Theme: Length of Class: Number of students: Language Focus ...aprende.colombiaaprende.edu.co/sites/default/files/naspublic/lesson... · Language analysis Time and Interaction Time

10GRADE

th

LESS

ON

PLA

N

Leidy Johanna García VillanoI.E. REPÚBLICA DE ISRAEL

Cali

Lesson plan designed by:

1

Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Globalisation

90 min

40

Grammar

Vocabulary

Functions

Other

Co-Teaching

Communicative Approach

Project Based Learning

PPP

Active Learning

Task Based Learning

Problem Based Learning

Other

Reading

Listening

Writing

Speaking

By the end of this lesson, students will be able to express arguments on the negative impacts of globalisation in their context using the vocabulary from the module.

• To recognise general and specific ideas in short argumentative written paragraphs on academic and scientific subjects

• To structure argumentative written sentences on globalisation and link them to express own point of view.


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Timetable fit and assumed knowledge:

(How does this lesson relate to previous and following lessons according to the curriculum? what do learners need to know in order to cope with this

lesson?)

Performance indicators:

Knowing:

Doing:

Being:

Learning to learn:

Module 4, Globalisation is a 20-25-hour module. The present lesson is planned for one of the final classes of this module. In the previous lessons, students worked on the Fast Fashion phenomenon. They learn subject-related vocabulary and useful expressions to talk about their opinions.

Although this is the end of the modules for tenth grade, this lesson provides bases for the first topic in eleventh grade, which is sustainability. This lesson provides students with vocabulary, grammar structures and information to understand texts about an academic subject of interest.

Students are expected to identify linking words, general information about globalisation and the role of money in this phenomenon. As a result, students are expected to write a brief argumentative text, incorporating the information from the reading.

Recognises general and specific information in narrative and descriptive written texts related to academic subjects of interest.

Structures his or her opinion following a defined sample.

Formulates questions about globalisation and its effects on the community.

Summarises relevant information in texts related to globalisation.

Values and respects the opinion of others.

Assumes a critical position about academic and social subjects of interest.

Creates a word bank with key concepts about the topic in order to learn vocabulary.


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10Content:

Anticipated problems: Planned solutions

(lexical, grammar, pronunciation, discourse, sociolinguistic / intercultural)

Lexical:

Grammar:

Sociolinguistic / Intercultural:

● Globalisation ● Affluence ● Manufacturing ● Technology ● Outsource ● Dominate ● Emerge ● Capitalize ● Communication ● Appliances and devices

Expressions ● ●Persuade ● Justify

●Linking words

Skills to analyse, interpret and relate ● Learning through interaction

Provide key vocabulary and expand the list with a brainstorming activity which students with more vocabulary help to elaborate.

Teacher provides an example of a color-coded paragraphs for students to follow.

Ask students to work in pairs giving them tips of collaborative work.

Students might lack vocabulary to understand the reading and to produce their own texts.

Students might not be familiar with argumentative paragraph structure.

It is a very large group of students so it can be difficult to share all the paragraphs they produce.

Warmer

Time and Interaction

(5 min)

To encourage students to establish relationships between the class and their context.

Teacher (T) asks to the students (ss) to mention global brands they know. E.g. Adidas, McDonalds. T asks ss to explain globalisation in their own words using their previous knowledge.T chooses 3 ss to share their short definitions.T writes students’ ideas on the board and adds a general explanation about globalisation like a global connexion and interchange of technology, communication, economic, culture, etc.

T-SS2 minsS-SS

3 mins

Stage aims

Procedure

PRETotal Stage

timing


Cali


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Lead-In

(5 min)

To promote reflection and critical thinking about the role of globalisation in their contexts.

T asks to ss to think about negative impacts of globalisation in their contexts asking them ¿what are the advantages and disadvantages of globalisation in our context?

To help ss to answer the question, T writes on the board a short list of situations related to globalisation and asks SS to stand up when they consider it is an advantage and stay sit down when they consider it is a disadvantage.

E.g. *globalisation benefits the supply of products. (stand up)*globalisation promotes consumerism (sit down)*globalisation allows cultural interchange (stand up)*globalisation affects the economic growth of local companies (sit down)

T clarifies when SS are confused.

T- SS2 mins

WC3 mins

Stage aims

Procedure

PRE

Total Stage timing


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Problem solving task

Report



(20 min)

(20 min)

To provide students vocabulary to read and understand and also to write a simple argumentative text.

To promote teamwork to develop collaborative and social skills to present possible alternative of solution.

T provides ss with worksheet #1 with a color-coded paragraph and asks them to work in pairs.

T asks to the ss to answer the questions and asks them to write their own argumentative paragraph about negative impacts of globalisation and possible actions to mitigate the impact taking into account the sequences: situation + negative impact+ possible solution they identify in the matching activity.

Each pair of SS joins another pair of SS. Now they are groups of four.

SS work on worksheet # 2 (cooperative writing). They follow the instructions and write a single text using conclusions from the activities on worksheet 1.

T monitors SS’ productions and helps them when it is necessary.

PW10 mins

GW 10 mins

GW20 mins

Stage aims

Stage aims

Procedure

Procedure

Total Stage timing

Total Stage timing


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Feedback

Language analysis



(10 min)

(10 min)

To understand different point of view by reading medium length argumentative texts.

To identify structure of. medium length argumentative written texts

T asks to SS to interchange worksheet 2.ss must take into account the checklist to provide feedback

Each group writes a comment about the text explaining why they agree or disagree with their classmates.

T explains step by step the function of the main ideas, the supporting ideas. T presents examples of expressions to conclude, to share point of view, to express agreement or disagreement.

T uses checklist to exemplify how can connect argumentative sentences to express their point of view by writing.

GW10 mins

T-SS10 mins

Stage aims

Stage aims

Procedure

Procedure

Total Stage timing

Total Stage timing


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Practice


(15 min)

To establish a close relation between their learning and their actions in the globalisation phenomenon.

Teacher writes 3 questions on the board:•Why do we increase globalisation awareness?•How does the globalisation benefit us?•What can we do to avoid globalisation’s negative impact?

Ss write their answers and teacher monitors their productions to structure argumentative ideas. Then, each student produces his or her own paragraph showing critical thinking and proposing solutions to mitigate globalisation’s negative impact.

T asks to use vocabulary from the reading activities during the class.

T-SS 5 mins

IND10 mins

Stage aims

Procedure

Total Stage timing


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Wrap up


(5 min)

To identify the scope of the main aim

T reads some answers and asks to ss if they agree. e.g. One of the advantages of globalisation is the amount of options we have.

T tells SS they will work at home expanding one of the solutions their classmates proposed to mitigate globalisation´s negative impact. SS will bring for next class an argumentative paragraph using what they learn during this lesson.

Stage aims

Procedure

Materials Needed

1. Visual aids (national and international brands) it is an option to contextualize 2. Rubric 3. Worksheets4. English please 2 page 65 (Pat Chappell, et all. (2016). English, please! 2. Bogotá, Colombia:

Richmond.)

T-SS 5 mins

Total Stage timing


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Listen to Joshua and Liz talking about the about tattoos and do the exercises to practice and improve your listening skills.

1. Read the following paragraph Globalisation generates many opportunities in Colombia, but we must recognise advantages and disadvantages. Although foreign gold mining companies invest in Colombia and create jobs, they also cut down trees in the rainforest. Also, gold miners have good salaries, but they are exposed to health risks due of the substances used to extract the mineral. It does not mean we must reject globalisation, but this is a piece of advice to develop critical thinking about it.

2. According to the reading, choose the best option:

What is an advantage of this particular example of globalisation?a. Deforestationb. Good salariesc. investment of money in the country

What is a disadvantage of this particular example of globalisation?d. Health riskse. Jobs creation f. Mineral extraction

What could be an alternative to mitigate globalisation´s negative impact?g. To invest more money h. To avoid cutting trees i. To develop critical thinking about possible negative impacts

3. Colour the following columns to create four different sequences, each sequence a different colour: situation + negative impact + possible solution

4. Discussion: Giving your opinion about tattoosa. Do you like tattoos? / Do you like people with tattoos? b. What do you think of people who has tattoos? c. Do you think they are dangerous people? Why/ why not?

Worksheet 1

Situation

Advertising offers too many sales online

There are several famous brands franchises

Social networks connect people around the world

New technological devices appear everyday

Negative impact

There are many risks due to fake information

We are consuming more energy and natural resources

We buy more products even if we don’t need them.

People prefer recognised brands more than local companies

Possible solution

Promote same opportunities to international and local companies

Buy just when it is necessary

Avoid trusting “virtual friends”

Recognise technology just as a tool, avoid dependence.


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10Cooperative writing

Listen to Joshua and Liz talking about the about tattoos and do the exercises to practice and improve your listening skills.

1. Share your ideas in the chart below.

Take into account: Main idea will represent a negative impact of globalisation and supporting ideas represent the reasons why you consider this is a negative impact. E.g. Main idea: globalisation promotes consumerismSupporting idea: globalisation offers several products we don’t need, but the advertising makes us feel we need them.

Globalisation generates many opportunities in Colombia, but we must recognise advantages and disadvantages. Although foreign gold mining companies invest in Colombia and create jobs, they also cut down trees in the rainforest. Also, gold miners have good salaries, but they are exposed to health risks due of the substances used to extract the mineral. It does not mean we must reject globalisation, but this is a piece of advice to develop critical thinking about it.

Worksheet 2

Student´s name Main idea supporting ideas

1.

2.

3.

4.

2. Edit your paragraph in a single version where you integrate your main ideas and supporting ideas taking into account colour coding paragraph and following the instructions:

Tittle: ____________________________________________________________

Main idea: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Supporting Idea 1_______________________________________________________________________________________________________________________________________________________________________________________________________


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Supporting Idea 2: ________________________________________________________________________________________________________________________________________________________________________________________________________________

Conclusion: ________________________________________________________________________________________________________________________________________________________________________________________________________________

Comments:________________________________________________________________________________________________________________________________________________________________________________________________________________

Criteria Yes Starting to Not yet

Title The relation between the title and the content of my text is visible.

Main idea The title contains key words related to my topic

Supporting idea It is clear, and it highli-ghts the importance of the idea.

Conclusion It explains the main idea by providing examples.

It is wrapped up the text with a reflection from the main idea and proposed an alternative

Checklist

Worksheet 2

Documents

Theme: Length of Class: Number of students: Language Focus ...aprende.colombiaaprende.edu.co/sites/default/files/naspublic/lesson... · Language analysis Time and Interaction Time