English language

example lesson plans

Selected entries from the

Trinity College London Lesson Plan Competition at the British Council and English and Foreign Languages University’s 3rd International Teacher Educator Conference

Hyderabad, India, March 2013

In partnership with

Selected entries from the Trinity English Language Lesson Plan Competition 2013 2

Contents

Integrated skills

4. Past continuous yoga (winning entry) — Aditya Rajan 6. Let’s talk — Paresh Pandya

Speaking

8. Congratulating someone — Prasanta Borthakur

10. Introducing yourself — Shruti Fernandez

11. Teaching communicative spoken English skills — Geeta Gujral 13. Teaching speaking — Basheer Ahmed Hamood Mufleh 15. Preparing a news bulletin — Dr Nitya Rani Rao

17. Developing speaking skills in learners — Bhupinder Singh 19. Information gap activity — Discovering missing information — Achi Srinivas 20. Set to flame — Dr Ranganayaki Srinivas

Speaking and listening

22. Asking and answering questions to develop spoken English skills — Meena Vinod Naik Speaking and reading

23. Funny horoscopes — Making predictions and giving advice — Dr Albert P’Rayan 26. Night of the Scorpion (poem) — Satheesan V P

Speaking and writing

27. Market day — Nisha Butoliya

Listening

28. Listening and learning — Adity Chamuah

Reading

31. Reading a narrative text — Wildan Mahir Muttaqin 33. Lead-In stage, pre-vocabulary and prediction/gist reading — Amandeep Singh Vocabulary

36. Find the places — Waddah Saleh Mohammed Mahwari Grammar

39. Adjectives — Rachna Khosla

40. Use of present continuous tense — Farzana Shamim www.trinitycollege.co.uk April 2013

Selected entries from the Trinity English Language Lesson Plan Competition 2013 3

Introduction

About us

Trinity College London is an international exam board with a rich cultural heritage and over 70 years’ experience in assessing English language proficiency. Recognised by regulatory authorities, our English language qualifications are widely accepted as robust evidence of English language proficiency. We have a range of qualifications for teachers and learners and details of these are described on our website www.trinitycollege.co.uk

Trinity at TEC 2013

Trinity is proud to be a leading supporter of the International Teacher Educator Conferences (TEC) hosted annually by the British Council in Hyderabad, India. Over 1,300 teachers from 22 countries attended the Conference in 2013 and a number of our academic staff presented papers and held workshops on topics of interest to teachers in the region.

The Trinity English language lesson plan competition In the weeks preceding the 2013 Conference we worked in partnership with the British Council to promote a Trinity Lesson Plan Competition, inviting delegates to submit their ideas for teaching English language in the classroom. The competition proved to be a great success and we had entries from teachers all around India and the region.

Our Teacher Development Panel reviewed submissions and selected a winning entry which was announced on the last day of the conference. A further 19 lesson plans were selected for their diversity to share among teachers via this compilation booklet. You will find the winning entry first, then the lesson plans are grouped by the skill area the lesson focuses on.

‘We are delighted to be able to promote the sharing of teaching activities and ideas among practitioners in this way.’

Julian Kenny,

Head of Teacher Development, Trinity College London Note: The lesson plans contained in this document represent a selection of ideas submitted by teachers for the purpose of competition entry and sharing among peers. Publication of this selection is intended to inspire teachers to develop their own interactive classroom plans for developing communicative skills in English. They are intended to give you some ideas for interactive teaching. They are not required for any exam preparation. Selected entries from the Trinity English Language Lesson Plan Competition 2013 4

Lesson overview (winning entry)

Lesson name: Past continuous yoga

Skill focus: Integrated skills

Teacher name: Aditya Rajan

Organisation/school name: Deloitte Consulting India Pvt Ltd Target students: Ages 8–12, CEFR A2 level

Materials used in class: Large clock, worksheet with a clock face, whiteboard, whiteboard markers Lesson plan

1. Objective of the lesson:

Use the past continuous to talk about actions in progress at a point in time in the past 2. Instructions for teaching the lesson:

You will need open carpeted space

Research various asanas (body positions associated with yoga) on YouTube Stage Instructions Timings

Lead-in Ask students what they know about yoga and asanas. Inform students that asanas are named after animals and plants.

Assign the words ‘Cobra’, ‘Frog’, ‘Lion’, ‘Lotus’ and ‘Tree’ to students and ask them to form groups in 10 seconds.

Divide the groups across the room. Ask groups to figure out what the asana associated with their group name might look like. Demonstrate a simple pose.

Ask students to show you their poses. Teach them the actual asana and ask them to practise.

Call attention and challenge groups to stay in their yoga pose for one minute without moving.

Call time and praise everyone for doing well.

10 mins

Highlight target

language

Ask students to describe their asanas.

Re-frame responses and ask ‘you are standing’ or ‘you were standing’? Elicit were.

5 mins

Meaning Ask students what they were doing at 2.00pm

(use appropriate time). Elicit ‘We were doing yoga.’ 2.05pm Now

Ask concept check questions (CCQs):

Did you start doing yoga before 2.05pm? Yes.

Were you still doing yoga after 2.05pm? Yes.

Are you still doing yoga? No.

5 mins

Selected entries from the Trinity English Language Lesson Plan Competition 2013 5

Stage Instructions Timings

Pronunciation Drill marker sentences focusing on the pronunciation of ‘w’. 5 mins Form Board marker sentences. Use substitution table to show change in was/ were. Highlight verb + ing. Highlight negative and interrogative forms. 5 mins

Pair activity Put students in pairs. Distribute a worksheet with the clock (as below) and ask them to discover what their partner was doing yesterday at the times shown and make notes. Put students in new pairs and ask them to repeat the task.

10 mins

Writing exercise Ask students to work individually to write four sentences about what their partners were doing yesterday. Monitor and correct. 10 mins

12 o’clock

6 o’clock

9 o’clock 3 o’clock

Selected entries from the Trinity English Language Lesson Plan Competition 2013 6

Lesson overview

Name of lesson plan activity: Let’s talk

Skill focus: Integrated skills

Teacher name: Paresh Pandya

Organisation/school name: Azim Premji Foundation

Target students: 11-year-olds where the classroom is the only place where they are exposed to the target language

Materials used in class: Lots of pictures

Lesson plan

1. Objective of the lesson:

The learners begin to use the target language to compare things/objects/living things

Learners will be able to describe a place/thing in the target language 2. Instructions for teaching the lesson:

Use first language and English if the learners are not comfortable with English

Farms and animals are used for context, which can be replaced with another context

The focus is on the oral work — don’t ask the learners to write in their books 3. Stages and timings:

Stage 1 (5 mins)

Warm up activity: the recitation of the rhyme: ‘Old MacDonald had a farm’. Later MacDonald will be replaced by ‘Laxmanchacha had a farm, EE — I — EE — I — O’, and the poem will have animals and birds like cows, dogs, buffalo, parrots, oxen etc. Then the learners will be asked to say which common animals or birds are on their farm and Laxmanchacha’s farm.

Stage 2 (8 mins)

The teacher will show the picture of two cows (one is the learners’ cow and other is Laxmanchacha’s cow) and form the sentence: my cow is taller than Laxmanchacha’s cow. The same is done with all the common animals and birds found in both the farms like dogs, buffalo, parrots, etc. Stage 3 (10 mins)

Classroom situation: Two learners will volunteer to come forward, for example Mohan and Smita. Sentences are framed by the teacher to expose the learners to the target language: ‘Mohan is older than Smita’, ‘Smita is taller than Mohan’, ‘Mohan runs faster than Smita’, ‘Smita is healthier than Mohan’ etc. This will be done five times or more as needed.

Another pair of volunteers will be on the stage and the teacher will ask some questions to the class: ‘Who is shorter between Anil and Sunil?’, ‘Who is older between Anil and Sunil?’, ‘Who is more active between Anil and Sunil?’, ‘Who is lazier between Anil and Sunil?’. Try to get answers from the class by helping them. Stage 4 (12 mins)

The class is divided into pairs and each pair has to come up with two sentences comparing each other and each pair comes forward and shares their set of sentences so each learner will say a sentence. Selected entries from the Trinity English Language Lesson Plan Competition 2013 7

Stage 5 (10 mins)

Some cards will be shown with the picture of two objects on it, so that the learners can compare the two objects and form the sentence on their own and say it to the class. For example, dog A is more beautiful than dog B, house A is cleaner than house B, etc.

Stage 6 (5 mins)

The teacher will display five pictures in front of the class and she or he will speak for one minute about any picture and the learners will identify the picture after listening to a description from the teacher. This can be done in groups as well.

Stage 7 (5 mins)

The class will form groups of four and each group will have a picture to talk about. They will discuss within the groups and present to the whole class at the end. They will hold the picture and describe it to the class. Selected entries from the Trinity English Language Lesson Plan Competition 2013 8

Lesson overview

Lesson name: Congratulating someone

Skill focus: Speaking

Teacher name: Prasanta Borthakur

Organisation/school name: AHDHS school, Amguri, Assam Target students: Ages 14–15, intermediate level

Materials used in class: Mask, role cards

Lesson plan

1. By the end of this lesson students will be able to:

Use simple questions using wh– words to elicit answers

Use appreciation words like: Excellent! Well done! Keep it up!

Know how to interview

Improve English speaking skill

2. Instructions for teaching the lesson:

Stage 1

Introduce the lesson

Encourage students to come up with model interview questions Stage 2

Make pairs: A and B

A acts as interviewee and B plays a reporter

Ask questions based on model questions in Stage 1 Stage 3

Make groups of three

Prepare role cards

Change roles after each interaction

3. Stages and timings:

Stage 1 (5 mins): Lead-in

The teacher says:

You must have won medals in games, music or drama. Did your friends congratulate you? What did they say? (Congratulations! Well done! etc.)

Imagine you are reporters from the Assam Tribune. I am Raju. I came first in the class 10 board exam. How will you congratulate me? What questions will you ask Raju? Probable questions:

How do you feel now?

Who would you like to thank?

What will you study next?

Stage 2 (10 mins): Taking the interview

Tell the students to form pairs (A and B). A will play the role of Raju and B will be a reporter. The reporter will ask questions about Raju’s performance and Raju will answer. Tell participants to recall the questions they asked the teacher. The next time, A becomes the reporter and B plays Raju. Monitor and help. Selected entries from the Trinity English Language Lesson Plan Competition 2013 9

Stage 3 (30 mins): Practice

Divide the students into groups of three. Name participants in each group A, B and C. A will be Raju while B and C will be Anil and Biraj, friends of Raju. They come to Raju and enquire about the interview taken. Tell them to prepare role cards on the questions they are going to ask Raju. When A plays the role of Raju, B and C play the role of his friends. When it is over, B plays the role of Raju and A and C play his friends. The process continues until the last member plays the role of Raju. Give them 10 mins to prepare the role cards. Possible questions:

How did the interview go?

Which paper did the reporter represent?

What did you say?

Homework: ask learners to bring some paper cuttings of face-to-face interviews published in a newspaper or magazine.

Selected entries from the Trinity English Language Lesson Plan Competition 2013 10

Lesson overview

Name of lesson plan activity: Introducing yourself Skill focus: Speaking

Teacher name: Shruti Fernandez

Organisation/school name: Cambridge University Press, India Pvt Ltd Target students: Young learners (primary level)

Materials used in class: Writing board and pen

Lesson plan

1. Objective of the lesson:

The lesson aims to help learners introduce themselves in English. 2. Instructions for teaching the lesson:

Step 1

Introduce yourself to the class, pausing after each phrase. For example: I am Shruti Fernandez. I am a teacher. I am 26 years old. I am from Kerala. I love making paper boats. Step 2

Introduce yourself again, once again pausing after each phrase. Write down each sentence on the board. Step 3

Encourage the students to introduce themselves. They can use the phrases on the board as a model. Step 4

Once they have all introduced themselves, they can change details like name, age, nationality etc. and introduce themselves as fictional characters. They may make up these details as they wish. Encourage them to be funny. For example: I am Cinderella. I am 16 years old. I love fairy godmothers. 3. Stages and timings:

Stage 1 (5 mins)

Teacher introduces himself/herself.

Stage 2 (5 mins)

Teacher writes the expressions used on the board and introduces himself/herself again. Stage 3 (20 minutes)

Learners introduce themselves.

Stage 4 (30 mins)

Learners create fake identities for themselves and then introduce themselves. Selected entries from the Trinity English Language Lesson Plan Competition 2013 11

Lesson overview

Name of lesson plan activity: Teaching communicative spoken English skills Skill focus: Speaking

Teacher name: Geeta Gujral

Organisation/school name: Delhi Public School International, New Delhi Target students: 18 students, grade 3

Materials used in class: Story book and regular stationary, placards of the characters/objects in the book Lesson plan

1. Objectives of the lesson:

Teaching communicative spoken English skills

Students with a variety of learning preferences (visual, reading and writing, kinesthetic and aural) are taught English language as per their learning styles

Group activity, individual activity and working in pairs

Reading, writing, speaking and listening skills go hand in hand as all these form the basis of any language learning process

Vocabulary building

2. Instructions for teaching the lesson:

Stage 1 (35 minutes, 1 period)

A paragraph or a story is read out — for example, ‘The Three Little Pigs’. If the story is read then the pictures have to be shown — or if preferred a PowerPoint presentation can be structured with dialogues. Story mapping by the children: characters, plot, etc. (discussion/use of board for writing thoughts while mind-mapping). Individual activity leading to the understanding of the components of the story. Students take turns to be on the hot seat to be one of the characters from the story, for example, the wolf. The other students ask them questions related to the character. Stage 2 (2 periods of 35 minutes each)

Police interview with the big bad wolf. The students think of two questions and work in pairs in a role play. A child is shown a character/object from a book to enact (miming it). The other children have to guess who this character is, and explain their reasoning as to why they thought it was a particular character or a particular object. It could even be the straw house. How does it feel when it is blown away? Each student gets a chance. Accept, reject or modify the statement — for example, ‘The three pigs made a mistake by making three different houses. Do you agree? Why?’ For higher classes this can be followed by a debate. Stage 3 (2 periods of 35 minutes each)

The children narrate the story from the point of view of the wolf/pigs. Then they do a group activity, where two groups are formed. Similies/homophones will be introduced during the discussion. Students are then asked to write a paragraph/story. They can then write about a time when they were brave and displayed courage. Selected entries from the Trinity English Language Lesson Plan Competition 2013 12

Stage 4 (1 period of 35 minutes)

Choral recitation related to the animals/courage. The story will be given to the students to learn from home. Picture dictation by the teacher, restructuring the characters/plot of the story. The students will draw while the teacher speaks and repeats twice. About six instructions in all, for example, in the field on the right hand top corner of a sheet of paper draw a wolf hiding behind a tree. 3. Stages and timings:

Total time allotted is six periods of 35 minutes each. Selected entries from the Trinity English Language Lesson Plan Competition 2013 13

Lesson overview

Name of lesson plan activity: Teaching speaking

Skill focus: Speaking

Teacher name: Basheer Ahmed Hamood Mufleh

(from Yemen, currently doing MA in English at EFL University, Hyderabad) Organisation/school name: EFL University, Hyderabad Target students: Teenagers, intermediate level

Materials used in class: Pre-prepared text of a conversation about weddings in Japan, talking about customs regarding wedding clothes, party and place Lesson plan

1. Objective of the lesson:

To give a students a chance to speak about weddings using English as much as they can. This lesson plan is designed to minimise Teacher Talking Time (TTT) and maximise Student Talking Time (STT). This leads to a student-centred class.

2. Instructions for teaching the lesson:

First, divide the class into groups, preferably three in every group. To make the class student-centred, interact with students only when necessary. Let every group member interact with each other and keep checking every now and then to make sure they have not changed the topic. Also, time every activity

— otherwise the class could become bored as students hate to wait for the next step or they could start talking about something else.

Warm up the class

Ask the students general questions for a smooth move to the topic. Since the topic is about weddings, you can ask questions like these:

What do you think is the best age to get married?

What do you think about arranged marriage?

Personalise the lesson

This step makes the lesson more interesting. Since the topic is about wedding customs in Japan, the students would find it awkward in the beginning.

Ask the students to plan a wedding in their groups: give them questions like these as a key:

Whose wedding is it?

Where is it taking place?

Who is attending?

What food? What clothes? What music? What’s special about this wedding? Pre-teach new vocabulary

Since the conversation is about weddings in Japan there would be words, phrases and customs the students might not know. Here is a good way for pre-teaching vocabulary:

Scan the pre-prepared text of the conversation and write the words your students might not know on the board

The students discuss the words in their groups

Check the words with the students

Selected entries from the Trinity English Language Lesson Plan Competition 2013 14

Practice

Students stand up in two lines facing each other

They role-play the conversation, with you changing the student’s positions

Control: the students read the conversation from the books

Semi-control: Students in one of the lines close their books

Free: they close their books, asking and answering freely Production (Freer practice)

For more speaking practice, you can ask them these questions:

Tell your partners about the last wedding you went to

Tell your partners about the wedding customs you like and those you don’t like

Which do you like more now, weddings in Japan or where you come from? Why? 3. Stages and timings:

Stage 1 (10 minutes): Warm up the class

Stage 2 (10 mins): Personalise the lesson

Stage 3 (10 mins max): Pre-teach the new vocabulary Stage 4 (20 mins): Practice

Control

Semi-control

Free

Stage 5: Production (Freer practice) (10 minutes)

Selected entries from the Trinity English Language Lesson Plan Competition 2013 15

Lesson overview

Name of lesson plan activity: Preparing a news bulletin Skill focus: Speaking

Teacher name: Dr Nitya Rani Rao

Organisation/school name: Freelance Trainer at 2 Enrich Consulting Target students: Students of a general English or proficiency course in English around 15 students of a tutorial class (with an ability level of CEFR B2)

Materials used in class: One news bulletin of two or three minutes duration from any popular news channel or the internet, overhead projector/whiteboard and markers, flip chart/chart papers and markers and pins to display

Lesson plan

1. Objective of the lesson:

The activity will raise students’ awareness of the spoken form, and give them hands-on experience using formal and informal varieties of spoken English. In groups they will prepare and present a two minute news bulletin which will stimulate a great deal of peer interaction which will include a brainstorming session to decide on what should be included in the two minute bulletin. The group will choose a news reader to present. The group prepares a draft bulletin and a final one to transfer on to a flip chart. The students will practise the presentation which will focus mainly on the spoken skill, other skills will also be employed.

2. Instructions for teaching the lesson:

Stage 1: The teacher explains what a news bulletin is A news bulletin is a short news announcement of an ongoing news story/newsflash for immediate publication or broadcast.

A two minute film clip of a news bulletin should be played (the sample can be from a popular news channel) to give real world experience focusing on the spoken form. The teacher briefly discusses the bulletin with possible varieties of speech. Differences between formal spoken and formal written language are drawn out. Conversational language between the news reporter and the interviewee and the informal language of the interviewees is explained.

The teacher makes a student read the text of the same sample bulletin so that the students can prepare a similar one. (Sources such as BBC One Minute World News/Euro News could be used). Stage 2: Teacher does group activity

The class works in groups of five.

The news bulletin will require a news reader, a reporter and an on-the-spot reporter and two interviewees

(five). The teacher may present three current topics, students to brainstorm for three minutes on the topic and come up with ideas and the roles as above.

Ideas to be noted on blackboard or flip chart. Keywords to be organised and pronounced by the teacher. Put the ideas in a sequence. List contractions of written words in speech. This is done in groups with the teacher going around.

A two or three minute bulletin is scripted and edited. The teacher gives examples to show the difference in voice quality for news presentations. The students could practise it with voice modulation before presenting it to the class.

Selected entries from the Trinity English Language Lesson Plan Competition 2013 16

Stage 3: Teacher gets each group to present

Each group will present the news bulletin for two or three minutes with the modulated voice of a broadcaster. Stage 4: Teacher gives feedback

The teacher comments on each group’s performance (for not more than a minute). Peers are also encouraged to give feedback.

Wrap up and follow-up activity: Students listen to two news bulletins and consciously note the differences in the spoken form and the written form and report in the next session. 3. Stages and timings:

Stage 1: 10 mins

Stage 2: 15 mins

Stage 3: 6–8 mins

Stage 4: 7–9 mins

Selected entries from the Trinity English Language Lesson Plan Competition 2013 17

Lesson overview

Name of lesson plan activity: Developing speaking skills in learners Skill focus: Speaking

Teacher name: Bhupinder Singh

Organisation/school name: Government Boys Senior Secondary School, Lalpani, Shimla (Himachal Pradesh) Target students: Intermediate level, 16 to 18-year-olds who understand the basic structure of the English language

Materials used in class: Blackboard, handouts for reference Lesson plan

1. Objective of the lesson:

Developing fluency

Expressing points of view

Showing intentions

Tone modifications

Active participation of group

Topic: Exposure to Western culture is doing more harm than good to India Time : 45 minutes

Lesson

Stages Teacher activity Rationale Student

activity

Problems

anticipated

Time Materials

/aids

1. The teacher will bring

learners to the topic

indirectly through an

introductory motivational

talk.

To draw/arouse

learners curiosity

and draw their

attention towards

the skill.

They will be

listening to the

talk.

Initially there could

be some difficulty in

becoming familiar

with the teacher’s

tone/pitch.

2–3

mins

2. Teacher will engage the

learners in a brainstorming

session to elicit points for

the topic and will put these

points on the blackboard.

Learners will be

actively involved.

Learners will

be engaged

in making

responses.

Some of the

learners may not

respond.

5 mins Blackboard

3. The teacher will form

groups of learners and pass

handouts around to the

learners.

To enable the

learners to develop

a point of view in a

group.

Discussion will

be in groups.

Some of the

learners may

overreact.

5–7

mins

Handouts

4. The teacher will support

each group.

To develop

speaking skills,

fluency and a point

of view.

Representatives

from groups

will be putting

forward the

group’s points

of view.

Some learners may

fumble and falter in

making their points

clear.

20

mins

Selected entries from the Trinity English Language Lesson Plan Competition 2013 18

Topic: Exposure to Western culture is doing more harm than good to India

—Harm +Good

Family

Moral Values Ancient

Social

Development

Technology

New gadgets

Fashion

Violence Youth Crime

Manners

Investment

Export/ Commerce/ Cheap goods

import economy

Multinationals

Vulgarity

Clothing Culture Food

Music

Increased life expectancy

New medicine Health Control over

disease

Telephone advice

Race for money

No spirituality Materialism Frustration

Corruption

Food

Transport Self dependence Defence

Personal space

Less traditional vocations

Unemployment

Dependence on technology

High self-esteem

Good will Greater role in the world World leader

Respect for opinion

Stress

Suicide New diseases Drugs

Depression

More jobs

Opportunities

Different career options

Selected entries from the Trinity English Language Lesson Plan Competition 2013 19

Lesson overview

Name of lesson plan activity: Information gap activity — Discovering missing information Skill focus: Speaking

Teacher name: Achi Srinivas

Organisation/school name: Government Degree College, Nirmal, Andhra Pradesh Target students: Intermediate

Materials used in class: Handouts (tables showing distances between various towns) Lesson plan

1. Objectives of the lesson:

Learners

Try and use their existing knowledge and logic to ‘fill in the gaps’ in information

Try and use their imagination

Learn to work in pairs

Learn to use different tenses

Learn to form simple questions and answers

2. Introduction:

This lesson is about developing spoken English skills through the information gap activity of discovering missing information. It is done in pairs. Learner A and learner B have information in tabular forms (e.g. tables showing distances between various towns). Some items of information have been deleted from both the tables. Each learner has to complete her or his own table by asking her or his partner for the information that is missing.

3. Instructions for teaching the lesson:

Pass out handouts

Explain the objectives of the activity

Explain the rules (only closed questions)

Form pairs and conduct the activity

Help learners form simple and closed questions to gain more information and extra clues

Provide specific language forms to be used (if needed) 4. Procedure

Stage 1 (8 mins): Pre-activity warm-up

Provide information to both the learners

Ask questions relating to the objective/exercise Stage 2: During activity (30 mins)

Provide specific language forms (How far? How many kilometres? etc.)

Learners start thinking of closed questions

Learners fill the tables with missing information by asking their partner questions Stage 3: Post-activity (7 mins)

Questions that helped fill in the gaps

Make a selection of the best questions

Reflection

Selected entries from the Trinity English Language Lesson Plan Competition 2013 20

Lesson overview

Name of lesson plan activity: Set to flame

Skill focus: Speaking

Teacher name: Dr Ranganayaki Srinivas

Organisation/school name: Fountainhead Global School Target students: Primary school children, English medium school Materials used in class: Art materials

Lesson plan

1. Objective of the lesson:

The aim of the lesson is to give freedom to the children to create something based on their life experience and weave a story using their imagination. Communication of one’s own ideas through unbelievably imaginative stories.

2. Instructions for teaching the lesson:

In this lesson the children draw flames, weave a story around them and present it to others. Start with a whole school or

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