Xmind : http://www.xmind.net
Poster My Wall (http://www.postermywall.com)
Websites about Victorian Britain: (http://www.bbc.co.uk/schools/primaryhistory/victorian_britain) or (http://resources.woodlands-junior.kent.sch.uk/homework/victorians.html
Interactive crossword : file:///C:/Users/Folio/Desktop/olivercrossword.htm.htm
Cloze test 1: file:///C:/Users/Folio/Desktop/Oliver%20cloze%201.htm
Cloze test 2: file:///C:/Users/Folio/Desktop/oliver%20cloze%202.htm
Cloze test 3: file:///C:/Users/Folio/Desktop/oliver%20cloze%203.htm
In order to implement this lesson, an IWB is necessary as well as computers/ tablets for the learners so they can use the free software suggested. In most cases, learners need to create an account for using this software.
Activity 1: Which year are we in now? Subtract about 200 years. What year is it now? We will travel to London in the beginning of the 19th century and learn what life was like in Victorian Britain. To do this, we will have to make some posters with the information we will collect. Your task is to put the information you are given (topic titles, texts and photos) on a mind map and present to class the description of that era. Your tool for the task is Xmind software (http://www.xmind.net). If the texts are long, make notes out of them. You can look at a sample template below:
a. The story takes place in London. A baby is born, but his mother dies, so the church sends Oliver to a workhouse. When Oliver asks for more food, they send him out. In the streets, he meets a gang of thieves, but a good man saves him and offers him a home.
b.The director of the workhouse was the Beadle. He took all the decisions about everything in the workhouse with a board. There was also a master, a cook, assistants, a doctor and a teacher.
c. Poor Victorian children worked to help their families. Many started work at the age of five. Children worked on farms, in rich homes, in factories and on city streets, selling things. They also worked as chimney sweepers, cleaning the inside of chimneys.
d. Victorian Britain is named after Queen Victoria, who was Britain's queen from 1837 until 1901.
e.There was no electricity. Instead, gas lamps or candles were used for light. There were no cars. People travelled by boat or train
f. The poor worked long hours, lived in very poor houses and ate poor food. Many of them lived in the streets. Poor children looked thin and hungry, wore poor clothes, and some had no shoes. Poor children had to work and the orphans lived in workhouses.
g. Factory owners took children because they were cheap, had small fingers, and could get under the machines. Work was hard and dangerous for children. Children had accidents and died at work.
h. Workhouses were places where poor people or orphan children. They all had to work in the workhouse. Food was too little and tasteless and the same every day. The children learnt to do a job. Everybody had to wear a uniform and obey the rules.
i. Oliver Twist was a novel published in 1837 by Charles Dickens, a British writer who lived in Victorian times. It tells the sad story of an orphan boy, Oliver, who has lots of unhappy experiences before he finds a real family in the end.
j. The rich
k. Britain became the richest and the strongest country in the world. Factories and machines were built and cities grew big, because people left their villages and went there to work in the factories.
Activity 2: Look at the picture below.
Discuss with your group where the children are and what is happening. Then use SPEECHABLE (http://www.speechable.com) to add 3 speech bubbles, one for the young boy with the bowl, one for the man in the apron and one for the boys at the table. Then exchange your work with the other groups explaining your ideas. The picture can be downloaded from http://riskwerk.files.wordpress.com/2014/05/more-please.png
You can vote for the best speechbubble!
Activity 3: Read an extract of Charles Dickens’s novel “Oliver Twist” by clicking on http://charlesdickenspage.com/twist_more.html or use the adapted version below.
Oliver Twist, by Charles Dickens (1837). Chapter 2
“Please, sir, I want some more”
The room, in which the boys ate their food, was a large stone hall, with a copper pot at one end. From this copper pot the master, dressed in an apron and helped by one or two women, served the soup at mealtimes. Each boy had one bowl, and no more -- except on great holidays, when he had half a roll of bread too.
The bowls never needed to be washed. The boys polished them with their spoons till they shone again. And when they had done this (which never took very long, as the spoons were nearly as large as the bowls), they sat looking at the copper pot on the fireplace with such willing eyes, as if they could have eaten even the bricks of the fireplace. Oliver Twist and the other boys were so hungry that one boy, who was tall for his age, whispered to the others that if he didn’t have another bowl of soup every day, some night he might just eat the boy who slept next to him. He had wild, hungry eyes and they believed him. They talked about who should walk up to the master after supper that evening
, and ask for more; the task fell to Oliver Twist.
The evening arrived and the boys took their places. The master, in his cook's uniform, stood at the copper pot; his assistants stood behind him. They served out the soup and it soon disappeared.
Then the boys whispeed to each other and pushed Oliver. He rose from the table and, walkingto the master, bowl and spoon in hand, said, 'Please, sir, I want some more.'The master was a fat, healthy man but he turned very pale. He looked with surprise at the small rebel for some seconds and then held up the copper pot. The assistants were paralysed with wonder; the boys with fear.
'What?!' said the master in a low voice.
'Please, sir,' said Oliver, 'I want some more.'
The master hit Oliver's head with the ladle, grabbed him by the arm and shouted loudly for the Beadle (it seems that this strictly will raise questions. If that is the purpose, maintain; if not, eliminate). The Board (will students understand this?) of Directors, led by Mr. Limbkins, were talking seriously when Mr. Bumble rushed into the room in great excitement and said,
'Mr Limbkins, I beg your pardon, sir! Oliver Twist has asked for more!'
There was a general surprise. Horror was on the face of every assistant every face. (Because the boys were NOT surprised or horrified!)
'For MORE!' repeated Mr. Limbkins. ‘Be cool, Bumble, and answer me clearly. Do I understand that he asked for more after he had eaten the dinner we gave him?'
'He did, sir,' answered Bumble.
'That boy will be hung,' said one member of the Board. 'I know that boy will be hung.'……………………………………………………………………………………………………………………
Rebel : someone who does not do what others tell him to do
Then, the teachers ask students (not all teachers are familiar with Ss) to:
Activity 4: Watch a movie clip on YouTube (https://www.youtube.com/watch?v=kr4WxEQHiCE) work with your group and list and share with the class the differences you may have spotted between the clip and the text you read.
Activity 5: Oliver had a hard time in the workhouse. Things have changed over the years but still there are a lot of people who suffer in many different ways. Imagine that you and your classmates are a group of teen volunteers who wish to work for the refugees who recently arrived on an island in Southern Europe. Your task is to help people your age to feel more comfortable and get settled in the special camps created for them. In groups, select one of the following tasks
Differentiated end products in group work. The teacher can choose according to the learners’ level.
1. a text explaining who you are suggesting this country for and why
2. further information in picture, audio, video or written document form.
When you have finished, report to the class about your initiative.
Activity 6: Do an interactive crossword puzzle on Oliver Twist and check your vocabulary knowledge. You can find the crossword puzzle here.
Activity 7: Work with a partner and do the 3 short interactive cloze test activities.
Cloze test 1 : please click here.
Cloze test 2 : please click here.
Cloze test 3 : please click here.
The language focus cycle could be divided in two parts: Activity 7 can be done in the class as it should be done in pairs and Activity 6 can be assigned as homework so learners have the time to consolidate.
Students have carried out the tasks well if they have successfully reached the outcome of the lessonnamely, a video/comic strip/poster/short story/leaflet to help teenage refugees, using the suggested ICT tools. The teacher will evaluate using direct observation of the task performance according to the success criteria described below and can also provide students with a self - evaluation sheet to check if they have responded appropriately to the CEFR criteria set for this lesson namely the “can do” statements.
Students have done well if :
Content: They have created a video/comic strip/poster/short story/leaflet to help teenage refugees
Vocabulary: They have used vocabulary and expressions connected to the topic. They have a good score (over 65%) in the language focus cloze texts
Grammatical correctness: They have used complex grammatical constructions and expressions; there has been minor influence by mother tongue in learners’ speech. They have used the correct verb tense, word order and spelling.
Fluency: They have been able to talk for a longer period of time without lacking words or making too many mistakes;
Coherence: They have been able to link sentences with fitting connectors and used conjunctions quite frequently;
Interaction: They are active within the small and larger groups, and share their ideas and accept other people’s opinion and criticism.
Pronunciation: They could pronounce the words used correctly and could correct some major mistakes made by classmates or group members;
Teachers should have tried all these sites and created accounts in order to avoid delays throughout the trialling. Students should have been given time to become familiar with the aforementioned ICT tools.
Depending on the linguistic level or abilities of our learners, activity 5 in the task cycle caters for differentiated learning styles or needs. It is not necessary to use all of the suggested activities, the teacher can choose accordingly. The task in the aforementioned activity has been changed so as to suit current reality.
It was designed to develop language competences using ICT tools as well as social competences by encouraging students to reflect on issues concerning people in need.
The task suggested is based on material used for EFL teacher training in Greece and thus, it has been trialled and evaluated successfully in different teaching contexts in Greece.
There are lots suggestions for user-friendly online tools which teachers can easily adopt and incorporate in their teaching situations.
Teachers become familiar with the use of TBLT methodology by organising their teaching based on the 3 task cycles.
It is based on a well- known, classic novel and it deals with a topic which concerns people worldwide.
In every language and culture, there are similar works that any language teacher can use instead.