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T.C.
HACETTEPE UNIVERSITY
FACULTY OF EDUCATION
ENGLISH LANGUAGE TEACHING DEPARTMENT
ELT.382.03 INSTRUCTIONAL TECHNOLOGIES AND MATERIALS DESIGN
LESSON PLAN
INSTRUCTOR: OLCAY SERT
21241615 - NEŞE EMİNE YİĞİT
21241428 - KADER TALİH
21276257 - AYŞE DURAL
21241174 - HAYEL KURU
ANKARA, 2015
1
LESSON PLAN
I. LAYING THE GROUND
Teacher’s Names: NEŞE EMİNE YİĞİT
HAYEL KURU
AYŞE DURAL
KADER TALİH
1) Duration of Lesson: 50’
2) Level of Students: Intermediate (B2)
3) Teaching Point: Listening & Vocabulary & Speaking
4) Listening Text: Babies Help Unlock the Origins of Morality
5) Materials: Video, activity worksheets, pictures
6) Aims:
STAGES
AIMS
PRE-
LISTENING
We want our students to brainstorm about the topic.
We want our students to justify their opinions courageously.
WHILE
LISTENING
We want to develop our students’ listening and speaking abilities.
We want our students to focus on the context so as to do the activity in
the given text.
POST-
LISTENING
We want to assess our students’ knowledge of vocabulary which is aimed
to be taught.
We want to make the students internalize the words that are given.
2
7) Objectives:
STAGES
OBJECTIVES
PRE-
LISTENING
Our students will be able to speak about their thoughts and express
themselves.
Our students will be able to brainstorm about the given topic.
WHILE
LISTENING
Our students will be able to develop their listening and speaking
skills by focusing on the audio-visual material.
Our students will be able to recognize the words.
POST-
LISTENING
Our students will be able to describe the words that they have learnt.
Our students will be able to use the given words properly.
8) Potential Problems and Possible Solutions:
Potential Problems Possible Solutions
There may be some words that are
not known from the students during
the presentation and activities.
Students try to deduce the meaning
from the context.
If it doesn’t work, teacher explains
the meaning by giving examples in
L2.
We can give synonym or antonym of
unknown words.
Students may have a problem in
distinguishing and using certain
structures.
We can give more reading activities
which include structures.
We can give more and more
examples.
Technological devices may not work
during listening activities.
We can give some handouts.
3
When teacher group students, they
may not get on well each other.
We let them make groups instead of
pairs.
We can change members.
Students might be bored and sleepy
during the activities.
We can use different motivators.
We can skip to another activity.
We can use authentic materials such
as songs, games, extraordinary news
from newspaper.
We can tell stories in order to take
their attention by personalizing.
Students may have a problem in
understanding listening tapes.
We can play the tape again and
again.
We can distribute the text of tape
after listening a few times.
During the presentation,
technological problems may occur.
We can use the board.
We can use her/his materials.
Students may be unwilling to
participate in activities.
We can choose randomly.
4
II. LESSON STAGE
Warm-Up (10 minutes)
Interaction Type: WC-S, S-WC, T-WC
Teacher comes to the classroom and greets the students. Then, s/he asks the students
whether they have ever bought presents for a baby. After they talk about the gifts for a while, the
teacher shows them some pictures. These are;
5
After the teacher shows the pictures to the students, s/he asks which toys they would buy
between these. Then, they discuss about the reasons of their choices.
6
Pre-Listening
Vocabulary Teaching (15 minutes)
Interaction Type: WC-S, S-WC, T-WC
Teacher demonstrates the words with the pictures and teaches to the students. If there is a
problem about the pronunciation of the words teacher helps the students. The words are given
below
1. Eradicate (ı'rædə,keıt)
Verb Destroy completely.
7
2. Nasty (ˈnastē)
Adjective Highly unpleasant, especially to the senses.
3. Kindness (ˈkīn(d)nəs)
Noun The quality of being friendly, generous, and
considerate.
8
4. Altruism (ˈa t əm)
Noun The belief in or practice of disinterested and
selfless concern for the well-being of others.
5. Bigot ('bıgət)
Noun A person who is intolerant toward those holding
different opinions.
9
6. Selfishness (sɛlfɪšnəs)
Noun Exclusive regard to one's own interest or
happiness.
7. Heroism (hɛroɪzəm)
Noun Great bravery.
10
8. Justice ('dʒʌstıs)
Noun The quality of being fair and reasonable.
9. Prize (prayz)
Noun A thing given as a reward to the winner of a
competition or race or in recognition of another
outstanding achievement.
12
While Listening (15 minutes)
Interaction Type: T-WC, T-Ss, Ss-Ss
Misspelled Activity
The teacher shows a part of a video called “Babies help unlock the origins of morality”
related to the topic. The teacher gives them the transcript of the video. However, ten words are
misspelled in this transcript. While they are watching the video, they are asked to correct the
misspelled words given in the worksheet in pairs. Once they finished, teacher makes them listen
to the video one more time to check their answers.
The video;
http://www.cbsnews.com/news/babies-help-unlock-the-origins-of-morality
13
BABIES HELP UNLOCK THE ORIGINS OF MORALITY
(08:47-13:00) “5 minutes” Transcript
Misspelled Activity
Karen Wynn: In our studies, babies seem as if they do want the other to be punished.
Lesley Stahl: We used to think that we're taught to hate. I think there was a song like that. This
is suggesting that we're not taught to hate, we're born to hate.
Karen Wynn: I think, we are built to, you know, at the drop of a hat, create us and them.
Paul Bloom: And that's why we're not that moral. We have an initial moral sense that is in some
ways very impressive, and in some ways, really depressing -- that we see some of the worst
biases in adults reflected in the minds and in the behaviors of young babies.
But Bloom says understanding our earliest instincts can help...
Paul Bloom: If you want to eradicated racism, for instance, you really are going to want to know
to what extent are babies little bigots, to what extent is racism a natural part of humanity.
Lesley Stahl: Sounds to me like the experiment show they are little bogits.
Paul Bloom: I think to some extent, a bias to favor the self, where the self could be people who
look like me, people who act like me, people who have the same taste as me, is a very strong
human bias. It's what one would expect from a creature like us who evolved from natural
selection, but it has terrible consequences.
He says it makes sense that evolution would predispose us to be wary of "the other" for survival,
so we need society and parental nurturing to intervene. He showed us one last series of
experiments being done in his lab -- not with babies, but with older children of different ages.
The kids get to decide how many tokens they'll get, versus how many will go to another child
they're told will come in later. They're told the tokens can be traded in for prides.
[Mark: So you can say green, and if you say green, then you get this one and the other girl
doesn't get any; or you can say blue, and if you say blue, then you get these two, and the other
girl gets these two. So green or--
Rebecca: Green!]
The youngest kids in the study will routinely choose to get fewer prizes for themselves just to get
more than the other kid --
[Ainsley: I'll pick green.]
-- in some cases, a lot more.
14
Paul Bloom: The youngest children in the studies are obsessed with social comparison.
[Mark: So you get these seven. She doesn't get any.
Kendall: Yay!]
Paul Bloom: They don't care about failness. What they want is they want relatively more.
But a funny thing happens as kids get older. Around age 8, they start choosing the equal, fair
option more and more. And by 9 or 10, we saw kids doing something really crazy --
[Abby: Green.]
-- deliberately giving the other kid more.
Mark: Green or blue?
Maeve: Green.
They become generous. Chalk one up to society.
Lesley Stahl: They've already been educated?
Paul Bloom: They've been educated, they've been inculturated, they have their heads stuffed full
of the virtues that we might want to have their heads stuffed with.
So we can learn to temper some of those nazly tendencies we're wired for -- the selfishness, the
bias -- but he says the instinct is still there.
Paul Bloom: When we have these findings with the kids, the kids who choose this and not this,
the kids in the baby studies who favor the one who is similar to them, the same taste and
everything-- none of this goes away. I think as adults we can always see these and kind of nod.
Lesley Stahl: Yeah. It's still in us. We're fighting it.
Paul Bloom: And the truth is, when we're under pressure, when life is difficult, we regress to our
younger selves and all of this elaborate stuff we have on top disappears.
But of course adversity can bring out the best in us too -- hero, selfless sacrifice for strangers --
all of which may have its roots right here.
Paul Bloom: Great kinness, great eltruizm, a magnificent sense of impartial jastice, have their
seeds in the baby's mind. Both aspects of us, the good and the bad are the product I think of
biological evolution.
And so it seems we're left where we all began: with a mix of altruism, selfless, justice, bigotry,
kindness. A lot more than any of us expected to discover in a blob.
Lesley Stahl: Well, I end my conversation with you with far more respect for babies. Who
knew?
15
BABIES HELP UNLOCK THE ORIGINS OF MORALITY
(08:47-13:00) “5 minutes” Transcript
Misspelled Activity “Answer Key”
Karen Wynn: In our studies, babies seem as if they do want the other to be punished.
Lesley Stahl: We used to think that we're taught to hate. I think there was a song like that. This
is suggesting that we're not taught to hate, we're born to hate.
Karen Wynn: I think, we are built to, you know, at the drop of a hat, create us and them.
Paul Bloom: And that's why we're not that moral. We have an initial moral sense that is in some
ways very impressive, and in some ways, really depressing -- that we see some of the worst
biases in adults reflected in the minds and in the behaviors of young babies.
But Bloom says understanding our earliest instincts can help...
Paul Bloom: If you want to eradicate racism, for instance, you really are going to want to know
to what extent are babies little bigots, to what extent is racism a natural part of humanity.
Lesley Stahl: Sounds to me like the experiment show they are little bigots.
Paul Bloom: I think to some extent, a bias to favor the self, where the self could be people who
look like me, people who act like me, people who have the same taste as me, is a very strong
human bias. It's what one would expect from a creature like us who evolved from natural
selection, but it has terrible consequences.
He says it makes sense that evolution would predispose us to be wary of "the other" for survival,
so we need society and parental nurturing to intervene. He showed us one last series of
experiments being done in his lab -- not with babies, but with older children of different ages.
The kids get to decide how many tokens they'll get, versus how many will go to another child
they're told will come in later. They're told the tokens can be traded in for prizes.
[Mark: So you can say green, and if you say green, then you get this one and the other girl
doesn't get any; or you can say blue, and if you say blue, then you get these two, and the other
girl gets these two. So green or--
Rebecca: Green!]
The youngest kids in the study will routinely choose to get fewer prizes for themselves just to get
more than the other kid --
[Ainsley: I'll pick green.]
16
-- in some cases, a lot more.
Paul Bloom: The youngest children in the studies are obsessed with social comparison.
[Mark: So you get these seven. She doesn't get any.
Kendall: Yay!]
Paul Bloom: They don't care about fairness. What they want is they want relatively more.
But a funny thing happens as kids get older. Around age 8, they start choosing the equal, fair
option more and more. And by 9 or 10, we saw kids doing something really crazy --
[Abby: Green.]
-- deliberately giving the other kid more.
Mark: Green or blue?
Maeve: Green.
They become generous. Chalk one up to society.
Lesley Stahl: They've already been educated?
Paul Bloom: They've been educated, they've been inculturated, they have their heads stuffed full
of the virtues that we might want to have their heads stuffed with.
So we can learn to temper some of those nasty tendencies we're wired for -- the selfishness, the
bias -- but he says the instinct is still there.
Paul Bloom: When we have these findings with the kids, the kids who choose this and not this,
the kids in the baby studies who favor the one who is similar to them, the same taste and
everything-- none of this goes away. I think as adults we can always see these and kind of nod.
Lesley Stahl: Yeah. It's still in us. We're fighting it.
Paul Bloom: And the truth is, when we're under pressure, when life is difficult, we regress to our
younger selves and all of this elaborate stuff we have on top disappears.
But of course adversity can bring out the best in us too -- heroism, selfless sacrifice for strangers
-- all of which may have its roots right here.
Paul Bloom: Great kindness, great altruism, a magnificent sense of impartial justice, have their
seeds in the baby's mind. Both aspects of us, the good and the bad are the product I think of
biological evolution. And so it seems we're left where we all began: with a mix of altruism,
selfishness, justice, bigotry, kindness. A lot more than any of us expected to discover in a blob.
Lesley Stahl: Well, I end my conversation with you with far more respect for babies. Who
knew?
17
Post Listening (10 min.)
Interaction Type: WC-S, S-WC, T-WC
The teacher tells the students that they are going to play a vocabulary game in which she
thinks they will have fun and revise the vocabulary items they have learnt in the previous part of
the class. Then teacher explains the game to the students. In this game, teacher asks one of the
students to come to the front of the class. Then, teacher shows a word to the class from behind
the student who is in front of the board so that the student can’t see which word it is. After
teacher shows the word to the class, other students try to describe the word to their friend until
s/he guesses the correct word. Then, when the student gives the correct answer s/he asks one of
her/his classmates to come to the board and they play the game with another word. If students
stuck in a word teacher helps them to describe it.
The words that we used in the previous part and in this game:
1) 2)
3) 4)
5) 6)
7) 8)
9) 10)
ERADICATE NASTY
ALTRUISM KINDNESS
SELFISHNESS BIGOT
JUSTICE HEROISM
FAIRNESS PRIZE
18
Homework Assignment
The teacher wants from the students to ask their parents about their childhood so as to
clarify whether there is a relation between their choices and their tendency. If there was a
situation like this, the students will write a paragraph about their memory and share it in the
class.
III. JUSTIFICATIONS
Pre-Listening
We aimed to make an introduction to the topic by using pictures and asking questions to
the students about the topic. In this way, we also aimed to activate their background knowledge.
We chose these strategies as making the students speak and be active from the very beginning
would get their attention to the topic and make them more eager to the lesson. In vocabulary
teaching, we tried to teach some words to the students with the help of pictures and examples.
We asked questions about the pictures so as to make them think and discuss. We wanted to make
them be prepared for the listening part.
While Listening
We used an authentic video for this stage related to our topic. The video that we used is
called “Babies help unlock the origins of morality”. We prepared a misspelled activity to teach
some vocabularies from the video. We ask from our student to listen to it and do the exercise in
pairs. We make our students listen the video twice so they can understand better.
Post Listening
We are using a vocabulary game in our post listening part so as to revise the vocabulary
items that are taught in the previous parts of the lesson. By using a vocabulary game, we are
aiming to raise our students’ motivation because they can easily get bored with the worksheet
activities and lose their attention. Also, using a vocabulary game can increase the communication
space in the classroom. In our activity, students try to describe a word to their classmate until
s/he gets the correct answer. It means that, our students should communicate with each other so
as to complete the activity. The teachers’ role in this activity is a prompter and also a participant
if necessary.
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