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Date: The teacher’s name: Time: Duration:
24.12.2024 Efe Tuluk 10.00 90 mins
Topic: Translation Main skill(s): Writing,Reading Language Areas(s): Vocabulary
Supplementary skill(s): Speaking
Language Level: Intermediate Background knowledge: Translations of Short Articles Age: 15-16 Number of students: 20 Objectives: - Students will be able identify complex words from english to their mother tongue. - Students will be able to construct a bridge between english and their mother tongue. - Students will be able to engage in group discussions, actively listening to their peers and responding thoughtfully.
Anticipated problems: *Time management.
Possible solutions: *Being more prepared. Teaching Aids: Notebook,information board
PROCEDURE Time Pre stage Teacher’s role Student’s role Interaction Aim
20 Before the visit to The teacher Students actively T-S The aim is to mins Soli, students will facilitates a participate by S-T prepare engage in a discussion to sharing their prior students preparatory session activate prior knowledge and with the to activate their prior knowledge, asking questions. historical knowledge and set introduces the They listen and linguistic the stage for the historical attentively to the context day’s activities. The context of Soli, teacher’s required to session will begin and shares key explanation, engage with a brief information engage with effectively discussion to explore about the site. materials, and take during the students’ existing They present notes on the key visit to Soli understanding of preparatory points related to and the ancient Cyprus and materials, such the site and translation their experiences as visuals or translation task. with historical sites maps, and concepts. or inscriptions. explain Questions such as, translation “What do you know concepts, about ancient including Cyprus?” and “Why common might ancient texts ancient words be significant for and symbols, to historians?” will help students encourage curiosity feel prepared and critical thinking. for the This will be followed upcoming tasks. by a short introduction to Soli, accompanied by visuals or a video to provide context about its historical importance. To prepare students for the translation task, a quick overview of ancient inscriptions will highlight their purposes, such as documenting laws, dedications, or events. Key vocabulary, symbols, or phrases common in ancient Greek. The session will end with a clear outline of the day’s goals, emphasizing teamwork, observation, and creative interpretation.
While stage Teacher’s role Student’s role Interaction Aim
45 During the visit to The teacher Students actively S-S The aim is to mins Soli, students will guides students explore the site, immerse actively engage with through the key observing and students in the the site to explore its locations at Soli, recording historical historical artifacts and offering inscriptions and setting of Soli, practice translation contextual symbols. They develop their skills. The exploration information work in small observation will begin with a about the groups during the skills, and guided tour of key Roman Theater, translation activity, provide an locations, including Basilica, and collaborating to authentic the Roman Theater mosaics. They analyze and opportunity to and the Basilica with encourage interpret practice its famous mosaics. As observation by simplified texts translation they observe asking open- with the help of collaboratively. inscriptions and ended translation guides. patterns, students will questions and be encouraged to take facilitate the notes and think translation critically about the activity by meaning of the providing symbols or texts they assistance and encounter. Following ensuring the exploration, students use students will their tools participate in a hands- effectively. on translation task. Working in small groups, they will analyze simplified excerpts of ancient texts related to Soli, provided in print form. Using a translation guide featuring key words and phrases, students will collaboratively interpret their assigned texts. This activity not only strengthens their analytical skills but also immerses them in the historical and cultural context of the site. Students will be asked to write down words which they do not know the meaning and could not understand by looking at the whole sentence. Every article, every information board will be translated and will be discussed in the class after the tour. Post stage Teacher’s role Student’s role Interaction Aim 25 After the visit, The teacher Students present S-S The aim is to mins students will facilitates group their translations T-S consolidate consolidate their presentations, to the class, S-T learning learning through providing explain their through reflection and constructive process, and share reflection and discussion. Each feedback and insights. They discussion, group will present guiding reflect on the reinforce the their translated text discussions challenges and significance of to the class, about the successes of the translation, explaining their translation translation activity, and connect
Digital Unit Plan Unit Title: Intelligence & Algernon Name: Ayla Snyder Content Area: English Language Arts Grade Level: 12 CA Content Standard(s) /common Core Standard(s)
Digital Unit Plan Unit Title: Intelligence & Algernon Name: Ayla Snyder Content Area: English Language Arts Grade Level: 12 CA Content Standard(s) /common Core Standard(s)
