Past, Present, and Future Lesson Plan

Goal: To learn and discuss cultural differences

Objectives (SWBAT):
Students Will Be Able To
1. Discuss health care systems in their countries through discussion leading by students
2. Give each other feedback on presentation, discussion leading, and written work
. Describe the use of body language in their countries through an interactive presentation
!. "#plain how to use polite speech $point out errors%
&. 'orrect their own errors
Essential uestion(s):
1. (ow does language and culture shape who we are)
E!tensions* discussion leading by students + current news
Sta"e#Ai$#S%ill#&icros%ill Activit'#Procedure (nteraction Ti$e
Activity 1:
,bamacare and
(ealth 'are -ystems
Transition to #2: Now lets
move onto the interactive
presentation. Are you ready
to describe the use of body
language in your own
countries?
. !re"#tage: T shows the video clip
that Group 1 found. Group 1 briefly
synthesi.e other students/ responses to
their 0uestions from online discussion.
Group1 briefly e#plains ,bamacare.
.2. $uring #tage: Group 1 leads the
discussion about health care systems.
-tudents talk about national health care
systems in their own countries. Group
1 wraps up the discussion.
.% !ost"#tage: -s and T write a
feedback. T asks the ne#t group to post
0uestions over the weekend.
Tangible &utcome ' T. feedbac()peer
feedbac(:
written feedback from -s and T.
-1-



-1-



-1-
T1-
1&
min



22
min



&min


Activit' ):
-imultaneous 3nteractive
4resentation
2.1 4re1-tage* T briefly demonstrates
how to give an interactive presentation.
-s write key phrases on a piece of
paper, and they post it on the wall.

2.2. During -tage* -s give an
interactive presentation. ,ther -s ask
T1-


-1-

&min

& min

Transition to #%: *e have
been learning how to use
polite speech. +ets wor( on
some e,ercises- and e,plain
the grammar in your own
words.
0uestions

2. 4ost1-tage* -s give the presenters
feedback.

5udience rotate and the presenters give
another presentation.

-s switch the role of
presenter and audience, and they repeat
2.2 and 2..

Tangible &utcome ' T. feedbac()peer
feedbac(:
-s write peer feedback.

-1-


-1-


-1-
min


2min

& #2
#
62
min


Activit' *:
Polite S+eec,
Transition to *rap".p:
+ets correct our own
mista(es to wrap up.
%. !re"#tage: T asks if students have
0uestions about polite speech. 3f they
do, T adds the 0uestions to the
e#ercises.

%.2. $uring #tage: T pairs up -s. -s
work on e#ercises e#plaining why one
sentence is correct and the other is not.

%.% !ost"#tage: T has -s e#plain the
answers and go over the 0uestions.

Tangible &utcome ' T. feedbac()peer
feedbac(:
-s work on the e#ercises. -s and T give
the answer key.

T1-


-1-


-1-
T1-


2 min


1& mi
n


7 min

Wra+-u+ +esson /valuation !rocedures: T
distributes mistakes that T collected to
pairs. -s correct errors in pairs. T
collects the pieces and goes over the
correction on Doc 'am
-1-
T1-
1&
min

&aterials:
8arkers
-harpies
4aper
4eer feedback sheet for D9 and presentation
grammar e#ercises
Acco$$odations:
giving copies of teacher/s lecture notes
allowing answers to be given orally or dictated
using a word processor for written work
.ontin"enc' Plans:
3f there are an uneven number of students for the pair activity, then the third student will :oin two
-s.
3f students don/t understand vocabulary, T asks another student to e#plain it.
3f we finish early, we will work on grammar e#ercises $relative clauses%.
Post-Lesson /e0lections: