Page 1 of 12 School name: Faculdade de Letras da Universidade de Coimbra LESSON PLAN School Year: 2009-2010 Subject: English Teacher: Maria Miguel V. Rocha Lesson number: Date: 23 rd April, 2010 Time & Length of lesson: 9:15 - 11:45 a.m. 90min. Course book: Room: 24-25, 7 th floor Unit of Work: Form: 9 th Grade Sub-unit: Class: Number of Students: Level: 5 Summary: Exploring the Human Rights: armed conflict. Case study: Martha. The Passive Voice. Lesson aims: Understand some of the use and structure of the Passive Voice Be able to produce accurately sentences in the Passive Voice Feel involved and motivated to discuss and intervene in favour of the Human Rights Assumptions: The vocabulary used/needed throughout the lesson is fairly easy, i.e., Ss are familiar with it. Ss have mastered main verb tenses: to be (is/are; was/were; been) and the past participle of other verbs. Ss have mastered modal verbs Predicted problems: 1. Ss don’t know some past participles 2. Ss don´t know some modal verbs 3. Activities last too long 4. Activities go too fast 5. Ss lack of vocabulary Possible solutions: 1. Revise some past participles with a small game 2. Hand out a sheet with the meanings of modal verbs 3. Omit parts of the stages that can become homework 4. Have extra exercises with the Passive Voice (Ws 2) 5. Make sure that enough vocabulary is given during “Warm-up” Teaching point: Lexis: vocabulary of Human Rights and Feelings Grammar: Passive Voice Target Language: War, solidarity, peace, hunger, misery, justice, rights, help, child labour, death, racism, protection, education, health, equality, soldiers, weapons, violence, orphans, power, suffering... To be + PP (+ by...) Modal V + Be + PP (+ by...) Evidence: Ss will freely participate and give answers concerning the passive voice Accurate performance in drills and in speech Ss will easily invent new sentences Personal goals: Make sure all the Ss understand and produce correctly the passive voice. Make the lesson interesting Respect timing Bibliography: TEIXEIRA, Isabel; MENEZES, Paula. (2007). Cool Zone: InglêsL.E.INível 59ºano. Lisboa: Texto Editores. [to check till what depth they learn the passive voice in level 5 page164] Teach Unicef: http://youth.unicefusa.org/teachunicef/ [Video, Quiz & Questions on stage 3] QUIRK, Randolph; GREENBAUM, Sidney. (1973). A university grammar of English. 5th Edition: 1998. Essex: Longman.
Part of a lesson plan for an english class based on the topic Armed Conflict (from teachunicef.com). Also includes the topic "Passive Voice" (part 2), the justification of the PPT in portuguese (part3) and the Lesson Plan (part4).
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Page 1 of 12
School name: Faculdade de Letras da Universidade de Coimbra
LESSON PLAN
School Year: 2009-2010 Subject: English
Teacher: Maria Miguel V. Rocha Lesson number: Date: 23rd April, 2010 Time & Length of lesson: 9:15 - 11:45 a.m. 90min.
Course book: Room: 24-25, 7th floor Unit of Work: Form: 9th Grade
Sub-unit: Class: Number of Students: Level: 5
Summary: Exploring the Human Rights: armed conflict. Case study: Martha. The Passive Voice.
Lesson aims:
Understand some of the use and structure of the Passive Voice
Be able to produce accurately sentences in the Passive Voice
Feel involved and motivated to discuss and intervene in favour of the Human Rights
Assumptions:
The vocabulary used/needed throughout the lesson is fairly easy, i.e., Ss are familiar with it.
Ss have mastered main verb tenses: to be (is/are; was/were; been) and the past participle of other verbs.
Ss have mastered modal verbs
Predicted problems:
1. Ss don’t know some past participles
2. Ss don´t know some modal verbs
3. Activities last too long 4. Activities go too fast 5. Ss lack of vocabulary
Possible solutions:
1. Revise some past participles with a small game 2. Hand out a sheet with the meanings of modal verbs 3. Omit parts of the stages that can become
homework 4. Have extra exercises with the Passive Voice (Ws 2) 5. Make sure that enough vocabulary is given during
Introduce the theme of human rights and armed conflict.
- Show the pictures (slide 2) and encourage the Ss to talk about them.
(Elicit titles or keywords for the pictures if Ss don´t participate)
- Choose one picture and explain why you chose it.
- Talk about feelings (of the people in the picture).
- Indicate the differences between the picture and the Ss reality.
T – Ss Ss - T
Data Projector.
PC. (2-5 min.) Arouse interest on Martha’s
story. - Show the short quiz about armed conflict
(slide 3 to 8). - Try to guess the right answers of the
quiz. - Express feelings towards the results.
2. Focus listening (5 min.)
Understand the content of the video. Practice listening comprehension.
- Explain that Ss are going to watch a video about a young girl named Martha, who is a victim of war in Sierra Leone, and that afterwards we’re going to discuss about it. (slide9)
(Perhaps be prepared with some information about Sierra Leone) - Play the video. - Ask for any doubts in vocabulary. - Play again, if needed.
- Pay attention to what is said and shown in the video, and retain main ideas.
T – Ss
Ss
Video “Sierra Leone”. Data Projector. Pc.
3. Focus speaking – Small discussion (5-10min.) _ Freer Practice
Practice fluency in sharing/exchanging opinions with classmates.
- Pose questions such as (Slide 10): In what ways does Martha’s life seem similar to
that of other children her age? What are the ways that losing her father to
armed conflict affected Martha? What are the qualities that seem to help her
cope with this situation? Why do you think it is so important to Martha
to go to school?
- In pairs, exchange opinions with your partner in order to present in the class.
- Participate in the class discussion with insightful information. Ss – Ss
Data Projector. Pc. Notebooks.
4. Focus grammar (2-3min.)
Learn/revise the use of the passive voice.
- Present the following sentences (slide 11): “Martha’s village was occupied by rebels.” “Over 10,000 children were directly affected
by this war.” “Children recruited as soldiers, are denied an
education and protection.”
- Read the following sentences. - Explain their meaning.
T
Board. Chalk or markers.
(5-10 min.) Deduce the rules of the passive voice.
- Ask if Ss recognise the tenses or voices. - Help them to recognise which verbs are used
and in what tense. (underline and identify) - Pick first sentence and ask who occupied
Martha’s village. - Elicit to start the sentence by “The rebels...”
- Write down the rules of the passive voice. (Worksheet 1)
- Give examples of several sentences and write it on the board and worksheet 1.
T-Ss
Board. Chalk or markers. Worksheet 1.
Page 3 of 12
Stage & Time Aim(s) Procedure(s) Task(s) Interaction Material(s) - Ask which of the sentences are in Active or
Passive Voice. - Help to discover the rules of the passive
voice: Aux. Verb (to be – in the tense of the active voice) +Verb (in Past Participle) Board Plan
- Elicit examples in several tenses. Board Plan
(10 min.) Accurate use of the passive voice.
- Make sure the instructions are understood. - Correct the exercises.
- Practice the use of the passive voice in the worksheet. Ss
Worksheet 1.
(5 min.) Understand the use of modal verbs in the passive.
- Write the following sentence on the board: “Martha should be given the opportunity to study.” - Elicit possible structures and rules of the
- Write down in the Worksheet 1. - Create new sentences.
T
T-Ss
Notebooks. Worksheet. Board.
Page 4 of 12
Stage & Time Aim(s) Procedure(s) Task(s) Interaction Material(s) modal verbs in the passive.
Board Plan
- Refer it is also when rules or instructions (in
this case human rights) are present. - Elicit some examples with human rights.
Ss Chalk or markers.
5. Brainstorming (10min.)
Understand and be able to use some vocabulary concerning the human rights.
- Elicit vocabulary related to the expression “Armed Conflict”.
- Divide the vocabulary given by the class into positive and negative aspects.
T – Ss Ss - T
6. Activate Civility: planning a demonstration in the school (15-25min.)
Produce accurate sentences in the passive voice. Get involved with specific actions.
- Rise the question about acting in favour of the Human Rights and/or Children’s Rights and elicit ideas from students. Suggest a demonstration in school.
- Check the sentences before the Ss write them on the paper board.
- Give ideas about doing something about what has been talked in class.
- In groups write slogans with the positive and negative words and write it on card board, using the passive voice.
Ss - Ss
Card boards.
Page 5 of 12
Stage & Time Aim(s) Procedure(s) Task(s) Interaction Material(s) (include the pictures from stage Warm-up in the card boards) - Encourage the use of the modal verbs must
and should. - Examples of slogans with modal verbs in the
passive: “Peace must be given a chance!” “Justice should be elected President!” “Children should be given the right to education!” “Wars should be denied the right to exist!” “Confetti should be used in weapons!” “Bullets should be programmed to self-destruct!” “Bombs should be replaced by rainbows!” “All soldiers should be trained to fail!”
- Examples of slogans in the passive: “Watch out! People are getting killed!” “Eat up! Starvation is unseen by us!” “Miss school! You weren’t given a privilege!” “Spoil children! Solidarity isn’t needed by others!”
- Suggest further activities: selling T-shirts with the slogans to raise funds for a cause; research; interviews...
- Plan a demonstration in a school break: choose how and when.
Possible Homework: research work using the website http://plan-international.org/