Global Affairs Vocabulary
To provide an explanation of the unit's vocabulary in regards to the job titles of government and Non-Governmental Organizations. Students generate new sentences using the vocabulary to express their views of the functions of political culture within the UN and domestically.
To provide specific information listening practice using a text about People and Organizations in the context of Students will focus on a detailed conversation regarding the schedule of an UN ambassador between the ambassador himself and his assistant. The conversation will cover the grammar tense of present continuous future arrangement. Students will answer questions from section 4c from the Language Leader course book.
Procedure (30-55 minutes)
Students will watch a video that discusses the functions of the United Nations Security Council. The students will receive a worksheet with 5 questions that is related to the video. The students will take notes from the video and answer the questions. After the video, the class as a whole will discuss and answer the questions.
Students will learn target vocabulary via powerpoint. Then students in groups will receive cut outs of the vocabulary and match them with the correct image in the second powerpoint.
Students will use acquired vocabulary and complete hand-out. Students will match vocabulary with the correct definition and fill in the blanks in the next section with the correct vocabulary. Students will then listen to an audio and answer the questions in section 5A and 5B in the course book "New Language Leader: Pre-Intermediate".
Students will receive a handout, discuss, and rank which jobs are most to least important. After ranking the jobs, students will walk around the class and compare their answers with other groups. We will discuss as a whole class why one job is important and another is not in their own opinions.