Lesson Plan for EMI Lessons

PROJECT 2020 – HANOI UNIVERSITY

• Planning an EMI lesson might be a challenge for a teacher in early stages and so
it is recommended to prepare for a lesson intensively and not to overload one
in order to achieve perfection.
• Planning lessons is the result of a complex planning process that includes the
yearly, term, and unit plans. A daily lesson plan is a written description of how
students will move toward attaining specific objectives. It describes the
teaching behavior that will result in student learning.
Discussion
• What are the challenges for a subject teacher to prepare an EMI lesson?
Discuss in group in 15 minutes and then share your ideas with the whole class
EMI planning requires a change of the traditional concepts of the lesson planning. The
urgent problems in Vietnam seem to be:
• The majority of teachers working on EMI programmes are not adequately trained.
• Most current EMI programmes are experimental.
• Subject teachers may be unwilling to take on the responsibility.
• EMI is based on language acquisition, but in monolingual situations.
• There is little evidence to suggest that understanding of content is not reduced by
lack of language competence.
• EMI practice is much more effective when coordination between the language teacher
and the subject teacher takes place so a lesson plan would work much better if this
coordination took place and an English language teacher could present the basic
vocabulary and required language structures.
• In case coordination between the subject teacher and the English language teacher is not
possible, some necessary language support for the students – (scaffolding) and for the
subject teachers might be needed.
• EMI stands on two basic pillars and that of content and a language. The prime rule is
that content, a topic, and a theme leads the way. The language takes a crucial role in this
approach; however it only functions as a medium or tool by which the content is
presented (Mehisto, Marsh & Frigols, 2008).
Teaching objectives and learning outcomes
• Teaching aims or objectives and learning outcomes for both language and content should
be considered.
• By teaching objectives we encounter information and knowledge teachers intend to teach.
• Objectives are described as brief, clear statements that describe the desired learning
outcomes of instruction; i.e., the specific skills, values, and attitudes students should
exhibit that reflect the broader goals.
• Learning outcomes, on the other hand identify what the learner will know and be able to
do by the end of a lesson. Bentley (2009) proposes learning outcomes, should be
measurable and achievable at the same time, to help the teachers as well as learners to have
a clear idea of what goals are to be achieved.
Sample of traditional teaching objectives and learning outcomes
EMI teaching objectives and outcomes
EMI t eaching object ives and out c om es
IMPORTANT

A useful lesson plan involves understanding of more than just what is going to be taught - the
objectives and how it will be taught - materials, equipment, and activities. The followings also
need to be thought about:
• Sequencing: Do the activities move logically so learners are progressively building on what
they already know? Do the activities flow well? Are transitions between activities smooth?
• Pacing: Are activities the right length and varied so that learners remain engaged and
enthused?
• Difficulty: Do the learners have enough skill and knowledge to do the planned activities? Are
the instructions clear?
• Responding to individual differences: Do the activities allow for learners of varying
proficiency levels to receive extra attention they might need, whether below or above the
norm? Are all students actively involved?
• Monitoring learner versus teacher talk: What is the balance between learner
talk and teacher talk? Does the lesson allow a time for learners to interact,
producing and initiating language?
• Timing: Was the amount of time allotted for each part of the lesson sufficient? If
the planned lesson finishes early, is there a backup activity ready? If the lesson
wasn’t completed as planned, how can the next class be adjusted to finish the
material? It is important for the teacher to evaluate how the lesson went at the
end of each class period.
Structure of an EMI lesson plan
SOME SAMPLE EMI LESSON PLANS
• Read some sample lesson plans for different language levels.
• Discuss WHAT YOU HAVE LEARNT FROM THESE SAMPLES
Lesson topic
Lesson Plan for Pre-
The 3 Rs

A1
Level of English of class

Number of hours of
Elementary

45 minutes
teaching required
Content  Citizenship values
Communication/ oral  Recycle, Reuse, Reduce
 Verbs and expressions like:
o Don’t throw it away!
o Don’t buy it if you don’t need it!
o Become
o Give
o Work
o Put something in a bin: they are also learning the names of
materials, like paper, plastic and glass
o They are learning nouns like school, children, toys, Earth, etc…
o They are learning the preposition of place “IN”
 Correct pronunciation
 Note for T: Make flashcards and use realia

Task type  Chants

 A game
 A song

23
Cognition  Recycling, Reusing and Reducing. The YL are being introduced
to a problem that is going to be an important part of their
adult life.
Communication/  No written work
written
Culture  Citizenship values

Outcome They have learnt some parts of speech, set expressions,

vocabulary, as well as creative thinking and decision-making skills.

17/11/2017 24
How to Help Mother Earth - worksheet 1

1. Recycle
2. Reuse
3. Reduce
 Recycle
Don’t throw it away!
Put paper in the paper bin.
Put plastic in the plastic bin.
Put glass in the glass bin.
 Recycle - worksheet 2
• Don’t throw it away!
• Waste paper becomes a newspaper.
• Waste plastic becomes a new toy.
• Waste glass becomes a new jam jar.
Reuse
Don’t throw it away!
Give your old toys to the school
for other children.

Give your old clothes to the

church for other children.

Give your old books to the school

for other children.
Reduce
• Don’t buy it
• If you don’t need it!
• Our poor Earth works too hard.
https://www.youtube.com/watch?v=AOvcW8l3RzE
 A Listen & Repeat
activity
Reduce, Reuse, : It's very easy
Recycle
to do
It's simple to remember Recycle what
you use!

Separate glass and paper Separate

plastic and tin Then put them their
places In the recycling bin!
Note for the
• Make 3 bins with the words PAPER – PLASTIC –
teacher:
GLASS on them.
• Bring lots of paper, plastic, glass objects.
• Ask the Ss to name them and “Put it in the right bin!”.

PAPE PLASTIC GLASS

R
 Lesson topic
Lesson Plan for
Planet Earth

A2
Level of English of class
Number of hours of
Pre-intermediate
6 hours + homework and class correction, discussion
teaching required
Content  Geography and Science
Communication/ oral • SS are learning a lot of vocabulary (WS 1 to 8) on the environment and
geographical features
• SS are learning to express their own ideas on what they do to help the
environment:
 What do you do to help the environment?
 Are there any of these places in your country?
• SS are also learning the correct pronunciation.
• Worksheets 1 – 2 – 3 test what they have learnt in the story/video
scaffolding.
• Worksheets for homework: 4 – 5 – 6, to be corrected collectively in class
• A game – Worksheet 7, which can be replayed in class
• A song – Worksheet 8: there is no scaffolding for the song, but there is a
translation. The song is there for the SS to sing, enjoy and relax. A pleasant
way to close the learning project.

Task type  Matching,Gap fill, Correct the wrong word

 Listening comprehension while SS listen and watch the video, to be played
as many times as necessary
 A game
 A song 33
1
Cognition  Making the SS aware of the environment and it touches upon
environmental problems, which is and will be a pressing problem for this
generation in their adult life

Communication/  Matching, filling in the gaps, correcting mistakes

written  The SS are learning spelling

Culture  Creating awareness about the environment and the

problems which beset (affliggono) it.

Outcome SS will have enriched their vocabulary enormously, learnt how to pronounce
the words correctly, will have a heightened awareness of the complexity of
the language. SS will have also experimented expressing their opinions in
English even if it is with monosyllabic or very short answers.
TRANSCRIPT IN ENGLISH
Welcome to Planet Earth Museum, a museum where you can learn some interesting facts about the world we live in.
‘There are many amazing places on Earth. Who knows, maybe you’ll see them all one day! Where shall
we go first, children?’ ‘Forests!’
Forests are home to over half of the world’s animals and plants. Trees clean the air and produce oxygen for us to breathe.
We destroy more than 36 football fields of forests every minute and throw away thousands of trees in paper and card every
day.
The oceans are home to millions of marine animals. They absorb the sun’s heat, transfer it to the
atmosphere and move it around the world.
A lot of the rubbish we produce on land pollutes the oceans. Turtles mistake plastic bags for jellyfish
and die when they eat them.
At opposite ends of the world, the Arctic and Antarctic are freezing cold lands. It is so cold that the sea is covered in ice.
The fuel we use for energy makes the climate warmer. As it gets warmer, the ice melts and the sea
rises. The land disappears.
Rivers collect rain water and carry it to the oceans. Along the way, plants absorb and clean the water
so it is safe for us to drink.
Farms and factories pollute the rivers with pesticides and chemicals and every day we each flush
about 50 litres of water down the toilet.
This is a green world, where people respect nature and live a long and healthy life. Wouldn’t you like
to live here?
 Scaffolding
• Facts: data
• Amazing: very surprising
• Over half: more than half
• To clean: opposite of to dirty
• Produce oxygen: make oxygen
• To breathe: inhale/exhale
• To destroy: wipe out
• To throw away: get rid of
• rubbish : garbage, trash
• pollutes : poisons
• Turtles: tartaruga marina
• To mistake: to confuse
• Jellyfish:
• Die: not live
Scaffolding
• At opposite ends
• Arctic
• Antarctic
• Freezing cold
• Covered in ice
• Fuel
• Warmer
• Gets warmer
• Melts
• Rises
• Disappears
 Scaffolding
• collect
• Pesticides
• chemicals
• Flush down the toilet
• A long and healthy life
• Wouldn’t you like to:
Matching – worksheet 1
Gap fill – worksheet 2
Correct the wrong word – worksheet 3
Gap
Discussion:
What do you
do to help the
environment?
Discussion: Are there
any of these
places in your country?
 Game – worksheet
7
https://learnenglishkids.britishcouncil.org/en/games/clean-and-green
 Song – Louis Armstrong’s
“What a Wonderful World” – worksheet
8
https://www.youtube.com/watch?v=bkTLIO2z
anM
Lesson topic SCIENCE
Level of English of class B1
Number of hours of teaching required 3 lessons of 2 hours each; total number of
hours: 6
Content  ENVIRONMENTAL POLLUTION - PLASTIC
Communication/ oral Lesson Plan for B1 by brainstorming. Write the
Start lesson
questions on the boards. Explain the
difficult words. The conversation can be
conducted in L1 and L2
 Brainstorming :
 WHAT IS ENVIRONMENTAL POLLUTION?
 WHAT CAN WE, AS INDIVIDUALS, DO TO
HELP THE ENVIRONMENT?
 WHERE DOES THE POLLUTION COME
FROM?
- ILLEGAL WASTE DUMPING IN WATER
SOURCES BY FACTORIES,
- THE USE OF CHEMICALS IN
AGRICULTURE, IN ANIMAL HUSBANDRY,
- THE EMISSION OF GASES FROM CARS
AND FACTORIES
- PLASTIC POLLUTION IN THE RIVERS AND
OCEANS
Lesson topic SCIENCE

Level of English of class B1

Lesson Plan for B1
COMMUNICATION:  Listen to the transcript on the IWB
PROCEDURE AND TASKS.  Give SS photocopies of the transcript
 Read transcript again with scaffolding. Make sure
you do it thoroughly. So it would be multiple
reading with questions asked to make
sure the content has been understood
 Do a listening exercise by removing keywords and
asking SS to write the missing words, so the T is
checking understanding and spelling
 Do a Reading Comprehension.
 Play the Messenger and Scribe game
 Lesson Plan for B1
Cognition  Understanding the perils of and raising awareness about
plastic.
Communication/  Reading comprehension
written/oral  The Messenger and Scribe game.
How to play the game:
 Split the class into two groups
 Within each group form pairs, one is the scribe and the other
is the messenger.
 The messenger is asked to look at the text. Which is placed
on the Teacher’s desk, memorise as much as he/she can, run
to the scribe and dictate the text he/she remembers, to the
scribe who writes it down. The pair then swap roles. Each pair
gets a chance at being a scribe and a messenger. The relay
goes on until one group finishes first. They are the winners!
 To get the SS to realize how well or how badly they did the
exercise, the two written texts are swap-corrected by the
teams against the article which is put up on the IWB.
 This is a very good exercise because the learning process is
managed by the students themselves, this should help with
retention!
Culture  Learning about one of the pressing environmental issues. Raising
awareness of SS role as citizens in dealing with this problem, and in so
doing helping to promote social, cultural and good citizenship
behavior.
Lesson Plan for B1
Outcome The SS have been exercised in all 4 linguistic skills:
•Reading comprehension, Use of English (grammar and vocabulary)
•Writing
•Listening comprehension and
•Speaking.
Hopefully you have engaged their
•Logical-Mathematical
•Existential
•Linguistic
•Naturalistic
INTELLIGENCES!
Trillions of pieces of plastic currently pollute the ocean, harming sea life, contaminating ecosystems and
making a mess on beaches. It’s important to clean up the plastic in the ocean, but nobody
knows how best to do so yet.
Some people suggest using giant plastic-removing devices to clean up the plastic mess. We wanted
to find where in the ocean would be the most effective places to put these devices. We found that if we
take plastic out of the ocean very close to the shore, it would remove the most plastic and be most
beneficial for ocean creatures.
Once in the ocean, plastic items don’t disappear. Instead, the action of the wind, waves, and sun
slowly shred them into smaller and smaller pieces. The resulting tiny pieces of plastic,
called “microplastics”, float along the surface and are carried by ocean currents to massive swirling
gyres out in the middle of each ocean basin. There are five gyres in total, and the ones with the most
plastic are in the North Pacific between Hawaii and California, and in the North Atlantic just off
Bermuda.
Scientists estimate that there are currently trillions of pieces of plastic in the ocean – that means there
are more pieces of plastic in the ocean than stars in our galaxy.
This plastic starts out in all shapes and sizes, like toys, drinking straws, and plastic bags, to
name just a few. Unfortunately, a lot of plastic makes it into the ocean when it is dumped in rivers,
abandoned along the shore, or spilled off ships.
Plastic litter is a huge problem in the ocean. While putting devices in the water near the coasts to
clean up the floating plastic is an important first step, it’s not enough to solve the problem. Additional
solutions include producing and using less plastic. We can replace some of the plastics we currently use
with biodegradable materials that break down quickly and harmlessly in the ocean and the
environment (some of these materials already exist, like disposable pots and pans, knives and forks
made from potatoes or cereal).
The plastics we use should be recycled, not littered. Finally we
as consumers should observe the three Rs:
REDUCE - the amount of plastic we use. Buy a light-weight thermos to carry water, don’t use
plastic bottles.
REUSE - use plastic bags, for example, over and over again. RECYCLE - when you are done
with a plastic object, throw it
away in the right bin.
Today we can add a 4th R:
REFUSE - as responsible citizens, refuse to buy things packed in plastic. Our supermarkets are
like plastics factories! If we refuse plastic packaging the supermarkets will find alternative and
recyclable packaging materials.
Scaffolding activity
• Work in group and explain all the words in bold, use dictionary if needed
• Each group take turns to explain 8-10 words to your classmates
LISTENING COMPREHENSION
You will hear a talk on plastic pollution in the oceans of the world. Fill in the missing
information in the numbered spaces:

Trillions of pieces of plastic currently 1) the ocean, harming sea life,

2) ecosystems and making a mess on beaches. It’s important to 3)
the plastic in the ocean, but nobody knows 4) to do so yet.
Some people suggest 5) giant plastic-removing 6)
to clean up the plastic mess. We wanted to find where in the ocean would be the most 7)
places to put these devices. We found that if we take plastic out of the ocean very close
to the shore, it would remove the most plastic and be most 8) for ocean creatures.
9) in the ocean, plastic items don’t 10) . Instead, the action of the wind, waves, and
sun slowly 11) them into smaller and smaller pieces. The resulting tiny pieces of plastic, called
“microplastics”, 12)
along the surface and are 13) ocean currents to massive 14) gyres out in
the middle of each ocean 15)
. There are five gyres in total, and the ones with the most plastic are in the North Pacific
between Hawaii and California, and in the North Atlantic 16)
Bermuda.
READING COMPREHENSION
Circle the correct answer
1.Are the oceans of the world polluted with plastic?
Yes No

2.Have they found a viable solution to clean the oceans? Yes No

3.Does plastic ever completely disappear? Yes No

4.Does all the plastic litter in the oceans end up in huge islands of rubbish?
Yes No

5.There are more stars in the galaxy than there are microplastics in the ocean? Yes
No

6 What kind of plastic end up in the seas and oceans?

Domestic? Yes No
Industrial? Yes No
READING COMPREHENSION
7. Very briefly write how we as individuals
can
help to contain the problem: