Lesson script 3rd educational stage (III.0), English Content area:

Lesson script

3rd educational stage (III.0), 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;

 Knows examples of words which have been borrowed into English from other languages;

 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 match words to the languages they originate from;

 Enhances memory.

Detailed goals regarding attitudes

Student:

 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.

Forms and venue

1

Forms: individual, pairwork, 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 as many foreign languages as they can and puts them on the board. Then, he/she asks if students can say any words in these languages. Maybe they know some words from songs/movies/products they use?

2 Main stage

2.1. Introduction of the concept of multilingualism Interaction forms: pairwork, whole class

Duration: 10 minutes

Teacher asks students if they know any English titles of Disney animated films or titles which are the same in any language (e.g. Pocahontas, Mulan, Alladin).

Then he/she puts students into pairs. They are going to see the title of Disney’s animated film The Lion King in different languages and they will have to match the titles to the appropriate language. Each pair is given the table below.

Students should be able to figure out some languages and they may simply guess the rest.

When they are ready, the 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 to English?

2

Match the titles 1–11 with the languages a–k, by putting the correct letter in the box provided.

1

a

The Lion King a English

2 El rey león b Czech

3 Der König der Löwen c French

4 Løvenes konge d German

5 Lví král e Hungarian

6 Liūtas karalius f Italian

7 Il re leone g Lithuanian

8 Az oroszlánkirály h Norwegian

9 Le Roi lion i Romanian

10 Lejonkungen j Spanish

11 Regele Leu k Swedish

Answers: 2j, 3d, 4h, 5b, 6g, 7f, 8e, 9c, 10k, 11i

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 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.

Teacher asks students to indicate the main categories the 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

3

Students do the quiz: they have to decide which language the given word comes from, i.e. coffee (from Arabic), disc (from Latin), balcony (from Italian), husband (from Scandinavian languages), ballet (from French), guitar (from Spanish), hamburger (from German),

atmosphere (from Greek).

3 Closing stage

Interaction forms: whole class Duration: 4 minutes

Teacher elicits from students the words they have remembered from the lesson. Which languages do they come from?

For homework, students can be asked to choose five vocabulary items and prepare sentences with them to show the words in context.

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.

4