Session plan 2
Title: Using Georgian-English dictionary to teach new vocabulary.
Name: Tamar Remishvili
The expected audience will be newly entered English teachers who work with beginners.
Time :35 min.
Objective: by the end of the session PWBAT use a Georgian-English dictionary more effectively to help their students discover and research new vocabulary.
Stage 1:
Timing -10 min
Aim - by the end of the stage participants will think about the using of dictionary and see how often they use it in their practice using “Geometric Interview” .
Organization of audience – individuals.
Materials-board, papers and pencils.
Trainer distributes the papers to have a ‘Geometric Interview” with participants. ( Instructions: draw a large circle and write your name in it, a small circle- region/ school, a large triangle –write an answer of the question, Do you use Georgian-English dictionary with your students to teach new vocabulary?, a small triangle - write an answer of the question , how often do you use it?, a small square- who sits next to you).Trainer asks participants to present themselves.
T. sums up in the T-chart on the board with participant’s answers and after the result they have a discussion–why or why not they use dictionaries? If ,not what do they use? smart phones , internet? Do your students use dictionaries at home? How do you know?
Stage 2:
Timing -15 min
Aim - by the end of the stage participants will see the importance of using G-E. dictionaries in teaching new vocabulary.
Organization of audience – individuals and groups.
Materials-Georgian-English dictionaries, pictures, board, papers and pencils.
Trainer gives an example, she opens G-E dictionary chooses a word randomly ,using a dictionary writes which part of speech it is and the meaning .
She asks participants to choose pictures from the table and write down 1 new word from the pictures as soon as possible. She collects new vocabulary on the board(“word shop”).She divides the list into 3 parts and asks participants to gather into larger groups (3groups) and share the words with the members of the groups. They have lists and one dictionary for each team. They have to find part of speech and meaning of each word. When they finish the task, trainer invites volunteers from groups and asks them to write the gained information on the board. Participants read the words aloud in both languages, and paste their pictures to the appropriate place on the list of the words. T. asks to write a short story using these words. Participants read the texts aloud. Others listen.
Stage 3:
Timing -10 min
Aim - by the end of the stage participants will see the positive and negative sites of the activity and will be able to present the adapted versions of the activity .
Organization of audience – groups.
Materials-board, papers and pencils.
T.asks: How did you feel during the act.?
What did you find useful? Why? Pros and cons?
How would you adapt the activity in your classes?
