Comparative Teaching Methodology Seminar 16 1

Group Task 6: Design 2 Integrated Skills Lesson Plans (with Content-Based Instruction)

Design two integrated skills lessons

Group members: Ravshan E. Rikhsiyev, Group # 142

Instructions: Choose an offline and an online lesson plans by looking at given sample lesson plans in the
British Council, and use Hauschild et al 2012, and Chapter 28 in Celce-Murcia et al. (2014). For each
task, plan the time which are suitable according to topics and levels for a group of students you have in
mind. In your group:

1. Decide what skills are being targeted and what outcome(s) is/are appropriate for the task; and
2. Explain what type of lesson (online or offline) or interaction scenarios you would use for the
lesson.
3. Suggest how much time you would allocate to the respective phases and activities.

Your lesson should include a CBI or in other word theme-based lesson activity. One of the lesson must
be in the form of online, includes a clear instruction for integrated skills. Write a detailed outline of the
lesson in the table provided below.

Lesson 1: Offline Lesson

Planning

Q1: What skills are being targeted in this lesson?

Speaking, Reading, Listening

Q2: What themes are being targeted in this lesson?

Reading articles critically (Critical Thinking)

Q3: How are you going to integrate language and content for this lesson?

Through discussing a statistic on chocolate consumption, reading an article titled “Does chocolate
make you clever?’ and listening to a science journalist talking about the article
Comparative Teaching Methodology Seminar 16 2
Group Task 6: Design 2 Integrated Skills Lesson Plans (with Content-Based Instruction)

Q4: What language proficiency level is this lesson for?

B2+ (near advanced level)

Q5: After completing the table below, explain what kind of CBI lesson is!

This is a theme-based model of CBI lesson.

Comparative Teaching Methodology Seminar 16 3
Group Task 6: Design 2 Integrated Skills Lesson Plans (with Content-Based Instruction)

Offline lesson plan outline

Important – Please Read: The lesson plan is designed to teach offline class. It represents how to
conduct theme-based model of CBI. It focuses on the improvement of students’ speaking, reading, and
listening comprehension skills.

Topic Critical thinking: Reading articles critically

Aims 1. To question how scientific facts are interpreted in news articles

2. To identify what to look for in science articles to decide how reliable they are
3. To critique an article

Age/Level 16-18 year-old secondary students at CEFR B2+ level

Material Handouts (excerpt from Gateway B2+ Student’s Book), board, TV, flipchart

Guidance Pair work, individual work, small group work

For Types
of Lesson

Duration Procedure Description of activities / Instructions

5 min Introduction T greets and introduces lesson objectives, explains key concepts to Ss and
writes the topic on the board. T checks Ss’ attendance.

5 min Pre-Task Ss look at the table (statistic) and discuss what it shows and what
conclusions they can draw from this information (Ex. 1)

30 min While Task Ss read the article and answer the provided questions (Ex. 2).

T divides Ss into small groups to discuss follow-up questions related to

the article (Ex. 3).

Ss listen to a science journalist discussing the article and statistic with

some experts and talk about the points mentioned in the previous
speaking activity (Ex. 4).

Ss listen again and make notes about what the science journalist says
about the things to consider when reading a science article (i.e. the news
outlet, the source and quotes, the references to scientific research, the
context and purpose, correlation and causation) (Ex. 5)

15 Post-Task Ss look at the article again and find further examples to support the
Comparative Teaching Methodology Seminar 16 4
Group Task 6: Design 2 Integrated Skills Lesson Plans (with Content-Based Instruction)

points made by the science journalist in ex. 5 (Ex. 6).

T asks Ss to work in groups of three.

T gives one science article to each group.

Ss read and critique it by identifying its different points as in Ex. 5.

Ss decide together whether the conclusions in the article are reliable or

not by providing reasons why.

Ss prepare and present their conclusions to another group on a given flip

chart by providing reasons to defend their opinion.

5 Evaluation Ss evaluate each other as a group on a 1-5 scale assessment grid

developed and handed by the T.

Lesson Plan Written By:

1. Ravshan E. Rikhsiyev

2.

Key Concepts

Table (statistic) 1.
Comparative Teaching Methodology Seminar 16 5
Group Task 6: Design 2 Integrated Skills Lesson Plans (with Content-Based Instruction)

Design two integrated skills lessons

Group members: Ravshan E. Rikhsiyev (Group # 142),

Instructions: Choose an offline and an online lesson plans by looking at given sample lesson plans in the
British Council, and use Hauschild et al 2012, and Chapter 28 in Celce-Murcia et al. (2014). For each
task, plan the time which are suitable according to topics and levels for a group of students you have in
mind. In your group:

1. Decide what skills are being targeted and what outcome(s) is/are appropriate for the task; and
Comparative Teaching Methodology Seminar 16 6
Group Task 6: Design 2 Integrated Skills Lesson Plans (with Content-Based Instruction)

2. Explain what type of lesson (online or offline) or interaction scenarios you would use for the
lesson.
3. Suggest how much time you would allocate to the respective phases and activities.

Your lesson should include a CBI or in other word theme-based lesson activity. One of the lesson must
be in the form of online, includes a clear instruction for integrated skills. Write a detailed outline of the
lesson in the table provided below.

Lesson 1: Online Lesson

Planning

Q1: What skills are being targeted in this lesson?

Speaking, Vocabulary, Reading, Listening

Q2: What themes are being targeted in this lesson?

Citizenship (Helping a charity)

Q3: How are you going to integrate language and content for this lesson?

By engaging Ss in different activities such as defining key concepts, reading a poster and discussing it
and listening to or watching charity fundraising student discussion.

Q4: What language proficiency level is this lesson for?

B2 (upper intermediate level)

Q5: After completing the table below, explain what kind of CBI lesson is!

This is a theme-based model of CBI lesson.

 Online lesson plan outline
Important – Please Read: This lesson has been designed for online classes. Student worksheets are
also available as PowerPoint to replace the worksheets students usually have in physical classrooms,
and these notes are designed especially for online lessons. There is also information and suggestions
about what teachers should know and do before and after the class. Before you begin, please read the
guidance instructions thoroughly.

Topic Citizenship (Helping a charity)

Aims 1. To learn about the work of a humanitarian organization.

2. To consider reasons for helping with charity work.

3. To investigate a current disaster or problem and how we can help.

Age/Level 16-18 year-old secondary students at CEFR B2 level

Material Gateway B2 Online Presentation Kit

https://mee2.macmillan.education/coursePlayer/curso2.php?idcurso=860270

Guidance 1. Record your lectures – don’t stream them

For Types
of Lesson If students feel uncomfortable or have problems with internet access, they'll miss a live
streaming lecture. Instead, record videos and send them to your students for them to
watch on their own time.

2. Show your face

Research has shown that lecture videos showing teachers' faces are more effective than
simple, narrated slideshows. Distribute your slides with a video of yourself.

3. Keep the ppts short

Materials that are longer than 15 minutes can cause slow download problems and
distraction for learners. When you have more to say, record two or three short videos.

4. Test the slides

Make sure to test slides on a smartphone before recording your lectures so that all of the
text is readable on small screens. Font sizes, colors, template designs and screen ratios
can be checked twice. Many students may use smartphones to access online learning.

5. Use existing resources …

It is unrealistic to expect that you will produce high quality videos worth one semester
 yourself. You can use pre-developed resources available online and provide clickable links
for students.

6. ... and make sure they are openly accessible

By using open resources, access problems for students can be avoided. If any of your
suggested resources are inaccessible, you will end up in an inbox with email from students
and potentially waste all of your time troubleshooting. Spending a few extra minutes
carefully searching for fully open material will save yourself a headache later.

7. Repeat

Online students don’t like frequent changes in their learning style. They like to repeat the
same structure and activities. Once you've found a style of teaching that's right for you,
you can always repeat it

Duration Procedure Description of activities / Instructions

3 min Introduction Greet Ss, introduce the lesson objectives and key concepts to them

7 min Pre-Task Show two photos about Ebola virus and an infected person.

Ask questions:

• What kind of virus do you think this is?

• What do you know about:

Ebola?

the organization Medecins Sans Frontieres / Doctors Without Borders

(MSF)?

40 min While Task Show Ss MSF poster about Ebola and ask them to read the introduction
only and answer the following questions:

1. What does the text say about Ebola?

2. What does it say about what MSF has done?

3. What information will appear in the rest of the poster?

Show Ss the map of the treatment centre and ask them to answer these
questions:

1. What is the purpose of each different area?

2. What is the purple route through the treatment centre? What happens
on this route?

3. Why do you think the poster gives the piece of the protective clothes
which the relief workers have to wear?

4. What do you think are the aims of this poster?

Then, show Ss the poster again and ask them to read the texts 1-12 and
answer the following questions.

1. What do you think the ‘no body-to-body contact’ rule means, and why
do they have it?

2. Apart from putting on their suits, why do the aid workers do before
they go into the high-risk zone?

3. What do they do when they leave the high-risk zones?

4. Why is it essential to have different zones for suspected and confirmed

cases?

5. What is the process followed before patients can leave the treatment
centre?

6. What happens to cured patients after they leave?

Play Ss video in which four students discuss charity fundraising.

Ask Ss to answer questions a-d individually by filling in the table (can be

done via external link or within the online interactive platform itself):

Speaker a b c d
Sam
 Vanessa
Bea
Chris

10 Post-Task Let Ss watch the video again and ask them to discuss the speakers own
experiences in pairs.

Refer Ss to the poster and ask to explain how and why successful do they
think the poster is.

5 min Evaluation Ss are assessed based on their participation and tasks performance.

Lesson Plan Written By:

1. Ravshan E. Rikhsiyev

2.