Teresa MacKinnon

I chose to introduce "the town". On a table I put a white paper, asking the students what is it. They guess once I draw some lines in the middle of it. Then I use Cuisinaire rods to elicitate each new words (e.g. building, theatre, cinema, hotel, park, hospital, school, gym).
For example: What's the place where I go to watch a movie? And so on. Step by step I will give a place to any place of my town. In this phase of the lesson I ask the student to repeat each new word any time I give a position to the words/town.
Once the town is complete, pointing each rod, I ask them what is it. They will answer in the order I put the element (if not, I remind them the name).
Then I enlist the new words on the w/b where I put the drawings or pictures linked to the them. I also write the correspondant phonenic. I ask the student to drill word by word, single or together. Now they can use the new vocabulary drawing the place where they live. If the student level permits, it is possible to work on the directions (on the right, on the letf etc). To be again sure they have kept the new words, in the last 5 minutes I ask a student to sit with their back to the w/b and I draw a word (e.g. school) and his classmates have to suggest to him the answer.

Family Tree and Relationships

I want to introduce to the class the 'face' topic (body). I have with me visual aids (cards with drawings of part of the face like lips, ear, eye, nose, cheek, teeth, eyebrow, chin).
I draw on the w/b an empty face and I ask the students what it is. They could answer 'an egg' and so I add hair. After that I ask them if they already know the part of the face.

Of course, I can start indicating the face and/or my face focusing on the part that corresponds to new word. I pronounce each word a couple of times and asking them to repeat each time and I attach the cards in the right place of the 'face'.
At the end, once the face is complete, I ask them to repeat again in clockwise order. Then in the right part of the w/b (the face is on the left) I enlist again the drawings (eye, nose, lips, etc) and finally I write the correspondant word (with close the phonetic sounds).
Now they have the words that have practise. Once again I invite them to repeat, pay attention on the sounds of each word. This is the time that they should repeat again and again the new words with the right pronunciation.
Before to change activity, in order to be sure they have learned te vocabulary, I cancel what I wrote on the w/b and also the drawings and the face. Then I invite a student, one by one, and I give them a piece of 'face' and I ask him/her to draw a new face and put his card on it. He could/should ask his classmates "what's this?" and they will give the correct answer.

To be more confident with the new words, I ask them (in pairs) to draw 'a monster face' with many of the words used. They seat giving their back to each other and, in turn, they describe their own monster face (with the new words located in different place from the usual one). Of course, they will use the language learned until this moment. This activity make sure that the students will practise the new words and make them confident with the vocabulary.
In order to review the words of the lesson, the day after I warm up or close the lesson with another activity to review "the face'.

Argyro Giliri

INSTRUCTIONAL TASK DESIGN 
Teacher: Argyro Giliri (Greece) Second Chance School 
Class profile, age and level: group of adult learners who dropped out of school at an early age and most of them display symptoms (one of them severe dyslexia symptoms) of some sort of SpLD, although never identified. Age: 30 to 65.Level of language proficiency: beginners to elementary. 
Topic: ‘Means of Transport’ 
Approach implemented: Multisensory Structured Learning(MSL) 
Time: a teaching hour, 45’. 
The overall aim of the lesson is to present the Ls with vocabulary related to transportation by addressing simultaneously many sensory channels to facilitate learning. 
STEPS 
PRESENTATION 
1. Pre-explanation of ‘means of transport’ by the teacher, through miming and oral explanation. 
2. Ls watch video segments which present a port(sounds of ships are heard), an airport, an intercity-bus station etc. While watching the video, the Ls listen to the words by the T and repeat several times. 
3.T creates a mind map on the board, to help Ls remember better. T writes ‘Means of Transport’ in a circle in the middle of the board and eight(8) transportation words at the bottom. Then, draws lines to join the circle with images of means of transport and Ls pick the right word from the bottom line and put it next to the right image. For consolidation, the T either erases the image or the word. 
PRACTICE 
4.T applies the strategy of analogous reading to group the new vocabulary into ‘sound families’, eg. bike(like, spike, Mike), plane (crane, cane). 
5.Ls do a matching exercise (flashcard next to the word) 
6.Finger counting is done to increase phonemic awareness and practice the number of syllables. 
7. To reinforce phonological awareness Ls choose letters from word bags to form the new words. 
(Anchoring activity: for early-finishers, a wordsearch and a hangman are provided.) 
8. Ls are given city maps on thick cardboard (with a port, railway station etc.)and are asked to pin the right means of transport (word and image on a pin) to the right place(port-ship). This way Ls associate the new vocabulary with the real world. 
Then, they complete sentences: ‘I go to school /work by……….’ 
More advanced: ‘I go to the port to travel by …………’ 
9. Kinaesthetic channel: Ls in groups construct the ‘means of transport’ by using paper tangrams (4-5 pieces). This activity is used as an alternative to miming, as adult learners have more inhibitions. 

Group age: 13-14 years old

Level: elementary

To start with, I would show my students PICTURES of the past and the present, with the title which says `Have things changed?´ The pictures show black and white TVs. I ask them what differences they can see. I say some things, such as TVs were black and white. They were. Cities were quiet. School was different. Phones were bigger. I mime the adjectives and I point the pictures. Then I write a sentence on the board and I underline the comparative. I give them a list of adjectives and they have to add –er. 

After practicing the comparatives in isolation, I give them sentences comparing two objects and they have to write ONLY the comparative. The next step is to WRITE comparisons with easy adjectives such as big, tall, small, short, etc in pairs. They have to look at the pictures and write the comparisons. 

The following class, I start revising the comparative adjectives by writing a sentence on the board and ASKING them simple questions, such as “are you taller (miming) than your mother?” After that, I present them adjectives in a box and they have pictures showing them. They have to write the adjective in the correct place and then listen and check. I make them organize the adjectives in a GLOSSARY, writing a sentence for each of them or the opposite, depending on the group. If they have no idea of the vocabulary I make them translate the words into their own language. The only thing they have to do is to learn the rule and they will be able to write comparisons. 

The following class, I give the students cards with the words `er´, `more´, `than´ and some of the adjectives we have been studying written on them. In GROUPS, the students have to make comparisons.

Gerasimoula Patse

Gloria Rossa