efl / esl - climate change lesson plan
TRANSCRIPT
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8/9/2019 EFL / ESL - Climate Change Lesson Plan
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PHASE 2 – LESSON PLAN – CLIMATE CHANGE AND YOU
A. Students and Setting:
Age: 18-25
Grade level: first-entry environmental engineering students.
English level: Students have received twelve years of instruction in Eng. at school focusing mainly ongrammar and voca!ulary. As a result their reading and writing s"ills show a much higher develo#ment$high !eginners% than their listening and s#ea"ing s"ills $fa"e !eginners%.
Setting:
• &y#e of institution: #u!lic university
• Students #er class: 15-2'
• Sessions #er wee": 2 (uration: )' mins. ea. *lassrooms are #rovided with a multimedia #ro+ector
and ,ii nternet access. /any students own a la#to#. &he instructor #ossesses his own la#to# and
s#ea"ers.
B. Lesson Background:
&he to#ic *limate *hange is !eing introduced to the students !ut they are fairly familiar with it. *limate
change is a common concern among #eo#le today given the re#ercussions it is having and will have over
the world. &he students will deal with this to#ic along their studies and careers. or this #articular class
session students will form grou#s $2-0 #artici#ants ea.% to come u# with eam#les of those sim#le things
$es#ecially recycling% common #eo#le can do to hel# reduce climate change. n the net class sessions
students will !ring environmentally friendly inventions $realia% to the classroom and e#lain their use and
manufacturing. Seuence e#ressions seen in the #revious class session will !e used for the
#resentation.
C. Learning Objectives/Expected Results:Students will:
• &eam u# to wor" for a common cause.
• 3ecome aware of the im#ortance of climate change in the world and as a result in #eo#le4s lives.
• Share and discuss im#ortant #oints a!out this current issue.
• (evelo# their negotiation and colla!orative s"ills to come to a consensus and #roduce a wor" in
common.
• ractice their English writing #ronunciation listening and s#ea"ing.
• 6se their s#irit of research and creativity to find ways to mitigate climate change.
• 6se English seuence e#ressions to show how to create and use environmentally-friendly devices.
• Echange ideas a!out why to use those devices and how to im#rove them in needed.
. !aterials and Sources:
&his is a #rogram of the 6.S. (e#artment of State administered !y the 6niversity of 7regon. /77* Sha#ing the ,ay ,e &each English. *o#yright 2'15 6niversity of 7regon. All rights reserved.hase 1 esson lan &em#late age 1
http://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://www.uoregon.edu/http://www.uoregon.edu/http://www.uoregon.edu/http://www.uoregon.edu/http://exchanges.state.gov/non-us/program/e-teacher-scholarship-program
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/aterials:
• *limate *hange Survey etracted from Survey /on"ey !y the teacher. &he teacher will monitor the
students4 filling out the survey.
• Articles Climate Change in Depth from 33* 9ews and Climate Change from riends of the Earth.
&he materials to !e used !y the students for their #ro+ects are not listed. Given the fact that students4
creativity is one of the main goals of this lesson students are free to use any materials they find useful.
Sources:
• Survey on Glo!al Environmental ssues. $n.d.%. n Survey Monkey. etrieved from:
htt#s:;;www.surveymon"ey.com;r;3h?h2vaddw@,ou>
B0d
• *limate *hange in (e#th. $2''8%. n BBC News. etrieved from:
htt#:;;newsvote.!!c.co.u";2;hi;inCde#th;sciCtech;2''?;climateCchange;default.stm
• *limate *hange $n.d.%. n Friends of the Earth. etrieved from:
htt#:;;www.foe.co.u";cam#aigns;climateCchange
E. "rocedures / #i$ing:
Teacher does/says . . . Stde!ts do/say . . .A""ro#$%atet$%e !eeded
Gives students a survey on
Glo!al Environmental ssues
and as"s them to fill it out
individually.
ill out the survey. 5 mins.
Go over the answers and hold a discussion on the survey items. Students are
encouraged to e#ress their view#oints freely. &he teacher encourages them
to #artici#ate and serves as a mediator to lead the discussion in andorganiDed and tolerant way.
1' mins.
6sing the multimedia
#ro+ector the teacher shows
students some animated
diagrams and infogra#hics
a!out climate change from
the article *limate *hange in
(e#th 33* 9ews.
1' mins.
orms grou#s of 2-0
students of varying Eng.
levels and as"s them to
discuss and re#ort on what
they have +ust seen focusing
on the im#lications of climate
change for the world and as
(iscuss the to#ic !ased on the #rovided info.
and any other source they have !een
e#osed to. *ome to a consensus on the
most critical #oints res#ecting climate
change. eed!ac" each other a!out content
and language when necessary. A##oint a
s#ea"er #er each grou# to share their ideas
2' mins.
&his is a #rogram of the 6.S. (e#artment of State administered !y the 6niversity of 7regon. /77* Sha#ing the ,ay ,e &each English. *o#yright 2'15 6niversity of 7regon. All rights reserved.hase 1 esson lan &em#late age 2
http://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://www.uoregon.edu/http://www.uoregon.edu/http://www.uoregon.edu/http://www.uoregon.edu/http://exchanges.state.gov/non-us/program/e-teacher-scholarship-program
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8/9/2019 EFL / ESL - Climate Change Lesson Plan
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a result for humanity.
/onitors the grou#s and
#rovides feed!ac" if
necessary.
with the whole class.
Given the students4 !eginning level they are
allowed to use some 1 during the grou#
discussion.
Students are encouraged write the re#orts in
order to avoid missing im#ortant #oints and
reduce stress while #resenting. &his also
a##lies to the oral #resentations.
As"s uestions to the
s#ea"ers in order to guide
the class activity if any
misdirection arises and to
#rovide indirect corrective
feed!ac" $*% in the form of
clarifications. 7ther forms of
* #rovided !y the teacher
include elicitation and
metalinguistic feed!ac".
S#ea"ers give their re#orts.
&he other grou# mem!ers are allowed to
ma"e uestions.
@uestions can !e answered !y the s#ea"ers
or !y any mem!er of their grou#s. anguage-
related uestions can also !e answered !y
any class mem!er if reuired.
25 mins.
Assigns students a #ro+ect
on the ste#s #eo#le can ta"e
to mitigate climate change.
*larify any dou!ts res#ecting
the #ro+ect.
eviews seuencee#ressions from the
#revious class if needed.
Students as" uestions they may have a!out the
#ro+ect the sources of research and the
voca!ulary needed to accom#lish it.
5-1' mins.
7utside of the classroom students review the
article Climate Change from riends of the Earth
in order to get some ideas for their #ro+ect.
Fowever they are allowed to do some
inde#endent research too.
9;A
Note& n the net class session students will #resent their #ro+ect !y e#laining how to ma"e and use
the a!ove-mentioned devices and how they hel# save the environment. After each #resentation the
rest of the class is allowed to ma"e comments aiming at im#roving their classmates4 #ro+ects in terms of their #ractically and the !enefits they !ring a!out to the environment.
%. Learner %eedback/%or$ative Assess$ent:&he feed!ac" #rovided to the learners will come not only from the teacher !ut also from their
&his is a #rogram of the 6.S. (e#artment of State administered !y the 6niversity of 7regon. /77* Sha#ing the ,ay ,e &each English. *o#yright 2'15 6niversity of 7regon. All rights reserved.hase 1 esson lan &em#late age 0
http://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://www.uoregon.edu/http://www.uoregon.edu/http://www.uoregon.edu/http://www.uoregon.edu/http://exchanges.state.gov/non-us/program/e-teacher-scholarship-program
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8/9/2019 EFL / ESL - Climate Change Lesson Plan
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own classmates. (uring the grou#-discussion and #resentation #eriods students can feed!ac"each other on language- and content-related to#ics. &he idea is to #romote colla!orativelearning. &he teacher on the other hand will #rovide the same ty#e of feed!ac" only if a!solutely reuired giving students as many o##ortunities to actively #artici#ate in the class as#ossi!le. n the case of language-related feed!ac" the teacher will use of #rom#ts $clarificationelicitation metalinguistic feed!ac"% !ecause this method is much more authentic and efficient
than traditional forms of feed!ac" such as e#licit correction and re#etition. &he teacher will also#rovide feed!ac" in the form of uestions and comments during the grou#-discussion and the#resentation #eriods mainly to ma"e sure the activities follow a #roductive order and as ameans to assess the students4 #rogress.
&his ty#e of assessment gives the teacher an o##ortunity to !etter evaluate the students4learning !y gaining insight into the use of their actual language resources. ather than focusingon artificial activities su##lied !y language-learning tet!oo"s students wor" on a relevant andstimulating to#ic thus ma"ing connections with the real world as well. anguage is learned as a!y-#roduct of interaction that is the way it is su##osed to !e and not all the way around. &histy#e of learning has #roven more authentic and long lasting as com#ared to the traditionalassessment activities focusing merely on measuring the students4 short-term memory at ta"ing
tests com#letely unrelated to real life. After all what do we use language for< s it a!out ta"ingtests or communicating among ourselves<
&. Extended Re'lection:&his lesson #lan is an u#graded version of the #revious one. Authentic materials $nternet
resources% realia $#ro+ects% and colla!orative learning are #resent. Fowever more involvement
on the #art of the students has !een added. &his involvement is reflected in the o!+ectives and
in the #rocedures. Students are encouraged to #lay a much more active role with res#ect to
a##roaching the to#ic and using the language in an authentic way not only while wor"ing in
grou#s and #resenting !ut also while as"ing uestions to the #resenters and answering others
when necessary. &iming as a result was etended to serve )'-minute class sessions. 1'minutes are devoted to interims among activities then even though the class session lasts )'
mins the activities are intended for 8' mins. only.
&heir critical thin"ing is fostered !y selecting a current relevant and controversial to#ic: climate
change. Students are reuired to reflect on and discuss what they already "now and what they
are e#osed to in class a!out this to#ic. *reativity and research are also #romoted !y means of
a #ro+ect to !e #resented in the net class session which reuire them to investigate using
resources #rovided !y the teacher and of their own if desired.
As #reviously stated feed!ac" will !e #rovided !y the teacher and the students through
uestions corrections and contri!utions. Fowever this feed!ac" will also serve the #ur#ose of
guiding the students4 learning as a means of formative assessment. 3y ma"ing students aware
of their language errors and of im#ortant to#ics li"e climate change feed!ac" hel#s students
not only im#rove their communicative s"ills !ut also increase understanding of and res#onsi!ility
for the world.
&his is a #rogram of the 6.S. (e#artment of State administered !y the 6niversity of 7regon. /77* Sha#ing the ,ay ,e &each English. *o#yright 2'15 6niversity of 7regon. All rights reserved.hase 1 esson lan &em#late age ?
http://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://www.uoregon.edu/http://www.uoregon.edu/http://www.uoregon.edu/http://www.uoregon.edu/http://exchanges.state.gov/non-us/program/e-teacher-scholarship-program