I wrote this lesson last year for the anniversary of the first moon landing. Decided to post it now for a few reasons:
- It might still be useful to someone.
- It’s an interesting topic.
- I found it quite a useful diagnostic – which students could work well on these independent tasks, who was able to use what they’d explored as supporting evidence for the task… That type of stuff.
- I thought about this lesson recently. It was a pretty good example of my preferred teaching approach. How would I sum that up? I don’t know, although I can confidently say it’s not very CELTA.
Cut up each task and stick them around the room. If you can’t be bothered and you have more tech available, have it as a doc to work through on Google Classroom (at links instead of QRs maybe).
Students work through the activities (devices needed), taking notes where relevant, building to the final task. It’s best to do the activities in order.
The final task involves writing a speech. You could change this – I only used that as it connected with some ‘YL Speaking Challenge’ at my school.
Here’s the doc. Fully editable – check for spelling mistakes:
Cheers, feedback welcome as always.
Image by WikiImages from Pixabay
Categories: Lesson Ideas, other
I’m sure there’s some high -fallutin’, pedagogically-orthodox term to describe this type of lesson/approach, but I just refer to it as a “skills circuit”! Just like with gym circuits, and as you point out in this post, you can immediately see where the learners are struggling or need more help.
The way you’ve organised this one is a time-efficient way to maximise learner engagement – like it!
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