Download - GRADE - Colombia Aprende · should structure sentences using present continuous and use adjectives for describing processes. Students ... ( P6) 5. Apart from the United States, another

Sandra Lucía Peña LozanoI.E. JOSÉ MARÍA CÓRDOBA

Montería

Lesson plan designed by:

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10GRADE

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LESS

ON

PLA

NTheme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Everyday Globalisation

90 min

38

Grammar

Vocabulary

Functions

Other

Co-Teaching

Communicative Approach

Project Based Learning

PPP

Active Learning

Task Based Learning

Problem Based Learning

Other

Reading

Listening

Writing

Speaking

By the end of this lesson, students will be able to talk critically about globalisation.

• To get familiar with the concept of globalisation.

• To build vocabulary related to globalisation.

• To use functional language to agree and disagree when making group decisions.


2Sandra Lucía Peña LozanoI.E. JOSÉ MARÍA CÓRDOBA

Montería

10GRADE

th

Timetable fit and assumed knowledge:

(How does this lesson relate to previous and following lessons according to the curriculum? what do learners need to know in order to cope with this

lesson?)

Performance indicators:

Knowing:

Doing:

Being:

Learning to learn:

This is one in a series of lessons in Module 4, Globalisation: Everyday globalisation. This lesson should be covered at the very beginning of the module. Preferably, this should be the first or the second class.

In the previous lessons, students learned to use structures of the present simple and past simple tenses, they should structure sentences using present continuous and use adjectives for describing processes. Students should express their opinions to argue their viewpoint about different topics.

Distinguishes vocabulary and expressions related to globalisation.

Formulates questions about globalisation and its effects on the community using expressions defined.

Shares a position about subjects of interest orally.

Assumes a critical position about academic and social subjects of interest.

Values the opinion of the others.

Reads actively to understand and complete information required.



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10Globalisation expressions: Affluence, manufacturing, technology, outsource, dominate, emerge, capitalize, communication, appliances and devices.

Expressions to give opinions. In my opinion….I believe this…Expressions to agree and disagree. I agree with you….I disagree with

Content:

(lexical, grammar, pronunciation, discourse, sociolinguistic / intercultural)

Lexical:

Discourse:

Anticipated problems: Planned solutions

Create a warm up activity to activate some verbs.

Teacher will provide examples from everyday life.

Teacher will walk around and help during the reading activity.

Teacher can read the script for the students (it is available on the webpage provided).

Students might not remember some vocabulary.

Students might find the topic difficult since globalisation is not something they talk about every day.

Students might not understand the instructions in some vocabulary exercises.

The room might not have technological equipment.

Warm up

Time and Interaction

(8 min)

To activate students previous knowledge.

Teacher (T) tells students (SS) that they are going to play spelling bee. T divides SS in groups of 4. T spells some words connected to Globalisation and SS must use the cut outs of letters to create each word. T tells SS that they cannot write the word on their notebooks but they should help the team to put the letters in the correct order to create the word T spells.

T asks ss to explain the words in order to check comprehension. Suggested words: Manufacturing, Technology, Outsource, Communication, Devices and Globalisation. The last word spelled is “Globalisation”. In advance, T cuts sets of alphabet letters and gives three sets to each group. (Appendix 1). Answer key: 1-F; 2-E; 3-A; 4-D; 5-B;6-C

T-SSGW

8 min.

Stage aims

Procedure

Total Stage timing


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Pre-task: Vocabulary Revision


(19 min)

Activate knowledge of students’ trough predictions.

PW(5 min)

PW(5 min)

T-SS(4 min)

GW(5min)

Stage aims

Procedure

Pre-listening:https://listenaminute.com/g/globalisation.htmlTeacher (T) tells students (SS) that they are going to use the words from the spelling be in order to do a matching activity (Appendix 2). Words from spelling bee: Globalisation, Manufacturing, Technology, Outsource, Communication, Devices.Answer key: 1-F; 2-E; 3-A; 4-D; 5-B;6-C

T tells SS to work in pairs. T asks SS how they define globalisation. Each pair writes a definition in their notebooks.

Listening:Next, T tells SS that they are going to hear a short recording and answer some questions (True-False activity). (Appendix 3)1. Globalisation means that the world is becoming bigger. F2. Villages are becoming more popular today. F3. One of the characteristics of globalisations is producing products in another country. T4. Globalisation is a bad thing. F

Post listening:Then, T tell SS to get into groups with another pair sitting next to them and compare the definitions they wrote before the recording with what they now thing about globalisations.

Total Stage timing


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Pre-Task: Reding


(29 min)

To build Ss vocabulary on Globalisation

Reading Task: (Appendix 4)SS will read an interview about Going Global. https://learnenglish.britishcouncil.org/sites/podcasts/files/LearnEnglish_ProfessionalPodcasts_GoingGlobal.pdfPre-readingT tells SS to work in pairs and read the statements. Then, they look for the information in the text. Answer key: 1. The only market that exists today is the global market (P1)2. Nicola’s company produces high-quality_ coffee. (P3)3. Nicola’s company became successful thanks to an unexpected offer. (P3)4. The worldwide growth of coffee sales happened because drinking coffee has become fashionable( P6)5. Apart from the United States, another country which is ordering from Heike is Russia(P10)SS read the text individually. They can consult their classmates if they need help. Post ReadingSS work in pairs to answer the questions. They say why the statements are false. 1. Heike is interested in going global . F2. Part of Heike’s sales is online. T3. Nicola’s and Heike’s companies are very similar. F4. Nicola’s company went global through Japan. T5. Nicola knew a lot about retail before doing business with Japan. FSS do the exercise : Checking understandingPut `T’ (True) or `F’ (False) next to each statement below. Explain why the false statements are false.1. An act of becoming a global company ( verb, P 2, two words) ______ go global2. People who invest money into something ( noun, P4) _________ investors3. To modify something ( verb, P6) _____________ change 4. When something is not in your country, but on the other continent (P10, adjective) _________ overseas5. When something is adequate or matches (verb, P 11) ______________ suits

PW(5 min)

IND(10 min)

PW(7 min)

PW ( 7min)

Stage aims

Procedure

Total Stage timing


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Task Planning: Speaking

Task: Presenting



(15 min)

(10 min)

To plan the speaking task.

To Provide opportunities for spoken interaction using target language

T tells SS they will prepare a speaking task. (Appendix 5)As SS have read an interview about going global. Now, they will create a company and a product that should go global. In groups, SS design a product that would be sold globally. When SS design the product, they should think about:1. What exactly is the product?2. Why do you think it would be a good product?3. Where will you manufacture it?4. Would you outsource the manufacturing and where?5. Use the vocabulary from this lesson to prepare: outsource; go global, overseas, manufacture, etc.

T tells SS they will present their products to the other group. Each group has 5 minutes to present. While one group is presenting, the other group takes notes on interesting facts and vocabulary they hear.

T-SS3 min

GW(12 min)

GW(5 min+5 min)

Stage aims

Stage aims

Procedure

Procedure

Total Stage timing

Total Stage timing


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Feedback/Wrap-up

Feedback



(5 min)

(3 min)

To help students interact and develop social skills.

To provide feedback

T asks a few Ss to change group partners and orally report to them two interesting facts and vocabulary. they learnt today. Before reporting T should remind Ss of the proper use of these expressions.

For example: “if you are agree with any subject you can use the expression I agree with… or if you disagree you can use I don´t think so… Not, I´m not sure about that…”

Finally, T provides general feedback on the work done based on notes taken during

SS-T-SS(10 min)

T-Ss(3 min)

Stage aims

Stage aims

Procedure

Procedure

Total Stage timing

Total Stage timing


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Materials Needed

1. Copies of the material2. Speakers for the audio


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Appendix 1

Appendix 2: Matching

Worksheets and other appendixes

Cut outs of Alphabet set (3 cuts per each group of 4 SS)

A B C D EF G H I JK L M N OP Q R S TU V W X YZ

I. Match each word to its correct definition.

1. An object made or adapted for a particular purpose, especially electronic equipment.

A. ______GLOBALISATION

2. Exchanging information by speaking, writing, or using some other medium.

B. ______MANUFACTURING

3. The process by which businesses or other organiza-tions develop international influence or start operating on an international scale.

C. _______TECHNOLOGY

4. Obtain (goods or a service) by contract from an outsi-de supplier

D. ______OUTSOURCE

5. Make (something) on a large scale using machinery. E. ______COMMUNICATION

6. The application of scientific knowledge for practical purposes, especially in industry

F. _______DEVICES



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Appendix 3 Listening


You will hear a speaker define the term Globalisation.

Decide if the following statements are True or False. 1. Globalisation means that the world is becoming bigger. ______2. Villages are becoming more popular today. ______3. One of the characteristics of globalisations is producing products in another country. _____4. Globalisation is a bad thing. _____

Appendix 4. Reading

II.Find the information Read the interview and complete the statements below.

1. The only market that exists today is the __________ ___________ (P1)2. Nicola’s company produces _____________ coffee. (P3)3. Nicola’s company became successful thanks to an __________ offer. (P3)4. The worldwide growth of coffee sales happened because drinking coffee has become ____________( P6)5. Apart from the United States, another country which is ordering from Heike is _________ (P10)

Going global: a solution for everyone? P1. Presenter: The much talked about ‘global market’ is seen by nearly everyone in the business community today as being the only market. We know that advances in technology mean you could be offering your products and services to people in Brighton, Beijing or Buenos Aires at the same time.

P2. Presenter: But is it really that easy? And is it really the solution that everyone is looking for, or needs? We talk to two very different companies about their very different experiences of trying to go global. Nicola Melizzano of Caffè Perfetto:. P.3 Nicola: I didn’t think it was for us at all...We’re a small family company, founded by my grandfather. We produce small amounts of high-quality coffee, and supply mostly to bars – we don’t do much in the way of direct retail at all. Yet things changed very quickly for this small company after an unexpected offer. P4. Nicola: The local chamber of commerce had invited a group of Japanese investors to the area. They saw our factory, tasted our product – and wanted to buy as much of it as we could produce! This was followed up by a trip to Japan. It was great, people loved our coffee –mostly (I think!) because of the retro 50s style packaging...! The Japanese contacts just grew and grew, and now we export all over south east Asia, and we’re moving into China too. Two years ago, we didn’t even have a website!

P5.Presenter: Nicola admits he’s been in the right place at the right time. P6. Nicola: There’s been a worldwide growth in coffee sales over the last ten years, it’s a really fashionable thing to drink, all these coffee chains. Plus, coffee is something that’s drunk all over the world, in pretty much every culture. I think luck helped us as much as the changing global situation. P7. Presenter: A success story, then. Our second guest, however, has a different story to tell... P8. Heike: I’m Heike Zweibel, and I design lighting systems – though I prefer to think of them as ‘light sculptures.’ They’re more like art objects. Each one is built to order, depending on exactly what the client wants. I only employ one or two assistants; depending on how busy I am, because I prefer to do all the work myself. I’m not really interested in ‘going global’ – I have enough work for myself, I make enough money...I could expand, but wouldn’t want to compromise the quality of the work.

P9. Presenter: So you’d never go global? P10. Heike: Well, no, I wouldn’t say that exactly...I have a great website, and that leads to orders from the United States, or – more recently – Russia, a lot. I design, perhaps, two or three systems every year for overseas clients...so I don’t really know if that counts as ‘global’ or not! P11. Presenter: The advice, then, is to find the market that suits your company – whether it’s on your doorstep, or the other side of the planet!



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III. Checking understanding

Put `T’ (True) or `F’ (False) next to each statement below. Explain why the false statements are false.

1. Heike is interested in going global. ______2. Part of Heike’s sales is online. ______3. Nicola’s and Heike’s companies are very similar. ______4. Nicola’s company went global through Japan. ______5. Nicola knew a lot about retail before doing business with Japan. ______

IV. Find the words

Find a word or phrase in the text which means...

a. An act of becoming a global company ( verb, P 2, two words) ______ b. People who invest money into something ( noun, P4) _________c. To modify something ( verb, P6) _____________ d. When something is not in your country, but on the other continent (P10, adjective) _________ e. When something is adequate or matches (verb, P 11) ______________

Appendix 5: Speaking task

You have read an interview about going global. Now, you will create a company and a product that should go global. In your groups, design a product that would be sold globally. When you design it, think about:

1. What exactly is the product?2. Why do you think it would be a good product?3. Where will you manufacture it?4. Would you outsource the manufacturing and where?5. Use the vocabulary from this lesson to present your idea to the other team.6. When you finish, swap: the other team presents to you. 7. Take notes on the other team’s presentation and prepare to report.