Module 4 Charities and Conflicts

LESSON: Module 4 Lesson 8

Charities and Conflicts

Across cultures 4e

Volunteering

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

9. 2. 6. 1 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics;

9. 2. 1. 1- understand the main points in unsupported extended talk on a wide range of general and curricular topics;

9. 4. 4. 1- read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;

9. 4. 2. 1 - understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts;

9. 5. 1. 1 - plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics;

9. 5. 4. 1 - use with minimal or no support style and register appropriate to a growing variety of written genres on general and curricular topics;

9. 5. 3. 1 - write with moderate grammatical accuracy on a wide range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

Listen and read for gist, read for specific information

Most learners will be able to:

Listen and read for gist, read for specific information, present two organizations

Some learners will be able to:

Listen and read for gist, read for specific information, present two organizations, write about volunteering organizations

Learners have met the learning objective if they can: present and write about the volunteering organizations

Explore the theme of volunteering

Charities

Using videos& pictures, working with URLs

Vocabulary “Social problems and charities”

Planned activities (replace the notes below with your planned activities)

1 To introduce the topic; to listen and read for specific information

Direct Ss’ attention to the pictures and the title and what, if anything, they know about them. Play the recording. Ss listen and follow the text in their books to find out.

2 To read for specific information

Read the statements aloud one at a time and ask Ss to read the texts again and mark them. Check Ss’ answers

Answer key.

1. F 2. T 3. T 4. F 5. T

Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Play the video for Ss and elicit their comments

3 To complete a poster and present a place and an organization from the text

Ask Ss to work in small groups. Give Ss time to read the texts again and then complete the poster. Ask various Ss to use the posters to present them to the class.

4 To write a short text about the places of wildlife in our country

Explain the task and ask Ss to work in small groups and collect information from the Internet about any place in their country or in the world and make notes. Then ask Ss to use their notes to write a short text. Ask various Ss to read their text to the class. Alternatively, assign the task as HW and check Ss' answers in the next lesson.

Suggested Answer Key

At Sanctuary and Wildlife Park in Port Elizabeth, Cape Town, most of the animals have been saved from the illegal wildlife trade or have been abused. Students and volunteers who want to help the animals can stay from two weeks to a year. Volunteers collect and prepare food, feed the animals and dean the enclosures. They can also collect data on wildlife.

Speak about other famous sanctuaries of the world

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

support less able learners in productive tasks by preparing prompt or sentence starter cards

Cross-curricular links Health and safety check ICT links Values links

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

LESSON: Module 4 Lesson 9

Charities and Conflicts

Across the curriculum 4f

UNESCO Everyone has the right to an education

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

9. 4. 4. 1- read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;

9. 2. 1. 1- understand the main points in unsupported extended talk on a wide range of general and curricular topics;

9. 4. 1. 1- understand the main points in extended texts on a range of unfamiliar general and curricular topics;

9. 4. 2. 1 - understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts;

9. 6. 1. 1 - use a growing variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics;

9. 6. 7. 1 - use a variety of simple perfect forms including some passive forms, including time adverbials on a range of familiar general and curricular topics;

9. 3. 1. 1 - use formal and informal registers in their talk on a range of general and curricular topics;

Lesson objectives

All learners will be able to:

Listen and read for gist, read for specific information

Most learners will be able to:

Listen and read for gist, read for specific information, read for order

Some learners will be able to:

Listen and read for gist, read for specific information, read for order, present a monologue

Learners have met the learning objective if they can: present a monologue

Explore the theme of international organizations around the world

Modern History

Using videos& pictures, working with URLs

Volunteering organizations

Planned activities (replace the notes below with your planned activities)

1   То introduce the topic and talk about the importance of fighting for people’s rights

Initiate a discussion about why fighting for people’s rights is important and encourage a wide range of answers. Make sure all the examples are covered.

Elicit various answers from Ss around the class.

Read the title aloud and elicit what Ss think it means and what, if anything, they know about UNESCO.

Elicit a variety of questions from Ss around the class and write the three best ones on the board

Suggested Answer Key

It's an international organisation connected to the United Nations. I think it protects historic sites and helps to solve social problems.

2 To read for gist and specific information

Play the recording. Ss listen and follow the text in their books and see if their questions are answered.

Answer Key

1 United Nations Educational, Scientific and Cultural Organisation

2 19AS

3 The United Nations

Refer Ss to the Word List to look up the words in the Check these words box. Play the video and elicit Ss’ comments.

Give Ss time to read the text again and answer the questions.

Check Ss' answers.

Answer Key

1 It was created by the United Nations.

2 UNESCO was created to improve education after the war.

3 UNESCO's main objectives are to help build peace, wipe out poverty and help countries to develop and communicate through education, the sciences and culture.

A It has founded and funded many cultural projects and helped protect historic monuments and natural habitats.

S For UNESCO, the key to human development is education.

3 To prepare a monologue; to consolidate information from a text

Explain the task and divide Ss into small groups and give them time to research online about volunteering organizations and collect more information. Direct Ss to the Internet, to look at the website given and/or any other websites or sources of information to find out more information about what UNESCO does.

Ss can also find videos on YouTube.

Give Ss time to collect information and write their presentations, using the present perfect active or passive forms.

Ask various Ss around the class to present their information to the rest of the class.

Alternatively, assign the task as HW and ask Ss to give their presentations in the next lesson.

Ss present their monologues.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Cross-curricular links Health and safety check ICT links Values links

monitor learner question writing in groups and highlight for less able learners where they should self-correct errors

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

monitor learner questions for accuracy and encourage them to self-correct

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson