Lesson script 2nd educational stage, English Content area:

Lesson script

2nd educational stage, English

Content area:

Detailed requirements:

Topic

Duration

Detailed goals regarding the range of information

Student:

 Knows the types of surface water;

 Knows the basic characteristics of the types of surface water;

 Knows some geographical names in English.

Detailed goals regarding the range of skills

Student:

 Can watch an audio-visual material for the main idea;

 Can search for specific information;

 Can use geographical names in personal stories;

 Develops communication skills;

 Can spell target words correctly.

Detailed goals regarding attitudes

Student:

 Learns to systematise information;

 Develops curiosity about the natural world;

 Learns to cooperate with other students.

Methods

Brainstorming; presentation; listening for general understanding; listening for specific information; note taking; personalisation; word search; whole class, small groups, individual work.

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Forms and venue

Forms: individual, groupwork, whole class.

Classes are to be held in the classroom.

Materials and teaching aids

Educational video; worksheets for all students (for stage 2.2.); word search; computer and multimedia projector; board.

Multimedia resources

 Film: Surface water

 Quiz: Word search

 Online dictionary

Lesson plan/procedure

1 Warm-up

Interaction forms: whole class Duration: 4 minutes

Teacher asks students if they like water sports. If so, what sports are these? Where can they practise them?

If any target vocabulary (e.g. lake, river, sea) comes up at this stage, teacher writes it on the board.

2 Main stage

2.1. Introduction of the target language – film (general understanding) Interaction forms: whole class

Duration: 5 minutes

Teacher tells students that they will watch a short film about different types of surface water.

Teacher plays the video once and then asks students what two basic types of surface water there are (flowing and still). Do they remember any examples of each?

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2.2. Target language – listening for specific information/note taking Interaction forms: individual, pairs, whole class

Duration: 15 minutes

Teacher distributes worksheets (below) to each student. He/She explains that students will watch the film again, but this time they have to listen out for specific information (missing from the handout).

Teacher plays the video a second time. Students work individually, then they can compare their answers in pairs. Teacher monitors to check if all the students have all (or most) of the answers. If the task proves to be challenging and there are some answers most of the students do not have, the video can be played one more time. However, this time teacher should pause the film after the relevant information is mentioned.

Finally, the answers are checked in open class. Teachers asks various students to come to the board and write the words needed, to make sure that they are spelt correctly.

Fill in the gaps with the information from the film.

1. Water covers about __________ of our planet.

2. The two main types of surface water are: _____________ water and ____________ water.

3. Flowing water includes _______________ and _______________ .

4. Lakes are bodies of _______________ water, while sea water is _______________.

5. Lakes are fully surrounded, while seas are only _______________ surrounded by _______________ .

6. The biggest type of still water are _______________ .

7. Still water is the home for _______________ numbers of _______________ of animals.

Answers: 1 70%; 2 flowing, still; 3 streams, rivers; 4 fresh, salty; 5 partially, land; 6 oceans;

7 vast, species

2.3. Consolidation of the target language – personalisation Interaction forms: small groups

Duration: 10 minutes

Teacher puts students into small groups. He/She asks them to think about different types of water reservoirs they have had a chance to visit (e.g. during their holidays). What were their geographical names?

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Teacher points out that we say the Atlantic Ocean, the Baltic Sea, the Mediterranean Sea, the Vistula River, etc. but Mamry Lake (no article before the names of lakes).

The geographical names mentioned by students are put on the board to show the article use.

Students are also encouraged to say if the water in the reservoir was fresh or salty. What did the bottom of the lake/river/sea look like? Was it sandy or muddy?

2.4. Target language consolidation – quiz Interaction forms: individual

Duration: 8 minutes

Students do the word search. Their task is to find the hidden words they have come across in the lesson. The words can be found vertically, horizontally or diagonally, in both directions.

The hidden words are: Earth, lake, mystery, river, salt, space, species, stream, vast.

3 Closing stage

Interaction forms: whole class Duration: 3 minutes

Teacher concludes the lesson by eliciting from students the basic information learned in the lesson: types of surface water, examples and any additional information they can remember.

As an extension, students can be asked to list the English names of all the oceans, five longest rivers and five biggest lakes (with the correct articles, if any).

Additional information

Teacher advises students that the www.scholaris.pl website offers a computer application in the form of a multimedia dictionary presenting correct pronunciation together with

translations of words and phrases learned during the lesson.

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