L e s s o n P l a n
Lesson Topic: Elections (Old people and their customs)
Overall Objective: students will develop awareness of voting and
conduct a class vote
Language Objective:
students will be able to discuss old customs of the Incas, the Sami, the
Tibetan and the Bedouin people, use appropriate vocabulary and they will also
learn and use basic vocabulary about voting
Civic Education
Objective: students will participate in a class vote
Curriculum
connection: B VI.6 , 7, 8,
Class context and
needs: Intermediate (B1) level, Secondary students
Sequencing: students
have background knowledge about customs as they have just learnt “old customs in the modern world”,
they can discuss these customs, express their opinions about them
Materials: ready-made
material given in text book(English World-4, p 74-75), the images of the Incas,
the Sami, the Tibetan and the Bedouin people in flashcards, the rules of voting
process ( step by step) written on the poster, handouts and classroom that
looks like a polling station, ballot box, voting booth
Assessment: group
assessment
Reflection:
Overall Objective: students will develop awareness of voting
and conduct a class vote
Language Objective: students
will be able to discuss old customs of the Incas, the Sami, the Tibetan and the
Bedouin people, use appropriate vocabulary and they will also learn and use
basic vocabulary about voting
Civic Education
Objective: students will participate in a class vote
Stages timing
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Stage aim
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Teacher activity
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Student activity
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Resources
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Warm up
4 min
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To revise custom vocabulary
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Teacher distributes handouts 1 and asks students to speak in pairs,
they discuss their favorite custom
·
Which custom do you like best of all
( keeping animals, weaving cloth, making
patterns, making jewels, hunting, making clothes from animals skin or fur and
so on) and why
·
I like …… because …..
Then pairs combine to form
groups of four. Each group member introduces his or her partner and shares
the interview. (he/she likes…. .. because….)
|
Students use the prompts and speak in pairs, then speak in the group
of four and share their friend’s ideas to each other
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Handout 1
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4 min
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To introduce the students the basic vocabulary about voting and the rules
of voting process
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Teacher explains students how to vote step by step. She shows them
the steps of voting on the poster and also introduces the basic vocabulary
(election campaign, vote, voting
booth, voter, ballot box, ballot). At the same time she acts out the voting
process in front of the class and elicits the answers
·
Who am I? ( a voter)
·
Where am I going? ( to the polling
station)
·
What will they give me ( a ballot)
·
Where should I enter to vote? ( the voting
booth)
·
Where should I put my ballot? (in the
ballot box)
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Students listen to the teacher and try to remember each step of
voting process. Then answer teacher’s questions
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Poster, ballots, ballot box, voting booth
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10 min
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To prepare the presentations
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Teacher divides the class into four groups. Then she gives opportunity to choose the
cards with the names of the people on it ( the Incas, the Sami, the Tibetan).
Each group represents that kind of people and their customs that they choose.
Teacher distributes handouts 2 and asks to use them and describe
these people and their customs, then make a list of supporting reasons which
customs are the most beneficial and useful for society and which customs
prepare these people for survival. Teacher reminds them that their support
reasons will be their “campaign” and each group should convince other
students that they are the best. Teacher also distributes handouts 3 where there is
the structure and starter sentences and asks students use these plan while
making the presentation
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Each group chooses one kind of people (the Incas, the Sami, the Tibetan),
then begins to make a presentation. They choose supporting reasons from
handouts 2 and write all these information on handouts 3.
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Handout 2
Handout 3
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12 min
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Each group should present their “campaign” to the class
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Teacher gives each group 3 minutes and asks them to make a
presentation and introduce their
“campaign”. She says them that
they will be assessed according to the following requirements:
·
Each member of the group should take part in
making the presentations
·
They should introduce correct and supporting
arguments
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Each group introduces its “campaign”, they stand in front of the
class, bring handouts 3 where they have all supporting arguments and make a
presentation, each member tries to take part in making a presentation, they
speak clearly and try to convince other students that they are best.
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Handouts 3
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3 min
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To assess the groups
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Teacher assesses each group according to the assessment scheme
prepared beforehand
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8 min
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To act out the voting process
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Teacher handouts the ballots (handouts 4) and asks students to enter
the voting booth, choose the best candidate , mark them and then put the
ballots in the ballot box
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Students take the ballots, go to the voting booth, mark their
favorite candidate(people), fold the ballot and put it into the ballot box
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Ballots, ballot box, voting booth
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Assessment /3 min
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To count the ballots and announce the winner candidate
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Teacher appoints a ballot counters from each group to count ballots
and announce the results.
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One member from each group (a counter) comes to the ballot box , they
count the votes and announce the winner
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Ballot box, ballots
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Student A
·
Which
custom do you like best of all (keeping
animals, weaving cloth, making patterns, making jewels, hunting, making clothes
from animals skin or fur, making baskets and so on) and why?
·
……(student
b’s answer and then question)
·
I like
……….. because……….
Speak to other members of the group
·
She likes
…….. because………
Student B
·
I like
……….. because……….
·
Which
custom do you like best of all (keeping
animals, weaving cloth, making patterns, making jewels, hunting, making clothes
from animals skin or fur, making baskets and so on) and why?
Speak to other members of the group
·
She likes
…….. because………
Handout 2
Read these sentences, choose them and fill in Handout 3
1. They live in Northern Europe: in
Sweden, Norway, Finland and Russia
2. They live in Peru in South America
3. They live in Tibet Region , in China
and India.
4. They speak Tibetic language
5. They speak Quechua language
6. They speak Sami language
7. They keep sheep and goats in the
mountains and use them for making different products. They eat these animals’
meat, make cheese, butter, drink milk.
8. They are very hardworking people. The
farmers grow different fruit and vegetables. They use yaks on their farms.
9. They are nomads and live in the
tents. When they move their animals, they can take tents with them
10. They are rich in medicine. They produce
lots of useful medicine which is famous throughout the world.
11. They spin the wool and weave it into
cloth. Then they make different items from the cloth. They make patterns in the
cloth and each village has special pattern.
12. They have big herds of reindeer. They
live in very cold climate. So they make warm
hats, coats and boots from reindeer fur, they also make tents, tools and boots
from reindeer skin.
13. They like music and dance. They are
famous for their culture. The actors wear amazing costumes and masks
14. Their traditional costumes are blue, red
or green and they have colorful borders
15. They make patterns in the cloth and
each village has special pattern.
16. Women carry babies or fruit or
vegetables in this cloth. Men carry firewood and corn
Handout 3
. .
. . .
. . .
. . .
people and their customs are the best because
They live in .
. . .
They speak
. .
. .
Their
customs are useful because they prepare them for survival. They
.
. . .
. .
Handout 4
Ballot
Put an X in the box next to your
favorite candidate. Put only one X
The Incas people
|
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The Sami people
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The Tibetan people
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Group Assessment
The
Sami
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The
Incas
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The
Tibetan
|
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All
members of the group take part in making presentation
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The
reasons are appropriate and correct
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There
are all reasons mentioned
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