Learn or teach English language while 'thinking globally' in relation to sustainability and human need.
Wednesday, 25 July 2018
Saturday, 21 July 2018
Global Goals - ESL Lesson 3: End Poverty / Zero Hunger
Teachers, please refer to these notes: Teacher notes (3)
Teacher notes (3), is a resource for Lesson 3 of this blog
Jacob and Simon meet Filippo Grandi and UN Under-Secretary-General for Humanitarian Affairs, Mark Lowcock, at Kakuma and recount their suffering. © UNHCR/Georgina Goodwin |
Lesson 3, looks at three Global Goals:
Goal 1: End poverty in all its forms everywhere.
Also:
Goal 2: End hunger, achieve food security and improved nutrition and promote sustainable agriculture
Also:
Goal 16: Promote just, peaceful and inclusive societies
Lesson type:
Grammar and Vocabulary
* SubsidiaryReceptive skills: Reading / Listening
Productive skills (sub skills): Speaking
Lesson aims:
Clarify and use in context: Past Simple Tense and related vocabulary
To continue to look at Global Goal 1, and also to look at Goals: 2 and 16 (see above). To look at one specific country: South Sudan, and the suffering, poverty, hunger, lack of development in that country.
Level:
Level: A2 - B1. The content of the lesson is adaptable for all levels from beginners to advanced. For lower or higher levels the template and procedure remains the same but the content would be changed. Also, I have simplified the lesson a little by not including more than one exercise during the production part of the lesson (second half of the lesson).
1. ss (students).
2. TL (target language)
Resources:
What are Global Development Goals?
How to teach the UN's Development Goals and why
Sustainable Development Goals - 17 Goals to Transform Our World
Goal 1: End poverty in all its forms everywhere
Global Goals - the world's largest lesson
South Sudan - A nation in crisis desperate for peace
Raymond Van Neste's blog: Learn English by Thinking Globally
World Food Programme: Zero Hunger
Global Goal (16): Promote just, peaceful and inclusive societies
Raymond Van Neste's blog: 'Learn English by Thinking Globally'
Task 1 - Warm-up
the warmer chosen for lesson 3, needs very little preparation and is student centred. It puts the ss into groups from their own choice giving them an opportunity to make decisions as well as being independant. It allows the ss to confirm / qualify their decisions
This warmer puts the ss into a situation where they need to work together to show understanding for each other's choice, tolerance, rejection, creativity, imagination, inquisitiveness, persistence. These are all good qualities which will help later on in these lessons when the ss look in detail at particularly difficult subject material such as: life and death situations, victims of war, people starving, people suffering, severe poverty.
The full sequence for the warmer is in: Teacher notes (3)
Task 2
Put one picture on the board (or give out handouts of the picture) about poverty in South Sudan and the terrible situation of life and death in this country.
With the person next to you discuss: What is the main theme in the picture?
Length of time to carry out this task: 2 minutes
Student feedback: Students and teacher discuss what they think the picture is about. The ss and teacher begin to look at the context of the lesson.
Length of time: 3 minutes
Put one picture on the board (or give out handouts of the picture) about poverty in South Sudan and the terrible situation of life and death in this country.
With the person next to you discuss: What is the main theme in the picture?
Length of time to carry out this task: 2 minutes
Student feedback: Students and teacher discuss what they think the picture is about. The ss and teacher begin to look at the context of the lesson.
Length of time: 3 minutes
Task 3 - Reading for gist
Tell the ss that in a moment you want them to read a text which is taken from a news report (article) about South Sudan (handouts). Hold up the page that you want the ss to read so that all of the ss can see it and tell them that you would like them to read it while thinking about one question:
Question:
Could starvation and suffering in South Sudan be avoided?
Could starvation and suffering in South Sudan be avoided?
Also tell the ss that in the same text are highlighted words. Ask the students to just simply look at these and try to guess their meaning from the context of the whole text. Give the page of text to each ss.
The ss have three minutes to read the text and to think about the answer to the question as well as guess the meaning of the highlighted words.
Text (with highlighted vocabulary):
Note: the text below is a story about two 14-year-old twins Jacob and Simon who have lost their father and elder brother in South Sudan's fighting. They had to leave in order to save their lives and are now in a refugee camp in Kakuma, Kenya.
"KAKUMA, Kenya – The day the lives of 14-year-old twins Jacob and Simon Lino changed forever is still too fresh for them to fully comprehend.
With tears rolling down their cheeks, they recounted how last December armed men shot and killed their elder brother and father as the family escaped fighting in South Sudan’s capital, Juba.
“There was a lot of shooting and shouting, they told us to go on ahead… They went back to try and stop them chasing us, but the men shot and killed them,” Simon recounted.
The two brothers were seated with five other siblings and their mother, Adut Akot Ker, on the floor of UNHCR’s registration centre in Kakuma refugee camp, in northern Kenya, waiting to be given temporary housing and aid facilities.
“We want shoes,” say barefoot twins.
Here, they met UN High Commissioner for Refugees Filippo Grandi, who spent this week (Jan 28-Feb 01) in Uganda and Kenya to witness at first hand the consequences of five years of conflict in the country. They explained how they had walked barefoot for 21 days to reach Kenya, tearfully showing swollen and cut feet.
“We are hungry and tired, but the feet are getting better. We want shoes,” Jacob quietly told the High Commissioner, who was visibly moved by their story. He reassured them they would receive new shoes soon and be able to attend school – another thing they said they were now missing the most from home".
Text / Article: Grandi says South Sudan's leaders must restore peace and hope to 'broken' people, by: Johathan Clayton. UNHCR, the UN Refugee Agency. 2 February 2018. The full text / article can be seen at: http://www.unhcr.org/uk/news/latest/2018/2/5a7446164.html
Jacob and Simon meet Filippo Grandi and UN Under-Secretary-General for Humanitarian Affairs, Mark Lowcock, at Kakuma and recount their suffering. © UNHCR/Georgina Goodwin
South Sudanese refugee twins Jacob and Simon at the registration centre in Kakuma settlement on the Kenya-South Sudan border. © UNHCR/Georgina Goodwin
'Men carry packages of food that have been air dropped by the World Food Programme' CBS News photo
'South Sudanese people line-up to await a food drop' CBS News photo
With tears rolling down their cheeks, they recounted how last December armed men shot and killed their elder brother and father as the family escaped fighting in South Sudan’s capital, Juba.
“There was a lot of shooting and shouting, they told us to go on ahead… They went back to try and stop them chasing us, but the men shot and killed them,” Simon recounted.
The two brothers were seated with five other siblings and their mother, Adut Akot Ker, on the floor of UNHCR’s registration centre in Kakuma refugee camp, in northern Kenya, waiting to be given temporary housing and aid facilities.
“We want shoes,” say barefoot twins.
Here, they met UN High Commissioner for Refugees Filippo Grandi, who spent this week (Jan 28-Feb 01) in Uganda and Kenya to witness at first hand the consequences of five years of conflict in the country. They explained how they had walked barefoot for 21 days to reach Kenya, tearfully showing swollen and cut feet.
“We are hungry and tired, but the feet are getting better. We want shoes,” Jacob quietly told the High Commissioner, who was visibly moved by their story. He reassured them they would receive new shoes soon and be able to attend school – another thing they said they were now missing the most from home".
Text / Article: Grandi says South Sudan's leaders must restore peace and hope to 'broken' people, by: Johathan Clayton. UNHCR, the UN Refugee Agency. 2 February 2018. The full text / article can be seen at: http://www.unhcr.org/uk/news/latest/2018/2/5a7446164.html
Jacob and Simon meet Filippo Grandi and UN Under-Secretary-General for Humanitarian Affairs, Mark Lowcock, at Kakuma and recount their suffering. © UNHCR/Georgina Goodwin |
South Sudanese refugee twins Jacob and Simon at the registration centre in Kakuma settlement on the Kenya-South Sudan border. © UNHCR/Georgina Goodwin |
'Men carry packages of food that have been air dropped by the World Food Programme' CBS News photo |
'South Sudanese people line-up to await a food drop' CBS News photo |
Ss are now asked to talk with their partner about what they think is the answer to the question and also the meaning of the highlighted words / text in the article.
4 minutes allowed for this task.
Student feedback:
Students and teacher discuss what they think is the answer to the question as well as discussing the meanings of the highlighted words in the context of the article and situation in South Sudan. Here, the teacher will elicit each word (highlighted text) so that the ss can learn the vocabulary in the context of the article (meaning). Each word is drilled by the teacher several times for the ss.
The importance of vocabulary:
Looking at related vocabulary and expressions is an important part of these lessons so that the ss can get not only an idea of the extent of the circum- stances but also the language used in news articles and the media about different parts of the world where there are dramatic and dire situations (in this case displacement, famine, death, war and terrible suffering).
Length of time for the feedback: 8 minutes
Vocabulary:
Comprehend Facilities Consequences moved
Com'pre'hend: verb
Meaning: If you cannot comprehend something, it means that you cannot understand it
Fa'cil'ities: noun (c)
Meaning: Buildings, pieces of equipment or services that are provided for a particular purpose. For example: recreational facilities.
Con'se'quences: noun
Meaning: The consequences of something are the results or effects of it
Moved: verb
Meaning: When you move something or when it moves, its position changes and it does not remain still
Task 4 - Detailed reading
Ask the ss to read the text again but this time in more detail. Ask them to answer five questions while reading. The ss go into groups of three and discuss the answers while they are reading the text.
6 minutes allowed for this task
Questions:
1. In the story why did twins Jacob and Simon have to leave in fear of their lives?
2. Did Jacob and Simon get to a safe place?
3. In the story what did Filippo Grandi promise that the twins would have soon?
4. Why are the people in South Sudan suffering to such an extent?
5. What work is the World Food Programme (WFP) doing to help the people in this terrible situation?
6. Do you think the WFP are doing a good job?
Student feedback: Length of time for the feedback: 5 minutes
Task 5 - Elicit the TL
The teacher will put on to the board one sentence on the board (taken from the text). The sentence will have a missing word (the missing word is a grammar point in the form of a verb, adjective, or any part of the English language that the ss are learning) and the teacher will elicit from the ss the missing word in the context of its meaning.
1. they recounted how last December armed men shot and ............. their elder brother and father (answer: killed )
Four similar sentences from the text are put on to the board. Ss are now asked to look at the first two sentences from four sentences on the board see if they can find the sentences in the text
2 minutes for this task
Here are the four sentences:
1. they recounted how last December armed men shot and ............. their elder brother and father (answer: killed )
2. the family ............. fighting in South Sudan's capital, Juba. (answer: escaped)
3. they ........ UN High Commissioner for Refugees Filippo Grandi (answer: met)
4. they ............. how they had ............. barefoot for 21 days to reach Kenya (answer: explained / walked)
Give the ss a few more minutes to look for the sentences in the text. 2 minutes allowed
Task 6
The teacher will put on the board the four sentences one by one and elicit each one with the ss. The teacher will give the correct pronunciations for each word or sentence with a drill.
5 minutes allowed
CELTA procedure / information for eliciting target language. See: Teacher notes (2)
The Target Language? A brief summary:
In a lesson the TL is elicited from the ss. This will take the form of a word or expression or sentence (for example a verb or noun, adjective). The ss are able to see the TL written on the board and can then start to relate more to it, pronounce it and create more similar sentences. During the second half of a lesson, exercises are created where the ss practice the TL by using one of the four skills: Reading, Writing, Speaking, Listening.
Task 7 - Grammar rules
Put the grammar rules / explanations (past simple tense) on to the board. Go through the rules with the class. See Teacher notes (3) for Grammar Rules
4 minutes allowed
Task 8 - Practice
This involves: controlled practice and semi-controlled practice See: Procedure, in Teacher notes (2). In this lesson, this stage is being skipped (for reasons of length and time). Ss can instead go straight to task 11
Task 9 - Final Task: Production (sub skill: speaking)
Ask the ss to work with a partner and to discuss while using the TL (Present simple verb). Ask the ss to use the verb at least twice during their conversation. The discussion will be about poverty (globally).
To assist the ss, the teacher will provide handouts (and also on the board) a list of verbs (present simple) for the ss to refer to while they are having the discussion.
5 minutes
- End of lesson -
Well done! You have completed lesson 3
Next lesson:
The next lesson, lesson 4, will once again look at life in South Sudan. We will look at a grammar point using the future simple verb to continue to analyse what is happening in this country.
Teacher Notes (3). Resources for lesson 3
Free resources:
Warmers (different ways of 'warming-up' with the ss at the beginning of a lesson)
Subject +did not +infinitive without to
They didn't go
mean becomes meant
be have do
Further past irregular verbs for: go / give / come:
The Past Simple places a state or an action at a definite time in the past.
Two further examples (below), In these examples the time is not mentioned but it is still clear that the person speaking is thinking of a particular time:
The lesson plans and resources in Raymond Van Neste's blog: Learn English by Thinking Globally are free for teachers and students of English language. The purpose of the blog is to introduce the Global Goals to students or teachers of English Language as a rich resource for teaching and learning.
Teacher notes (3) is a resource for lesson 3, of the blog which looks at the Past Simple verb and related vocabulary, as well as specific information for ESL teachers.
Raymond Van Neste 20/7/2018
Necessary Resources for lesson 3:
Throughout the third lesson this blog looks at three Global Goals:
Global Goal 1: End poverty in all its forms everywhere
Global Goal 2: End hunger, achieve food security and improved nutrition and promote sustainable agriculture
Global Goal 16: Promote just, peaceful and inclusive societies
Connected articles from Raymond Van Neste's blog:
* South Sudan - what's going on there?
* A Time for Action - A Pledge for Global Goal 2: Zero Hunger
Additional Teacher notes from this blog:
Abbreviations used in Lesson 3:
1. ss (students).
2. TL (target language)
Warmers (different ways of 'warming-up' with the ss at the beginning of a lesson)
An ideal warmer is one that relates the students in some way to the theme or subject material of a lesson. It prepares or gets the students in to a mind-set which in some way (if possible) relates to the lesson. Also it can help to get everybody in to the mood and pace of the lesson ahead. And don't forget that warmers are meant to be fun!
Two kinds of people - which are you|? Why? (warmer for lesson 3)
Procedure:
Similar to the blog in lesson 2, this warmer needs very little preparation. It puts the ss into groups from their own choice giving them an opportunity to make decisions and to confirm / qualify their decisions. Give the ss 3 minutes to find out what they have in common with each other.
There are two pictures on the wall. Tell the ss they will have to choose which kind of people they are and move to either the left or right side of the room according to the picture they prefer. The teacher should feel free to join them as well.
Once they are in their smaller groups, ask them to discuss with each other why they prefer this option over the other. The teacher plays undecided and both groups need to come-up with an argument to convince him / her to join their group. Or, alternatively, one group tries to persuade ss from the other to switch sides but need to accept potential rejection respectfully (a good exercise in agreeing to disagree).
All that is needed is for the teacher to put two pictures on the board and the ss decide which picture they prefer.
Grammar Rules Information (lesson 3)
Past Simple Tense
The Past Simple is used to refer to the past, something that happened such as an event which is a completed event or a state or an action. It started in the past and it finished in the past - it does not continue in to the present moment. Whatever happened in the past happened within a finished period of time.
The Past Simple uses the past participle: 'ed' and adds this on to the end of the main form of the verb (regular verbs). For example:
Affirmative form:
Subject
+Verb +ed
I / you / he / they, walked / jumped / skipped / used / looked
Negative form:
Subject +did not +infinitive without to
They didn't go
Interrogative form:
Did + subject + infinitive
without to
Did she arrive?
Interrogative negative form:
Did not +
subject + infinitive without to
Didn’t you play?
However, many common verbs are irregular and don't end in ed. The verb changes to the past tense but not with a regular ending of ed. For example:
mean becomes meant
see becomes saw
More examples of irregular verbs: had / did / made / went. These are all past tense irregular verbs.
Also, there are irregular verbs which are auxiliaries. Auxiliary verbs are irregular and they all have irregular past tense forms. For example: be / have / do
Past tense auxiliary verb forms:
Past forms of the verb to be are: was / were
Past form of the verb to have is: had
Past form of the verb to do is: did
Form:
Subject Verb
be have do
I was had did
you were had did
he/she/it was had did
we/you/they were had did
Further past irregular verbs for: go / give / come:
He went to the cinema last night (the verb go becomes 'went' for the past)
He didn't go to the cinema last night (use: did + nt for the negative)
Did he go to the cinema last night? (use: did for interrogative)
They gave him a present for his birthday (gave is an irregular past verb)
My family came to see me last December (came is an irregular past verb)
We didn't come because it was a long journey (use: didn't for the negative)
NOTE:
What is happening here is that the auxiliary verbs are being used to form the past simple tense and they are the main past simple verbs in the sentence.
In other words we're using the auxiliaries verbs: be, have and do to form the past simple sentences. The auxiliary verbs: had / didn't / did, are verbs that can be used to state that something happened at some time during the past but not at the present time. If I say that I was or they were, or I had or I did, I'm referring to the past and not the present time.
The Past Simple places a state or an action at a definite time in the past.
Examples:
'When did you first meet your wife?
'I met her in 2014, but we didn't marry until quite recently
For many centuries the Romans were the rulers of a large part of the world.
In these two examples (above) the exact time is not clear but there is still mentioned a period or time or some point of time.
Two further examples (below), In these examples the time is not mentioned but it is still clear that the person speaking is thinking of a particular time:
Where did you get that bike? I bought it at the market
Did you see that video about robots? No, I was too busy.
Other uses:
Unreal present or future time:
It can be used as a way of saying that something might happen in the present moment or in the future but it is unlikely to happen.
For example:
If I owned a house I would look after it properly (I do not own a house).
The past simple can be used not only with action verbs in the past but it can also describe something in the past using state verbs. For example:
Once there was a giant who lived in a castle
Habits:
Finally, a special feature of the the past simple. The past simple uses an action verb to describe things that happen repeatedly, such as a habit. Some examples:
Every morning he got up and ate breakfast before he went for a walk. When used in this way you can use phrases that relate to a length of time or something that happens over and over again, such as: every morning, or relating to a length of time: All the winter he went out in his car.
You can also use adverbials to give a more specific time in the past, for example:
last night / at 9 o'clock / in 1989 / three months ago
Further Resources:
Raymond Van Neste's blog: 'Learn English by Thinking Globally'
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