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Model planning
/ Pädagogische Hochschule VorarlbergDipl. Studium:Lehramt für HauptschullehrerInnen[1]
A LESSON PLAN:Date: Jan 18th, 06 Trainee: Term:
TeacherTraining School: Class: Group: Book: The New You&Me4 E
Previous lesson / Unit 6: Can we save our planet?Ideas about the future – school magazine
Topic(s) of the lesson / Unit 6 Megacities,
Following lesson / Interpreting the song “Another Day in Paradise (Phil Collins)
Unit 6: What we can do to improve traffic chaos
Objectives:
By the end of the lesson the pupilsdiscuss facts about problems in megacities
Language Learning aims:
The learners are asked to
- match words with definitions
- read the text aloud
- highlight keywords in a text
- answer questions
- listen to a song and fill in the missing words
- use the phrasal verbs in “real” situations
- find appropriate questions
Social aims:
I expect the learners to
- become aware of the problems millions of people have to face in megacities
- realize that not all people live in paradise
Presupposed background knowledge and language competence
The learners already know the necessary past tense farms of the verbs. They might be interested in the topic because they can use their fantasy when elaborating the dialogues
In brief: Suggested lesson procedures
Phases of Lesson/Learning points / Learning tasks, procedure, / Class-managementmedia
Related information and research (including reference data)
Megacities General Information
Megacities have particular significance in this world-wide process of urbanisation. New scales have evolved ("mass matters"), including new dimensions of large high-density concentrations of population with immense sprawl and a serious increase in infrastructural, socio-economic and ecological overload. Furthermore, these may develop extreme dynamism in demographic, economic, social and political processes. Both phenomena - the new scale and dynamism - make megacities vulnerable, especially where administrative direction is absent or weak.According to different definitions, megacities are on a purely quantitative level those metropolises with a population of over 5 M, more than 8 M or more than 10 M inhabitants. Some authors also set a minimum level for population density (at least 2,000 persons/km2) and only include cities with a single dominant centre, whereby polycentric agglomerations such as the Rhein-Ruhr area in Germany, for example, with 12.8 M inhabitants, are excluded.
While in the 1950s there were only four cities with a population greater than 5 M, by 1985 there were already 28 and in 2000 39. Depending on the threshold accepted as a lowest population value for a megacity, there are currently worldwide 16, 24 or 39 megacities; in the year 2015 there will probably be almost 60. Before World War II megacities were a phenomenon of industrialised countries; today by far the greater number are concentrated in developing countries and Newly Industrialising Countries (NICs). Two thirds of the megacities are now in developing countries, most of them in East and South Asia. At the moment just under 394.2 M people live in megacities, 246.4 M of them in developing countries, more than 214.5 M in Asia. In 2015 there will be about 604.4 M people living in megacities. In some of these - Mexico City, São Paulo, Seoul, Mumbai, Jakarta and Teheran - the population figures have almost trebled between 1970 and 2000.
Megacities have a large number of specific problems with occasionally striking structural similarities. Among the most important common characteristics are high population concentration and density, with extreme levels in some cases, largely uncontrolled spatial expansion, high traffic levels, in some cases severe infrastructural deficits, high concentrations of industrial production, signs of ecological strain and overload, unregulated and disparate land and property markets and insufficient housing provision, in some cases extreme socio-economic disparities - as well as a high level of dynamism in all demographic, social, political, economic and ecological processes. One must nevertheless be wary of generalizing statements, for among megacities there are clear differences in infrastructural quality, the level of economic development (e.g. transformation processes), social polarisation or political leadership and governability, differences which should not be ignored.
Frauke Kraas, University of Cologne, Germany
Enclosures: song: Another day in Paradise by Phil Collins
Checklist for Media: (Personal/technical media i.e. ICT, video, transparencies etc)
Textbook
Handouts 1: Another day in Paradise
Handout 2: Task sheet
CD + CD player
Integrated skills training
Relevance to the National Curriculum
Seite 2:
Der funktionale Aspekt der Grammatik hat Vorrang gegenüber dem formalen Aspekt. Das Erarbeiten und
Einüben von grammatischen Strukturen hat möglichst im kommunikativen Zusammenhang zu geschehen und darf nicht zum Selbstzweck werden.
Seite 3:
Landes- und kulturkundliche Informationen sind mit den Themen und kommunikativen Situationen
sinnvoll zu verbinden, handlungsorientiert zu vermitteln und bewusstseinsbildend zu nutzen.
Seite 6:
Sprachfunktionen müssen in einem unmittelbaren Zusammenhang mit konkreten mündlichen und schriftlichen Kommunikationssituationen stehen, die sich aus der Erarbeitung von Themen ergeben.
Seite 9:
Themenbereiche:
Interkulturelle und landeskundliche Aspekte;
Einstellungen und Werte;
Seite 11:
Über etwas berichten: Reporting present situations (present simple) and reporting facts and
activities (past simple and past continuous)
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Model planning
a)Aims, Skillsb)Teaching / Learning Stages
c)Time allocated / Teacher's Activities:
(Setting tasks, methodological / didactical approaches / techniques) / Pupil's Activities(Performing tasks, skill orientated language practice) / Class Management
Seating / Teaching
Material
- motivation
- lead-in stage
elicits “keywords”
What is a megacity?
Where are most of the megacities? / study the map
answer questions / all class / map p 58
- introducing new vocabs
- lead-in
- 5 minutes
gives additional help by giving encounters
checks the results / match words and definitions and number them
correct their finding if necessary / individually / P 57 / 2
- listen, read and underline
- set-up
- 5 minutes
asks ps to underline the “key words” of Ex2 that occur in these two paragraphs ( 5) / underline the “key words while the teacher reads the text / individually / P 58/ 3
- reading aloud / pronunciation
- run stage
- 6 minutes
asks some pupils to read the text aloud;
each time there is one of the “key words” clap your hands / read the text aloud
If there is a pronunciation mistake another pupil continues reading.
All clap their hands when a “key word” comes up. / all class
individually / P 58/ 3
- intensive reading
- run-stage
- 7 minutes
checks results
homework: Write the 3 questions and answers into notebooks / read the text again
highlight the answers in their books / individually / P 59
- listening and fill in
- run stage
- 8 minutes
plays CD
checks results / listen to the song
fill in the missing words
check their findings
sing song together / all class / handout
song text
a))Aims, Skills
b)Teaching / Learning Stages
c)Time allocated / Teacher's Activities:
(Setting tasks, methodological / didactical approaches / techniques) / Pupil's Activities(Performing tasks, skill orientated language practice) / Class Management
Seating / Teaching
Material
- establish phrasal verbs
- run-stage
- 3 minutes
sets task: match these phrasal verbs, underline them in the song text
checks results
asks them to use these phrasal verbs in anther context / match words and their definitions
find these phrasal verbs in the text and underline them.
check findings
use the verbs in “real” situations / individually / handout 2:
Ex 1
- eliciting answers
- run-stage
- 6 minutes
read the text carefully and fill in the missing questions
checks results by writing questions on the bb / fill in the questions
check findings / individually / handout 2
Ex 2
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Model planning
Observation task(s):
Teacher’s activities?
Pupils’ activities?
Tasks?
Skill training items?
Feedback:
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Model planning
ANOTHER DAY IN PARADISE by Phil Collins
She calls out to the man on the ______
’sir, can you help me?
It’s cold and I’ve nowhere to ______,
Is there somewhere you can tell me? ’
He walks on, doesn’t look ______
He pretends he can’t hear her
Starts to whistle as he crosses the street
Seems embarrassed to be ______
Oh think twice, it’s another day for
You and me in paradise
Oh think twice, it’s just another day for you,
You and me in paradise
She calls out to the ______on the street
He can see she’s been ______
She’s got blisters on the ______of her feet
Can’t walk but she’s ______
Oh think twice...
Oh lord, is there nothing more anybody can do
Oh lord, there must be something you can say
You can tell from the lines on her ______
You can see that she’s been there
Probably been moved on from every ______
’cos she didn’t fit in there
Oh think twice...
1) Read the following phrasal verbs and match them with their corresponding meaning. Then write sentences on your own using the phrasal verbs.
1. call out / a. continue walking2. walk on / b. know something because of certain signs
3. look back / c. say something loudly
4. can tell from / d. leave a place you have been staying and continue to another place
5. move on / e. turn your eyes in order to see something
1) ___ 2) ___ 3) ___ 4) ___ 5) ___
4) Write questions to the following answers:
a) ______?
To the man on the street.
b) ______?
It's cold.
c) ______?
Embarrassed to be there.
d) ______?
On the soles of her feet.
e) ______?
No, she can't; but she's trying.
Work in pairs and write an imaginary dialogue between the man and the woman. Put a name to each of them and take into account the following:
a) Their social status.
b) Do they know each other?
c) What's the weather like?
d) What time of the day is it?
e) City: name, crowded, poor, big, small, etc.
g) What happened to the woman?
h) Where's the man coming from?
i) How do they end up?
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Model planning
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