan (£1 to to £2.50)By Daily Mail ReporterPUBLISHED: 16:07 GMT, 17 August 2012 | UPDATED: 11:49 GMT, 20 August 2012

One way to avoid the dangerous rays of the sun is to stay indoors, another is to apply a healthy layer of sun cream and slap on ( to put or spread a substance over a surface very quickly or roughlyWe want to sell our house, so we've slapped some paint on the outside to make it look better.) a wide- brimmed ( the bottom part of a hat that sticks out all round ) hat.If you’re in China, however, there is a third option - a 'Face-Kini' complete with a body suit.

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Lesson plan - ComplicationOriginal text plus bold words with explanations in brackets ff

The name describes a protective head mask that is being used in Shandong province's East China Sea coast by beach-goers who want to protect their skin from the sun. The slogan is :”Stay away from the sun” Chinese beachgoers are wearing body suits and protective head masks, dubbed (to give something or someone a particular name, especially describing what you think of themShe was dubbed by the newspapers 'The Angel of Death'.)'face-kinis' by Chinese netizens ( a person who uses the Internet ). They can be found on crowded public beaches in Qingdao in northeastern Shandong province.

The face masks were initially designed to protect from sunburn but it turns out they are also quite handy at repelling ( to force something or someone to move away or stop attacking you;This coat has a special surface that repels moisture) insects and jellyfish.The clothing was invented around seven years ago and is now under mass production and on sale at swimwear stores along the coast. They are selling factory-made Face-Kinis for 15 to 25 yuan (£1 to to £2.50) each.

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Lesson plan - ComplicationOriginal text plus bold words with explanations in brackets ff

His and hers: The suits come in wide range of colours and patterns .Some fashion-conscious (interested in the latest fashions and in wearing fashionable clothes;your average fashion-conscious teenagers) swimmers match the colour of their protective head mask to their body suit.One for me, one for you: Small sized protective head masks are also made for children.Fashion: The outfits are the latest trend on the beach front resort.

1Craze:an activity, object or idea that is extremely popular, usually for a short timeCycling shorts were the latest craze/(all) the craze that year.The craze for health foods has become big business.

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Lesson plan - Complication

7 Follow up:

Structural:if I had the opportunity to... I would...• Grammar work ( conditional) Unit 26 p.109ff

Content /Opinionwrite your personal comment on the blog, read it out to the othersread the comments ( from the net!), choose the one you like best/least and explain why.

Language/ focus on accuracy error correction difference: written/spoken language

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Lesson plan - ComplicationWork on authentic COMMENTS from the Internet

( these authentic comments can also be used to do error correction and also be used to draw the attention to written and spoken language.)

Someone needs to tell this idiots that their vitamin d3 blood concentration will plummet, do this extreme behavior, thus increasing the risks of various pathologies, including breast cancer, colon cancer, rickets, type 1 diabetes, bone weakness vulnerable to fracture, etc. Humans are truly absurd.- Bruce Josloff , USA, 20/8/2012 02:57

I'd still be rather worried about tan lines...- aussie chic , beijing, china, 20/8/2012 01:39

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Lesson plan - ComplicationWork on authentic COMMENTS from the Internet ff

Cultures can seem odd to those of other cultures. In the U.S. and much of Europe and S. America everyone is out getting a tan, while in parts of Asia they sell skin bleach at the cosmetic counters to lighten the skin. Humans just can't seem to be happy their bodies. - UyeahU , Somewhere, USA, 20/8/2012 00:13

Ummm... What?!?- Jessie , South Wales, 20/8/2012 00:07

The aliens have landed!- Miss CeCe , Derbyshire, 19/8/2012 18:13

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Lesson plan - ComplicationWork on authentic COMMENTS from the Internet ff

I've always thought the whole purpose of going to the beach was to enjoy the water and catch a few rays! Kinda defeats the "whole" experience doesn't it? Strange indeed...- Tina B , Jacksonville, FL USA, 19/8/2012 17:55

Probably worn mostly by the ugly people.- English man in US , San Diego, 19/8/2012 17:25

They probably will be popular with robbers in the US, but in China you has to be insane to try to rob a bank if you dont get gun down at the bank they will cut your balls off if you get caught. HAHAHA.- Hubble , Boston, 19/8/2012 16:15"They help protect you from insects and jelly fish" might as well add humans to that. I'm sure they're given a wide berth by other beach goers- mike , beverly, 19/8/2012 15:28

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Lesson plan - Complication_Resolution

Writing tasks ( article writing: facts-opinion-personal experience)

Expanding the topic into: travelling,holidays,staycation,couch surfing,volunteer

work,gap year tanning ( cultural issue!)-risks of tanning-tanning

saloons-UVA-UVB-UVC radiation,photoaging etc. e-learning: asking students to get hold of their

articles/their 3 minute youtube videos on the issues articles,posting them in a forum on the moodleplatform e.g.)

Cooperation with other subjects ( physics, chemistry,geography,history,environmental issues, health issues,fashion) 26

footnote:1.(Destination B1;M.Mann e.g.);2.worksheets:Voc in Use ( F O’Dell

e.g.) 27

RESOLUTION

OptionalActivities

Expansion of the Topic

travelling/holidays

tanning saloonsskin cancer

Health,Fashion and Beauty

Cooperation with Other SubjectAreas (Physics,

Chemistry,Geography,History.

Vocabulary work:content obligatory-compatible words

RC: Skimming and Scanning

Scaffolded Listening Practice

Writing of an Article ( e.g.something I can go crazy about)

Retrieval:

Independent project work

Revision paper

Test paper

Pre knowledge acquired for the lessonwith Language Assistant ( habits oftanning saloons for teenagers in USA)

Sequence 3 _Resolution

footnote:1.(Destination B1;M.Mann e.g.);2.worksheets:Voc in Use ( F O’Dell

e.g.) 28

Lesson plan Complication ff - Resolution Optional Activities

• LC Skin cancer Chelsea (+scaffolding worksheet)• RC-text on skin cancer ( Lingle) –difficult words gap fill –gap fill prepositions,

conjunctions• 3x RC texts :

• Different texts for a group of three• Highlight 5 main ideas• Talk about them to the others• Form new groups: the people with the same texts sitting together• Reconstruct the text ,choose one speaker. Recount it to the plenary

footnote:1.(Destination B1;M.Mann e.g.);2.worksheets:Voc in Use ( F O’Dell

e.g.) 29

Lesson Plan_Complication ff_ResolutionVideo: Chelsea”s story on tanning - LC Skin Cancer -

scaffolded listening with promptsVideo can not be integrated (flv Format) can be downloaded from dropbox!

task:Please, cross out the words and chunks of phrases when you hear them while listening to the story of melanoma.23had to have surgerydiagnoseddermatologistmelanomachemoremoved lymph nodesnauseatedno use of my armsMrs Frankensteinfrom a network of social friends to moving back home to my parentstaking me to appointments

footnote:1.(Destination B1;M.Mann e.g.);2.worksheets:Voc in Use ( F O’Dell

e.g.) 30

Lesson Plan_Complication ff_ResolutionVideo: Chelsea”s story on tanning ff- LC Skin Cancer-

scaffolds

my life revolved around chemo and needlesnothing a 24 year old should expecttanning salonssurrounded by people who love tanningtanning as a social functionfor a span of 6 years I would use tanning batteriesnever on a daily basisa lot of resentment and angerI didn't knowthe information was not available to meI never knew how serious melanoma could be when it had spread to my lymph nodes I realisedit as a serious diseaseit is not worth itit's not just skin cancerit is a serious disease, it kills you

Lesson plan - RETRIEVALContent-Cognition-Culture-Communication

• Lexis_voc:beach/holidays/tanning• Grammar:comparatives/superlatives.conditional• Speaking_Functional English (describing a pic, speculating, contrasting

and comparing)• LC: listening to a girl’s account of skin cancer• Writing an article

• Facts-comments-personal experience • The ingredients and the recipe to write an article!

• Revision paper:• Applying the new voc in context• Commenting on the issue• RC: reading an unknown text on the issue

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Lesson plan _ADAPTABILITYContent-Cognition-Culture-Communication

Adaptability of the Conceptual Sequence _ suiting different conditionsAdaptability is a necessary quality in an ever-changing work environment

This experimental CLIL lesson has been tried out at the beginning of a new term: with the following purpose in mind:

• connecting to the vacation time• warming up for a new term after 2 months of non - exposure to English during

vacation time

LENGTH of conceptual sequence: 3-4 weeks ( with 2 lessons per week)RATIONALE: (the reasons or intentions for the particular actions)• To warm students up to the English lessons in the new term• To use the pre – knowledge ( schema about vacation, sun issues, risks, travelling)• To involve the students with a topic that they are personally related to• To practise all the skills• To fill the time up until they all get their books and regular school work can be started•

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Lesson plan _ ADAPTABILITY_CONTEXTContent-Cognition-Culture-Communication

CONTEXT: (the situation within which something exists or happens, and that can help explain it.)

The lesson plan was used in the following contexts:

• Bfi: • Lehre mit Matura ( 16-18 year old adolescents with a working background)• Berufsreifepruefung ( 19-45 year olds ,who are integrated in the work process)

• HTL:• Department of Art and Design

• Classes:1-4• Department of Civil Engineering/Architecture

• Classes:2; vocational preparation course for the Austrian MATURA ( A levels; graduation of secondary school) for people in work

footnote:1.(Destination B1;M.Mann e.g.);2.worksheets:Voc in Use ( F O’Dell

e.g.) 34

CONCEPTUAL SEQUENCE _FINDINGS

• This conceptual sequence worked well with all the students, although:

• There is a lot of diversity with age ,interests, intellectual capacities, levels of English• The groups I teach are all mixed ability groups ( in one group you often find CEFR

levels from A2 – C1)• The Revision paper showed that all of them remembered the syntactical structures

of the text on “Face Kinis” up to 95%,used the respective vocab with ease and wrote qualified comments on the issue

• Interestingly, only those who worked on the new words ( from the voc worksheets on beach and holiday) did well in the respective exercises

• It was also revealing that those who often missed class did very poorly in the revision paper, making it even more obvious how much they missed by not participating in the lessons.

• Some examples of revision papers are shown below

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CONCEPTUAL SEQUENCE _FINDINGS ff

The sequence worked out well, as the class work was highly procedural and scaffolded(the students are not particularly focused on English, thus the effort to do work at home is very minimal, due to long school hours, long commuting times, a burden of many subject related assignments, a general laid -back attitude to anything other than their personal interests.)

My understanding of the sequence is that it can be used• in various contexts, • with any age group,• is adaptable to specific various needs, • can be expanded to suit the needs of subject related matter ( tourism, natural science, geography

history, educational issues like risk of too high exposure to the sun, environmental awareness ( UV Radiation, Ozone layer…;and many more I suppose)

• is pleasurable and educational at the same time• connects nicely to transitional periods like vacation time

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Lesson plan _further example materials for the classes

footnote:1.(Destination B1;M.Mann e.g.);2.worksheets:Voc in Use ( F O’Dell

e.g.) 37

Lesson plan _further example materials for the classes

footnote:1.(Destination B1;M.Mann e.g.);2.worksheets:Voc in Use ( F O’Dell

e.g.) 38

Lesson plan_further examples materials from the classes

Lesson plan _further example materials for the classes

footnote:1.(Destination B1;M.Mann e.g.);2.worksheets:Voc in Use ( F O’Dell

e.g.) 39

Lesson plan_further materials from classes

footnote:1.(Destination B1;M.Mann e.g.);2.worksheets:Voc in Use ( F O’Dell

e.g.) 40

Lesson plan _further example materials from the classes

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Lesson plan _further example materials from the classes

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Lesson plan _ example of ILLEGAL copying from the net

footnote:1.(Destination B1;M.Mann e.g.);2.worksheets:Voc in Use ( F O’Dell

e.g.) 43

Lesson plan _further example materials from the classes

footnote:1.(Destination B1;M.Mann e.g.);2.worksheets:Voc in Use ( F O’Dell

e.g.) 44

Lesson plan _further example materials from the classes

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Series of follow up activities/optional activities,also for contentlessons

1. Video tellingThis video can be used as a videotelling activity startingwith:

• The wordle ( exposure to the sun can bring about more• serious consequences than imagined-beware of the sun!)• Questions on what really rude men would do if they• saw the behind of a girl while queueing ( my male students are very quick with understanding this issue;

whistling….)• Asking the girls in class how they would react if they were pinched; again it is clearcut how a woman

would react; verbally,acting)• Show the video!

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Video TellingFunny Video_Tanning

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Sequence 3 _Resolutiontext production – article writing

• Worksheet_ how to write an article• Home assignment: writing the article!• Revision paper:• writing an article based on an unknown text and all the knowledge from the sequence!