5th lesson outline

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5th lesson outline

Post  Gloria Kim on Sun Apr 20 2008, 11:44

I definitely want to get feedbacks from you all. hope you have good luck on your mid-term, and see you tomorrow.

Gloria



General Objective:

Learning how to give a good description about the Ecosystem which is unsafe, and help them to apply their opinion based on the contents in subject-based classroom settings.



Specific Objectives:

- Learn how to give a general opinion of the ecosystem.

- Learn how to provide interesting and thoughtful details to support the opinion..

- Learn what to say to give an opinion acutely.



Lesson Sequence:

A. Noticing

1. Before opening books, ask students randomly about the ecosystem. Any idea would be fine. Just try to focus on the meaning of ‘Ecosystem’ first. When the students get the general meaning of the Ecosystem, try to show some pictures of mountains with burned trees, or dirty river beside the manufacturing district and so on via Screen on the wall. After that, try to get the their opinion about the picture.



2. Now, ask two students come up to the front, and let them read the dialogue. . Students should just listen and try to get a general idea of what is being said and why.



3. After students listened to the dialogue, ask them what they’ve heard from the dialogue. They might recall:

a. any general information (for example, ‘what is the topic of those two contents’, ‘What is the one make ecosystem out of balance’, and etc.)

b. why chopping down forest is bad?

c. which words did Eliza used to describe ecosystem?


4. Now open the textbooks and have students practice the dialogue together in pairs. Then play the listening track, allowing students to read while they listen. Or, in groups of 2-3, let student read the dialogue one by one.



5. Ask the students the same questions from part 3 (above). And also ask to find and shade information in the conversation according to this color scheme:

- General description of the Ecosystem

- Details (Supporting details about the ecosystem which is in danger)



* Explain to the students that when they are asked to talk about a fact, we need supportting details. It doesn’t need to be professional, yet. But it can persuade the others.





B. Speaking Drill

Many plants and animals that live in the forest will die.

Many fish, Many animals / the sea, in the North Pole

When a large forest burns in Indonesia, the air in Seoul is affected.
NYC, Palgong mountain / WashingtonDC, KNU

Spider’s web is made of many different strands.
This clothes, This Juice / various colors of strands, Mango and Apple

In an ecosystem, each part is connected to all the others.
a food chain, a language system / all together, every single language.



1. First apply the drill chorally. (Teacher shows the sample practice, first. Students/ Class repeat the sentences.)

2. Get the students to practice it in groups of three. (Keep watching each group to keep them practicing, instructor also can join the group to encourage them.)

3. Not to make students feel bored, put some tricks in the alternative words. At the first underlined option, students should clap. And for the second bolded option, students should say ‘Oh, yeah!’ at the end. (Although students get giggling and talking, leave them doing it to make the comfortable learning situation in the classroom.)

4. Have the students apply rule 2 and 3 above as a team. And make them in competition to say the proper sentence with the right tricks. (In case of cheering the students, Sweets might be rewarded.)







C. Enunciation




Example, Entire, Forest, Indonesia

Forest, Different, If, Affect [f]



Air, One, All, Web

Be-gin, Fo-rest, A-ffect

Di-ffe-rent, A-ni-mal

E-co-sys-tem, In-do-ne-si-a



The one that put ecosystems out of balance is ‘People’.

Many plants and animals that live in the forest will die.

This can affect miles away.

In an ecosystem, each part is connected to all the others.


1. Listen and repeat the sounds after the teacher chorally.

2. For words, give students false models and let students correct the wrong part.

3. For the Sentences, clap at the bold words which is emphasized in the sentences.





D. Discourse

-Fill in the blanks with these words below. (This dialogue is also related to the one we’ve just done.)
[ Ecosystem / Spider’s web / Food Chain / Web ]
(1) is related to all the others. It is just like a (2) . Ecosystem is just like (3) . When one is changed a little, the others affected relatively. It is because the structure of this system is a (4) .



1. Ask the students read the question loud. Let them go back to the dialogue of the Ecosystem, and read it again.

2. As a group of 2-3, have students fill in the blanks with those words above. It’s okay to discuss and share the answer among the groups.

3. The teacher pick random students and ask the answer, making them read the whole sentence with blanks with proper answer. When they volunteer to answer the question, give them reward like extra credits or sweets.



E. Production Activity

-Choose one of those themes below. Prepare your own opinion and supporting idea.

[ Theme: Air pollution / Water pollution / Chopping down the forest ]

1. Have students, in groups of 2-3 first attempt to describe each of the pictures orally without writing anything down yet. The pictures are from the Noticing part.

2. Let them brainstorm one of the themes to give them a simple sample.

3. Have students apply their writing first, and teacher do the quick proof reading for them, giving them the correct sentences without grammar mistake. Since this work is concentrated on production Activity, it’s not pretty importabt to write down the perfect grammar.

4. Allocate homework to memorize what the students wrote down. Students will present in the next class, without being allowed to look at any written text.





Ecosystem is in danger!


Two students are giving their own opinion about the Ecosystem which is in danger. First, Thomas talks about why the ecosystem is in danger. Then, Eliza talks about the general structure of the ecosystem. .



Thomas: The one that put ecosystems out of balance is ‘People’. For example, when people chop down a forest, many things change. Many plants and animals that live in the forest will die. The rains will begin to wash away the soil, and even the weather may begin to change. This can affect miles away. When a large forest burns in Indonesia, the air in Seoul is affected.



Eliza: An ecosystem may be compared to a spider’s web because a spider’s web is made of many different strands. The strands are all woven together to form one thing, a web. If you touch a single strand of a spider’s web, the entire web moves. In an ecosystem, each part is connected to all the others. If something happens to one thing in an ecosystem, everything else changes, too.
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Re: 5th lesson outline

Post  Jason Renshaw on Sun Apr 20 2008, 12:15

Gloria Kim wrote:I definitely want to get feedbacks from you all. hope you have good luck on your mid-term, and see you tomorrow.

Gloria



General Objective:

Learning how to give a good description about the Ecosystem which is unsafe, and help them to apply their opinion based on the contents in subject-based classroom settings.



Specific Objectives:

- Learn how to give a general opinion of the ecosystem.

- Learn how to provide interesting and thoughtful details to support the opinion..

- Learn what to say to give an opinion acutely.



Lesson Sequence:

A. Noticing

1. Before opening books, ask students randomly about the ecosystem. Any idea would be fine. Just try to focus on the meaning of ‘Ecosystem’ first. When the students get the general meaning of the Ecosystem, try to show some pictures of mountains with burned trees, or dirty river beside the manufacturing district and so on via Screen on the wall. After that, try to get the their opinion about the picture.



2. Now, ask two students come up to the front, and let them read the dialogue. . Students should just listen and try to get a general idea of what is being said and why.



3. After students listened to the dialogue, ask them what they’ve heard from the dialogue. They might recall:

a. any general information (for example, ‘what is the topic of those two contents’, ‘What is the one make ecosystem out of balance’, and etc.)

b. why chopping down forest is bad?

c. which words did Eliza used to describe ecosystem?


4. Now open the textbooks and have students practice the dialogue together in pairs. Then play the listening track, allowing students to read while they listen. Or, in groups of 2-3, let student read the dialogue one by one.



5. Ask the students the same questions from part 3 (above). And also ask to find and shade information in the conversation according to this color scheme:

- General description of the Ecosystem

- Details (Supporting details about the ecosystem which is in danger)



* Explain to the students that when they are asked to talk about a fact, we need supportting details. It doesn’t need to be professional, yet. But it can persuade the others.





B. Speaking Drill

Many plants and animals that live in the forest will die.

Many fish, Many animals / the sea, in the North Pole

When a large forest burns in Indonesia, the air in Seoul is affected.
NYC, Palgong mountain / WashingtonDC, KNU

Spider’s web is made of many different strands.
This clothes, This Juice / various colors of strands, Mango and Apple

In an ecosystem, each part is connected to all the others.
a food chain, a language system / all together, every single language.



1. First apply the drill chorally. (Teacher shows the sample practice, first. Students/ Class repeat the sentences.)

2. Get the students to practice it in groups of three. (Keep watching each group to keep them practicing, instructor also can join the group to encourage them.)

3. Not to make students feel bored, put some tricks in the alternative words. At the first underlined option, students should clap. And for the second bolded option, students should say ‘Oh, yeah!’ at the end. (Although students get giggling and talking, leave them doing it to make the comfortable learning situation in the classroom.)

4. Have the students apply rule 2 and 3 above as a team. And make them in competition to say the proper sentence with the right tricks. (In case of cheering the students, Sweets might be rewarded.)







C. Enunciation




Example, Entire, Forest, Indonesia

Forest, Different, If, Affect [f]



Air, One, All, Web

Be-gin, Fo-rest, A-ffect

Di-ffe-rent, A-ni-mal

E-co-sys-tem, In-do-ne-si-a



The one that put ecosystems out of balance is ‘People’.

Many plants and animals that live in the forest will die.

This can affect miles away.

In an ecosystem, each part is connected to all the others.


1. Listen and repeat the sounds after the teacher chorally.

2. For words, give students false models and let students correct the wrong part.

3. For the Sentences, clap at the bold words which is emphasized in the sentences.





D. Discourse

-Fill in the blanks with these words below. (This dialogue is also related to the one we’ve just done.)
[ Ecosystem / Spider’s web / Food Chain / Web ]
(1) is related to all the others. It is just like a (2) . Ecosystem is just like (3) . When one is changed a little, the others affected relatively. It is because the structure of this system is a (4) .



1. Ask the students read the question loud. Let them go back to the dialogue of the Ecosystem, and read it again.

2. As a group of 2-3, have students fill in the blanks with those words above. It’s okay to discuss and share the answer among the groups.

3. The teacher pick random students and ask the answer, making them read the whole sentence with blanks with proper answer. When they volunteer to answer the question, give them reward like extra credits or sweets.



E. Production Activity

-Choose one of those themes below. Prepare your own opinion and supporting idea.

[ Theme: Air pollution / Water pollution / Chopping down the forest ]

1. Have students, in groups of 2-3 first attempt to describe each of the pictures orally without writing anything down yet. The pictures are from the Noticing part.

2. Let them brainstorm one of the themes to give them a simple sample.

3. Have students apply their writing first, and teacher do the quick proof reading for them, giving them the correct sentences without grammar mistake. Since this work is concentrated on production Activity, it’s not pretty importabt to write down the perfect grammar.

4. Allocate homework to memorize what the students wrote down. Students will present in the next class, without being allowed to look at any written text.





Ecosystem is in danger!



Two students are giving their own opinion about the Ecosystem which is in danger. First, Thomas talks about why the ecosystem is in danger. Then, Eliza talks about the general structure of the ecosystem. .



Thomas: The one that put ecosystems out of balance is ‘People’. For example, when people chop down a forest, many things change. Many plants and animals that live in the forest will die. The rains will begin to wash away the soil, and even the weather may begin to change. This can affect miles away. When a large forest burns in Indonesia, the air in Seoul is affected.



Eliza: An ecosystem may be compared to a spider’s web because a spider’s web is made of many different strands. The strands are all woven together to form one thing, a web. If you touch a single strand of a spider’s web, the entire web moves. In an ecosystem, each part is connected to all the others. If something happens to one thing in an ecosystem, everything else changes, too.

Hi Gloria,

This is a very interesting and thoughtful lesson outline. As an academic-style speaking unit, I think your choice of theme and content is excellent. I also think the skills are well chosen and shown in your approach. I love the fact that you open up the theme at the end (in the production section) with related issues for the students to choose from and talk about. This broadens the theme nicely, and gives the students good chances to apply the specific approach to speaking to a wider range of topics. Great!

The only things I think needs real improvement here are your enunciation and controlled practice sections. The application looks very brief and one-dimensional in the enunciation section. I would have liked to see some more variation and originality in this section. For the controlled practice, I found the purpose and selection confusing. It might have been better to take one of your new topics from the production section below and use that as a controlled practice activity that uses new content for the same skill application as in the model input.

Other than that, a very good lesson outline - well done!

~ Jason


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