Unit 06. Gender Equality. Lesson 6. Writing

Unit 06. Gender Equality. Lesson 6. Writing tài liệu, giáo án, bài giảng , luận văn, luận án, đồ án, bài tập lớn về tất...

5. Online Facilitation - 6. Facilitation tasks – page 1 Information Management Resource Kit Module on Building Electronic Communities and Networks UNIT 5. ONLINE FACILITATION LESSON 6. FACILITATION TASKS © FAO, 2006 NOTE Please note that this PDF version does not have the interactive features offered through the IMARK courseware such as exercises with feedback, pop-ups, animations etc. We recommend that you take the lesson using the interactive courseware environment, and use the PDF version for printing the lesson and to use as a reference after you have completed the course. 5. Online Facilitation - 6. Facilitation tasks – page 2 At the end of this lesson, you will be able to: • describe in detail what “facilitation tasks” and related activities are; • identify daily, weekly and monthly tasks required in the facilitation of an online discussion. Objectives Besides support tasks, which are more technical and organizational (e.g. members’ subscriptions, problems with attachments or bounces, etc.), there are facilitation tasks, which deal with the regulation of the discussion, the creation of an encouraging environment and the mediation of conflicts. In this lessons you’ll explore the main facilitation tasks: 1) building trust 2) encouraging participation; 3) maintaining focus; and 4) mediating. Introduction 5. Online Facilitation - 6. Facilitation tasks – page 3 In order for members of an online community to participate freely, offering their opinions and experiences, they need to trust that the space is safe and that their contributions will be respected. How to build trust in an online discussion? A good set of ground rules will go some way toward making sure that members respect each other’s voices, but more needs to be done by the facilitator to build trust… Building trust Building trust Another critical aspect to building trust is improving relationships between people. Help people get to know each other both professionally, and (at least to some extent) personally. Encouraging strong relationships: 1) get people to introduce themselves, and share some personal details; and 2) encourage people to create personal online profiles, if possible, or provide an online web space of their own and share it. 5. Online Facilitation - 6. Facilitation tasks – page 4 The facilitator must lead by example, and “model” ways of communicating that help to build trust… • acknowledging the input; • including the input in summaries and content; and • dealing with members who do not respect other members’ input. 1) Respect members’ inputs to the discussion by: 2) Value all inputs and be non-judgmental: In cases where the inputs are construed as deliberately offensive, refer the member back to the ground rules. 3) Be transparent in decision-making: Be open and transparent about decisions regarding the community. Encourage input and ownership of the community, by the community. Furthermore, because an online space leaves a written record of interaction (and because many people have access to the content), there are some additional considerations about confidentiality: • Are list archives publicly available, or available only to members? • Do members have to seek permission before forwarding or cross-posting messages? Issues of confidentiality must be covered in the community’s ground rules. Building trust A new online community may need some time to get to the point where all participants feel comfortable about contributing to the discussion. Even an established community which has had inspiring discussions for months may suddenly lose momentum and fall silent. In these, and other cases, it is your role to motivate and encourage the participants. Let’s discover how… Encouraging UNIT 6: GENDER EQUALITY WORKING MOTHER WORKING MOTHERS ADVANTAGES OF BEING A WORKING MOTHER Mothers should be greatly encouraged to work outside the They help their husbands pay household expenses and First, working mothers conribute to household income satisfy their children's growing needs Life is getting more and more expensive, so women's salaries are becoming important to their household budgets Second, working mothers are good educators for their children Experiences at work widen their knowledge and gradually mature them Through working they discover their strengths and weaknesses, become more knowledgeable and can find good ways to educate their children Finally, working mothers set good examples for their children When children see how their parents work hard to support the families and share domestic responsibilities they will learn from them Such family values as hard work, responsibilities and love are likely to pass down Clearly, mothers should be strongly supported to work outside the home from generation to generation READ THE TEXT AND COMPLETE THE FOLLOWING OUTLINE  A.Supporting ideas 1:  working mothers conribute to household income  EXPLAINATIONS:  They help their husbands pay household expenses and satisfy their children's growing needs Life is getting more and more expensive, so women's salaries are becoming important to their household budgets.  READ THE TEXT AND COMPLETE THE FOLLOWING OUTLINE  B.Supporting ideas 2:  working mothers are good educators for their children  EXPLAINATIONS:  Experiences at work widen their knowledge and gradually mature them.   They discover their strengths and weaknesses, become more knowledgeable and can find good ways to educate their children.  READ THE TEXT AND COMPLETE THE FOLLOWING OUTLINE  C.Supporting ideas 3:   working mothers set good examples for their children  EXPLAINATIONS:  children see how their parents work hard to support the families and share domestic responsibilities they will learn from them  Such family values as hard work, responsibilities and love are likely to pass down   CONCLUDING SENTENSE:  Clearly, mothers should be strongly supported to work outside the home DISAVANTAGEDS OF BEING A WORKING MOTHER    Suggested writing  Second, working mothers not have enough time Men's work finish at the office, but women's work is extended to their households After an eight-hour working day, these exhausted women have to household chores, take care of their husbands and children without having any time to relax  Finally, working mothers cannot be good workers Tiring and boring chores at home negatively affect women's tasks in their working place They cannot concentrate or work as effectively as those who not have to worry about takingkids to school, picking them up after school and doing housework  Clearly, mothers should not be encouraged to work outside the home Mothers should be strongly discouraged from working outside the home First, women have traditional roles as housewives and housekeepers They should stay at home, doing housework and looking after their husbands and children In extended families where more than two generations live together, women are also the main caregivers for elderly people HOMEWORK Unit 7: YOUR HOUSE Lesson 6 (C4-5) I. Objectives: - By the end of the lesson, the Ss will be able to read a text about Hoang’s daily routine for further practice in simple present habitual actions. II.Language contents: - Grammar: Simple present tense. - Vocabulary: review vocabulary. III. Techniques: find someone who, open-prediction, lucky numbers, survey, pair works, group works. IV. Teaching aids: lesson plan, textbook, pictures page 80 and cassette. V. Time : Allotted 45 minutes. VI. Procedures: 1. Warm up (5’) - Control Ss to play a game by ask and answer to complete the table. ( Find someone who) Find someone who Name … gets up at 5.30 …… … gets up at 6 …… … walks to school … … goes to school by bus …… … goes to school by bike …… Example Exchange: S1: Do you get up at 5.30? S2:Yes, I do/ No, I don’t. 2.Check up (5’) Write vocabulary& answer the queston -How do you go to school? 3. New lesson (35’) Teacher and Ss’activities Contents T - Vocabulary (Matching) - Ask Ss to take turns to go to the board to do the matching. - Ss do matching ( one for each) - Have Ss read the words again.  Open – prediction: (Grid with answer key) - Ss predict what time Hoang does the following things 2. While – reading: I. Pre- reading 1. Vocabulary . Bike Tàu hỏa Motorbike Đi bộ Plane Xe đạp Train Xe máy Bus Đi lại Car Ôtô Walk Máy bay Travel Xe buýt II. Reading 1. Complete the table. 5’ C4: “ Hi, My name is Hoang…………” P.80 Ss read silently then check their predictions - Comprehension Question – C4 P. 80 ( af) Lucky Number Game 1. What time does Hoang get up ? 2. What time do you get up? 3. What time does Hoang go to school> 4. Lucky Numbeer 5. How do you go to school? 6. Does Hoang go to school by car? 7. Lucky Number 8. Lucky Number 9. What time do your classes start? 10. What time do you have lunch? + T’s instruction  check + Play in groups ( tiger/ Lion) What time? He gets up He leaves the house School starts School ends He has lunch at 5.30 at 6.30 at 7.00 at 11.15 2. Answer the questions. ( Poster). Lucky numbers. 1 2 3 4 5 6 7 8 9 10 Tiger Lion 2. Answer the questions. ( Poster). Lucky numbers. 1 2 3 4 5 6 7 8 9 10 Tiger Lion III. Post- reading 20’ 8’ - - - Ss work in pairs to ask what time do their friends do the things above? Then go to the board to fill in the Grid Example Exchange S1: What time do you get up? S2: I get up at 5.00 S2: My name is Lan Survey What time? Get up Time Name Go to school 5.00 Lan Classes start Go home Have lunch IV.Homework - Revise Vocab - Write a paragraph about your daily routine - Do C4(71) Guide: Write a paragraph about your daily routine Example: I’m Huong. I’m a student. I learn at Dong Son secondary school. Everyday I get up at 6. I go to school at 6.20……………… 2’  THE END  Unit 9 AT HOME AND AWAY Period 60. Lesson 6 B3,4 P.93 - 94  Aims : Reading for details to understand Hoa 's sewing work and further practice in Wh - questions to talk about past activities.  Objective : By the end of the lesson, Ss will be able to use the short answers in the past + some regular Verbs in the past.  Teaching aids : Poster, pictures. 1. Pre - Reading Pre - teach : a hobby : sở thích a sewing machine : máy may a cushion : cái gối useful : có ích (to) sew : may decide – decided : quyết định try – tried : cố gắng make – made : làm, chế tạo B2 : T.asks Ss to read the model answers "Yes he / she did" "No, he/ she didn't" and explains "Haw to use the short answers in the past" to the T. corrects + checks after the Ss read the D and practise ask and answer. Key : a) No, she didn't. b) No, she didn't. c) Yes, she did. Chous - Indi – Pair work. B3 : T. introduces the lesson by asking Ss "What do you learn how to do in Home - economics ? Do you know how to sew, knit, or repair things ? Do you want to know them ? (Yes). Now read the passage in silence to know the content of it. T: What 's this paragraph about ? Ss "It's about Hoa 's thinking and action after watching Mrs. Mai make her dress . Can you order it ? Ordering : Key a) First, she made a cushion . 2 b) Next, she made a skirt 3 c) Hoa bought some material 1 d) Hoa 's neighbor helped her. 6 e) She tried it on 4 f) It fitted well 7 g) It was too big. 5 Indi - Correct. 2. While Reading : Ss read and check their order. Noughts and Crosses : Questions : a) - i) B3 - P.93 3.Post - Reading : Ordering Ss listen and number the verbs they hear. Listening text : Hoa watched her neighbor make her dress. She decided to learn how to sew. First she bought some material. Then she made a cushion for her armchair. Next she cut out the dress. The cushion was fine but the dress wasn't. Then her neighbor helped her, so finally it fitted her. Answer key : Wasn 't (7) decided (2) bought (3) watched (1) cut (5) Fitted (9) made (4) was (6) help (8) Recall : Ss retell how Hoa did the sewing work using the information in the Pre - reading. 5. Homework : do B4 P.94 PERIOD 7 LESSON 6 : LANGUAGE FOCUS A / Aims and Objectives : By the end of the lesson , Ss will be able to review the simple present tense to talk about general truths and write some sentences , using the structure “ (not) + adjectives enough + to infinitive B / Teaching aids : Textbooks , chalks , boards C / Procedure : I / Warm up : Kim , s game ( Using language focus 3 ) - Ask Ss to look at the picture on page 17 quickly . Then let them keep their books closed . - Divide the class into four groups . - Give Ss two questions , the group which answers correctly the fastest wins the game . a. How many people are there in the picture ? ( Four ) b. What is each person wearing ? - The Woman is wearing a red shirt and a green skirt . - The man who is standing beside the car is Play game wearing brown trousers and a yellow shirt . - The man who is standing on the pavement is wearing a pink shirt and blue trousers . - The boy is wearing blue shorts and a white shirt . II / Presentation : 1. Grammar : a. Present simple : * Present simple to talk about general truths - It is used to express an action which is always true . b. Past simple : c. (not) adjective + enough + to – infinitive Example : She is old enough to see that film . She is not clever enough to this thing . 2. Exercise : Ex 1: Complete the paragraphs . Use the correct form of the verbs in brackets - Ask Ss to work individually and then Listen and copy Read the example and give some more . Work individually Read their answers aloud . compare their answers with their partners . - Call on some Ss to read their answers aloud . - Correct and give feedback a. 1- lives 2- sent 3- was 4- is b. 1- are 2- came 3- showed 4- introduced Ex 2 : Complete the dialogue . - Explain some new words : + a planet : the sun , the moon , the earth + Mars / Mercury ( translation ) + silly ( adj) ( translation ) - Ask them to read the words in the box . - Let them complete the dialogue between Ba and Tuan , his young cousin . - Call on some pairs to practice the complete dialogue . - Correct their pronunciation and give feedback 1- sets 2- goes 3- moves 4- is 5- is 6- is Ex 4 : Set the scene to introduce the aims of Copy down Listen and copy Read the words in the box and complete the dialogue . Practice the dialogue Copy down Listen carefully . Work in pairs the exercise : - Ask Ss to work in pairs - Call on some pairs to read the complete dialogue - Correct and give feedback a. not big enough b. not old enough c. strong enough d. good enough III / Homework : 1. Ask Ss to write five sentences about themselves , using the structure : (not) + adjective enough + to – infinitive . 2. Prepare the next lesson Practice the dialogues Listen and copy . PERIOD 13 LESSON 6 : LANGUAGE FOCUS A / Aims and Objectives : By the end of the lesson , Ss will be able to talk about intentions with be going to and know how to use Adverbs of place . B / Teaching aids : Textbooks , posters , chalks C / Procedure : I / Warm up : TELEPHONE TRANSMITTING II / New lesson : 1.Talk about intentions with going to : Introduce the form and use of going to - Form : S + be going to + infinitive - Use : express an intention Ex 1 : - Ask Ss to do exercise 1 . They have to work with a partner and say what the people are going to do - Example : T : Nga has a movie ticket . What is she going to do ? S : She is going to see a movie . Play game Listen and copy down Work in pairs Read the example - Call on some pairs to read their sentences aloud . - Correct and give feedback : a. They are going fishing b. She is going to read the new model c. She is going to do her homework . d. He is going to watch an action movie on TV tonight . e. She is going to give him a birthday present . Ex 2 : Complete the list ( Questionnaire ) a) Ask Ss to work in pairs - Call on some pairs to demonstrate in front of class . - Listen and give feedback . b) Get Ss to work in pairs - Have some pairs demonstrate in front of class . - Give feedback . 2. Adverbs of place Read their complete sentences Work in pairs Stick in column “You “ and Your partner - Demonstrate in front of class . * Jumbled words - Let Ss work individually , one student one word 1. tdeousi = outside 2. siiden = inside 3. hetre = there 4. erhe = here 5. stupairs = upstairs 6. wonstaird = downstairs - Ask Ss to go to the board and write the meanings words . - Call on some Ss to read all the adverbs aloud . Ex 3 : Complete the speech bubbles . Use each adverb in the box once . - Set the scene : “ Ba is playing hide and seek with his cousin , Mr Tuan “ - Let Ss work in pairs , then compare with another pair ( at their table ) - Call on some Ss to read out the speech Work individually , one student one word Go to the board to write the meanings and read them aloud . Listen to the scene . Work in pairs Read out the speech bubbles bubbles - Give feedback a. Where is Tuan ? I think he is upstairs b. No , he is not here . c. He is not downstairs and he is not upstairs . d. Perhaps , he is outside . e. No , he is not there . f. I am not outside . I am inside , Ba. - Call on some Ss to read the complete sentences III / Homework : 1.Copy the complete exercises in their notebooks . 2. Write six sentences about your house , using adverbs of place . 3. Prepare the next lesson . * Feedback : Read the complete sentences aloud . Copy down . ... strongly supported to work outside the home DISAVANTAGEDS OF BEING A WORKING MOTHER    Suggested writing  Second, working mothers not have enough time Men's work finish at the office, but women's