SO TP8 Lesson Plan

7/28/2019 SO TP8 Lesson Plan

1/15

1

Institute of Continuing and TESOL EducationCambridge CELTA

Lesson Plan Stage 2 & 3

Name:

Sean Ockert

Date:

07/12/10

Week:

11/12

AssessedTP:

8/8

Lessonlength:

60 min.

Lesson focus:

Reading,Vocabulary and

Speaking

Level:

Pre-Intermediate

Class Profile:The pre-intermediate class consists of 10-12 learners from Asia, the Middle East, Europe andSouth America, with a majority of female students. They have been keen, attentive learners in thetime that I have taught them. Lately the students have had lots of writing practice which has beenbeneficial for the quieter learners but not as engaging for the kinaesthetic and auditory learners,especially the males in the class. This lesson should stimulate their conversational skills by givingthem a good amount of speaking practice.

Aims for my section of the lesson (ordered according to importance).For Ss to.....

Language skills (speaking) receive speaking practice in a role-play activity by forming andasking questions from cards to find a suitable organisation

Language skills (reading) practice their reading for gist and specific information skills via areading activity using a newspaper article

Language systems (vocabulary) be introduced to/recycle words related to protesting anduse them in the context of the lesson

Professional Objectives (these should be appropriate for the lesson being taught and relate tothe assessment criteria)For me to.

Use questions to more effectively to check meaning (5g)

Provide more meaningful feedback for the learners (5h) Be more aware of spoken and written errors and correct them effectively (2b)

Assumptions - For this lesson:What do students already know?

The students will be aware of protests and demonstrations and will be able to contributeideas to the discussions

What relevant work have the students done in previous lessons on this course?

They have turned statements into questions in previous speaking activities


2/15

2

Language Analysis:Use this section if at any point in your own lesson segment you focus on language i.e. structure,vocabulary, function, phonology.NOTE: When completing the sections below.

for a structure lesson, write the MARKER SENTENCE(s) that you will analyse.

for a function lesson, write a marker sentence for each EXPONENT.

for a vocabulary lesson, write the target VOCABULARY.

For a skills lesson, write any VOCABULARY that you will pre-teach.What is the WRITTEN FORM and

PRONUNCIATION (Sounds / stress / linking /weak forms / intonation) of the language item?For a structure, function or vocabulary, write thefull example and highlight the form andpronunciation as it will appear in your languageanalysis on the board.

Protest (v)

Demonstrate (v)

Highlight difference and interchangeable use ofdemonstrate and protest via examples such as:If a baby is hungry, it will cry and screamand...(protest)

Cause (n)

/kz/

Global issues (n)

Globalisation (n)

/lbl azen/

What is the MEANING of the language? Include

appropriate information using EEMs/MCQs, timelines, diagrams and means of conveying meaninghere. Also include your means of conveyingand checking meaning in your lessonprocedure.

Lexis to pre-teach:Protest (v)

Showing that you strongly disagree with

something

Protester (n) someone who shows strong

disagreement in public

MCQs

Are you angry? Usually yes

Do you disagree with something? Yes

A little bit or a lot? A lot

Do you show how you feel? Yes

Demonstrate (v)

To take part in a public walk (march) to protest

or give support for something

Demonstration (n) An organised public

meeting or walk (march) where people protest

MCQs (refer to photo of demonstration)

Are you protesting with other people? Yes

Is it about something important? Yes

Do you walk in a group? Yes

In public? Yes

Global issues (n)

Something important that people are talking or

arguing about.

Could be problem or worry

Global issues affect people from all over theworld

MCQs (define issuefirst)

Is it something that many people care about?

Do people talk about it? Usually

Can it be a problem? Yes

If its global, is it a problem for people in many

countries? Yes

Example of issue: poor people


3/15

3

Cause (to support a cause) (n)

An idea or an issue that people support or fight

for

MCQs

Is this something that people support? Yes

Is it a good thing? Yes

Example of cause: saving the trees

Globalisation (n)

Different countries and economies being

connected and influenced by large, powerful

companies (multinationals)

Products being made by companies all over

the world

The process where the whole world has

become one big marketplace

MCQs

Are we talking about companies? Yes

Big companies? Yes

Do they sell products in many countries? Yes,

like the whole world is one big market

Is this a good thing? Sometimes yes (if you

want to buy something), sometimes no (if you

want to sell something)

Organisation

A group of people who get together for a cause

or to achieve a particular aim

MCQs

Is this a group of people? Yes

Do they have a reason or a cause that they

want to achieve? Yes

Can it be a company? Yes, it can be


4/15

4

Anticipated Problems: What problems do youthink students will have in the lesson? Be specificand ensure your points correspond with yoursolutions.

Proposed Solutions: Check that each of yoursolutions corresponds to the relevant anticipatedproblem and then check that they are incorporated

into your lesson plan.Form?

Sts may be confused about theinterchangeable use of protesters anddemonstrators in the article

Might have difficulty forming some ofthe statements on the role-play cardsinto questions

Give example to show protest is used morebroadly. Eg. If a baby is hungry, it will cry andscream and...(protest)

As class, demo one or two of the sentenceseg. Wants to stop pollution -> Do you wantto stop pollution?

Meaning?Sts may have difficulty with some of the vocabeg. globalisation

Use photo, MCQs and specific examplesSee Language Analysis

Pronunciation?

The Sts may have difficultly pronouncingsentences on the role-play cards

They may mispronounce some of the lexis

Drill some examples sentences from thecards

Drill vocab when teaching meaning esp.

globalisationStudents ability to carry out activities?Eg.Timing, instructions, handout design, room layout

Sts may be reluctant to share their ownopinions for cultural reasons

Sts may finish the speaking activity tooquickly

Ensure that it is made clear that role-play isnot their own opinion

Have them help other Sts or give questionabout what a member can do.

Skills work:What will be challenging in the textsthemselves and in the tasks you have designed.

Some sts may have difficulty with thelexis in the text and newspaperheadlines

Encourage them to use their dictionariesand check with partners

Checklist of Materials/Teaching Aids required for the lesson:

Photo of protest

Whiteboard

Newspaper article and T/F question sheet for reading

Activity sheet for matching newspaper headlines

Cards for role-play

Doc cam

References:1. Inside Out Pre Intermediate Kay, S, Jones, V & Kerr, P Macmillan Publishers Press

(2002) page 992. Straightforward Pre-intermediate Kerr, P Macmillan Publishers Press (2006)

page 122


5/15

5

Board Plan

This is to help you think about how you plan to use the board in your lesson. You need to consider whthe board, how and where you plan to present it. NOTE: You may use more or more of the following p

Stage 1: Context and vocab Stage 2: Discussion questions an

Stage 3: Headline matching activity Stage 4: Role-play match suppo

Demo first one

Protest

Demonstrate

Global Issues

Globalisation

Cause

1. What do you think these people ar

2. What things do people demonstrat

3. Have you seen or been in a demon

Headlines/

Issues

Activity Sheet

May Day

Protest

article and

T/F

questions

Desk

Desk

Desk

Desk

Cares about the poorpeople in Africa


6/15

Sean Ockert 2010 6

Stage & Aims Procedure(Teacher/ student actions)

Time &Interacti

on

Lead in: To generateinterest and set context

Pre-teach vocab: Toclarify lexis necessaryto complete the lessonactivities.

Pre-reading gist task:To get Sts thinkingabout the content andmake it relatable to theirown experiences.

Feedback: To findinteresting answers andelicit vocab.

Pre-teach vocab 2: Toclarify lexis necessaryto complete the lessonactivities.

During-readingdetailed task 2: To getSts reading for specificinformation via atrue/false activity

Feedback: To elicitanswers and clarify anydifficulties.

Headline matchingactivity: For Stspractice vocab bymatching newsheadlines with theirglobal issue

Show a photo of a demonstration and ask what is happening.Ask who are these people? Police.And what are these people doing? Do they look angry?Elicit protestand demonstrate

Teach/revise lexis (see MCQs):

Protest

Demonstrate

Put discussion questions up on the board:

What do you think these people are demonstrating about?

What things do people demonstrate about in your country?

Have you seen or been in a demonstration?

Give example if the discussion is slow: I think these people are demonstrating about fair pay at work.

In Australia we have sometimes have big demonstrations

against war or for the environment

Share some answers from Sts.

Teach/revise lexis (see MCQs):

Global Issues Cause Globalisation

Show article and ask where would you read an article like this? Newspaper, magazine, internet etc.

Have Sts read the article and answer 5 true/false questions.Peer-check

Elicit answers and fill in on doc cam.In question 2: 12 protesters = one dozen, notdozens

Show Headline matching activity on doc cam and demo the firstone with class. Check word: poverty.Sts do activity in pairs and peer-check.

T-S2min

T-S3min

S-S7min

T-S2min

T-S

3min

T-S1min

S-S7min

T-S3min

S-S7min


7/15

Sean Ockert 2010 7

Feedback: To elicitanswers and clarify anyproblems for lead in torole-play

Speaking activity: ForSts to practice inspeaking by finding anappropriateorganisation for theirpersona.

Feedback (optional):

To keep the quickerstudents engaged

Elicit answers and fill in on doc cam.Clarify potential lexis issues (if needed):Reserve (n) Are we talking about a place? Yes, piece of landIs this place protected? YesDo we protect animals and trees here? YesLifetime (n) your whole life

Stage 1Show organisations and people on WBPre-teach Organisation(see MCQs)Demo one person on WB: This is Justin. He cares about the poorpeople in Africa. This is Greenpeace; they help to protect therainforests. Do you think this is a good organisation for Justin?No. What about this one? Gives food and water to poor people.Yes. This is a better match.Stage 2Instructions:

Assign half the students the role of a supporters and the othersthe role of organisations.

Hands up supporters. I will give you a card for one of thesepeople. Theres some information on the card. I want you tomake questions from your card and ask questions to theorganisations. Do they match with your card? (Dont show yourcard to anyone.)

Organisations, you have to check if the questions they askmatch on your card. If you match all 3 you can give them amember card.

Re-arrange 6 desks in a row.

Give out cards.

ICQ: Supporters, do you make questions from your cards? Yes

How many questions? 3

Who do you ask your questions to? The organisations

Do all of the questions have to match? Yes

And when you find a match? Give a member cardStage 3Collect cards, reshuffle and deal again to give Sts new roles.Repeat exercise.

If Sts find a match quickly, have that pair discuss: what kinds ofthings can you do for the organisation? Eg.Make a donation, Join events, Volunteer work, Protest, Tell others

Can also suggest that organisations tell supporters what they do

instead of supporters asking questions.

T-S3min

S-S2min

S-S6min

S-S6min

S-SInc. Inabove


8/15

Sean Ockert 2010 8

TP8 Answer Key

1. Detailed taskFrom the article, are the following True or False?

a. Many of the protesters disagree with globalization. T (demonstrating against globalization)b. Twelve protesters were arrested in Sydney, Australia. F (Dozens of protesters one dozen = 12)c. There was some fighting in the German capital, Berlin. Td. In Norway, a protester threw a bottle at the foreign minister. F (threw an apple-pie)e. In London, most of the protesters demonstrated peacefully. T (small group broke away)

2. Vocab ActivityMatch newspaper headlines to the global issue:

1. Health2. Women3. Poverty

4. Animals5. Environment6. Globalisation

A. Brazil opens rainforest reserve (5)B. NEW AIDS DRUG (1)C. No jobs for Mexican farmers because of cheap corn from US (6)D. Women earn $1 million less than a men in their lifetime (2)E. New school built for village in Kenya (3)F. Researchers find cure for the flu! (1)G. Who will save the Sumatran tiger? (4)H. New shelters for homeless men (3)

Role Play

Extra: Think of ideas on how you can help the cause:

Make a donation Volunteer work Join events Protest


9/15

Sean Ockert 2010 9


10/15

Sean Ockert 2010 10


11/15

Sean Ockert 2010 11


12/15

Sean Ockert 2010 12

Justin1. Cares about poor people in Africa

2. Wants to give money to people in need.

3. Supports development in the 3rd World and

Australia.

OxfamPoverty

1. Gives food and water to poor people.

2. Does development work in the 3rd World.

3. Needs money to help fight poverty.

Sally1. Cares about nature and the environment.

2. Wants to stop global warming and pollution.

3. Wants to help inform other people.

GreenpeaceEnvironment

1. Fighting to reduce global warming.

2. Helps to protect the rainforests.

3. Needs people to help sign petitions.

Meg1. Is a woman.

2. Thinks that men and women should be equal

at work.

3. Wants to study a PHD at university.

National Organization for Women (NOW)Women

1. Supports womens rights.2. Wants equal pay for women at work.

3. Helps women get better education.

Nick1. Is a doctor.

2. Wants poorer countries to have better

medicine.

3. Cares about people being healthy.

World Health Organization (WHO)Health

1. Wants to make everyone healthy.

2. Helps to give countries better medicine.

3. Needs doctors to work for them.

Jill1. Loves animals.

2. Wants information on how to look after her

pet.

3. Wants to help injured dogs and cats.

RSPCAAnimals

1. Helps animals who have been hurt

2. Cares for homeless animals

3. Gives information on how to look after your pet

Rachel

1. Owns a small business.2. Worries about products from overseas being

too cheap to compete with.

3. Thinks children should not work in factories.

Fair Trade

Globalisation1. Helps small, local businesses.

2. Is against cheap products from big companies

overseas.

3. Supports fair work for fair pay.


13/15

Sean Ockert 2010 13


14/15

Sean Ockert 2010 14


15/15

Sean Ockert 2010 15

SO TP8 Lesson Plan

Documents

Transcript of SO TP8 Lesson Plan