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Consumer Awarness Lapbook Project

22 Mar

As consumers we buy hundreds of  products each year . We must know our rights when we buy products and services, and what to do if there’s a problem.

  • Work in a group of  4
  • Choose 1 product that you have / use at home or school.   Note ( products should belong to one category only)
  • Gather information about the specification of the products.
  • Make a lapbook :
  •      1- use pictures or drawings of the products.

          2- Write short notes about the specification of the products,brands, where to buy them , Instructions on how to use them, warranty, etc

   3- Prepare possible complaints or problems.

4- What are your rights as a consumer???? Find about Consumer Protection association site and their contact information. Give advice about how to deal with a problem or filing a complaint.

Watch these short videos to have a better understanding of what a lapbook is:



TV Show Project pictures

14 Dec

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Great Jobs and Careers.

10 Dec

This is second Secondary 2nd project.

1-  Work in a group of  ( 3 )

2-  Research and collect information about a great job or career. ( just 1 job )
You need to know
a- Job title
b- Duties and Activities
c- Requirements
d- Personal characteristics
e- employment and career prospects.

3- Prepare a poster

4- Present it to class on Sunday December 18th in your class.

Note  : you will have 3 min of speaking time.

Role Play As A Teaching Strategy

30 Nov

What is role-play?
Role-play is any speaking activity when you either put yourself into somebody else’s shoes, or when you stay in your own shoes but put yourself into an imaginary situation!

Imaginary people – The joy of role-play is that students can ‘become’ anyone they like for a short time! The President, the Queen, a millionaire, a pop star …….. the choice is endless! Students can also take on the opinions of someone else. ‘For and Against’ debates can be used and the class can be split into those who are expressing views in favour and those who are against the theme.

Imaginary situations – Functional language for a multitude of scenarios can be activated and practised through role-play. ‘At the restaurant’, ‘Checking in at the airport’, ‘Looking for lost property’ are all possible role-plays.

Why use role-play?
It is widely agreed that learning takes place when activities are engaging and memorable. Jeremy Harmer advocates the use of role-play for the following reasons:

  • It’s fun and motivating
  • Quieter students get the chance to express themselves in a more forthright way
  • The world of the classroom is broadened to include the outside world – thus offering a much wider range of language opportunities


In addition to these reasons, students who will at some point travel to an English-speaking country are given a chance to rehearse their English in a safe environment. Real situations can be created and students can benefit from the practice. Mistakes can be made with no drastic consequences.

Tips on successful classroom role-play

Prepare for success
Role-play is possible at elementary levels providing the students have been thoroughly prepared. Try to think through the language the students will need and make sure this language has been presented. Students may need the extra support of having the language on the board. I recently did a ‘lost property office’ role-play with elementary adults and we spent time beforehand drilling the structures the students would need to use. When the role-play began the students felt ‘armed’ with the appropriate language. At higher levels the students will not need so much support with the language but they will need time to ‘get into’ the role.

The role of the teacher
Some of the possible teacher roles are:

  • Facilitator – students may need new language to be ‘fed’ in by the teacher. If rehearsal time is appropriate the feeding in of new language should take place at this stage.
  • Spectator – The teacher watches the role-play and offers comments and advice at the end.
  • Participant – It is sometimes appropriate to get involved and take part in the role-play yourself.

Bring situations to life
Realia and props can really bring a role-play to life. A group of my young learners recently played the roles of pizza chef and customer. A simple cone of white card with CHEF written on it took a minute to make and I believe it made the whole process more fun and memorable for the class. As soon as it was placed on their heads they ‘became’ the pizza chef and acted accordingly.

Rearranging the furniture can also help. If you are imagining you are at the tourist information office or at the doctor’s surgery try to make it as real as you can. Students can even leave the room and make an entrance by knocking on the door.

Keep it real and relevant
Try to keep the roles you ask students to play as real to life as possible. It may be hard for students who have little opportunity to travel to imagine they are in ‘Ye Olde Tea Shop’ in the heart of the English countryside. However, it may be within their schema to imagine they have been asked to help an English speaker who is visiting their own country. This may involve using some L1 to explain about the local culture or to translate local menus into English for the guest to their country.

Students working in the business world may find it easy to role-play a business meeting with colleagues visiting from abroad. If you are working with young children, try to exploit their natural ability to ‘play’. They are used to acting out a visit to the shops or preparing food, as that is how they play with their friends.

Feed-in language
As students practise the role-play they might find that they are stuck for words and phrases. In the practice stage the teacher has a chance to ‘feed-in’ the appropriate language. This may need the teacher to act as a sort of ‘walking dictionary’, monitoring the class and offering assistance as and when necessary. If you are not happy doing this and you feel that the process of finding the new language should offer more student autonomy, you could have ‘time-out’ after the practice stage for students to use dictionaries to look up what they need.

As mentioned in the role of the teacher section, feeding-in the language students need is fundamental. By doing so, they will learn new vocabulary and structure in a natural and memorable environment. It is a chance to use real and natural language.

Error Correction
There are many ways to correct mistakes when using role-play. It is rarely appropriate for the teacher to jump in and correct every mistake. This could be incredibly demotivating! Some students do like to be corrected straight after a role-play activity, while the language is still fresh in their minds. Sentences with errors can be written on the board for the group to correct together.

  • Self-correction – If you have the equipment to record the role-plays either on audiocassette or on video, students can be given the opportunity to listen to the dialogue again and reflect on the language used. They may find it easy to spot their own mistakes.
  • Peer-correction – Fellow students may be able to correct some mistakes made by their peers. Students could be asked to listen out for both great bits of language they’d like to use themselves, and some mistakes they hear. Be careful to keep peer-correction a positive and profitable experience for all involved.
  • Making a note of common mistakes yourself and dealing with them in future classes ensures that the students don’t lose motivation by being corrected on the spot or straight after the role-play. Negotiate with students and ask them how they would like to be corrected.


Use your imagination and have fun
The most successful role-play I did last year was with a group of teenagers and was used as a spring board activity after listening to a song. The song was Avril Lavigne´s Skater Boy. The class worked in pairs to act out the scene of Skater Boy finally getting to meet his ex-girlfriend after the concert. The results were humorous and I was surprised that they all really got into the roles they played.

Role-play can be a lot of fun. If you still feel reluctant to use it in the class I suggest you begin to integrate it slowly. Why not extend an appropriate reading or a listening from a course book and turn it into a role-play? You may be pleasantly surprised by the results!



21 Nov

A WebQuest is a form of project-based and problem-based learning in which the resources (and often the tasks and resources) are located on the Web. There are two kinds of Web Quests :

Short Term WebQuests

The instructional goal of a short term WebQuest is knowledge acquisition and integration, described as Dimension 2 in Marzano’s (1992) Dimensions of Thinking model. At the end of a short term WebQuest, a learner will have grappled with a significant amount of new information and made sense of it. A short-term WebQuest is designed to be completed in one to three class periods.

Longer Term WebQuest

The instructional goal of a longer term WebQuest is what Marzano calls Dimension 3: extending and refining knowledge. After completing a longer term WebQuest, a learner would have analyzed a body of knowledge deeply, transformed it in some way, and demonstrated an understanding of the material by creating something that others can respond to, on-line or off-. A longer term WebQuest will typically take between one week and a month in a classroom setting.

Essential Components

There are six essential components of a WebQuest that are used to structure the activity and organise students. They are:

1. Introduction
An introduction that draws the learners attention to the topic and inspires them into action. It should contain a hook.

2. Task
A task that is drawn from the introduction and sets out the goal. It is the most important aspect of the WebQuest. There is often a Focus Question that defines the task. The task needs to be based on Problem-Based Learning (PBL) and contain a messy problem to solve.

3. Resources
Resources that are necessary for the task, most of which will be Internet links.

4. Process
A description of the process the learners should go through in solving the messy problem. The process is broken up into clearly described steps and may designate roles or perspectives to the learners. Giving students roles helps them use their emotional intelligence and demonstrates how different people have different views within the community. 

5. Evaluation
An evaluation is the guidelines for how students will be assessed. It is usually in a Rubric. Evaluation rubrics come in many forms and rubrics designed by the teacher are the most authentic.

6. Conclusion
A conclusion brings closure to the quest, addresses the answering of the Focus Question, and should challenge the learner to act upon what they have achieved within their local environment.

Benefits :

  • WebQuests are activities, using Internet resources, which encourage students to use higher order thinking skills to solve a real messy problem. WebQuests are a sub-set of Problem-Based Learning (PBL).

  • Teachers around the world are making WebQuests for their own classes as well as to share.

  • Students of all ages and grades can use WebQuests.

  • Most, if not all, of the information used in WebQuests is drawn from the Internet.

  • Students are provided with online resources and are asked to use this information constructively to solve the presented problem rather than just cutting and pasting material into an assignment or project.

  • By eliminating the need to search or hunt for information the student is given more time to analyse, criticise and assess the information they find.

  • WebQuests are inquiry-oriented activities designed to make the most of the student’s time.

  • . WebQuests allow students to use the Internet without the arduous task of filtering through the mountains of information contained within it. Teachers have done this work already!

  • Great WebQuests direct students to not only search for information but to debate, discuss or defend a particular stance with classmates.

This is my advertisement WebQuest. It is the students final project for this term.

Vision Board Day

17 Nov

A leader has the vision and conviction that a dream can be achieved. He inspires the power and energy to get it done. This is the students’ third project. I evaluated both social and speaking skills. It was a great opportunity to know more about my students and their personality.

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Story Mapping

5 Nov


Story mapping is a way of visually representing the major parts of a story. The focus is typically on the three main elements of a story: the beginning, middle, and end. The students are directed to concentrate on the most important events of the three main elements, and not get hung up with minor details.

1. The teacher reads the story to the class, or has them read it silently. The more familiar they are with the story, the more successful they will be.

2. The teacher draws an outline of the story map onto the board. The middle circle will contain the title of the story. From that circle, the teacher draws three lines to connect to three other circles containing the terms; beginning, middle, and end.

3. The students recall and list the most important events connected to each of the three story element parts. This is done by drawing lines from the story element (beginning, middle, end) to another circle with the event written inside.

After the story map is complete, the students use it to orally retell the story, illustrate main events, write a summary, or act it out.

I’m going to use this graphic organizer with my students in prewriting activities. The organizer focuses on the key elements of character, setting and plot development.


Story Writing Map