Demo Lesson
Name of class teacher:
Discipline: Voc. of the target language
Year of study: 2024
Group:
Number of students:12, number of students attending: _____ absent: _____
Date:
Time:
Room number:
Lesson topic: Exploring the world around us
The aim: to develop SS’ intercultural-communicative skills and competences in the context of the domain and the
theme under consideration.
The targeted objectives:
development of the SS’ awareness of understanding ideas in conducted topic;
formation of the SS’ linguistic base for intercultural communication: cognitive-conceptual material;
enlargement of the SS’ knowledge on the topic of global issues around the world;
Competences to develop: intercultural-communicative (lingua-cultural, socio-cultural, social, developing-
reflective), instrumental, interpersonal.
The Learning Outcome (result/product): ability and disposition of carrying out a socio-culturally adequate
professionally-oriented conversation based on the material of the theme under consideration.
The Procedure of the Lesson:
The structure and content of the lesson
Stages of the Interacti Subject-matter and procedural aspects of the content of the lesson Time
lesson on
1 2 3 4
I INTRODUCTION: 100
T<>S min
Introduce the topic of the lesson: exploring the global landscape. 10
Engage the class in a brief discussion about what it means to be a global min
citizen and why it's important to understand global issues.
Engage students with a thought-provoking question related to global issues,
such as “What are the most pressing challenges facing our world today?”,
“How many global issues can you name in one minute?”
II LEAD-IN: 10
min
Guess the Country. Link: https://youtu.be/Bs3Wvb3cE9c?si=i-0-
bwXPBmo5GNMa
Show pictures of famous landmarks from various countries.
Ask students to guess the country associated with each image.
Encourage discussion about what they know or think about each country.
Questions:
-What current problems do these countries face?
- Have you read the latest news about these countries lately? (Russia,
China, India)
III The Stage of the preparation for the intercultural profession-oriented
communication:
T<>S Focus on listening
Multiple matching:
Part 1. What are the main issues involved in the following global concerns? 25
- global warming min
- whale hunting
- women’s right
- child labour 10
- human rights min
- GM foods
Part 2. St-s will hear five short extracts in which different people are talking
about action they have taken on global issues. While listening you must
complete both tasks.
Part 3. Discussion
Focus on speaking:
Debate on the topic of Poverty 15
min
Introduce a contentious global issue and briefly outline opposing
viewpoints.
Divide the class into two groups: proponents and opponents of the issue.
Allow each group to present their arguments and counterarguments in a
structured debate format.
Encourage respectful dialogue and active listening among participants.
Format:
Opening Statements:
Affirmative Team (supporting the resolution): 3 minutes
Negative Team (opposing the resolution): 3 minutes
Rebuttals and Cross-Examination:
Affirmative Rebuttal: 2 minutes
Negative Rebuttal: 2 minutes
Cross-Examination (optional): 1 minute per team (alternating)
Closing Statements:
Negative Team: 1 minute
Affirmative Team: 1 minute
VI The stage of modeling of the intercultural communication in the 25
learning environment: Min
T<>S Case Study Analysis:
Provide students with a case study or real-world example of a global issue or
Ask students to analyze the case study, considering factors such as political,
economic, social, and environmental implications.
Poverty and Inequality:
Situation: Your school is organizing a charity fundraiser to support a local food
bank, which serves families struggling with poverty and food insecurity.
Task: Create a presentation outlining the root causes of poverty and inequality in
your community and propose sustainable solutions to address these issues beyond
charity efforts.
Climate Change Negotiations:
Situation: You are a delegate representing a developing country at an international
climate change conference. Your country is facing severe impacts of climate
change, including droughts, floods, and food shortages. However, developed
countries are reluctant to provide sufficient financial assistance and support for
mitigation and adaptation efforts.
Task: Develop a negotiation strategy to advocate for your country's interests and
secure commitments from developed countries to provide funding, technology
transfer, and capacity-building support to address climate change impacts.
Refugee Crisis:
Situation: A nearby refugee camp is experiencing overcrowding, inadequate
sanitation, and limited access to healthcare and education for its residents.
Task: Develop a plan for improving conditions in the refugee camp, including
measures to provide basic services, ensure the safety and well-being of refugees,
and support their integration into the host community.
V Conclusion stage of the lesson: 5
T<>S min
1. SS give a feedback to the lesson: level of the aim achievement,
evaluation of SS’ performance;
Creative Expression (10 minutes):
-Ask students to express their thoughts and feelings about this lesson
through a creative medium of their choice (e.g., drawing, writing, spoken
word).
Home task: to make a poster or a mind map describing their favorite
environment and why they find it fascinating
## Quality indicators Comments and recommendations
1. Lesson plan and relevance of the topics to the calendar plan and The plan of the lesson and the actuality of the theme were carried out
syllabus according to the syllabus and calendar plan.
2. Proficiency of instruction (knowledge of the subject, Proficiency-based instructions and presentations were explained
communication skills, clarity of presentation) clearly.
3. Teaching methods (interactivity, use of innovative approaches, The teacher used different teaching methods and approaches in order
originality of lesson structure and presentation, etc.) to reach all students effectively.
4. Engagement with the audience and student participation Students were active and involved the whole lesson.
5. Achievement of the lesson aim (yes or no) The aim of the lesson was fully achieved.
6. The use of equipment and teaching aids The teacher used some resources such as: Presentation, Video and
Audio materials, visual aids, grammar handouts, the textbook.
A ten-minute debate can be structured as follows:
1. Opening Statements:
Affirmative Team (proposing the motion): 3 minutes
Negative Team (opposing the motion): 3 minutes
2. Rebuttals and Cross-Examination:
Affirmative Rebuttal: 2 minutes
Negative Rebuttal: 2 minutes
Cross-Examination (optional): 1 minute per team (alternating)
3. Closing Statements:
Negative Team: 1 minute
Affirmative Team: 1 minute
Total Debate Time: 10 minutes
Here's a breakdown of each segment:
1. Opening Statements (6 minutes):
The affirmative team presents their arguments supporting the motion within 3
minutes.
The negative team presents their arguments opposing the motion within 3
minutes.
2. Rebuttals and Cross-Examination (5 minutes):
Each team has 2 minutes to rebut the arguments presented by the opposing team.
Cross-examination is optional but can be included if time permits. Each team has
1 minute to ask questions to the opposing team, with the responses limited to 1
minute each.
3. Closing Statements (2 minutes):
The negative team delivers their closing statement summarizing their arguments
and reinforcing their position within 1 minute.
The affirmative team delivers their closing statement summarizing their
arguments and reinforcing their position within 1 minute.
This structured format allows for a concise and focused debate while ensuring that both sides
have an equal opportunity to present their arguments and engage in rebuttals. It is important to
adhere to the time limits for each segment to maintain the flow and fairness of the debate.
Debate Topic: Resolved: Poverty is a systemic issue that requires comprehensive government
intervention for meaningful alleviation.
Format:
1. Opening Statements:
Affirmative Team (supporting the resolution): 3 minutes
2. Rebuttals and Cross-Examination:
Affirmative Rebuttal: 2 minutes
Cross-Examination (optional): 1 minute per team (alternating)
3. Closing Statements:
Affirmative Team: 1 minute
Debate Breakdown:
1. Opening Statements (6 minutes):
The affirmative team presents arguments supporting the resolution, emphasizing
the systemic nature of poverty and the need for government intervention to
address root causes and provide social safety nets. They may cite statistics,
examples, and expert opinions to support their position.
2. Rebuttals and Cross-Examination (5 minutes):
Each team has 2 minutes to rebut the arguments presented by the opposing team,
addressing key points and countering their opponent's claims.
Cross-examination is optional but can be included if time permits. Each team has
1 minute to ask questions to the opposing team, with the responses limited to 1
minute each.
3. Closing Statements (2 minutes):
The affirmative team delivers a closing statement summarizing their arguments
and reinforcing their position supporting the resolution within 1 minute.
Note: Focus on presenting clear, concise arguments and to use evidence and reasoning to
support their positions on the topic of poverty.
Debate Topic: Resolved: Poverty is a systemic issue that requires comprehensive government
intervention for meaningful alleviation.
Format:
4. Opening Statements:
Negative Team (opposing the resolution): 3 minutes
5. Rebuttals and Cross-Examination:
Negative Rebuttal: 2 minutes
Cross-Examination (optional): 1 minute per team (alternating)
6. Closing Statements:
Negative Team: 1 minute
Debate Breakdown:
4. Opening Statements (6 minutes):
The negative team presents arguments opposing the resolution, asserting that
poverty is not solely a systemic issue and that government intervention may
exacerbate rather than alleviate poverty. They may advocate for alternative
solutions such as market-based approaches or community-led initiatives.
5. Rebuttals and Cross-Examination (5 minutes):
Each team has 2 minutes to rebut the arguments presented by the opposing team,
addressing key points and countering their opponent's claims.
Cross-examination is optional but can be included if time permits. Each team has
1 minute to ask questions to the opposing team, with the responses limited to 1
minute each.
6. Closing Statements (2 minutes):
The negative team delivers a closing statement summarizing their arguments and
reinforcing their position against the resolution within 1 minute.
Note: Focus on presenting clear, concise arguments and to use evidence and reasoning to
support their positions on the topic of poverty.
