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Do you know these words and expressions?

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Do you know these words and expressions?

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Midlife crisis

Mates

Trousers

Carpenter

Daft

Gnarly

Rubbishness

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Each group has to perform their play and will get feedback afterwards.
Answer the questions:
- What did I learn in this topic?
- How was it to make a play in such short time?
- What worked well/not so well in the groups?
Answers to be handed in together with the manuscript.

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Task 2: Groupwork - roleplay (40-45 minutes)

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Task 2: Groupwork - roleplay (40-45 minutes)

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Appoint timekeeper and English whip.

In the groups talk about the ideas you got since last time, decide on one.

Start writing your manuscript - remember everyone should have a say in it - remember it has to be 3-5 minutes long

Give out roles and start practising the play - try as best you can to memorize your lines

(Everyone should have at least one line to say!)

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- Lines - what you say
- Actions - what you do
- Props - items, clothing etc. to use in the play

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You have to finish this theme of embarrassing parents by creating a short 3-5 minute play in groups of five involving embarrassing parents in some way

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Lesson 4: Program for today (90 minutes)

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Lesson 4: Program for today (90 minutes)

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1. Quickly go through what to think about in a roleplay
2. Go into the groups of five (pre-made) and talk about your ideas of what to do for your roleplay. Write down the scene and practice it
3. Perform your roleplays for the class - remember to hand in a copy of your manuscript

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Task 4: Class discussion (Rest of class)

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Task 4: Class discussion (Rest of class)

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On class:

Let's make sure you got all the questions right

How does this compare to "A Mouthful"?------- Similarities and differences?

Do you know the words and expressions in the box to the right? Which ones don't you know?

In smaller groups:

Think about what your roleplay can be about for next time (in class if there is time for it) - remember to write it down!

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Discuss your answers in pairs, did you catch something your classmate did not?

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https://www.youtube.com/watch?v=_MqIhs-ZVQc

Answer the questions individually

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Where is the clip situated?

How old is Daisy and her father?

Why does Dave skate?

Does Dave think he’s embarrassing and if so, does he care?

Why does Daisy think her father is embarrassing?

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https://www.youtube.com/watch?v=_MqIhs-ZVQc

Do you think Daisy’s friends think Dave is embarrassing?                                                     - Who might, and who might not?

Do you think her father is embarrassing?

Can you relate to Daisy?

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Jiqsaw exercise:
Using the receptive and productive words from the previous lesson

Each student is given either the word or the definition of the word. Then you are to match the words with the correct definition

(If nescessary switch words/definitions with each other)

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Task 1: Post-reading presentation  (20 minutes)

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Task 1: Post-reading presentation  (20 minutes)

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Post-reading acitivity presented in small groups of four

Maximum Five minutes for each presentation

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1.Hand out questions about the  youtube clip
2. Watch the youtube clip again. Listening for detail. Repeat one more
3. In pairs discuss your answers. Make sure they are correct
4. On class discuss the answers and compare the clip with "A Mouthful"
(Discuss role play ideas in small groups if there is time)

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Lesson 2: Program for today (45 minutes)

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Lesson 2: Program for today (45 minutes)

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1. Present your  post-reading  product from the previous lesson in small groups.
2. Jigsaw exercise.
3. Watch youtube clip from BBC about embarrassing parents and discuss a few questions

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Task 6: Post-reading product (Rest of class)

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Task 6: Post-reading product (Rest of class)

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Create a postreading product of "A Mouthful"                                             - Choose from one of these:

1. A Story Map                            Similar to a Mind Map/Brian Storm  Most consists of the most important features of the text

2. A cartoon                                   Draw "A Mouthful" as a cartoon

3. A visual course of action = Create "A Mouthful" as a course of action

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Task 5: Analyzing and discussion (20 minutes)

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Task 5: Analyzing and discussion (20 minutes)

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Appoint english whip and time keeper!

In pairs:

What's the main focus of the short story?

Describe:

- The characters

- The setting

- The tone

- Etc

Share your questions/focuses from the previous task with each other

Discuss why exactly your question/focus was chosen

On class:

Share your discussion with the class

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Glossary for receptive:

examine = undersøge

taken aback = Meget overrasket
sook = Australsk og New Zealandsk slang for en person der nemt bliver bliver skræmt eller begynder at græde (om børn)

nightie = natkjole

burst = Komme brasende ind (i denne sammenhæng)
rush = skynde sig over (til noget)

Glossary for productive:

embarrassing = pinlig

behaviour = opførsel
pretend = lade som om/foregive (i denne sammenhæng betyder det falsk)
suddenly = pludselig

disguting = ulækkert
“d’licioush = Delicious = lækkert (ofte mad)

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Task 4: Reading "A Mouthful" (15-20 minutes)

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Task 4: Reading "A Mouthful" (15-20 minutes)

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Teacher reading the text aloud on class

Then reading individually

Focus on your questions/focuses. Did the text provide answers?

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In pairs share ideas of what you think "A Mouthful" might be about  from reading: Headline, first line and last line.

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What do we think about, when we talk about "embarrassing parents"?

How common is it?

In pairs:

What's your knowledge about it? Have you experienced it yourself?

After discussion and predictions about the text, write down a few questions/focuses  that you are curious about

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Lesson 1: Program for today: (90 minutes)

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Lesson 1: Program for today: (90 minutes)

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1. Introduction of theme and end product
2. Prediction
3. Class and pair discussion
4.  Reading "A Mouthful"
5. Analyzing and discussion
6. Post-reading product