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This lesson plan focuses on the adaptation of sign language to climate change, specifically in british sign language (bsl). It aims to enhance students' reading comprehension skills by analyzing an authentic text from bbc news. The lesson plan includes various stages, such as introduction, warm-up, presentation, practice activities, review, and end of review, designed to engage students and promote active learning. The development of new signs for environmental science terms in bsl, highlighting the importance of accessibility and inclusivity in scientific discourse.
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Name of the Teacher Date Level of the class Length of lesson Rebecca Parker 03/25/2025 Advanced (C1) 60 minutes Lesson Type: Four Skills - Reading Lesson Topic: How is sign language adapting to climate change Lesson Aims: By the end of the lesson, students will be better able to… Understand an authentic piece of writing by using reading techniques such as reading for gist and reading for detail. Lesson Outcomes: Read and understand the topic of adapting sign language to climate change. Read the text to identify some specific information in the reading piece. Understand the target vocabulary Anticipated difficulties:
group discussions
some CCQ questions like ”What are the people doing in the first picture vs. the second picture?” and “What difference about nature do you see in picture 3?” 4. T then ask students their feedback and what they think. Warm up Require students to engage. 10 S Gets students thinking about the topic Encourages students to share their own experiences Activates students' prior knowledge and schema Sets the stage for the listening activity Students will be able to recall and share their own daily routines and habits. Students will be able to use vocabulary related to daily routines and habits. Students will be mentally prepared for the listening activity and will have a clear idea of what to expect. Presentation Allow student to become familiar with the material 10 T-S OCFB Greet the students and introduce the topic of daily routines and habits. Ask students to share their own daily routines and habits. Write down key vocabulary related to the topic on the board. Students will be able to understand and identify the main ideas and supporting details of a conversation about daily routines and habits. Students will be able to use vocabulary related to daily routines and habits correctly in context. Students will demonstrate improved listening comprehension skills through completion of a listening comprehension task. Practice activity 1 Practice listening skills. 20 Ss-Ss Play the listening recording (e.g. a conversation between two people about their daily routines and habits). Divide students into pairs and have them listen to different parts of a conversation. Then, ask them to share the information with each other.
Ask students to listen to the main ideas and support details. Provide students with a listening comprehension worksheet to complete. Role-Play: Provide students with a scenario related to the listening topic and ask them to role-play a conversation. Discussion: Ask students to discuss a question or topic related to the listening text. Review vocabulary This stage allow student to see and use what they learned in different complexes. 5 SS Ask students to check their answers with a partner or the class. Review the key vocabulary and questions from the pre-listening stage. Ask students to discuss any new vocabulary or phrases they learned. Give out worksheets and pair student together to get them to review. End of review This stage allows student to wind down and look back of what they learned. 5 T-S S-S Ask students to reflect on what they learned. Provide students with a follow-up activity (e.g. writing a short paragraph about their own daily routines and habits). Collect the students' worksheets and review them for feedback. End the lesson on a positive note and encourage them to use there listening skill they used. Lesson Rationale (700-1000 words): In designing the lesson plan “Adapting Sign Language to Climate Change” for an upper-intermediate class of 18-25 year old Italian students, several considerations were taken into account to create an effective and engaging learning experience. All my students in this lesson have the same L1 and are all at upper-intermediate level. The lesson plan is structured to ensure that students not only comprehend the unique challenges faced by the deaf community in the context of climate change but also appreciate the innovative ways sign language is being adapted to address these challenges. The lesson aims to foster empathy, critical thinking, and inclusive communication among students while enhancing their vocabulary and comprehension skills. The lesson begins with a captivating
the learning aims of critical thinking and awareness. While designing the lesson plan, several activities were considered but not included due to time constraints and the need to maintain a focused approach. For instance, a role-playing activity involving a climate change debate between a hearing and deaf individual was initially considered. However, it was excluded to ensure sufficient time for in-depth reading, comprehension, and discussion of the article. If any of the planned activities do not proceed as intended, flexibility is key. If group discussions encounter participation challenges the teacher can consider adopting a think-pair-share approach. This modification allows students to reflect individually before sharing their thoughts in pairs, thereby boosting confidence before group engagement. Additionally, if the vocabulary review activity does not yield the desired level of retention, the teacher can allocate more time for interactive exercises or assign a vocabulary-related homework task to reinforce the words further. The vocabulary pre-teaching stage doesn’t just introduce terms; it bridges the gap between unfamiliar scientific jargon and students’ understanding. This step acknowledges a potential difficulty upfront and provides a scaffold for effective comprehension of the reading material. One concern is the seven-year gap between the ages of the learners. Thus, a fluctuation in learners-levels van be expected and the result may be that some students might get lost during the lesson. To counter this, I will guide students slightly to derive the answers from the passage. This will boost the students’ confidence and no student are left behind. As students dive into the reading and comprehension phase, they actively process information and analyse the challenges faced by the deaf community. By discussing the article’s content, students not only refine their comprehension skills, but also cultivate empathy by understanding the exclusion faced by individuals like Dr. Audrey Cameron. This fosters a deeper connection with the topic beyond theoretical learning. Materials (include all physical copies of the materials you plan to use in your lesson, referenced): IMAGE 1 Image from Google Images
IMAGE 2 Image from Google Images IMAGE 3 Image from Google Images
WORKSHEET 1: Reading for specific information