Global Youth Service Day

What (really) is the message?

Britney: Superstar or Flop?

Britney Spears "Interview with a SuperStar" 

Britney Spears and her "Fall from Grace" 

Pre-Video:

What do you know about Britney Spears?
Is she famous? Talented? Other?
What do you think each video will be about?

During Video:


Write down words that indicate opinion of author.
Write down other things that impact your opinion.
(example - tone of voice, music, images) 

After Video:

What is your impression of Britney from each video?
What do you think the author's impression of her is?
What specifically indicates the author's opinion?
Groups present their points to the class.

How to Play Assassins

Classroom Management Techniques

This video focuses on large classrooms and is from the Shaping the Way We Teach English materials produced by the US Department of State's Office of English Language Programs and the University of Oregon.

Scaffolded Lesson Plan: Voting

By Sophie Khvadagiani and Zurab Mushkudiani

School #3 and #17, Kutaisi

Vocations: Scaffolded Tasks (Rita Tukvadze, Kutaisi #21)

Circle the right answer:

1)   Peter Palmer is a farmer, he ……….

a)   bakes bread

b)   has got cows, pigs and sheep

c)   prepares and cooks food

2)   Nigel Naylor is a tailor, he …………

a)   makes trousers, suits and shirts.

b)   sings songs

c)   drives trucks and cars.

3)   Wendy Witter is  a babysitter, she…..

a)   minds the kids when they are asleep

b)   flies a plane

c)   paints pictures.

4)   Penny Proctor is a doctor, she…….

a)   serves people food and drink

b)   fixes cars

c)   comes to see people when they feel bad

5)   Mabel Meacher is a language teacher, he……

a)   grows food

b)   teaches English, French and Greek

c)   looks after people’s health

6)   Patty Prentice is a dentist, she….

a)   solves problems on computer

b)   makes us feel happy

c)   keeps your teeth clean and white

7)   Ronnie Rymon is a fireman, he….

a)   fights fires

b)   plants flowers and trees

c)   cuts men’s hair.

Scaffolded Tasks (Ana Chachkhiani, Kutaisi #3)

Warmup - Volunteers

1. What is a volunteer? Brainstorm in pairs examples.
2. What different examples of volunteerism.
3. Watch the 2 short video clips for examples.

Video Comprehension Questions:

1. What examples of volunteer activities did you see in the videos?
2. Write down as many as you remember. Which do you admire?
3. Which ones do you think you could do in your community?
4. Discuss with your partner your favorite examples, write them down.
5. Share your results with 3 other students in the class.

Reading Task - VOLUNTEERS

There are many volunteers in the world. Some of them help people and some of them protect animals or do other things to improve the world and community around them. Marine life need our help and protection, and so you should not throw rubbish in the sea or oceans and try to keep them clean. In your community, do your best to protect nature and do not throw gum, papers, cans nor bottles in the street.

Real Stories from Volunteers:

“I am Lily and I am eleven years old. I am a volunteer. I help poor children and I gather money and buy clothes and toys for them. I went to the orphanage to meet the children and give them some gifts and to try  and make them happy.”

“I am Bob and I am a volunteer. I help homeless dogs. I give them food and shelter. It makes me feel good to help the animals and you can try it too.”

“I am Tom and I am seven. I never throw rubbish and I always help my mum when she needs a little help.”

Reading comprehension

1. How old is Lily?   She is _______
2. What does Lily do as a volunteer? She ____________
3. What does Bob do to volunteer? He ______________
4. What does Tom do to volunteer? He ______________

Discuss with partner:

1. Which of these have you ever done?
2. Which of these would you like to do?
3. Write 2 sentences. What would you like to do as a volunteer? Why?

Scaffolded Volunteerism Lesson Plan (Ana Chachkhiani, Kutaisi#3)

Warmup What is a volunteer? Brainstorm in pairs examples.
What different examples of volunteerism did you see?
Which would you like to do in your community?

Citizenship Characteristics (Natia Kvaratskhelia, Zugdidi #10)

Warmup: How do these words/images relate to being a citizen?

Students work individually, then share with partner.

Students underline phrases showing good citizenship, compare with partner and present

 

 

 

Students choose good citizen in their class/write details why. Teacher counts votes for the winner.

Sound Citizenship is..

Warmup:

1. Note the images/words above. What theme or topic can you connect this with? 
2. Write down as many words and phrases as you and your partner can think of. 

Pair/group activity:

Which statements do you believe are the correct way for a responsible citizen to act?

Mark ‘++’ (agree strongly), ‘+’ (somewhat agree), and ‘x’ (disagree) or ‘xx’ (strongly disagree).

Work with partner:  

1. ______ Our city center does not have a park where children can play. There is no reason to try and convince the Mayor of our city to do anything about it because it is his decision about what to do.
2. _______ Someone left their mobile phone in the restaurant, and a man came and took it and walked away. It was not his phone. A girl who saw him did not say anything to anyone and pretended she did not see it.
3. _______ A man threw a bottle of beer onto the ground after he finished drinking. A woman who saw this picked it up and put it in the trash.
4. _______ It is important for young men to join the military and fight as soldiers if their country is having a conflict or war with another country.
5. _______ Writing a letter to a government official (such as the Mayor) is an important way to speak your opinion and to be heard as a citizen if you disagree strongly with something.
6. _______ Voting is not necessary because elections for president and other government officials are always decided by other people anyways.
7. _______It is essential to speak only your native language because it will preserve your culture.
8. _______ It is important to receive information about what is happening in local community issues and national issues – by reading the paper, watching the news and reading internet articles.
9. _______ It is not useful to pay taxes because we never have any benefits from our payment of taxes.
10. _______ Protesting or marching in the street when there is a major issue that citizens are unhappy about because it is unfair or unjust is an important part of being a citizen.

Share and Compare your results with 2 other groups.

Choose one or two things where you selected ‘xx’ – what would you do as an active and responsible citizen for this situation? Discuss with your partner.

Writedown your three most important duties of citizens with your partner using the following template and present to another group:

As a responsible citizen you must _____________________. It is important because

 _________________________________________________. Also, you must

________________________________________. It is also important because

_______________________________________________________________. Finally,

the most important thing a citizen  should do is _______________________________.

The Good Citizen

Pre Video:

1. Citizens “pull together” to make change..What do you think that this means?
2. What does it mean to be a “citizen”? What ideas do you have that relate to this word?

 During Video:

Write down any vocabulary words that you heard and did not understand.

After Video:

1. What was the young man’s idea? How can you explain what he created? 
2. What was the purpose of a “citizen school”? What do you think “citizen teachers” do?
3. What did the idea have to do with the concept of “joining hands” to “pull together”?

Rights and Responsibilities as Citizens

Pre Video:

1. What do you know about rights? What is a “right”?
2. What do you think it means to “have a say” about something?
3. What rights do you predict Canadians have if someone is a citizen?
4. What does it mean to have a “responsibility” as a citizen?

During Video:

1. T provides a “T- Chart” for “rights” and “responsibilities”
2. Students write information for “rights” and “responsibilities” in each column.

After Video:

1. Students share and compare their notes with partners.
2. Students compare answers on T Charts with another group.
3. What do you think are the 3 most important rights/responsibilities?

Writing Task:

Work with a partner to write a short paragraph using the outline below:

The most important right is the right to ____________________ because if citizens have this 

they can _______________________________________. If citizens did not have this right, then they ___________________________________. Therefore, we believe this is the most important right of the ones we have learned about.

Presentation:

Each pair will present their declaration as a short presentation.