Lesson script
3rd educational stage (III.1), English
Content area:
Multiculturalism in foreign language lessons.Detailed requirements:
Student (13) has language awareness (e.g. of similarities and differences between languages).Topic
: Language borrowings (loan words).Duration
: 45 minutes.Detailed goals regarding the range of information
Student:
Knows the concept of language families and the names of some of them;
Knows examples of loan words in English;
Knows examples of English words which have been loaned to Polish.
Detailed goals regarding the range of skills
Student:
Can name a range of different languages;
Can recognise unique features of some languages;
Can recognise similarities within language groups;
Can match words to the languages they originate from;
Enhances memory.
Detailed goals regarding attitudes
Student:
Recognises the multitude of languages in Europe;
Learns to respect the uniqueness of other languages;
Learns to cooperate with other students.
Methods
Elicitation; multiple matching; presentation; multiple choice; whole class, pairs, individual work.
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Forms and venue
Forms: individual, pair-work, whole class.
Classes are to be held in the classroom.
Materials and teaching aids
Worksheets for pairs of students (stage 2.1.); presentation; quiz; computer and multimedia projector; board.
Multimedia resources
Presentation,
Interactive quiz,
Online dictionary.
Lesson plan/procedure
1 Warm-up
Interaction forms: whole class.
Duration: 5 minutes.
Teacher asks students to name languages in which they know at least a couple of words.
Maybe they know some words from songs/movies/products they use?
Then students are asked what languages they would like to learn (apart from English) and why.
2 Main stage
2.1. Introduction of the concept of multilingualism Interaction forms: pair-work, whole class.
Duration: 10 minutes.
Teacher asks students if they know any famous film titles in English. He/she follows by asking whether they have seen any episodes of George Lucas’ Star Wars film saga and, if so, if they liked it.
Then the teacher puts students into pairs. They are going to see the title of Star Wars in different languages and they will have to match the titles to the appropriate languages. Each pair is given the table below.
Students should be able to figure out some languages and they may simply guess the rest.
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When they are ready, teacher elicits answers in the whole class. He/She asks students to look at the titles in different languages and note if they can observe any similarities between some languages. Which languages are the most similar ones to English?
Match the titles 1–11 with the languages a–k, by putting the correct letter in the box provided.
1
a
Star Wars a English2 Hviezdne vojny b Czech
3 Krieg der Sterne c Estonian
4 Războiul stelelor d French
5 La guerra de las estrellas e German
6 La Guerre des étoiles f Hungarian
7 Guerre stellari g Italian
8 Hvězdné války h Romanian
9 Csillagok háborúja i Slovak
10 Stjärnornas krig j Spanish
11 Tähtede sõda k Swedish
Answers: 2i, 3e, 4h, 5j, 6d, 7g, 8b, 9f, 10k, 11c
2.2. Target language – presentation Interaction forms: whole class.
Duration: 16 minutes.
Teacher tells students that now they will see a presentation which shows how some words are similar in many languages; that there are some language families; that many words in English have been borrowed from other languages; and that some words in Polish come from English.
Teacher shows the presentation, stopping at every slide, reading out and explaining the information given. He/She emphasises the names of the four main language families in Europe, pointing out that languages within each group are similar e.g. in terms of grammar or pronunciation.
He/She should read aloud all the English words on the slides to make students familiar with their pronunciation. Students are encouraged to record in their notebooks the most
interesting words, which they would like to remember.
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Teacher asks students to observe the categories borrowed words fall into (e.g. sports, technology, food, entertainment). Do students know any other loan words?
2.3. Consolidation of the target language – quiz Interaction forms: individual.
Duration: 10 minutes.
Students do the quiz: they have to decide which language the given word comes from, i.e. catastrophe (from Greek), algorithm (from Arabic), broccoli (from Italian), orbit (from Latin), anger (from Scandinavian languages), mosquito (from Spanish), hamster (from German), courage (from French).
3 Closing stage
Interaction forms: whole class.
Duration: 4 minutes.
Teacher elicits from students words they have remembered from the lesson. Which languages do they come from?
For homework, students are asked to find further examples (5–10) of loan words in English.
Additional information
The 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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