Assignment no.

1 by Renāte Ķerane

English class for Grade 12 (double class 2x40min)

Topic: People Power: introduction, new vocabulary and listening

Objectives:

 Students develop understanding of society as ‘superorganism’ where we are all tied together
and influence each other in various ways;
 Students are able to expand their vocabulary (adjectives) in a personalized way of self-
assessment.

Materials: PC with speakers, student book (Upstream, C1 p.53), audio CD, Workbook.

Activity Time Teacher Students

Introduction: lead-in 10 min T asks random students to
think about the ways other
people have influenced them
in terms of: moral values, self-
confidence, appearance,
hobbies, musical taste, etc.
Ss offer their answers. They seem
to understand the big picture.
They try to find personalized
examples and express their ideas.

Introduction: topic and 5 min T presents the topic and Ss listen and prepare the
objectives objectives of the lesson. Gives vocabulary notebook to collect
some personal examples. new vocabulary, SB and WB, open
online dictionaries in their phones.

1. Listening task 10 min T gives some pre-listening Ss take notes and suggest the
guidelines and asks students possible answers for the task.
to listen task 2a, (p. 53) on
four people talking about
influences in their lives and
write down some useful notes.

2. New vocabulary 15 min T asks Ss to rate their
personality traits on the scale
(SB p.53). To do so, T
encourages to translate words
that are unknown. Translates
together if necessary. (See
attachment 1.)
Ss look at various personality traits
and use online dictionaries on their
phones to translate new words.
Then Ss do the self-assessment by
putting a dot on a scale from e.g.
assertive to submissive,
quarrelsome to conciliatory,
compliant to obstinate, etc.
 3. Use of new 10 min T asks Ss to rate their best
vocabulary to tell about friends on the same scale;
your best friend
4. Exercise and writing 15 min Asks Ss to do exercise 3 in
down the new Workbook p.24, odd-one-out
vocabulary in their (see attachment 2). Encourage
vocabulary notebook to write down in the notebook
all the new words.
5. Reflection 15 min T asks Ss to evaluate their
influence on their friends and
vice versa. E.g. My friend is
very courageous person, he
makes me more confident.
Attachment 1 and 2:
Ss note down the personality traits
of their best friends and tell in a
random order if their friends are
more compliant or more assertive,
for example.
Ss individually complete the
exercise and check their answers.
Discuss if their guesses were
correct and make sure they
understand all words. Write them
down.
Ss use the new vocabulary to
speak about their friends and
come to realization that it’s mutual
influence. They play part in society
and leave influence on others.
(Eureka!) Concluding that we need
to be aware of the power to
influence others.
Stundā vērojamas sekojošas konstruktīvisma iezīmes:
1. Skolotājs aktivizē domāšanu un iepriekšējās zināšanas ar jautājuma uzdošanu. Skolēniem
ir priekšstats par tēmas ‘kopveselumu’ (‘mežu’), bet iespējams trūkst vārdu krājuma, lai
paskaidrotu, kā apkārtējie cilvēki viņus ietekmē, kā šīs ietekmes rezultātā mainās viņu
personības iezīmes.
2. Stundā, kurā ir uzsvars uz jaunu vārdu apguvi, tiek ņemts vērā, ka skolēniem ir
ierobežota atmiņas kapacitāte un vieglāk uztvert un iegaumēt jaunos vārdus var tad, ja
tie tiek personalizēti pašnovērtējuma uzdevumā (subjektivitātes faktors) vai arī sasaistīti
ar labākā drauga rakstura īpašībām. Lai jaunie vārdi nepaliktu tikai īslaicīgajā atmiņā,
tie tiek pierakstīti, izmantoti stāstījumā par draugu un pārnesti uz ilglaicīgo atmiņu -
atkarībā no individuālā nozīmīguma.
3. Refleksijas daļā apkopojam biežāk izskanējušās atziņas par to, kā cilvēki mūs ietekmē,
bet arī nonākam pie “Eureka!” momenta, kurā saprotam, ka arī paši ietekmējam savus
draugus, piemēram, kļūt drosmīgākiem, izmēģināt jaunas lietas, censties un mācīties
labāk, u.c.