Note:
the numbered titles are all bold faced.
All other bold-faced words are to be written on the blackboard. Words in quotations are to be spoken
by the teacher. Materials are
underlined. Include the time allotted for each activity.
1. WARM UP (Time allotted: 5
min.)
Objective:
- SWBAT ready to
participate and get started with class and demonstrate that they remember
yesterday’s lesson.
Procedure:
- T asks Ss about how
their day is going or weekend plans.
- Ss respond briefly.
- T may ask further questions to encourage Ss to provide more information.
- T mentions International Week events.
- T asks them one thing they remember from yesterday's class.
- Ss respond and T reminds them what they did if needed.
Evaluation:
- T will be sure that all
Ss are able to participate and that they recall yesterday’s material.
TRANSITION (to the next
activity)
T: “It seems like you all have some fun things planned for this
weekend. Okay, so today's lesson we're going to continue with our theme of
emergencies and disasters and practice some discussions you might have during
a disaster."
2. DISCUSSION - COMFORTING
OTHERS (PRE-READING) (Time allotted: 10 min.)
Objective:
- SWBAT discuss their experiences with using comfort language.
Procedure:
- T: “Yesterday, we talked
about some major disasters you all have experienced. You talked about floods,
earthquakes, and power outages. Today we're going to talk about some more
emergencies and how we can comfort those that are going through them.
There are different types of emergencies. There are smaller ones that are
emergencies for just one person, like when someone injures themselves while
exercising. Or bigger ones like when a group of people gets into a car
accident. When these things happen to people we know we like to comfort
them by offering words of encouragement. Can anyone think of a time when they
comforted someone else in an emergency?"
- Ss volunteer and respond and T guides discussion
- T: "What kind of phrases do you think you might use to comfort
someone?"
- Ss respond and T guides and offers examples if needed
- T: "There are a few different ways to comfort someone. One way
is to reassure someone. Does anyone know what it means to reassure
someone or have an example of a reassuring phrase?"
- Ss volunteer and respond
- T continues this with figuring out the situation, giving a
solution, and checking the solution. T uses power point to
illustrate meaning.
Evaluation
- T will try to get all Ss
to respond, although they may not all have a time in their life where they
needed to use the target language.
TRANSITION (to the next
activity)
- T: “Thank you for sharing
everyone. So you all have talked about some pretty scary times when you had
to comfort someone who was hurt. Now we're going to look at a few
conversations where people are comforting each other.”
3. READING ACTIVITY (Time
allotted: 20 min.)
Objective:
- SWBAT identify comfort words and phrases within a text.
Procedure:
- T: “So if we look at page
144 of our handouts Activity A is at the top of the page there. Could I
have a volunteer read the directions a loud for the class?"
- S volunteers and reads aloud
- T: "Thank you, so first I want you to just focus on reading
Conversations 1 and 2. In pairs, read each conversation out loud, with one
person playing one person and the other playing the other. So for instance.
Hussain would read Josh's lines and Habiba - Rick's. So take about 5 minutes
and read both the conversations together. If there are any words you don't
know, just let me know and we can add them to our new vocabulary on the
board."
- Ss read and T monitors and guides as needed
- T goes over any vocabulary meanings by asking everyone if they can
explain the words to each other, if no one knows T will explain
- T: "Nice reading everyone. So who can tell me what was happening
in Conversation 1?" T changes to next slide on the power point
with images depicting the situations in the conversations.
- Ss volunteer and T clarifies if needed
- T repeats with 2nd conversation
- T: "Good, so while you were reading did everyone notice the
underlined phrases? These phrases are what we're going to add to the chart
below the conversations. We talked about the different types of categories
earlier. Let's read the examples that are already in the chart together. Can
I have a volunteer to read the phrases under 'Reassuring someone?" T
displays chart from book on the power point.
- S volunteers and reads aloud
- T asks if they understand what each means and clarifies if needed
- T repeats this with the other 3 categories
- T: "Good, so let's take 5 minutes now and work on your own
placing the underlined phrases in the appropriate category."
- Ss work and T monitors and helps as needed
- T: "Okay let's come back together now. Who knows what goes in
the blanks under 'Reassuring someone?"
- S volunteers and T guides to correct answers as needed
- T repeats until all blanks have been answered
- T: "Good work. If you didn't catch some of the answers they're
up on the power point now. So are there any other phrases you can
think of that we could add to this chart?" T provides a few if needed
(It's alright. Stay calm. Who might know what happened? I know how to make
this better, let's do... Did that help?)
- Ss volunteer more phrases
- T: "Great work everyone. It's good to know these sorts of
phrases if we are ever in a situation where we need to help someone who is
going through a crisis."
Evaluation
- T will monitor Ss’ work and ensure each has the correct answers in
the blanks.
- T will listen for use of these new phrases later in class.
TRANSITION (to the next
activity)
- T: “So some phrases can more appropriate than others depending on the
situation.”
4. COMFORT PHRASES DISCUSSION
(Time allotted: 5 min.)
Objective:
- SWBAT recognize the
difference between comforting language for serious and non-serious
situations.
Procedure:
- T: “It's very important
in an emergency situation to be as sensitive as possible. In serious
situations the person that is affected can often feel vulnerable and
so we need to speak to them carefully and kindly. What words from our chart
do you think would be appropriate in a very serious situation? What kind of
situation might that be?"
- Ss offer opinions and situations. T encourages critical thinking with
questions like "What about that phrase makes you think that? and
"Would that also work in a very minor emergency, like stubbing your toe
on a door?"
- T continues discussion until everyone has had a chance to offer their
opinions
- T: "Good, sometimes it can be difficult to gauge what is
and is not appropriate, but we always need to try our best so that we don't
hurt other people's feelings."
Evaluation
- T will listen for
correct identification of serious and non-serious phrases.
TRANSITION (to the next
activity)
- T: “So far we've been discussing how to comfort other people when
they are in the middle of an emergency. Now we're going to practice what we
would do ourselves in a crisis situation.”
5. ROLE-PLAY (Time allotted: 20
min.)
Objective:
- SWBAT use the comfort phrases and role-play stressful situations.
Procedure:
- T: “Take a look at page
144, Activity C. Can someone read the directions?”
- S volunteers and reads directions.
- T: “Thank you. So with your partner you're going to be pretending that one
of the situations has happened to you. Then you have to decide who it would
be best to call. One person will have the situation happen to them and the
other will be the person that you call. Can I have a volunteer read the first
emergency?”
- S volunteers and reads aloud
- T repeats this with 2 and 3
- T: "You'll have 10 minutes to have your discussions. If you are
playing the person who answers the phone, make sure to use the phrases we
learned about in Activity A. Also, make sure to role-play all 3
situations and that each person has at least one turn playing the person who
answers the phone. If you forget the directions they will be up on the power
point. Does anyone have any questions?"
- Ss work in pairs; T monitors.
- T: “Alright since everyone is about done let’s talk about how your
discussions went. Who was able to use the comfort phrases?"
- Ss volunteer and T guides discussion (Did you find some solutions to
the problems? How do you handle situations 1, 2, and 3? etc.)
- T: "Great job, it sounds like everyone's role-plays went well.
Do you feel better prepared now if a minor emergency like these ever comes
up?"
- Ss discuss
- T: "Good, let's take a 10 minute break now and come back ready
to learn more."
Evaluation
- T will monitor pair discussions and listen for use of comfort phrases.
10 MINUTE BREAK
TRANSITION (to the next
activity)
- T: “I hope you all had a nice break. We’re going to go ahead and come
back together and get started now. Before the break we role-played stressful
situations. We're going to continue role-playing now but with a twist.”
6. ROLE-PLAY (Time allotted: 10
min.)
Objective:
- SWBAT use the comfort
phrases and role-play stressful situations.
Procedure:
- T: “Let’s take a look at
Activity D. Could I have a volunteer to read the directions.”
- S volunteers and reads aloud
- T: "So we're going to do a similar role-play except you're going
to come up with your own situations. Since we just had discussions about less
serious situations, this time let's practice with a more serious situation.
This can be a real situation you've gone through like an earthquake or other
natural disaster, or a situation that you make up. So take a minute and write
down what you'd like to discuss but don't show anyone." T displays
directions on power point.
- S work and T monitors ensuring each situation is appropriate
- T: "Okay good, it looks like everyone has an emergency written
down. With a different partner than you've been working with take about 5-7
minutes and role-play your discussions. Are there any questions?"
- Ss discuss in pairs and T monitors for use of comfort language
- T: “Alright since everyone is about done let’s talk about how your
discussions went. Who was able to use the comfort phrases?"
- Ss volunteer and T guides discussion (Did you find some solutions to
the problems? How do you handle situations? etc.)
- T: "Great job, it sounds like everyone's role-plays went well.
Do you feel better prepared now if a major emergency like these ever comes
up?"
- Ss discuss
Evaluation
- T will monitor pair discussions and listen for use of comfort
phrases.
TRANSITION (to the next
activity)
- T: “Great work with those role-plays everyone. Now we're going to
focus our attention on some review. It's important to go back to things we've
learned previously so we can remember them and make sure we still understand.”
7. EMBEDDED QUESTIONS ROLE-PLAY
(Time allotted: 15 min.)
Objective:
- SWBAT recall embedded questions and how they are used.
Procedure:
- T: “So a couple of weeks ago we learned about embedded questions. Who
remember what those are? Or can give me an example of one?"
- S volunteers and responds, T clarifies if needed
- T: "So if you'll look at your other handout on page 118
you'll see a chart talking about embedded questions and to tell regular
questions from embedded questions. Who remember what embedded questions help
us do?"
- S volunteers and responds (looking for make our speech more polite)
- T: "Good, so do you think embedded questions might actually be a
good thing to use in emergency situations?"
- Ss respond
- T: "So what we're going to be doing now is another role-play.
When a big emergency happens, how do you usually find out about it?"
- Ss respond and T guides towards news interviews
- T: "Yesterday we watched a video where a news anchor interviewed
another reporter right after the reporter experienced the big 7.9 earthquake
in Tokyo, Japan. We're going to pretend that we are news reporters that are
reporting from a shelter during a hurricane. You are going to work with a
partner to use embedded questions to find out what happened. One person will
be playing the reporter and one person will be playing the person who
evacuated from their home. If you look up on the power point there are
some examples of how you can do this. Let's take 10 minutes with a new
partner to do this. Make sure each person gets a chance to be the reporter.
Does everyone understand?"
- Ss discuss and T monitors reminding them to use embedded questions
and comfort language if it is lacking
- T: “Okay let’s come back together now and talk about how your
discussions went. Who was able to use the embedded questions and comfort
language?"
- Ss volunteer and T guides discussion (Did you find out everything you
wanted to know?)
- T: "Great job, it sounds like everyone's role-plays went very
well."
Evaluation
- T will listen for
correct usage of embedded questions.
TRANSITION (to the next
activity)
- T: “So hopefully everyone has a better understanding of embedded
questions now. Let's move on now to a fun form of review.”
8. TIC-TAC-TOE (Time allotted:
15 min.)
Objective:
- SWBAT provide definitions and use
vocabulary words in a sentence
Procedure:
- T: "We're going to play a game called tic-tac-toe. Has anyone
ever played this game?"
- Ss respond
- T clarifies what it is by drawing on the board and illustrating how
one wins
- T: "So we're going to play this game with a twist. In each box
we'll have a different vocabulary word. You'll have 30 seconds to think of
either a definition for a word or use a word in a sentence. If you answer correctly,
you can put an X or an O on that spot."
- T select words from the vocabulary list and fills in the tic-tac-toe
boards
- T: "We're going to split the class into two teams and each
person will take a turn. One team will be Xs and the other will be Os."
- T and Ss organizes teams
- T: "Okay let's look at our vocabulary on our power point
from this past week. Are there any words that you just have no idea about
their meaning?"
- Ss responds and T clarifies meanings
- Class beings games
- T: "Okay everyone I know we're having fun, but unfortunately
we're almost out of time for today. Nice work defining and using the words in
sentences!"
Evaluation:
- T will ensure that if the students make mistakes the definitions of
the words are clarified and each student knows the correct definition and
usage.
TRANSITION
- T: “Before we go, let's review
what we've learned today."
9. CLOSING DISCUSSION (Time
allotted: 2-5 min.)
Objective:
- SWBAT recall the class's activities and
target structures.
Procedure:
- T: "Who can tell me what we talked about today?"
- Ss responds and T guides discussion
- T: "What's one thing you learned to do?"
- Ss responds and T guides discussion
- T: "Great job, it's always helpful to think about what we did in
class so we can use what we learned in the future."
Evaluation:
- T will listen for mention of comfort phrases and review of embedded
questions.
TRANSITION (to the end of
class)
- T: “Nice work today! Don't
forget that International Week is this week. Tonight from 9 pm- 12 am is
Craft night at the bottom of Baker and on Saturday from 11 pm- 5 pm is the
International Street Fair on Court Street. I hope to see you all at either
event! I hope you have a great weekend and I’ll see you all next week back in
our usual room upstairs.”
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