This document provides a lesson plan for teaching about reflecting on the year 2020 during the COVID-19 pandemic. The 50-minute lesson uses photos and articles from National Geographic to teach reading comprehension and vocabulary through warm-up questions, pre-reading activities, guided readings, vocabulary practice, and speaking exercises. The lesson aims to improve students' reading skills while discussing their experiences during the pandemic and enlarging their vocabulary.
This document provides a lesson plan for teaching about reflecting on the year 2020 during the COVID-19 pandemic. The 50-minute lesson uses photos and articles from National Geographic to teach reading comprehension and vocabulary through warm-up questions, pre-reading activities, guided readings, vocabulary practice, and speaking exercises. The lesson aims to improve students' reading skills while discussing their experiences during the pandemic and enlarging their vocabulary.
This document provides a lesson plan for teaching about reflecting on the year 2020 during the COVID-19 pandemic. The 50-minute lesson uses photos and articles from National Geographic to teach reading comprehension and vocabulary through warm-up questions, pre-reading activities, guided readings, vocabulary practice, and speaking exercises. The lesson aims to improve students' reading skills while discussing their experiences during the pandemic and enlarging their vocabulary.
This document provides a lesson plan for teaching about reflecting on the year 2020 during the COVID-19 pandemic. The 50-minute lesson uses photos and articles from National Geographic to teach reading comprehension and vocabulary through warm-up questions, pre-reading activities, guided readings, vocabulary practice, and speaking exercises. The lesson aims to improve students' reading skills while discussing their experiences during the pandemic and enlarging their vocabulary.
Содержание: TEACHER’S NOTES Lesson procedure WORKSHEET 1. Warm-up 2. Pre-reading 3. First reading 4. Second reading 5. Useful vocabulary 6. Controlled practice of vocabulary 7. Freer practice 8. Homework
by Oleksandra Sladkovska for Skyteach, 2020 ⓒ 1
TEACHER’S NOTES Lesson type: Reading and speaking
Lesson aim: By the end of the lesson, students will have improved their reading for gist and for detail skills in the context of a story about how the world sees the pandemic of Covid-19.
Subsidiary aims: • to practice speaking for fluency
• to enlarge student’s vocabulary
Level: Intermediate
Length: 50 min
Materials: Photos and descriptions from
https://www.nationalgeographic.com/magazine/2020/07/how-the- world-sees-the-covid-19-pandemic/ https://www.nationalgeographic.com/travel/2020/03/these-photos -capture-a-world-paused-by-coronavirus/ Text adjusted from https://www.nationalgeographic.com/magazine/2020/07/how-the- world-sees-the-covid-19-pandemic/ Exercises designed by Oleksandra Sladkovska.
by Oleksandra Sladkovska for Skyteach, 2020 ⓒ 2
Lesson procedure Time Stage and aim Procedure 5 min 1. Warm-up Greet the student and have a typical small (to engage the talk at the beginning of the lesson.
Discuss student in the the questions in the task and elicit the topic of the lesson) topic of the lesson.
10 min 2. Pre-reading Let the student look at the photo and (to engage student discuss the two questions. Accept any in the context of ideas at this point.
Let them look at the the text and second part of the task. Ask the student to practice speaking match the photos with the countries and for fluency) descriptions. Check their previous ideas about the photos. Discuss what people feel and if their situations are similar to the student’s lockdown story.
5 min 3. Reading for gist Tell the student they are going to read the (to read the text text quickly to answer one question. Show quickly for general the question and the options to the student comprehension) first. Ask them to predict what the text is about.
Tell them to look through the text quickly and choose the best answer. Set a 2-min time limit. Ask ICQs:
Do you need to read the whole text? (No)
Do you need to understand every word? (No)
How many questions do you have to ask? (1)
How much time do you have? (2 min)
After they read the text, let them tell you their answer. Encourage them to justify their choice.
Correct answer: C
by Oleksandra Sladkovska for Skyteach, 2020 ⓒ 3
10 min 4. Reading for Tell the student they are going to read the detail (to read the text again. Before that, pre-teach some text for deeper vocabulary. Possible vocabulary to comprehension) pre-teach:
to capture
hot spot
crisis
silver lining
Ask CCQs to check comprehension, drill the pronunciation. Ask the student to read the sentences. Now let them read the text again and mark the sentences true or false. Set a 4-min time limit. Ask ICQs:
Do you need to read the whole text? (Yes)
Do you need to understand every word? (No)
What do you do with the sentences? (Mark them as True or False)
How much time do you have? (4 min) After they finish, ask them to explain why the sentence is True or False and correct the false ones. Optional. Discuss the post-reading questions (if you have time). Answers:
1. F (They took photos all over the world,
from Spain to South Africa, England to Italy, Norway to New York).
2. F (Homes became not only a safe place
for people, but also turned into schools and offices, centers of entertainment).
3. T
4. T
5. F (The photos make us question what a
home is, in general).
6. F (No. Age, location, and sometimes faith
influence our level of anxiety and feeling of unsafety).
7. T
8. T
9. T
by Oleksandra Sladkovska for Skyteach, 2020 ⓒ 4
10 min 5. Useful Show the task to the student. Drill the vocabulary pronunciation of the words. Ask them to (to present useful read the words and definitions and match vocabulary from the ones they know. Present the rest of the the text) words. Ask CCQs to check comprehension. Discuss the difference between the words. Focus on the form and how to use them in the sentence. Answer:
1. e 2. i 3. a 4. h 5. b 6. c 7. j 8. f 9. g 10. d
5 min 6. Controlled Then, ask them to read the sentences and
practice of complete them with the words from the vocabulary (to box. practice the new Optional. With the most problematic words, words in a ask the student to make up their own controlled manner) sentences. Optional. With the most problematic words, ask the student to make up their own sentences. Answers:
1. house arrest
2. influence
3. isolation
4. hot spots
5. gasp
6. affect
7. self-imposed
8. reacted to
9. anxiety
10. silver lining
by Oleksandra Sladkovska for Skyteach, 2020 ⓒ 5
8 min Freer practice Show the photos to the student.
(to practice the
Ask them to look the questions.
new words in a freer manner, react Let them to choose 2 photos to talk about. to the content of Give 3 min to get ready. Let them speak.
the article and
Optional. If you have time, discuss, and practise speaking describe all photos.
for fluency) Encourage the student to use new vocabulary and share their quarantine experience. Ask follow-up questions where necessary.
2 min Cool-down Sum up the results of the lesson.
Perform the delayed error correction.
Give homework.
by Oleksandra Sladkovska for Skyteach, 2020 ⓒ 6
WORKSHEET
1. Warm-up Answer the questions 1. When did the quarantine start for you?
2. How did your usual life change?
3. What activities did you do during the quarantine?
4. What did you stop doing?
5. What new activities did you start doing?
2. Pre-reading Look at the photos* the teacher will show you and discuss the questions. 1. Where do you think this is?
2. What aspects of quarantine life was the photographer
trying to capture?
*Ссылки на фотографии учитель найдёт в блоке
Teacher’s notes
by Oleksandra Sladkovska for Skyteach, 2020 ⓒ 7
Match the photos* with the descriptions a. BARCELONA, SPAIN
Exercise under lockdown requires resourcefulness, such as setting up a mini-gym on a rooftop.
b. NEW YORK, NEW YORK
Bangladeshi photographer Ismail Ferdous
made the difficult decision to stay in his adopted city, capturing moments such as an apartment dweller at his window.
c. LONDON, ENGLAND
Given for Mother’s Day (celebrated on March 22
in the U.K.), flowers show the passing of time.
d. BAHIA, BRAZIL
Before the beginning of the quarantine, a man
and his dog enjoy a day at the beach.
e. MOSCOW, RUSSIA
A girl finds entertainment the way millions
of others do, on a smartphone.
f. JOHANNESBURG, SOUTH AFRICA
Home gardens offer some
residents a much needed escape from life within four walls.
*Ссылки на фотографии учитель найдёт в блоке
Teacher’s notes
by Oleksandra Sladkovska for Skyteach, 2020 ⓒ 8
3. First reading The article adjusted from https://www.nationalgeographic.com/magazine/2020/07/ how-the-world-sees-the-covid-19-pandemic/
Read the text and answer the question
How the world sees the COVID-19 pandemic
Photographers capture intimate images of isolation as the virus affects life from Spain to South Africa, England to Italy, Norway to New York.
WHEN THE WORLD seems cruel, “home is the place where ... they have to take you in,” wrote the poet Robert Frost. But in the timesof a deadly virus that requires self-isolation for weeks, homes have become much more than a comfortable and safe place. We’ve turned them into schools and offices, centers of entertainment, and hot spots of stress. If boredom, stress, and anxiety could be used instead ofelectricity, they’d power the planet.
Photographers around the globe have captured images of
thisstrange time, when we’re separated from each other by walls and windows. Seen together, the photos make us wonder, what is a home? Do you have a home? Do you like being there? Are you confident you’ll be able to stay?
The images also show the different ways we reactto crisis andwhat we consider important. Age, location, and sometimes faith influence ourlevel of anxietyand feeling of unsafety. Consider theItalian coupleunder self-imposed house arrest. The beachgoing Brazilians eager for time outside. Those tired of the cityin South Africa,New York, and Russia, who find balconies, fire escapes, anywhere at all, for gasps of fresh air.
Though there is dread and disease clouds, there still are silver linings. Humans keep adapting; a rooftop becomes an exercise studio, and a wall a canvas for shadow dancing. When you take time to look, even dying flowers become a work of art. No one knows how long this will last, or how we’ll come outon the other side. But as we’re all separated, the least you can say is that we’re doing it together.
by Oleksandra Sladkovska for Skyteach, 2020 ⓒ 9
What is the main idea of the text?
a. Photography helps people survive the pandemic.
b. Quarantine made people start doing new activities.
c. Pandemic made people question what a home is.
4. Second reading
Read the text again and mark sentences as True or False.
Explain your answer
Photographers captured the images of isolation in Europe.
1.
The idea of home has not changed with the pandemic.
2.
Homes are not only offices and playgrounds now, but also an 3. epicenter of stress and anxiety.
The time is strange because we are separated from each other.
4.
The photos make us think what a good home is.
5.
The levels of anxiety and feelings of unsafety are the same for 6. everyone.
People who live in cities look for any opportunity to get outside.
7.
The silver lining of the story is that people keep adjusting.
8.
It is easier to be separated from each other if we are doing it
9. together.
Discuss the questions with the teacher
Do you agree with the author of the article?
What helped you in this time of crisis?
What does home mean to you?
Has it changed with the pandemic?
by Oleksandra Sladkovska for Skyteach, 2020 ⓒ 10
5. Useful vocabulary Match the words with their definitions
a. the feeling of being very worried about
1. isolation
something
b. to show a particular emotion because of
2. hot spot
something
c. to have an effect onthe way something
3. anxiety
happens
d. staying inside your house instead of prison as
4. affect a punishment
e. when one group, person, or thing is separate
5. react to from others
6. influence f. when you breathe in air quickly
g. something good even in a situation that
7. self-imposed seems very sad or difficult
h. to do something that produces an effect or
8. gasp change (especially negative)
9. silver lining i. a place where there is a problem
j. something that you have made for yourself,
10. house arrest and which no one has asked you to accept
What is the difference?
isolation vs self-isolation
self-isolation vs house arrest
affect vs influence
by Oleksandra Sladkovska for Skyteach, 2020 ⓒ 11
6. Controlled practice of vocabulary Complete the sentences with the correct word from the box
isolation hot spot anxiety gasp affect react to
influence self-imposed silver lining house arrest
1. He was put under until further notice.
2. Several factors are likely to this decision.
3. Because of its geographical , the area developed its own
unique culture.
4. The report identified eight pollution .
5. A of fresh air is all she needed, so she went outside.
6. Smoking will definitely your health if it hasn’t already.
7. Even after retirement, he followed a work schedule.
8. She the news as expected.
9. A high level of was created by the introduction of cameras
into the factory.
10. Every cloud has a , so cheer up!
by Oleksandra Sladkovska for Skyteach, 2020 ⓒ 12
7. Freer practice
Tell a story behind the photo. Use the questions
below to help you
Where the person is from?
How do they feel?
What is their story?
What are they doing?
Is these activities new for them?
Is their situation similar to yours?
by Oleksandra Sladkovska for Skyteach, 2020 ⓒ 13
8. Homework Take a photo of your quarantine activity and write a 100-word post about it for the social media. Use the words from the lesson. Tell the story behind the photo.
by Oleksandra Sladkovska for Skyteach, 2020 ⓒ 14
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