This document outlines a lesson plan for a unit on charities and non-governmental organizations (NGOs). The unit is aimed at 14-15 year old secondary students and consists of 6 sessions lasting 55 minutes each. Key objectives include improving students' oral and written comprehension and production related to charities and household chores. Some activities include vocabulary games, reading comprehension exercises on Comic Relief, grammar practice with modal verbs, and a listening comprehension activity about household chores. The unit aims to develop students' vocabulary and language skills while learning about NGOs and encouraging participation in charitable causes.

1. DON’T SWEEP IT UNDER THE CARPET!
Stage: 3rd Compulsory
Secondary Education
Age: 14-15 Sessions: 6
Unit: 9/15 Term: 2nd Duration: 55 min. per session
Key Competences:

2. OBJECTIVES
INDICATORS OF
ACHIEVEMENT
ORAL AND WRITTEN COMPREHENSION:
• Students identify, applying written and oral comprehension strategies, the main
ideas and the most relevant details in magazine articles, posts and conversations
related to NGOs and household chores.
• Students develop and expand common vocabulary related to charities and
household chores.
• Students read out loud posts about charities with accuracy, fluency and eloquence.
• Students distinguish textual organization and new vocabulary related to charities
and household chores in informal conversations.
ORAL AND WRITTEN PRODUCTION:
• Students produce an understanding written poster about a new NGO with a well-
structured presentation of the topic.
• Students develop and expand common vocabulary related to charities and NGOs.
• Students understand and use modal verds properly.
• Students use ICTs to complete online quizzes and work online with tools such
as Glogster to design a poster with text, images and videos.

3. CONTENTS
B.1 ORAL COMPREHENSION:
Comprehension and identification of general and specific information about
household chores in informal conversations.
B.2 ORAL PRODUCTION:
Use of different types of modal verbs.
Use of a wide range of vocabulary related to charities and NGOs.
B.3 WRITTEN COMPREHENSION:
Identification and understanding of different texts related to NGOs.
B.4. WRITTEN PRODUCTION:
Creation of written poster about an invented NGO using target language
and useful vocabulary related to it.
Use of modal verbs.
B.5 CROSS CURRICULAR
Use of ICTs to complete online quizzes and work online with tools such as
Glogster to design a poster with text, images and videos.

4. EVALUATION
B.1 To identify the main ideas and the most relevant details in listening about household
chores.
B.2 To produce a brief well-structured presentation about an invented NGO.
B.3 To read out loud texts with accuracy, fluency and eloquence and to distinguish textual
organization and the vocabulary related to charities and NGOs.
To identify the main ideas and the most relevant details in posts and articles about charities
and NGOs.
B.4 To produce a clear written poster about an invented NGO.
To understand and use adequately different types of modal verbs.
B.5 To use digital tools such as tables or smartphones to complete online quizzes and work
online with tools such as Glogster to design a poster with text, images and videos.
INSTRUMENTS AND MARKING CRITERIA:
• Oral and Written Comprehension + Use of English: objective test every 2 units: 40%
• Oral and Written Production: Projects assessed with RUBRICS 40%
• Attitude towards the subject: participation, attitude, punctuality, team work, responsibility
assessed with RUBRICS 20%

5. 1st SESSION – 1st ACTIVITY (10’)
WARM-UP VOCABULARY ACTIVITY
GAMIFICATION (Pair Work)
 Students have to find all the vocabulary words in the
word search.
 Then, they classify these words into verbs and
nouns.

6. 1st SESSION – 2nd ACTIVITY (15’)
VOCABULARY ACTIVITY – COOPERATIVE
 Students, in groups of 4, try to match the pictures
with the household chores.
 Each student circles the chores he/she does,
ranking them from most to least important (1= most
important).
 Then, students discuss and compare their answers
giving additional information such as how often they
do them etc.

7. 1st SESSION – 3rd ACTIVITY (20’)
BRAINSTORMING CHARITY - COOPERATIVE
 Students watch a brief introductory video in
YouTube, they get in groups of 4 brainstorming ideas
and words related to charity.
 Then, the groups will put the words in common.
 Later, students discuss about the following
questions:
https://www.youtube.com/watch?v=JnYBvLY0GOg
DISCUSSION
1- Why do people give money to charities?
2- Which charities are the most popular in your country?
3- Do you give to charity or volunteer?
4- Who do you think needs charity the most?
5- Should rich people and corporations be forced to give to
charity?

8. 1st SESSION – 4th ACTIVITY (10’)
Match the words with the definitions
1- Altruism a. The process of working together to the same end.
2- Care b. An action given to provide assistance. Synonym of aid
and support.
3- Cooperation c. To work to earn money or encourage donations for the benefit of
someone.
4- Donate d. The desire to promote the welfare of others, expressed specially
by the generous donation of money to good causes.
5- Generous e. The principle or practice of concern for the welfare of others.
6- Help f. To feel concern or interest; attach importance to something
7- Philanthropy g. A person who is willing to give and share.
8- Raise money h. To give something for charitable purposes, to help a cause.
9- Social work i. A person or organization that provides funds for a project or activity
carried out by another.
10- Sponsor j. Work carried out by trained personnel with the aim of alleviating
the conditions of those in need of help or welfare.
Look for a synonym
1- Altruism
2- Care
3- Cooperation
4- Donate
5- Generous
6- Help
7- Philanthropy
8- Raise money
9- Social work
10- Sponsor
VOCABULARY
 Attention to diversity - Individual activity
Reinforcemen
t
Extension
Consolidatio
n
 Extension students have to
create sentences with the
new vocabulary words
given.

9. 2nd SESSION – 1st ACTIVITY (10’)
DISCUSSION
1- Are you currently helping or fundraising for a
charity/non-profit organisation? Why or why not?
2- Are you currently donating money to a charity?
Why or why not?
3- Which charities do you donate to or
collaborate with, or would like to do so in the
future?
4- How often do you donate or collaborate, or
would like to do so in the future?
5- If you donate, what payment method do you
use or prefer? PayPal, bank transfer, cheque,
cash…
6- Why do you collaborate or would like to with
different charities?
PRE-READING ACTIVITY -
COOPERATIVE

10. 2nd SESSION – 2nd ACTIVITY (10’)
READING COMPREHENSION – COMIC RELIEF

11. 2nd SESSION – 3rd ACTIVITY (15’)
 Answer the following questions from the text.
1- What is Comic Relief?
2- Who participates in Comic Relief’s
events?
3- What does Red Nose Day involve?
4- How often does it happen?
5- Which are the activities described in the
article?
6- How do people rate this experience? Answer the following questions from the text including your
own opinion.
1- If you had the chance to participate,
would you do it?
2- What’s the consideration this event
receives or deserves?
3- Is there a similar project in Spain? If
so, explain it; if not, try and come across
with an idea, for a similar project.
Extensio
n
Reinforceme
nt
Try to infer the meaning of the
underlined words and define them in
your own words.
1- Fundraising
campaign
6- Eye-opening
2- Telethon 7- Unaccustomed
3- Come across 8- Taking part
4- Bring out 9- Worn out
5- Bucket 10- Sponsored
swims
Consolidation
POST-READING ACTIVITIES
 Attention to diversity

12. 2nd SESSION – 4th ACTIVITY (10’)
TRUE OR FALSE?
1. Comic Relief is charity which only helps people living in the UK. FALSE
2. The Red Nose Day is a fundraising campaign held every summer. FALSE
3. During the Red Nose Day, ordinary people across the country do silly
things to attract attention and raise funds.
TRUE
4. The BBC collaborates with a special 7-hour programme which features
famous people in comical sketches.
TRUE
5. People collaborated in different ways like dance marathons, cake sales,
pub quizzes etc.
FALSE
POST-READING ACTIVITIES – COOPERATIVE GAMIFICATION

13. EXAMPLES:
2nd SESSION – 5th ACTIVITY (10’)
TRUE OR FALSE?
1. Up to now, Comic Relief has raised over
half a million pounds.
FALSE
2. Comic Relief claims to inspire people who
do not normally do charity.
TRUE
 6 groups of 4 people
 Each group prepares 2 True or False
sentences about what they have read.
 The rest of the class rise True or False
cards to answer their mates statements.
POST-READING ACTIVITIES
TRUE OR FALSE? – COOPERATIVE GAMIFICATION

14. 3rd SESSION – 1st ACTIVITY (10’)
GRAMMAR WARM-UP ACTIVITY
THE GRAMMAR GAMESHOW
BBC LEARNING ENGLISH
MUST / HAVE TO / CAN
 Deductive Method
 Individual Task

15. 3rd SESSION – 2nd ACTIVITY (5’)

16. 3rd SESSION – 3rd ACTIVITY (15’)
GRAMMAR PRACTICE (Attention to
diversity)
Reinforcemen
t
Consolidatio
n
Extension
 Complete with a suitable modal verb.
Explain why do you use
that modal verb: must,
mustn’t, have to, don’t
have to.

17. 3rd SESSION – 4th ACTIVITY (5’)

18. 3rd SESSION – 5th ACTIVITY (10’)
GRAMMAR ACTIVITIES – MODAL VERBS OF ABILITY
 Complete the sentences with can / can’t / could / couldn’t.
 Then, they match the sentences with the pictures.

19. 3rd SESSION – 6th ACTIVITY (10’)
MODALS BOARD GAME - GAMIFICATION
 6 groups of 4 students.
 This animated board is used to practice
Modals of Obligation, Necessity and
Prohibition.
 Students move around the board, rolling the
dice to practice the target language. If they
answer correctly, they stay on the spot. If the
answer is incorrect, they must go back to their
previous spot.

20. 4th SESSION – 1st ACTIVITY (15’)
PRE-LISTENING ACTIVITY - COOPERATIVE
 6 groups of 4 students
 Each member of the group rolls a dice and
answers the question associated with the number.
If the question has already been answered, the
student rolls it again until each student of the
group has answered a different question.

21. 4th SESSION – 2nd ACTIVITY (10’)
LISTENING COMPREHENSION
HOUSEHOLD CHORES
 Students listen to a conversation between a
father and his son about household chores.
 They talk about how they are going to share
the chores.

22. 4th SESSION – 2nd ACTIVITY (10’)
WHILE-LISTENING ACTIVITY
 Students have to complete the quiz while they are
listening to the audio.
 At the end of the quiz, the students can assess their
own answers and obtain a final score.

23. 4th SESSION – 3rd ACTIVITY (10’)
Choose from the options below
Make Work
Sweep Outside
Weeds Vacuum
Raking Lunch
Scrub Rules
Reinforceme
nt
 Students listen again and fill in the gaps.
 Reinforcement students will have the
words above to choose.
 Consolidation students will just have the
first letter of each word.
 Extension students will have a blank
space.
POST-LISTENING ACTIVITIES – Attention to diversity.

24. GRAMMAR AND VOCABULARY REVIEW
KABOOM - GAMIFICATION
GAME EXPLANATION:
 6 groups of 4 students.
 Each group takes one random stick each
turn.
 Each stick can contain the following words:
grammar / vocabulary / kaboom
 Depending on the stick they have taken
they have to answer a question.
 If they get the answer right they keep the
stick, if they don’t, another group can
answer it.
 If they take a stick with the word Kaboom,
they lose every stick they have already
had. Source: Tip Top Teaching
4th SESSION – 4th ACTIVITY (20’)

25. 5th SESSION – 1st ACTIVITY (15’)
WRITING EXPRESSION EXAMPLE (PPP)
POSTER – GLOGSTER
TASK-BASED LEARNING APPROACH
 Explanation of the online tool.
 Example of what I expect my
students to do.
 They can insert photos, videos
and texts.
 Tips and useful language.

26. START YOUR OWN NGO
WAYS TO
COLLABORATE:
DONATE,
VOLUNTEER,
WORK…
CLARIFY YOUR
GOALS
CREATE A
LOGO AND A
SLOGAN
DISSEMINATION:
WEBSITE,
ARTICLES…
PARTNERS:
GOVERNMENTS,
BIG BRANDS,
OTHER NGO’S…
MAKE AN
ACTION PLAN
NGO’S
DEFINITION
PRESENCE:
LOCAL,
GLOBAL…
BRAINSTORMING
5th SESSION – 2nd ACTIVITY (5’)

28. 5th SESSION – 3rd ACTIVITY (35’)
WRITING TASK
SUPERVISION
SILENT WAY
METHODOLOGY The teacher monitors the students’ work
and offers encouragement.
 Students ask questions and doubts.
 They work in groups of 4.

29. 5th SESSION – 3rd ACTIVITY
STUDENTS’ FINAL RESULT EXAMPLE

30. 6th SESSION – 1st ACTIVITY (10’)
ORAL PRESENTATION PROJECT –
PREPARATION
 Students prepare and organize the oral
presentation they have to perform about the
creation of an NGO they have prepared on the last
session.
 Each student talks for about 3 or 4 minutes about
different aspects of the NGO.
 The teacher will solve any possible questions or
doubts before the presentation.

31. 6th SESSION – 2nd ACTIVITY (45’)
ORAL PRESENTATION PROJECT
 Groups of 4 - Cooperative activity.
 3 presentations of about 10-13 minutes each.
 After each presentation, the rest of the groups
have to ask at least 1 question about their NGO to
the group which has just finished the exposition.

32. BIBLIOGRAPHY AND WEBLIOGRAPHY
- https://www.allthingstopics.com/household-chores.html
- https://www.myenglishpages.com/site_php_files/vocabulary-lesson-charity.php
- https://www.youtube.com/watch?v=JnYBvLY0GOg
- https://www.teachingenglish.org.uk/sites/teacheng/files/TE_LP_Dec_2015_KB.pdf
- https://en.islcollective.com/resources/printables/worksheets_doc_docx/solidarity_red_nose_day/upperintermedia
te-b2-test/57033
- http://www.bbc.co.uk/learningenglish/english/course/tgg/unit-1/session-6
- http://www.bbc.co.uk/learningenglish/english/course/tgg/unit-1/session-25
- https://www.grammar.cl/english/must.htm
- https://www.grammar.cl/Basic/Can_Cannot.htm
- https://en.islcollective.com/resources/printables/worksheets_doc_docx/modal_verbs_obligation/modals-
preintermediate-a2/4787
- https://en.islcollective.com/resources/printables/worksheets_doc_docx/can_cant_could_couldnt/modals-
preintermediate-a2/24785
- https://www.tes.com/teaching-resource/modals-of-obligation-necessity-and-prohibition-animated-board-game-
11474886
- https://www.esl-lab.com/chores/chorerd1.htm
- https://www.unicef.org/
- https://edu.glogster.com/glog/unicef/1gw09dgb8np?=glogpedia-source
- https://edu.glogster.com/glog/wwf/2aobookutsi?=glogpedia-source