LESSON PLAN

Institution Immaculée Conception 2020 - 2021

English Department CONTENT OF THE LESSON Tuesday, June 8, 2021
Teacher: Mr. Paul-Martial ABESSOLO Duration: 50 minutes
Level: 1ière S2
Class size: 43 students (33 girls/10 boys)
Didactic aids: blackboard, chalk, flipchart,
flashcards and handouts.
Brain drain, a major concern in
Title of the Lesson developing countries.
“BRAIN DRAIN”
Textual support www.myenglishpages.com
This text has been selected in
accordance with the national
curriculum of English teaching
for the level of première. The text
raises a major concern pupils are
Rationale for choosing the text likely to come across after
graduating. We believe that this
text can serve as a sensitization
tool in so far as it can help draw
the pupils’ awareness on the
drawbacks of brain drain on their
home countries.
To enable the pupils to know
the causes of brain drain and
GENERAL OBJECTIVE assess the impact of the
phenomenon on their home
countries, through a text.
At the end of the lesson, the
pupils will be able to:

- Read and understand the text;

-Use the new vocabulary;

- Identify the causes and the

consequences of brain drain;

- Use comparatives of
SPECIFIC OBJECTIVES superiority and inferiority so as
to compare people, objects or
situations.

- Select the appropriate

comparative to explain the push
and pull factors regarding brain
drain.

1
Steps LESSON PROCEDURE Timing
Notes T= Teacher SS= Student(s)
T enters the classroom.
SS stand up.
T: Good morning class!
SS: Good morning Sir!
WARM-UP T: How are this morning? 3 minutes
SS: Fine Sir, and you?
T: I am fine too.
T: Mira, go to the board and
write today’s date.
T: Curtys, read the date!
T: Class, together, repeat!
T: Class, sit-down!

T to 4 SS: what would you like to

do as a job after your studies?

After the SS’ reactions, T sticks 4

pictures showing countries on
the black board.

Targeted countries:
Gabon, France, Mali and USA.

T to the 4 SS: if you are given the

choice, if you are given the
opportunity, in which of these
countries would you like to work
after your studies? Why?

LEAD-IN Expected predominant choices: 4 minutes

western countries (France and
USA).

T: class, what is the name of this

phenomenon?

Expected answer: this

phenomenon is called brain drain.

T: class, today we are going to

learn about brain drain through
a text.

T hands out the text to SS.

2
 Silent Reading

Instruction: read the text silently

and find the meaning of the
underlined words and
expressions.

Loud Reading

T reads the text fully and makes 9

SS read progressively.

A- VOCABULARY

Selected words and expressions:

- Highly skilled: highly educated.

e.g.: a doctor is a highly skilled

person.

- Abroad: a country which is not

your home country.

e.g.: Many African engineers

work in France, they work
abroad.

- Third world: developing

PRESENTATION countries 20 minutes
e.g.: Gabon, Senegal and Ivory
Coast are developing countries,
they are part of the Third World.

- Wages: salaries.
e.g.: Highly skilled people leave
their countries because of low
wages.

-Push factors: the reasons why

highly skilled people leave their
countries.

-Pull factors: the reasons why

highly skilled people are attracted
by developed countries.

- Alleviating: reducing.

3
B-READING COMPREHENSION

-Text Comprehension

1-What is brain drain?

2- What are the pull and push

factors of brain drain?

3- What is the impact of brain

drain on the Third World?

4- How can brain drain be

reduced in developing countries?

5- What is the text about?

-General comprehension

-Can you work in your country

with a low salary when you have
the opportunity to work abroad in
better conditions?

Expected answers (text)

1-Brain drain is the action of

having highly skilled and
educated people leaving their
countries to work abroad.

2-The push factors of brain drain

are: low wages and lack of
satisfactory working and living
conditions.
The pull factors are: higher
wages and better working
conditions.

3- Brain drain reduces the

number of dynamic and creative
people who can contribute to the
development of their country.

4-Brain drain can be reduced

through the provision of adequate
working and living conditions in
the sending countries.

5- The text deals with the causes

and the consequences of brain
drain in developing countries,
and some solutions to reduce the

4
phenomenon.

C-GRAMMAR

T asks a S to write the following

sentence on the blackboard (l3-
l6), underlining more and more
and higher and better.

T to SS: what grammar lesson do

the underlined words remind you
of?

Expected answer:

These words remind us of the

comparative.

T: class, today, we are going to

see the comparative.

T writes the grammar lesson’s

title on the blackboard.

T to SS: How many types of

comparatives do you know?

Expected answer:

The comparative of:

- Superiority
-Inferiority
-Equality

T: class, today we are going to see

the comparative of superiority and
inferiority, and next time we will
see the remaining ones.

Function: compare two or more

people/object to stress the
difference between them.

T writes the following adjectives

on the blackboard: high and
developed.

Note: There are short and long

adjectives/adverbs.

- Short adj/adv.:
1 syllable (big, fast…) except

5
those ending with a suffix (e.g.:
tired).
2 syllables ending in -y (pretty),
-le (simple) –er (clever)
-ow (narrow).

- Long adj/adv.:
2 syllables (often, careful…)
3 syllables and more (developed,
precisely…)

Rule:

1- Superiority

S + verb + short adj+ er/ier +

than

S + verb + more + long adj +

than

e.g.1: Salaries are higher in the

USA than in Mali.

e.g.2: France is more developed

than Gabon.

2- Inferiority

S + verb + less + short/long adj +

than

e.g.1: Working conditions are less

good in the third world than in
developed countries.

e.g.2: Third world countries are

less developed than western
countries.

Note: for short adjectives ending

in “y” after a consonant, “y” turns
into “ier” in the comparative of
superiority.

E.g.: happy = happier

Easy= easier

A- VOCABULARY
(Group work- matching activity)

Instruction: match the following

6
 words with their antonyms.

1-Third world a-heading

for
2-Home country b-
Alleviating
3-Skilled c-stability
4-Brain drain- d-Abroad
5-Increasing- e-brain
gain
6-Satisfactory f-
unqualified
7-Leaving g-unsuitable
8-Unrest h-rich countries

Expected answers:
1-h/ 2-d/ 3-f/ 4-e/ 5-b/ 6-g/7-a/8-
c

B- GRAMMAR
Compare the following situations
(Individual work)
PRACTICE 7 minutes
1-Salaries
in developed countries/ in the
third world. (Attractive+)

2-Working
in Congo/ working in Belgium.
(Good -)

3-The need in highly qualified

people
in developing countries
/ in western countries. (High +)

4-Living conditions in Canada/ in

Ethiopia. (Satisfactory +)

5- People live (Long-) in

developing countries/ in
developed countries.

Expected answers:

1-…are more attractive than…

2-…is less good than…
3-….is higher than…..
4-….more satisfactory than…
5-…longer than……

7
 Debate
(group activity)

Topic: working in your home

EVALUATION country is better than working 10 minutes
abroad, especially in developed
countries. What is opinion about
this statement? Justify your
answer.

HOMEWORK

Instruction:
APPLICATION 3 minutes
Find and list some positive
aspects of brain drain on
developing countries.

ADMINISTRATION Roll call and logbook filling 3 minutes