Exploring archaeology and human connection – Video-based ESL lesson

Esl lesson plan: Exploring archaeology and human connection
Level: Intermediate to Advanced (B1–C1)
Duration: 60–90 minutes
Objective:

• Improve listening, reading, speaking, and writing skills through an engaging TED Talk transcript about archaeology.
• Enhance vocabulary related to archaeology, history, and human connection.
• Foster critical thinking and discussion about cultural heritage and global collaboration.

Materials

• Audio/video of the TED Talk, “Help discover ancient ruins — before it’s too late | Sarah Parcak”
• Handouts with vocabulary list, comprehension questions, and discussion prompts.
• Whiteboard or digital platform for group activities.

Lesson plan

Warm-up (10 minutes)

Objective: Activate prior knowledge and introduce the theme of archaeology.

1. Discussion (5 minutes):
   • Ask students:
     • “What do you know about archaeology?”
     • “Have you ever visited a historical site or museum? What was it like?”
   • Write key words (e.g., dig, artifacts, history, discovery) on the board.
2. Prediction activity (5 minutes):
   • Show the title of the TED Talk or share the speaker’s opening line: “As an archaeologist, I’m most often asked what my favorite discovery is.”
   • Ask: “What do you think the speaker’s favorite discovery might be? Why?”
   • Briefly discuss predictions to spark curiosity.

Vocabulary building (10 minutes)

Objective: Introduce and practice key vocabulary from the transcript.

1. Pre-teach vocabulary: Provide a handout with the following words/phrases from the transcript, including definitions and example sentences:
   • Archaeological (adj): Relating to the study of ancient cultures through remains.
     Example: Archaeological discoveries help us understand ancient civilizations.
   • Ingenuity (n): Creativity or cleverness in solving problems.
     Example: The pyramids show the ingenuity of ancient builders.
   • Looting (n): Stealing valuable items, often from historical sites.
     Example: Looting destroys our ability to learn about the past.
   • Heritage (n): Cultural traditions and artifacts passed down through generations.
     Example: Protecting our heritage is important for future generations.
   • Resilience (n): The ability to recover from difficulties.
     Example: Ancient Egypt’s resilience is seen in its art after crises.
   • Crowdsource (v): To obtain information or input by enlisting the help of many people, often online.
     Example: The project uses crowdsourcing to find new archaeological sites.
2. Activity:
   • Students match words to definitions or fill in blanks in sentences using the vocabulary.
   • Example: “The _______ of ancient Egypt is preserved in its temples and tombs.” (Answer: heritage)
   • Pair students to discuss meanings and create their own sentences.

Vocabulary for extension

1. Artifact (n): An object made by humans, typically of historical or cultural interest.
   Example: The museum displayed artifacts from ancient Egypt, including pottery and jewelry.
2. Excavation (n): The act of digging up and uncovering archaeological sites or remains.
   Example: The excavation revealed a hidden tomb filled with treasures.
3. Civilization (n): A society with advanced culture, technology, and organization.
   Example: The ancient Egyptian civilization is famous for its pyramids and writing system.
4. Preservation (n): The act of protecting or maintaining something in its original state.
   Example: Preservation of historical sites ensures future generations can learn from them.
5. Hieroglyphs (n): A system of writing using symbols, especially used in ancient Egypt.
   Example: The tomb’s walls were covered in hieroglyphs describing the owner’s life.
6. Antiquity (n): The ancient past, especially the period before the Middle Ages.
   Example: Artifacts from antiquity provide clues about how people lived thousands of years ago.
7. Tomb (n): A burial place, often a structure, for the dead.
   Example: The archaeologist discovered an untouched tomb filled with ancient relics.
8. Relic (n): An object surviving from an earlier time, often with historical or cultural value.
   Example: The relic found at the site was believed to belong to a royal family.
9. Bureaucracy (n): A system of administration with many rules and procedures, often complex.
   Example: The bureaucracy of ancient Egypt managed the construction of the pyramids.
10. Cultural identity (n): The sense of belonging to a group with shared traditions, values, and history.
    Example: Protecting archaeological sites helps preserve a nation’s cultural identity.

Listening/reading comprehension (20 minutes)

Objective: Develop listening/reading skills and comprehension of the main ideas.

1. First listening/reading (10 minutes):
   • If using audio/video, play the TED Talk (or a segment, e.g., 0:00–6:00). If not, have students read the transcript silently or aloud in pairs.
   • Ask students to note the main idea: What is the speaker’s key message about archaeology?
2. Comprehension questions (10 minutes):
   • Provide a handout with questions to check understanding:
     1. What was the speaker’s favorite discovery, and why is it surprising?
     2. How does the speaker describe the thrill of archaeological discovery?
     3. What evidence does the speaker provide to show human ingenuity in building the Pyramids of Giza?
     4. What is “space archaeology,” and how does it help discover new sites?
     5. Why is looting a significant problem for archaeological sites?
   • Students answer individually, then discuss answers in small groups.
   • Review answers as a class, encouraging students to use new vocabulary.

Speaking activity: Group discussion (15 minutes)

Objective: Practice speaking and critical thinking about cultural heritage and global issues.

1. Discussion prompts:
   • Divide students into small groups and assign one or two prompts:
     • Why is it important to protect archaeological sites? How can ordinary people help?
     • The speaker says archaeology is about “what you can prove possible.” What does this mean to you?
     • How does the speaker’s story about Omer show the power of shared human connections?
     • What can we learn about ourselves from studying ancient cultures?
   • Encourage students to use vocabulary from the lesson and provide examples from the transcript.
2. Class share-out:
   • Each group shares one key point from their discussion.
   • Teacher facilitates, asking follow-up questions to deepen the conversation.

Writing activity (15 minutes)

Objective: Practice writing skills and reflect on the lesson’s themes.

1. Writing prompt:
   • Choose one:
     • Write a short paragraph about why protecting cultural heritage is important, using at least three vocabulary words from the lesson.
     • Imagine you are an archaeologist. Describe a discovery you made and how it connects to the idea of “shared human brilliance.”
   • Students write individually for 10 minutes.
2. Peer review (optional):
   • Students swap paragraphs with a partner to give feedback on clarity and vocabulary use.

Wrap-up and reflection (10 minutes)

Objective: Consolidate learning and connect to personal experiences.

1. Class reflection:
   • Ask: “What did you find most interesting about the speaker’s story? How can archaeology teach us about ourselves today?”
   • Encourage students to share personal connections (e.g., visiting historical sites, interest in history).
2. Homework (optional):
   • Research a famous archaeological site (e.g., Machu Picchu, Stonehenge) and write a short paragraph about why it’s important to preserve it.
   • Alternatively, watch another TED Talk about history or culture and summarize its main points.

Assessment

• Formative: Monitor participation in discussions and accuracy in comprehension questions.
• Summative: Evaluate written paragraphs for vocabulary use, clarity, and relevance to the prompt.

Extension activities (optional)

1. Role-play: Students act as archaeologists presenting a new discovery to a museum board, explaining its significance.
2. Debate: Divide the class into two groups to debate: “Should all archaeological artifacts stay in their country of origin, or should they be shared in museums worldwide?”
3. Creative project: Students design a poster or digital slide for the speaker’s crowdsourcing platform, encouraging people to join the effort to protect archaeological sites.

Notes for teachers

• Adapt the lesson length or complexity based on students’ levels (e.g., simplify vocabulary for B1 learners).
• Encourage students to connect the themes of archaeology and human connection to their own cultures or histories.
• If using the audio/video, ensure subtitles are available for accessibility.