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Конспект урока “Problems of becoming immigrant in the USA”

Olga Borodina
Krasnoyarsk
Problems of becoming immigrant in the USA
I DESCRIBE YOUR TEACHING SITUATION
II SPECIFY THE LEARNING AIM(S)
a) Information about the students (age, level, sex, nationality, learning ability,
motivation, interests)
My students (4 girls, 7 boys) are 15-16. Their level is Intermediate. They are Russian.
Students are active if they understand where they can use given info, they like to teach
each other, they require to connect only English (but there are 2 students who studied
German and 2 who has not very good learning ability, they can’t develop self-study
skills.
b) Course book(s) that you use in this particular class
New millennium English by O. Groza, Across cultures by Elizabeth Sharman.
http://www.law-visa-usa.com/, http://www.greencard.ru/, www.manishma.net,
http://www.getgreencardsfast.com/main.html
Specify the aspect you would like to teach in a communicative way.
Speaking
Set up the students’ aim of learning.
Example: By the end of the series of activities the students will be able to introduce
themselves.
1. By the end of the lesson the students will be able to talk about different problems
of becoming immigrant in the USA.
III. DEVELOP A SERIES OF ACTIVITIES (TEACHING AND LEARNING MATERIALS) TO TEACH
THE LANGUAGE IN A COMMUNICATIVE WAY.
sequence the activities. Consider the following:
- whether the activities are focussed on accuracy or meaning;
- characteristic features of good communicative activities; хорошие черты
комм.зад
- appropriateness of the activities used;
- possible ways of assessing communicative competence. Как оценить
комм.компетенцию?
Here I’ve wrote down activities not from the textbook ( I used reading tasks from the textbooks)
activities
the form of teacher’s instructions
Asking
questions
Is there country you want to go to
rest? To work? To live? To be
citizen? If you were immigrant
what would you have to do to
become citizen in this country?
And what about our country?
What about the USA?
Students can develop speaking microskills: expressing
likes and dislikes, reasoning, making a decision
Discussing
Internet sites
and paper
documents
Look at the American site of immigration
. It is pair work. There are so many
documents before you have exams.
Nobody knows you can or can’t
complete them. Try to complete
immigrant cards together.
How long? What difficulties?
How many questions could you answer if
you were immigrant?
Students get information, give information, exchange
information, exchange opinions about “what” they
have to write down real documents.
Microskills: giving encouragement, clarification
Role play
«US citizenship
exam»
1. Imagine the situation of examination.
One of you wants to become citizen of the
USA (you have to take an exam, use your
background info, show your citizen
feelings), some of you are examiners and
they ask “immigrants” questions. By the
end of the exam examiners should chose
the best “future citizens” and explain why.
Everybody will be in two roles: examiner
and immigrant.
2. Let’s play
3. What difficulties have immigrants
before, during and after the exam?
Prove it!
1. It solves communicative problems in group.
2. Students ask many questions.
3. Students are involved in fulfilling a real
communicative purpose.
4. They use their feelings, opinions, experiences.
5. Because of dynamic situation of express-exam the
learners speak freely without fear of making a mistake,
they do not think about their mistakes.
6. Students interact with each other.
7. They colour the prepositional content of what they
say in different roles.
8.Students can communicate by mimicry, crying,
laughing, keeping silence.
9.They have choice of grammar structures according
the situation.
Students can develop speaking microskills:
interviewing, expressing politeness, reasoning
Discussing the
Role play
1. After – What do you feel in the
role of immigrant?
2. What do you feel in the role of
control?
3. What can you say about views of
your peer when they were in
different roles?
4. What problems have the immigrant
to decide to become citizen?
5. Do you want to be immigrant?
Why?
Students exchange opinions, emotions,
Students analyse and evaluate their learning process.
Microskills: giving comment on the views of others,
summarizing received info and commenting upon it.
IV IMPLEMENT YOUR IDEA IN THE CLASSROOM. ASK YOUR STUDENTS TO EXPRESS THEIR
OPINIONS ABOUT THE WAY THEY WERE WORKING DURING THE LESSON. DESCRIBE IN
DETAIL YOUR EXPERIENCE; INCLUDE MANY EXAMPLES AND THE STUDENTS’
OPINIONS.
I think that the way we were working was partly successful. Students were active when I began the
lesson (I began to ask question and they answered and ask question to each other, one question and
answer provoked another questions).
Reading the text from the textbook “Becoming American and Citizenship” an overview and making the
task ( true or false), reading the sample questions from the US citizenship exam, answering question
“How many of them can you answer?” students were ready to operate the info in the situation of
examination. The time was limited for every activity and It disciplined the situation.
Interactive internet recourses and the situation of interactive working with real documents, manipulating
future life developed student’s interests.
The dynamic role play created socio-emotional climate that allowed the learners to share their views,
interests, strengths and weaknesses, thereby making the learners active, motivated and involved.
Students’ opinion
Было весело, интересно, придумывать вопросы
Ни с чем не было трудностей, потому что все было нормально
Я легко справился с работой экзаменатора, т.к. знал, как действовать.
На уроке была интересна игра
Научился превосходить страх перед экзаменаторами.
Я легко справился с игрой, т.к. это было поучительно и забавно
На уроке был интересен сам урок-ролевая игра.
На уроке было трудно общаться
Я узнала новую информацию о США
Я легко справился с говорением в качестве иммигранта.
На уроке были представлены разные типы людей
Научился выходить из трудных ситуаций
Я узнал, на какие вопросы надо отвечать, чтобы стать гражданином США.
V REFLECT ON YOUR TEACHING CRITICALLY. COVER THE FOLLOWING ISSUES:
What approach to language teaching did I use?
I used Community Language Learning. My students can use their intellect, feelings, instincts.
They desire to learn (more by the end of the lesson, we can’t stop to play). I try to help them
harness positive energy for learning. We try to say in the target language every minute.
What was effective?.
Role play and using internet resources.
What went wrong?
One of the students had broken hand and thought that he had not to think.
Some of the students played their roles too seriously. Some of them decided that they could call
Afro-americans “negroes” and so on.
By the end of the Role play students’ class leader came and sat down in the centre of the my
cabinet to look after her students. The situation became less seriously.
Was it useful for my students? In what ways?
Yes, it was useful for my students. They developed their communicative abilities through
different communicative tasks (asking questions, role play). They could feel tolerance to each
other.
What have I learnt from the Integrated Assignment?
I learnt what is a communicative lesson, how to manage students’ spontaneity, how and when I
can use communicative tasks, what they develop.
If I have an opportunity to use the same material to teach another group of
students, what will I change?
If I have an opportunity to use the same material to teach another group of students I’d like to
give more interesting info, show context video may be from YOU TUBE, we would write the
instructions how to be tolerant in my spontaneity. I’d like to make video about this lesson and
students from this and another groups could be experts of their work.
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