New lesson plan: Lesson 2_Animal Rights

Sheila Karnath

Lesson 2_Animal Rights - Upper Intermediate level

Lesson 2_Animal Rights
Upper Intermediate level

Description

In this lesson, students practice listening and debate issues related to animal rights. Students will read newspaper article, listen to recordings and debate issues based on treatment of animals. Topic is emotional for majority of people and the tone of the activities is focusing on sounding angry.

Materials

Article

Handout

Radio Debate - Recording

Jpffgdbdsckxl1ehd3w0 sk animal rights lp2

PowerPoint

Article

Handout

Radio Debate - Recording

PowerPoint

Main Aims

To provide focus on angry tone and opportunities for debate on a controversial topic.

Subsidiary Aims

To provide review/introduction to vocabulary terms (depending on student); analyze topic of animal rights and support position in debate format.

Procedure (38-50 minutes)

Discussion Starter (3-4 minutes) • To introduce students to and feelings towards topic.

T stars discussion with Ss and they respond to guided question of what 'feelings are associated with protests/animal rights'

Vocabulary and Reading (7-9 minutes) • Ss read short passage to introduce to the theme of animal protest.

1. Review vocabulary to confirm understanding. 2. Students read article to gain an understanding of what protesters are protesting about.

Listening and sequence determination (10-15 minutes) • Students listen to a recording focusing on issues of protest.

1. Review vocabulary to confirm understanding for students. 2. Listen to recording. 3. Students can work in pairs to determine sequence of events. 4. Review answers with class.

Listening for Detail (8-10 minutes) • Ss determine meaning and application of specific terms. Determine more persuasive speaker based on recording, tone and points.

1. Students listen to the recording for a second time to focus on key words. 2. Students work in pairs to determine what the speakers are referring to when they use the key words. 3. Students determine which speaker is more persuasive/better at getting points across. Also, which speaker they sympathize with.

Debate (10-12 minutes) • Students develop and support their position on debate topics focusing on animal rights.

1, Put students into groups of four (size depending on number of attendees). 2. Group must represent both sides of debate; i.e. members need to select if they will be for or against issue. 3. Students discuss and present their opinions to each other. 4. Summarize by group to class.