Documente Academic
Documente Profesional
Documente Cultură
B. Lesson Background:
The topic Climate Change is being introduced to the students, but they are fairly familiar with it. Climate
change is a common concern among people today given the repercussions it is having and will have over
the world. The students will deal with this topic along their studies and careers. For this particular class
session, students will form groups (2-3 participants ea.) to come up with examples of those simple things
(especially recycling) common people can do to help reduce climate change. In the next class sessions,
students will bring environmentally friendly inventions (realia) to the classroom and explain their use and
manufacturing. Sequence expressions, seen in the previous class session, will be used for the
presentation.
Materials:
Climate Change Survey extracted from Survey Monkey by the teacher. The teacher will monitor the
students filling out the survey.
Articles Climate Change in Depth from BBC News and Climate Change from Friends of the Earth.
The materials to be used by the students for their projects are not listed. Given the fact that students
creativity is one of the main goals of this lesson, students are free to use any materials they find useful.
Sources:
Survey on Global Environmental Issues. (n.d.). In Survey Monkey. Retrieved from:
https://www.surveymonkey.com/r/?sm=E1DMhSShrcpDOUhsaCdYBPqRh4h2IvaddqwQLZWoIuY
%3d
Climate Change in Depth. (2008). In BBC News. Retrieved from:
http://newsvote.bbc.co.uk/2/hi/in_depth/sci_tech/2004/climate_change/default.stm
Climate Change (n.d.). In Friends of the Earth. Retrieved from:
http://www.foe.co.uk/campaigns/climate_change
E. Procedures / Timing:
Teacher does/says . . .
Students do/say . . .
Approximate
time needed
5 mins.
Go over the answers and hold a discussion on the survey items. Students are
encouraged to express their viewpoints freely. The teacher encourages them
to participate and serves as a mediator to lead the discussion in and
organized and tolerant way.
10 mins.
Using
the
multimedia
projector, the teacher shows
students some animated
diagrams and infographics
about climate change from
the article Climate Change in
Depth BBC News.
10 mins.
20 mins.
This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 2
and
if Students are encouraged write the reports in
order to avoid missing important points and
reduce stress while presenting. This also
applies to the oral presentations.
25 mins.
5-10 mins.
Reviews
sequence
expressions
from
the
previous class if needed.
Outside of the classroom, students review the
article Climate Change from Friends of the Earth
in order to get some ideas for their project.
However, they are allowed to do some
independent research, too.
N/A
Note: In the next class session, students will present their project by explaining how to make and use
the above-mentioned devices and how they help save the environment. After each presentation, the
rest of the class is allowed to make comments aiming at improving their classmates projects in terms of
their practically and the benefits they bring about to the environment.
own classmates. During the group-discussion and presentation periods, students can feedback
each other on language- and content-related topics. The idea is to promote collaborative
learning. The teacher, on the other hand, will provide the same type of feedback only if
absolutely required, giving students as many opportunities to actively participate in the class as
possible. In the case of language-related feedback, the teacher will use of prompts (clarification,
elicitation, metalinguistic feedback) because this method is much more authentic and efficient
than traditional forms of feedback such as explicit correction and repetition. The teacher will also
provide feedback in the form of questions and comments during the group-discussion and the
presentation periods mainly to make sure the activities follow a productive order and as a
means to assess the students progress.
This type of assessment gives the teacher an opportunity to better evaluate the students
learning by gaining insight into the use of their actual language resources. Rather than focusing
on artificial activities supplied by language-learning textbooks, students work on a relevant and
stimulating topic, thus making connections with the real world as well. Language is learned as a
by-product of interaction, that is, the way it is supposed to be and not all the way around. This
type of learning has proven more authentic and long lasting as compared to the traditional
assessment activities focusing merely on measuring the students short-term memory at taking
tests completely unrelated to real life. After all, what do we use language for? Is it about taking
tests or communicating among ourselves?
G. Extended Reflection:
This lesson plan is an upgraded version of the previous one. Authentic materials (Internet
resources), realia (projects), and collaborative learning are present. However, more involvement
on the part of the students has been added. This involvement is reflected in the objectives and
in the procedures. Students are encouraged to play a much more active role with respect to
approaching the topic and using the language in an authentic way, not only while working in
groups and presenting but also while asking questions to the presenters and answering others
when necessary. Timing, as a result, was extended to serve 90-minute class sessions. 10
minutes are devoted to interims among activities; then, even though the class session lasts 90
mins,, the activities are intended for 80 mins. only.
Their critical thinking is fostered by selecting a current, relevant and controversial topic: climate
change. Students are required to reflect on and discuss what they already know and what they
are exposed to in class about this topic. Creativity and research are also promoted by means of
a project to be presented in the next class session, which require them to investigate using
resources provided by the teacher and of their own if desired.
As previously stated, feedback will be provided by the teacher and the students through
questions, corrections, and contributions. However, this feedback will also serve the purpose of
guiding the students learning as a means of formative assessment. By making students aware
of their language errors, and of important topics like climate change, feedback helps students
not only improve their communicative skills but also increase understanding of and responsibility
for the world.
This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 4