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Takako Kobayashi and Aiko Nakamura

EDUC 8500/ Lesson Plan Unit

1

Cover Note

The requirements of the assignment

This lesson plan unit fulfills the requirements of the assignment firstly by including a specific

theme, which is the environmental issues of five countries: Russia, Japan, Mexico, India and South Africa.

Secondly, based on this theme, the students develop their skills of presenting their ideas and opinions to

the class by means of giving presentations as well as responding to the presentations of the others. Thirdly,

our lesson integrates the four skills of reading, speaking, listening, and writing. Students read articles on

environmental issues in class as well as outside the class to collect information. Then they will implement

their speaking skills to present the information to class in presentations. During the presentation, other

students listen and look for the contents that they find interesting or surprising from cultural perspectives.

After the lesson, students are asked to write a short reflection paper on what they found from the activity

interesting or surprising. Fourthly, through the lesson, students learn to use a grammatical point of present

perfect tense. When giving a presentation regarding an environmental issue, students must use present

perfect tense to explain any ongoing issues, causes or solutions to resolve the problems. Fifthly, we have

incorporated two Kumaradivelu Macrosterategies of raising cultural awareness and integrating the four

skills. The former macrostrategy is incorporated throughout the lesson of identifying and finding

environmental issues of different countries, students are asked to find cultural factors or anything unique to

individual countries in terms of how the problems are tackled or approached. On top of that, they are given

an opportunity to think how they may differ from their own countries so that they are able to rethink of the

uniqueness or characteristics of their own cultures as well. In terms of the latter macrostrategy to integrate

the four skills, as aforementioned in the beginning, students are required to read articles, speak in front of

the class in a presentation, listen to the presentations to write down the key elements, and write a reflection

on the whole activity as an assignment. Finally, the lesson plan recognizes that students have differentlearning styles by including different materials to discuss in class and types of activities. The lesson uses

video clip as well as articles to facilitate discussions in groups or in class as a whole. In addition, there are

tasks which students perform individually as well as in groups.

Revision of the lesson plan

Based on the feedback from Rie, first we decided to watch a short video clip of environmental issue

in the United States instead of showing the movie trailer from which might be too difficult for students to

capture the main concept. Watching the short video clip on U.S. environmental problem should be a good

introduction of the lesson to discuss environmental issues from cultural perspective. Next, we added the

detailed time allocation, which should help teachers or substituting teachers organize the class activities

well based on the lesson plan. In addition, as we were advised to develop more detailed explanation for the

grammatical point, present perfect tense, we created a handout with the illustration of timeline and

sentence examples in which the tense is used as a complementary material to assist students learning.

Regarding our incorporated macrosterategy, in order to enforce raising cultural awareness, we added the

example discussion questions that will motivate students more to think of the cultural elements within

environmental issues.

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Lesson Plan Unit

Course description:

4 weeks ESL Summer program in California, the U.S. at a private university

Class meets for 2.0 hour a day, twice a week

Course goal: To be able to express individual opinions in English in a classroom

Student Background:

Intermediate level, non-native English speakers

A group of 15 students from various countries

Ages: 18-21

All students must have the TOEFL score above 75 to be enrolled in this program

Terminal Objective:

To prepare and give presentations about environmental issues using the four languageskills, and enhanceunderstanding of their own culture as well as of the peers through the course of interactions in a group

work and the class.

Enabling Objectives:

Students will be able to collect relevant information from outside resources forpresentations

Students will be able to read and understand research materials regarding their topic (i.e.,

newspaper and scientific research articles, online resource, etc)

Students will be able to understand the structure of presentation (i.e., introducing thetopic,

summary of the issue, and solution, etc)

Students will be able to involve other students in their presentations and develop an understandingover the topic as a class.

Students will be able to appreciate cultural difference and enhance understanding among

themselves.

Students will be able to state their opinions clearly.

Materials: Video clip about environmental problems in the U.S.

Handouts A-D (assignment sheet included)

Research articles on the environmental issues in five countries

Sticky paper

Used Kumar strategy:

Raising cultural awareness

Integrating the four skills

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Lesson 1

Time Objectives Activity Notes/Materials

0~15(15mins.)

Introduction

Briefly introduce that in this course studentswill focus mainly on improving their speakingskill in terms of presenting and sharing your ideas

to the class, giving opinions, etc.

Show the video clip regarding an environmental

issue in U.S. from National Geographic website

(link on the right) to the class.

Invite students to discuss the film as a class:

Is the issue unique to the U.S.? Or is itsomething that other countries are facing

as well? If so, how do they deal with it?

What are the causes of the problems? Anythoughts on solutions?

Video clip:

http://video.nationalgeo

graphic.com/video/news/animals-news/nsf-oil-

turtles-2011-vin/

10~40

(30 mins.)

Task 1 Give out a handout A.

Have students individually brainstorm on 2 to 3

environmental issues of their own countries.

*Make sure that they identify the cause and effect

associated with the problems, if they know any. (5

mins.)

Put them into groups of five and have them

share within the group what they have come up

with based on handout A. (10 mins.)Ask groups to choose one or two issues to share

with the class. Discuss below questions (15 mins): Do any other countries face the same

issue?

How do the other countries deal with theissues? Differently or similarly?

Any thoughts on solutions?

Handout A

40~60(20 mins.)

Task 2 Divide students into presenting groups based on

their preference of countries from

Mexico, South Africa, Russia, Japan, and India*Make them rock-scissor-paper to even out. (5

mins.)

Give each group articles regarding the

environmental issues of their selected countries

written in English and have them read through. (15

mins.)

Have them discuss in groups

Articles on

environmental issues

for each country.(Mexico, South Africa,

Russia, Japan and

India)

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What are the environmental problems? What is the cause? What are the ongoing measures to solve

the problems in the country?

*Remind them that this could be part of their

presentations in the next class, but they will domore research outside the class.

60~70(10 mins.)

Break

70~100

(30 mins.)

Task 3 Explain the goal of the course to give a

presentation by each group to the class using the

present perfect tense.

Give students a list of present perfect tenses

with examples, and go over them with the

students. (Handout B) (7 mins)

Have volunteers to read out loud the example

sentences. (3 mins)

Then, have them mark the grammatical points

where present perfect tense is used in the articles

~has been~, ~have been~, ~has had~,etc.(5 mins)

From each group, ask them to share 2 examples

sentences with present perfect tense with the class.

(10 mins)

Give out handout C. Introduce the format of apresentation and English expressions used in each

step. (5 mins)

Handout B

Handout C

100~120

(20 mins.)

Closing Give students Handout D as an assignment to

do some research on the ongoing

environmental problems of the selected country.

Let the students know that in the next class,

they will discuss the topic based on theinformation they found in individual groups, and

put it into a presentation

Distributing Handout D

as an assignment.

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Lesson 2

Time Objectives Activity Notes/Materials

0~5 Introduction Give an outline of todays class that first hour will

be spent on preparing for presentations in groups,and the second hour will be presentation time from

each group.

5~45(40 mins)

Task 1 Give out sticky posters to each group.

Have students share their collected information

within their groups

Have students summarize their information and

write them down on a sticky poster for presentation.The main points should follow Handout D:

environmental problems, causes, solutions, and

cultural elements, but can be in any format.*Let them know that the presentation time for each

group will be 12 minutes, so that the students can

limit the amount of information to share with the

class.

Students usingHandout D

Sticky paper

45~105

(60 mins)

Task 2 Presentation time. Each group will have 12

minutes. The first 6 minutes will be spent on

presenting and the last 6 minutes will be spent for

discussion with the class regarding the topicfocusing on the cultural aspect of it.

Ask students to take notes regarding any cultural

differences between the presented countries andtheir own nations to discuss at the end of every

presentation.

During the 6 minutes of discussion, facilitate

discussion to foster cultural awareness in students as

much as possible referring to the notes the students

took.(e.g, What did you find surprising, interesting or

unique about their presentations? Why? Can you see

any cultural differences?)

Quickly point out any good expressions used

during the presentations at the end for students to beaware of the learned expressions as well as the use

of present perfect tense in the last class.

105~110

(5 mins)

Break

110~120

(10 mins)

Closing Ask students for overall opinions and comments

to the presentation tasks.

For homework, students will write a short

reflection regarding what they found interesting

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from the presentations.

Handout A

Environmental Issue Cause Solution

1.

2.

3.

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Handout B

Present Perfect Tense

FORM : [has/have + past participle]

Examples:

You have seen that movie many times.

Have you seen that movie many times?

You have not seen that movie many times.

Unspecified Time Before Now

We use the Present Perfect to say that an action happened at an unspecified time befor e now.

The exact time is not important. You CANNOT use the Present Perfect with specific time

expressions such as: yesterday, one year ago, last week, when I was a child, when I lived in

Japan, at that moment, that day, one day, etc. We CAN use the Present Perfect with unspecific

expressions such as: ever, never, once, many times, several times, before, so far, already, yet, etc.

Examples:

I have seen that movie twenty times.

I think I have met him once before.

There have been many earthquakes in California.

People have traveled to the Moon.

People have not traveled to Mars.

Have you read the book yet?

Nobody has ever climbed that mountain.

A: Has there ever been a war in the United States?

B: Yes, there has been a war in the United States.

Handout C

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How to Structure a Presentation

Introduction (Outline of the presentation)In the first part, I will look at~The second part will deal with~

In the final part, I will~.

The main bodyId like to start now by looking at ~

To begin with, Im going to~

Moving on now to my next point,~

Lets turn now to~

SummarizingId like to end now by summarizing the main points of my talk.

What we have looked at here today is~

ConclusionId like to end now by thanking you for your attention.

Question and discussionIf you have any questions, Ill be pleased to answer them now

Ill be happy to answer your questions now

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Handout D

Environmental Problems

Causes

Solutions

Cultural Elements

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Articles for five countries

Russia

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South Africa

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Japan

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Mexico

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India

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