"HIV Prevention in Ukraine." «Ukrainian Culture Time»
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Конкурсна робота. "HIV Prevention in Ukraine." 
Lesson Planning   http://happyschoollife01.blogspot.com/2016/01/stop-aids-in-ukraine.html
Сизько Василь Семенович. 01.06.1959р.

Павлоградська загальноосвітня школа 1-3 ступенів №5 Павлоградської міської ради Дніпропетровської області. 

E- MAIL  vasylboguslavskiy1959@gmail.com

Activity name
Name, Surname	Syzko Vasyl.
Brief description of context, location and time (size of classroom, facilities/resources available, time of day, lesson length, etc) – 50 words maximum	Content Objectives: familiarize teenagers with basic information about HIV disease, AIDS, to work out and train students to use in the target language lexical and grammatical units on the topic, to explore the work carried out by  Peace Corps and other organizations in Ukraine to prevent  this disease. Oksana Karpiuk. English. 11-th form. 2011.The topic of the lesson: "HIV Prevention in Ukraine."  The age of students is 16-17 years old. Information from the textbook: pp.202-205. The 11-form students. School#5. Pavlograd.Ukraine. 16 students in a class. The first part of the day. Time:8:55-9:40.Lesson length: 45 minutes.The  Internet Resources.
Brief description of learners (how many, age, level, etc) – 75 words maximum	Learners of the 11-th form have been learning the English language for 11 years since the 1st form they came to school. There are 16 pupils in this group. They are 16-17 years old, have relevant language skills as for their age from B1 level to B2+. The students can talk on the proposed topic, ask and answer questions on the topic they study, read articles and reports concerned with contemporary problems. Pupils can understand the information they listen to and read about. They can find necessary information in the text and write a story, an essay, a report or a letter in English on a wide range of interests.
Learning outcomes	By the end of the lesson students will be able to: find out how they are well-informed about the problem, talk about the HIV Prevention in Ukraine, and what it presents,  where the information comes from; they will be able to decipher acronyms  AIDS, HIV, explain the meaning of terms: "syndrome ", "disease ", "immunity ","virus",  to work out and train to use in the target language lexical and grammatical units on the topic, ask questions and present information how the virus is transmited and people be infected,debate the social issue in a public forum,  work out a project on the topic and take part in it.
Materials and references used	Oksana Karpiuk.11-th form textbook. 2011. Mind map posters. Pictures. Computers and  the Internet Resources on the topic. Воронцова Е.В. Пономаренко В.С. В75 Захисти себе від ВІЛ.Тренінги життєвих навичок:методичний посібник для педагога- тренера.К.:ТОВ"ЕД-ВОРЛД ТРЕЙД",2013. Як ефективно підготувати учнів до письмової частини ЗНО або ДПА з англійської мови? http://linguist.ua/ru/archives/25522 Етапи навчання письму на уроці англійської мови http://linguist.ua/ru/archives/25441

Lesson procedure
Time	Teacher activity	Learner activity	Interaction	Stage aim
	Introduction:The teacher shares information with the group for approximately five minutes. Icebreaking:Warm-up Questions: Welcoming students. Acknowledges who is present, who is missing, and where missing people are, outlines the goals of the class period (objectives),timelines-briefly previews the class period and explains how the time will be used.( pp202-205).Organises the Setting, pairing people up and structuring small groups.	All he students are engaged in class activities.they find it easy to concentrate.It helps to break down the barriers, students become more academicaly motivated. Answer teacher's guestions, explain how they understand the objectives.Write on a sheet of paper their  learning outcomes and stick them on a poster."I want to learn/know how to..."	T-CL, S-S, GR-CL, S-T.	Gives students an understanding of the purpose of the class and how the purpose will be achieved. When students understand the organization and relevance of their learning experiences, they are more likely to learn. Encourage students to develop leadership and initiative.
	Springboard Exercises.Encourages students to write words on posters on the theme of the lesson. The winner is the team that will write more words for a certain period of time.	Students produce the poster mind maps and add ideas write on separate posters as many words on the topic of the lesson.ex.3 p.202 Use word file: and previously studied vocabulary.(an addict, a citizen, drug, society, AIDS, HIV-positive, test, ets...)	GR-GR competition.	Students respond with enthusiasm to exercises that involve movement. Students remember vocabulary and have spelling practice.
	Reading and listening activities for gathering ideas. Gives instructions, checks for understanding. Walks around, monitors the activity, provides help if necessary. Gets feedback.	Group discussion.  Ex.3, p.202.Students read and discuss the current statistics on HIV-positive people in Ukraine and answer the guestions on the text. STAND AND DELIVER:  students are drawn into debate about the  issues.	S-CL, S-S-S. Example  or chain reading GR work.	Practice using the language and to express themselves creatively. VISUALIZATION: to see the world through the eyes of another person
	FINDING THE FS.  Wordstorming.  Organizes the work in groups to help students to relax and to speak up.	Ex.4 p.203. Read the text and find out how they are well-informed about the problem of AIDS and HIV. In pairs answer the following guestions: 1.Which is a virus. HIV or AIDS? 2.How exactly is virus transmitted? 3.Can "straight" heople become infected? 4.Can mother infect the baby during pregnancy? 5.Can people be infected by: tattooing, being bitten, kissing? insect bites? ets.	S-S-S.  GR-S. S.-GR.	To pay attention to details when doing an exercise.To practice using the language and to express their own ideas.
	Investigation action. Reading and writing.Walks around, monitors the activity, provides help if necessary. Gets feedback.	GROUP STORY Ex.5 p.203.Get some information about one of the projects students can take part in. The text "Peace Corps and HIV prevention in Ukraine".  Bouncing story Each student in group of two must write at least50 words, five lines and must include some piece of information learned in the project or unit.	S,S,S,...	To sum up reactions to a project or a unit of work and to review material from it
	ROLE-PLAYS.When students begin this Work Section they have been prepared by the preceding elements to be more comfortable in the classroom and ready to settle down to work.The teacher helps students achieve the learning objectives he/she  has set.	ex.6 p.204. Students read the feedback of the young people who have participated in the project "Health Education AIDS Liaison" (H.E.A.L.) and speak on their impressions and thoughts.  Role- play the situation: 1.Student A has participated in a project. He/She answers student's B questions. 2. Student B is very interested in the project. He/She asks the parcipater (student A) different questions.	S. S. S.  S-S, S-S. S-GR.	For students who are learning a language, to practice using the language and to express themselves creatively, to explore and discuss issues faced by characters  in an event.
	Individual project experience. If students have been working individually or in small groups during the Work Section, be sure to include time for report-backs so that students can present their accomplishments, seek support for their challenges, share what they have learned, and receive feedback when appropriate.	Individual projects by students. Projects of investigation of School European club. Students share their experience of participation in projects related to the activities organisations of the world and volunteers of the Peace Corps in Ukraine.Or they share their experience of participating in Project "School against AIDS".	S-CL.	Develops skill objectives: to write articles, build and give presentations.
	Individual project objectives. Summation Before moving into the Evaluation, the teacher spends a moment summing up what the class has accomplished and assigning homework and clarifying questions about the assignment. Gets feedback on the material students learned at the lesson.	Ex.7. p.205. Students read the situation about independent educational organisation Citizenship for Young People, follow the instruction and will make a presentation next lesson. Students answer such guestions as "What has been done at the lesson?" What new have you known today?", "What helped you to learn the material better?" "Did your enjoy this activity? Why?", "Did you achieve what you wanted to achieve?" "What  would reccommend the teacher to improve the lesson activity?"	Class.	Helps students to create ownership of their own learning. Gives understanding of language knowledge and achievements of learners.
	Evaluation.  Assigns the home task and clarifying questions about the assignment ex7.h.205. Asks students to write a list of questions about the topic  they want to get the answer to while working on the presentation.	In groups, learners sum up the content of the lesson.	Class. S-S-S. S-T.	The Evaluation allows the teacher to gather the information directly from the students. In addition, students often use their evaluation to assess their own performance and engagement, and to assert a positive influence on other students.
	Question time. Questions on the lesson. The teacher should leave time for students and others present at the lesson to ask and answer the questions.			Teachers who want to improve their teaching are eager to know how other teachers and their students view them. These are the people who interact with the teacher every day; their perspective should not be ignored during the evaluation process."

Post-lesson reflection on the activity. It should be pointed out after the lesson.
What went well? Why? Did you and your students achieve what you wanted to achieve? Note down several things you are proud of about this activity. Why did it feel good? Did your learners enjoy this activity? Why? Were all the learners involved? Did it suit your learners’ learning styles?
What didn’t go well? Why? Is there anything that you didn’t achieve (activity)? Can you identify any points where your instructions could have been clearer? Was the time used efficiently? Were there any points where you felt awkward or uncomfortable? If so, why?
What changes will I make next time? Why? If you taught the same activity again, what would you do the same? What would you do differently? What have you learned about this activity?

References:

Moving Beyond Icebreakers.  

http://www.movingbeyondicebreakers.org/chapters/interactive-methods-in-the-classroom.php
Підручник Англійська мова 11 клас О.Карпюк
http://liceum2.mk.ua/library/english/524-uchebnik-angliyskiy-yazyk-11-klass-okarpyuk.html
Англійська мова English 11 клас Карп’юк
http://4book.org/uchebniki-ukraina/11-klass/407-anglijska-english-11-klas-karp-yuk
How to Avoid HIV and AIDS
http://www.wikihow.com/Avoid-HIV-and-AIDS
Етапи навчання письму на уроці англійської мови
http://linguist.ua/archives/25441