LESSON TITLE: <ENVIRONMENTAL PROBLEM>

PROFILE:

Audience: Students Age between 8-12 years

Level: Beginners

Duration: 25 minutes

Skills: Listening Speaking Reading Writing

It will be the season of ‘’student -awareness’’ for environmental problem .It will give an indirect message
to children what activity they should adopt to clean their surroundings .It will also encourage them to
Description: develop healthy habit of cleanliness. It will give an insight why to use dustbins and why need to be clean
hands and their own body .Explaining, If they keep the habit of cleaning how it effect overall
environment..
Target English -for teaching other language ex Chinese (will take if required local translator)
Language:

Grammar: Students will be able to read and pronounce at list 6 new words and use at list 3 new words to describe
their surroundings after the class.

1. The teacher will ask the students about the meaning of environment.
2. The student will answer the questions from their experiences and accrued perception.
3. The teacher will give them a brief knowledge and announce the topic environmental cleanliness and
its importance on society.
4. Teacher will show them some pictures of neat and clean houses, beautiful roads, clean toilets, clean
gardens as well some unclean places and explain them why it is important to keep the place clean to
be hygienic and healthy. Teacher will also explain the effect of uncleanliness on society and using of
dustbins..
5. Teacher and student will create a chart together about do’s and don’ts to clean our surroundings
6. The teacher writes the new vocabulary for the students on the board related to the Topic.
7. Teacher will ask topic related questions for instant recognition and comprehension of new
vocabulary .
8. Teachers will ask each student to express their interest in cleanliness for their surrounding
environment.
TIMINGS:

1. Warmer 5 Minutes (introduction, Interest & comfort building )

2. Lecture communication and discussion 10 minutes (
3. Activity-10minutes (

Materials:

1.

3.

DOCUMENT TRACKING:

Lesson plan Ref: Great journey starts from baby steps. First Make individual’s home clean for start cleaning the area and the
society we live. Cleaning initiation awareness required in children to get problem free future environment.

Author: National Research Council. 1999. Our Common Journey: A Transition Toward Sustainability.
Washington, DC: The National Academies Press. https://doi.org/10.17226/9690.
*Date Created: Press Release 1999

*Date last amended: 9/9/2019

Amended: 9/9/2019

Reason for How can science and technology help to ensure that human needs are met while the planet's
environment is nurtured and restored? What thought process need to bring into our home
amendment:
upcoming generation and society to cope up global environmental changes..
 Questions for Module 10:

1. In a word doc you have to write in detail how you are going to cater to the 4 skills
(listening, speaking, reading and writing)? What 4 activities you are going to do to cater
the 4 skills? (Prepare the materials and scan then and paste it on a word doc and then
explain)
Ans) The four skills work in tandem when the activities that require their use are designed to support
learners in the process of learning, creating and producing a specific product. Four approaches in
particular are structured so that the four skills can be used simultaneously. These approaches are: the
focal skill approach, content-based instruction, task-based instruction and the project-based approach.
The Focal Skill Approach
The goal of the focal skill approach is studying in the SL in order to acquire it.
Content-based Instruction(CBI)
Oxford (2001) describes approaches to CBI, which include theme-based & adjunct learning. Theme-
based CBI focuses on a theme of high interest to students and develops a wide range of language skills
around that theme. The learning of the content requires considerable exposure to a variety of forms of
information, which, in turn, requires the use of all four modalities.
Task-based Instruction(TBI)
task-based instruction (TBI) uses tasks or stand-aline activities which require comprehending,
producing, manipulating or interacting in the target language. The amount of listening, speaking, reading
and writing involved to complete the problem posed by the task is dictated by the task itself; TBI helps
learners explore the multitude of communication opportunities provided in their surroundings.
Project-based approach
With the careful selection of a final project that requires learners to demonstrate what they have
learned through both oral and written production, the teacher plans backwards to identify what aspects
of language, culture, experience and learning strategies are required to complete the end project.

Two activities that make use of all four skills in tandem are Self-introduction and Reading and
Retell.

Self-introduction takes the answers to a series of personal questions (name, age, grade level, where you
live, members of your family, favourite sports, animals, colours, subjects, etc.) and sequences them into
a self introduction. Students are given large visuals to trigger each component of the self introduction.
The teacher can point to each picture while modeling a self-introduction (students are listening) and
then invite learners to introduce themselves (speaking) to one or two if their peers. Some of the visuals
can then be changed and the students can be invited to introduce themselves to others in the class to
whom they have never spoken. This activity can be adapted to become a regular (daily, weekly) warm-up
activity to get learners talking in the target language. Having covered listening and speaking in the oral
self-introduction, a scenario can then be created wherein learners must write a self-introduction to a
potential homestay host. The same picture cues can be used, reconfigured to show a salutation, closing
and signature. The picture cues provide learners with support without giving them a text to memorize.

In multilevel SL classes, graded readers can be excellent springboards for another activity that
integrates the four skills- a reading and retell. First, learners select a book or story at their own level
and read it. Learners are then given a template to follow to summarize their thoughts about the story
(writing). The summary is designed to help learners gauge the amount of detail required in a retell.
After additional practice reading the summary silently and aloud several times, learners are asked to
select two or three illustrations from the book to help them tell the story. They then practice telling
the story by using the pictures and remembering what they wrote in the template. Students find a
partner who has not read the same story and retell (speaking) their story to one another using the
selected illustrations. Partners not only listen to the retell but also complete a feedback checklist
(writing) about the retell. After reading the feedback, partners switch roles.

2. Think about the challenges you can face during the lesson. Explain how you can solve them.

Ans) Seating Arrangement-

The first day of school, i walk into my classroom and see three to four long rows of desks. This may be a
classic classroom seating arrangement, but it’s the worst kind to have for ESL classes. ESL activities
center on interactions between pairs and groups of students. If possible, I will move the desks to form a
circle or semicircle. Or group them together in clusters of three to four desks. I will make sure
students who are working together in pairs or groups are facing each other.
Time Constraints-
I may have plenty of ideas for amazing, engaging activities, but i must make sure i have plenty of time to
carry them out. Do i have an hour and a half with ir students? Or 40 minutes? Does it make sense to
start a game i know i won’t have time to finish? I will Consider first how much time i have for each class.
Next, I will consider the goal, or what i hope my students will achieve by the end of the class.i will Plan
activities that will help them achieve this goal, but I will try to envision a time limit for each. If I am
planning a drilling session i might not want to take more than five minutes for it. Also, i might want to
consider giving ir class a time limit (i have 10 minutes for this discussion). But it’s also important to be
flexible. If my class is having a very productive discussion, i might want to give them a few more minutes
to wrap it up instead of ending it abruptly.
High Noise Levels-
Young learners are notorious for being particularly rambunctious and loud, but a big class of adult
learners talking at the same time can also send the noise level through the roof. How can i manage the
noise levels when i have students working together in smaller groups? Here’s where the seating
arrangement comes in. Have students form small clusters with their desks where they’re all facing each
other. I will encourage them to speak softly. Or have groups scattered throughout the classroom in
small clusters on the floor.
Personality Clashes-
ESL students come in different shapes and sizes, and may be very different personality-wise. There is
always the eager beaver, raising his/her hand and trying to answer every question. Then there’s the
quiet one who sits in the back and doesn’t say a thing unless i ask him/her a direct question. But what
happens when i divide my class into smaller groups or pairs? The eager beavers will dominate the
conversation with their enthusiasm, opinions and thoughts, while the shy ones will simply sit back and let
them. Put the eager beavers all in one group and allow them to compete to dominate the conversation. I
will Give shy students the chance to work with different partners. I will Assign special roles to the
eager beavers; they can be "helpers" or "facilitators" with each group. I will also Teach them
expressions like, “That’s interesting. Why do i think that?” and encourage them to get answers from
their classmates instead of always providing them themselves.
Different Levels-
In an ideal ESL classroom, all students have the same language background and are on the same level.
But we all know that this is not necessarily so. Student placement is not an exact science, and more
often than not, we have students who are a bit more advanced or some that are behind their classmates.
If i slow down, the stronger students may get bored, but if i quicken the pace, my weakest students may
not be able to follow along. There is no exact science to managing students of different levels, either,
but i need to be aware of what each student's strengths and weaknesses are. Even my less fluent
student is better at something, like listening, for example. I will Divide the class based on these
strengths and weaknesses. In some cases, I’ll want to have stronger students modeling the right
answers for the weaker ones. In other cases, it's better to have students with similar levels together in
the same group.
Class Size-
The larger the class, the less each student gets to make individual contributions. So, if i like to have
drilling sessions, i must realize that each student may get to answer only once, if at all. That’s not a
whole lot of talking time for someone who needs to work on their English communication skills. By
dividing the class into groups, i increase each student’s talking time exponentially.
But what happens if i have a class with only four students? What happens when half the class is absent,
and i left with only a pair of students? The smaller the size of the class, the more it is dependent on me.
I will Try to avoid participating in the discussions and activities, and role plays. Instead, encourage them
with feedback.
Monolingual Classes-
Classrooms in which all of the students speak the same mother tongue pose a special challenge. They
tend to speak more of their native language amongst themselves and less English. Some ESL teachers
might not agree, but my way to handle monolingual classes is by enforcing the “English only” rule. The
challenge is particularly difficult if i have lots of smaller groups, and i are certain they are not speaking
English all the time. Some creative ways to handle this is offering incentives or rewards, or using
gamification as a way of helping them achieve their goal of speaking as much English as they can.

3. Taking into consideration about the class diversity, how differently can you prepare the
lesson for those who are slow learners?
Ans)
Slow learner is one whose performance is very dismal in the examination. He is neither mentally
retarded nor is on the lower rungs of intelligence scal . Slow learners – are non-achievers. On the other
hand, slow learners are being a part of regular schools, thus only proving that they are not physically or
mentally disabled but only pace disabled. The only problem with them is that they learn concepts and
achieve developmental milestones at a pace slower than their peers if they do not suffer from any other
disabilities.
 Have a quiet place to work where the student can be easily observed and motivated.
 Keep the homework sessions short.
 Provide activity times before and during the homework
 Add a variety of tasks to the learning even if it is not assigned such as painting a picture of a
reading assignment.
 Allow for success.
 Ask questions of the student while they are working about the assignment

Encourage Parents to Go over the homework before they go to bed and before they come to school.
Teach them how to use a calendar to keep track of assignments
Read to the student.
Use “Three Transfer” form of learning in which the student must take information and do three things
with it besides reading. For example, read it, explain it to someone else, draw a picture of it, and take
notes on it.
Be patient but consistent.
Do not reward unfinished tasks.
Challenge the student.
Have the student do the assignments that are the most difficult first and leave the easier ones to later.
Call it the dessert principle.
No need to be overprotective. I will Teach them to respect their abilities. I will remember that most
teachers have dealt with numerous slow learners and have a vast amount of experience. However,
sharing my student’s strengths and weaknesses could make the school year more beneficial for all
concerned.
Contact the parents if there is a concern. Calling an administrator solves nothing as the teacher is the
sole legal judge of academic success.
Helping Pupils with Learning Difficulties

Before preparing for their lessons, remedial teachers should identify pupils' diverse learning needs as
soon as possible so that they may design appropriate teaching plans to facilitate pupils' effective
learning.

Devise various learning activities

Since pupils have different characteristics in learning, teachers must devise different learning
activities with the same teaching objective to develop pupils' varied abilities and skills in problem solving.
It is more effective for teachers to adopt a series of relevant and simple teaching activities than
assigning one long teaching activity since pupils may acquire the required knowledge and skills through
diversified activities.

Design meaningful learning situations

I will specifically design meaningful learning situations, language environments (especially for English
subject), games or activities so as to provide personal learning experiences for pupils and stimulate their
interest and initiative in learning.
I will take my student to exciting places where they can see where academic success is important. A trip
to a local university or community college, a walking tour of city hall, a visit to the fire station or a
behind the scenes tour of a zoo are highly motivating.

Teaching approaches -
 Provide clear instructions
 Summarize the main points
 Enhance learning interest and motivation
 Encourage pupils' active participation in class activities
 Focus on the learning process
 Show concern for the performances of individual pupils

4. Prepare a simple reading for an upper intermediate class, with materials and questions. You
can adapt an online reading, but the questions and supporting materials should be original.

Queen Elizabeth I
Biography
• Occupation: Queen of England
• Born: September 7, 1533 in Greenwich, England
• Died: March 24, 1603 in Richmond, England
• Best known for: Ruling England for 44 years

Growing Up as a Princess
Princess Elizabeth was born on September 7, 1533. Her father was Henry VIII, the King of England, and her
mother was Queen Anne. She was heir to the throne of England.

King Henry Wanted a Boy

Unfortunately, King Henry did not want a daughter. He wanted a son who would be his heir and take over as
king someday. He wanted a son so bad that he divorced his first wife, Catherine, when she didn't have a son.
When Elizabeth was just three years old, the king had her mother, Queen Anne Boleyn, put to death for high
treason (although it was really because she did not have a son). Then he married another wife, Jane, who
finally gave him the son he wanted, Prince Edward.
No Longer a Princess
When the king remarried, Elizabeth was no longer heir to the throne or even a princess. She lived in her half-
brother Edward's household. However, she still lived much like the daughter of a king. She had people who
took good care of her and tutors who helped her with her studies. She was very bright and learned to read
and write in many different languages. She also learned how to sew and play a piano-like musical instrument
called the virginal.
Elizabeth's father, King Henry VIII continued to marry different wives. He married a total of six times. His
last wife, Katherine Parr, was kind to Elizabeth. She made sure that Elizabeth had the best tutors and was
raised in the Protestant faith.

Her Father Dies

When Elizabeth was thirteen years old her father, King Henry, died. Her father left the throne to his son
Edward, but he did leave Elizabeth a substantial income on which to live. While Edward was king she enjoyed
living the life of a wealthy lady.

Sister to the Queen

Soon, however, young King Edward became sick and died at the age of fifteen. Elizabeth's half-sister Mary
became Queen. Mary was a devout Catholic and demanded that all of England convert to the Catholic religion.
Those that didn't were thrown in prison or even killed. Mary also married a Spanish prince named Philip.
The people of England didn't like Queen Mary. Queen Mary became worried that Elizabeth would try and take
over her throne. She had Elizabeth put in prison for being a Protestant. Elizabeth actually spent two months
in a jail cell at the Tower of London.

From Prisoner to Queen

Elizabeth was under house arrest when Mary died. In just a few moments, she went from prisoner to Queen
of England. She was crowned Queen of England on January 15, 1559 at the age of twenty-five.

Being Queen
Elizabeth worked hard at being a good queen. She visited different towns and cities in England and tried to
keep her people safe. She set up a council of advisors called the Privy Council. The Privy Council helped her
when dealing with other countries, working with the army, and taking care of other important issues.
Elizabeth's most trusted advisor was her Secretary of State William Cecil.

Plots Against the Queen

Throughout Elizabeth's long forty-four year reign as queen, many people tried to have her assassinated and
to take over her throne. This included her cousin Queen Mary of Scots who tried to have Elizabeth killed
numerous times. Finally, Elizabeth had the Queen of Scots captured and put to death. In order to know who
was plotting against her, Elizabeth set up a spy network throughout England. Her spy network was run by
another member of her Privy Council, Sir Francis Walsingham.

War with Spain

Elizabeth avoided fighting wars. She did not want to conquer other countries. She only wanted England to be
safe and prosper. However, when she had the Catholic Queen Mary of Scots killed, the King of Spain would
not stand for it. He sent the powerful Spanish Armada, a fleet of warships, to conquer England.
The outgunned English navy met the Armada and was able to set fire to many of their ships. Then a huge
storm hit the Armada and caused many more of their ships to sink. The English somehow won the battle and
less than half of the Spanish ships made it back to Spain.

The Elizabethan Age

The defeat of the Spanish ushered England into an age of prosperity, peace, and expansion. This time is often
referred to as the Elizabethan Age and is considered by many to be the golden age in the history of England.
This era is perhaps most famous for the blossoming of English Theatre, especially the playwright William
Shakespeare. It was also a time of exploration and the expansion of the British Empire into the New World.

Death
Queen Elizabeth died on March 24, 1603 and was buried in Westminster Abby. She was succeeded by James
VI of Scotland.

Interesting Facts about Queen Elizabeth I

a) In 1562 she became sick with smallpox. Unlike many people who died from the disease, she managed
to survive.
b) Elizabeth liked to have pictures painted of her. There were more portraits painted of her than any
other English monarch.
c) After becoming queen, Elizabeth enjoyed dressing in fancy gowns. The style of the times followed
her lead becoming full of ruffles, braids, wide sleeves, intricate embroidery, and lined with jewels.
d) By the end of her reign, there were around 200,000 people living in the city of London.
e) She was a huge fan of William Shakespeare's plays.
f) Her nicknames include Good Queen Bess and The Virgin Queen.

Activities (will be provided recording also)

• Listen to a recorded reading of this page: and write the answer in short.

1. Who was queen Elizabeth’s mother and What happened to her ?

2. Who threw Elizabeth into prison and what was the reason..?
3. What was the privy council.
4. How long queen Elizabeth rulled England. ?
5. What was the Plots against the Queen?

Test Quiz-(multiple choices)

1) Where was Queen Elizabeth I born?

1. Spain
2. France
3. England
4. Germany
5. Denmark

2) Who was Queen Elizabeth I's father?

1. Henry VIII
2. George III
3. Richard I
4. Louis XIV
5. Charles I

3) What happened to Queen Elizabeth's mother Queen Anne Boleyn?

1. She died in a horse carriage accident
2. She died from the plague
3. She fled to France and was never heard from again
4. She was put to death for high treason
5. She divorced the king and moved to Germany

4) What sibling of Queen Elizabeth I had her thrown into prison for being Protestant?
1. King Edward VI
2. Henry Fitzroy
3. Queen Mary I
4. Duke Henry of Cornwall
5. None of the above

5) What was the Privy Council?

 1. The judicial branch of government
2. A group of lords from foreign countries
3. A rebel group that tried to overthrow the queen
4. A small group of women related to the queen
5. A group of advisors for the queen
6) True or False: There were many assassination attempts on Queen Elizabeth I including several by her
cousin Queen Mary of Scots.
1. TRUE
2. FALSE

7) Around how long did Queen Elizabeth I rule England?

1. 2 years
2. 8 years
3. 20 years
4. 44 years
5. 62 years

8) What European power sent a large armada of warships against England during the reign of Queen Elizabeth
I?
1. Germany
2. Spain
3. France
4. Italy
5. Russia

9) What English playwright became famous during the Elizabethan Age?

1. Arthur Miller
2. Oscar Wilde
3. George Shaw
4. Samuel Beckett
5. William Shakespeare

10) What nickname is commonly used to refer to Queen Elizabeth I?

1. The Most Beautiful
2. The Navigator
3. The Virgin Queen
4. Grandmother of Europe
5. Mrs. Brown

AP Teacher Training Institute

No part of this course can be used in any format other than personal study purpose