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

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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.

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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.

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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.

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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;

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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.

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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.

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2. Nasty (ˈnastē)

Adjective Highly unpleasant, especially to the senses.

3. Kindness (ˈkīn(d)nəs)

Noun The quality of being friendly, generous, and

considerate.

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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.

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6. Selfishness (sɛlfɪšnəs)

Noun Exclusive regard to one's own interest or

happiness.

7. Heroism (hɛroɪzəm)

Noun Great bravery.

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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.

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10. Fairness (fɛrnəs)

Noun

Treatment or behavior without favoritism or

discrimination.

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

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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.

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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

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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.