4th Year Secondary Education Unit 2: Education Matters

LESSON PLAN: ALEXANDER GRAHAM BELL

Lesson 9 STREAMS: Technical Sciences / Experimental Sciences / Computer PAGES: 118 – 122
Sciences
Objectives:
To enable students to:
 read quickly and efficiently for key information
 read thoroughly for comprehensive understanding
 write a brief biography from notes and key points
 use the + adjective to refer to groups of people
Skills in focus:
 Reading
 Speaking
 Writing
Language to be taught / recycled
 The exclamative form
 The + adjective used for a group of people
Life skills
 Critical thinking: analyzing and synthesizing historical information to create a biography
 Collaboration: pair work
 Communication: expressing information in writing and peer feedback
Teaching aids:
 Students’ Book
 Historical images of Alexander Graham Bell, his family, and early telephone prototypes

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 4th Year Secondary Education Unit 2: Education Matters

Activity Pre-assessment Procedure Post-assessment Skills Material Time

SESSION: 50 MINUTES
1. Begin by asking,
"Who invented
the telephone, and
what else might
he have been
known for?"
2. Encourage
students to
brainstorm briefly
in pairs, noting
down ideas.
3. Show an image of
Alexander Graham
Historical
Bell and an early
images of
telephone model.
Alexander
WARM-UP

4. Briefly introduce
Speaking Graham
Bell’s work with 5
Discussion Bell, his
the deaf minutes
Vocabulary family,
community, asking
and early
students if they can
telephone
guess why he was
prototypes
so passionate
about
communication.
5. Write examples on
the board (e.g.,
The deaf, The old).
6. Explain that in
English, The +
adjective is used to
refer to groups,
and ask for
students’ input on
other examples.
Point out the 1. Instruct students to Briefly discuss the
reading text on skim for essential importance of
Students’ Book, names, dates, and skimming in real-
pages 118 & 119 major events, life situations (e.g.,
and set a 3-minute underlining key reading news or
timer. words. research) to
READING ACTIVITY 1

2. Ask a few factual provide context for

questions, e.g.: why speed reading
 When was is useful.
Students’
Alexander
Speed Book, 10
Graham Bell Reading
Reading pages 118 minutes
born?
& 119
 What was one of
his main goals in
life?
3. Students share
their quick
answers with the
class to confirm
basic information
was captured.

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 4th Year Secondary Education Unit 2: Education Matters

Assign each 1. Ask them to read Use this time to

READING ACTIVITY

student a specific thoroughly and reinforce the use

paragraph from the prepare a short of The + adjective
reading text. summary of their in the context of
Students’
paragraph for their describing groups Reading
Extensive Book, 15
partner. within the text
2

Reading pages 118 minutes

2. Go over answers, (e.g., The deaf in Writing
& 119
clarifying any the text about
difficult Bell’s work).
vocabulary or
sentence structure.
Draw a table on 1. In pairs, students Students exchange
the board with fill in the table by biographies with a
prompts (e.g., summarizing key peer and give
“Family information from feedback on
influence,” “Key the text. structure, clarity,
achievements,” 2. Using the table, and use of the
“Passion for students write a grammar structure
helping others”). short biography of The + adjective.
WRITING

Alexander Graham Students’

Reading
Biography Bell. Provide a checklist Book, 15
from Notes 3. Encourage them to for peer feedback pages 118 minutes
Writing
organize their (e.g., Is the & 119
writing logically, biography
incorporating The organized? Is there
+ adjective (e.g., a clear
The deaf introduction, body,
community) where and conclusion?
appropriate. Are grammar
points correctly
used?).
1. Ask students to Wrap up by
discuss with a inviting a few
partner: "Why do students to share
WRAP-UP

you think Bell their reflections

5
Reflection preferred to be with the class. Speaking
minutes
remembered as a
teacher rather
than an
inventor?”

Homework: Write a reflection on how Bell’s work with the deaf community impacted modern communication, using
The + adjective where possible.

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