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).

Abbreviations used in this 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 (2): End 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

 'South Sudanese people line-up to await a food drop'  CBS News photo caption

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?  

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

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.