Lesson script 3

Lesson script

3^rd education stage, English

Content area:

Detailed requirements:

structures/grammar (vocabulary, grammar, spelling and phonetics) enabling completion of other general requirements regarding knowledge of the relevant foreign countries and the mother country, with particular focus on multicultural context and European integration.

Subject

Grade

Duration

Detailed goals regarding the range of information

The student:

 Knows many EU countries and their capital cities

 Knows their flags and national anthems

 Knows famous European buildings and monuments (including those in Poland) and their location

 Knows specific national dishes of many European countries (including Poland)

Detailed goals regarding the range of skills

The student:

 Is able to match capitals to different EU countries

 Can recognize national anthems and flags of selected European countries

 Can recognize and locate famous buildings and monuments

 Can describe typical dishes of different European countries

 Can list famous buildings/monuments in Poland and explain what they are famous for

 Is able to list and describe traditional Polish dishes

Detailed goals regarding attitudes

The student:

 Learns tolerance for other countries and their cultures

 Increases awareness of being a member of the European culture

 Develops national awareness and pride of national culture and tradition

 Awakens willingness to explore

Methods

Active learning teaching; brainstorming, multiple matching; multimedia quiz; presentation;

pairwork and groupwork

Form and venue of class

Form: group

The class is to be held in the classroom.

Materials and teaching aids

Worksheets for students for pairwork and groupwork (appendices 1 and 2); computer and multimedia projector; loud speakers; blackboard

Multimedia resources

 Multimedia presentation: buildings/monuments

 On-line presentation: national anthems and flags

 Audio dictionary

Course of lesson

1 Warm-up

Form of interaction: small groups Duration: 5 minutes

The teacher puts students into groups of 3 or 4. He/She asks which European countries the students have been to, what they remember from their trips, and what they liked best. If students haven’t been abroad yet, where would they like to go? Students answer the questions in their groups.

The teacher informs students that in this lesson they will be talking about different European countries, their capital cities, national anthems and flags, as well as traditional dishes and monuments.

2 Main stage

2.1. European countries quiz Form of interaction: pairwork Duration: 18 minutes

Students get into pairs and begin a quiz of knowledge of European countries.

Round 1: Each pair gets a worksheet (appendix 1) with a list of European countries– the task is to write the names of capital cities given in the box at the top of the page next to the appropriate country.

After 2-3 minutes, students swap their worksheets with another pair. The teacher gives the correct answers to the class. The students put “plus” or “minus” next to the answers given by their friends from the other pair, count the points won and write them down under the

‘capital cities’ column. Meanwhile the teacher draws a scoreboard on the blackboard to record the number of points won by each pair. Finally, the worksheets are returned to their original owners.

Round 2: In this round, students have to match national flags to relevant countries. Flags are displayed on screen by the teacher (presentation: national anthems and flags). The flag is shown for some 20 seconds, at the same time this country’s national anthem is played in the background. Students should record their answers on the worksheets used in round 1, by entering numbers 1 to 10 next to the relevant country in the ’Flag / National anthem‘

column. Students must not shout out the answers! When all the flags have been displayed, students again give their worksheets to another pair for scoring. The correct answers are given by the teacher. The score obtained by each pair is recorded in the relevant space and copied to the blackboard by the teacher. The worksheets are returned to their owners.

Round 3: The last task consists in recognizing famous landmarks. In order to be awarded points, students must give the name of the building and state where it is located. Unlike in the previous two rounds, points for each question are only awarded to those pairs who volunteer to answer first.

The teacher displays photographs (presentation: buildings/monuments); each picture is uncovered gradually. The pair who recognizes the building should rise their hand. The teacher freezes the slide, and the students give their answer. If the answer is correct, the whole picture is uncovered and then the teacher moves on to show the next slide. If the answer was incorrect, the other students get their chance to answer. Points are recorded on the blackboard and added to scores from previous rounds.

After each picture the teacher asks the class if any of the students have seen the building? If so, what did think about it?

On completion of the third round, the total score is calculated and overall winners announced by the teacher. They can be awarded extra points or grade A.

Answers sheet (for the teacher):

Country Capital city

Flag / National anthem (numbers in the presentation)

Landmark

(numbers in the presentation)

Belgium Brussels 8 European Commission Headquarters

(7)

Czech Republic Prague 9 Charles Bridge (8)

Finland Helsinki 5 Santa Claus Village in Rovaniemi (9)

France Paris 3 The Eiffel Tower (3)

Germany Berlin 6 The Brandenburg Gate (4)

Greece Athens 1 Acropolis (10)

Italy Rome 10 Colosseum (5)

Spain Madrid 4 Sagrada Familia Cathedral in Barcelona

(2)

Sweden Stockholm 7 Vasa Museum (6)

United Kingdom London 2 Big Ben (1)

2.2. Traditional dishes

Form of interaction: small group work Duration: 7 minutes

The teacher puts students into groups of 3 or 4 (if possible, students should have different partners than in the previous tasks). Each group is given a worksheet (appendix 2). Students have to first match the dishes to their descriptions, then write the name of the country where the dish is popular.

There is whole class feedback. The teacher asks if anyone has tried a given dish? Did they like it?

Answers:

1 i (Finland), 2 g (France), 3 a (Greece), 4 d (Czech Republic), 5 c (Sweden), 6 j (Spain), 7 e (Italy), 8 f (Belgium), 9 h (United Kingdom), 10 b (Germany)

2.3. Activation – increasing national awareness: presentation Form of interaction: work in small group, whole class

Duration: 12 minutes

Students work in the same groups . They have to prepare a short presentation about Poland, briefly presenting at least two famous locations/monuments and one typical Polish dish.

After approx. 5 minutes the results of work of each group are presented to the whole class.

3 Closing stage

Form of interaction: whole class Duration: 3 minutes

The teacher reminds the students that in today’s lesson they have learned about different EU countries (the names of the countries can be quickly reminded), their capitals, flags, national

anthems, interesting buildings and traditional dishes. They also had a chance to realize that Poland has rich culture and traditions.

Students should be encouraged to continue developing their knowledge of EU countries. The teacher can refer them to, e.g. the European Capitals of Culture project at:

http://ec.europa.eu/culture/our-programmes-and- actions/capitals/european-capitals-of-culture_en.htm .