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A Business Lesson : MOMA’s present perfect statement on the ban

 
I have great friends, most of them are (unsurprisingly) teachers. I am delighted to introduce you to a friend and fellow teacher Sylvia Gonçalves.
 
Today I was chatting with Sylvia about business lesson plans and we both came up with the idea of having one of her Business LPs here, as she doesn’t write her own blog ( yet). Sylvia is an expert in Business English and I’m sure you’ll find this lesson plan valuable to your classes.
 
Take it away, Sylvia 🙂
museum
When I first thought of this class, my idea was to find authentic pieces of Present Perfect that could be used with my B2 students. As you all know, students struggle a lot with it and the fact that they can’t relate to any verb tense in Portuguese, makes it even scarier.
I came across this article on Facebook, and I found very interesting the way the
museum was dealing – in a subtle and courteous way – with Trump’s controversial
decision to ban people from Muslim countries. So, I’ve designed this lesson for my one-to- one students, but it can also be adapted for groups. Ideally, it was thought as a 90-minute lesson but depending on the student/ students teachers can stretch it to two classes of 60 minutes each.

Materials

Handout

Placard (gap fill) – Download here:  Placard_Article_Arts.com

Warm up

Have students look at 3 pieces of Art (preferably from Moma)
Elicit student’s opinion
a) Do you like going to museums?
b) Do you like them? Why? Why not?
c) What do you think they have in common?
Teacher writes on WB student’s opinions and provides useful vocabulary to describe art. For example: abstract, aesthetic, lifelike, minimalist…

Lead-in

The teacher explains to students the paintings are from different Muslim artists and a
museum in the USA found a way to protest against the ban. Teacher gives a copy of the placard and asks students to complete the gap with the missing prepositions. (If you’re using this class with strong B1 students you should provide them a list of possible prepositions to fill the blanks)

I personally like to give feedback on the board, mainly because I can manipulate
sentences and elicit examples from my students. That is, have your students come up with more examples of verb/ noun + preposition patterns.

Reading

I always begin my reading activities with some kind of PTV (Pre-teach vocabulary). I’ve been teaching English for more than ten years, and something I’ve learned with my Latin America students is that they cling to many words during the reading, so PTV activities give them more confidence since they seem to have more vocabulary.Teacher asks students to match words and their definitions.

Once again, provide feedback on the WB so you can elicit synonyms, antonyms and/or collocations.

Students read the text and locate more examples of verb/noun + prepositions.

Note: You might need to clarify the difference between the verb + preposition pattern and phrasal verbs (Be prepared!)

Post-reading

a) Did you like the text? Why? Why not?
b) What’s your opinion about Trump’s executive order?
c) How many verb/noun + preposition could you find in the text?

So, if you’re doing a 60-minute class, you should stop here and ask for some feedback.

What I like to do is ask them to tell me at least 3 things they didn’t know before the class and now they do. It gives them a great sense of achievement!

Dealing with Grammar

As mentioned before, this lesson was previously designed to bolster the Present
Perfect.Have students identify examples of the Present Perfect in the text (active and passive voices)

Write good examples on the WB to deal with form and meaning. Have students match the uses of the Present Perfect with the examples from the article.

Feedback

What I like to do is ask them to tell me at least 3 things they didn’t know before the class and now they do. It gives them a great sense of achievement.

sylviaSylvia Gonçalves has over 10 years of experience as an English teacher in both one-to-one and group classes in Brazil and abroad. She holds a CELTA and a Cert Ibet issued by the Trinity College.

Sylvia is a multilingual professional: Spanish, French, English and Portuguese who utilized modern teaching methods, software and applications and fostered creativity to increase students’ learning process. If you want to get in touch with her: sylviagoncalves@gmail.com

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