Lesson script 2nd educational stage (II), English Grade: 6 Content area:

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Lesson script

2nd educational stage (II), English

Grade: 6

Content area:

Use of authentic materials with the help of information and communication technologies (ICT) in foreign language classes

Detailed requirements:

Student (11) uses sources of information in a foreign language (e.g. encyclopaedias, the media), also with the aid of ICT technologies.

Topic

: Animal records

Duration

: 45 minutes

Detailed goals regarding the range of information

Student:

 Knows the names of some animals;

 Knows the basic parts of the body;

 Knows the types of food eaten by animals;

 Knows the names of the continents;

 Knows the superlative and comparative of adjectives.

Detailed goals regarding the range of skills

Student:

 Can use sources of information in a foreign language;

 Can write down information from an audio-visual material;

 Can find the relevant information in textual materials;

 Develops listening skills;

 Can briefly characterise animals.

Detailed goals regarding attitudes

Student:

 Becomes familiar with authentic materials;

 Develops curiosity about the natural world;

 Becomes aware of a great animal diversity;

 Learns to cooperate with others for task completion.

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Methods

Brainstorming; watching for specific information; reading for specific information;

completing notes; whole class, small groups, pairs, individual.

Forms and venue

Forms: individual, pairwork, small groups, whole class.

Classes are to be held in the classroom.

Materials and teaching aids

Film; worksheet 1 for each student (Supporting material 1 for stage 2.1); text material and worksheet 2 (Supporting Material 2) for each student (for stage 2.3); computer and multimedia projector; board

Multimedia resources

 Film: Animal world records

 Text material with photographs: The animal files

Lesson plan/procedure

1 Warm up

Interaction forms: pairs, whole class Duration: 5 minutes

The teacher asks the students to brainstorm, in pairs, for the names of animals they know. They have two minutes to do that, then the answers are elicited in open class.

This activity will introduce the students to the topic of the lesson (animals). At the same time, the teacher will have a chance to see how many animals the students were able to recall, and to what extent he/she can relate to their knowledge in the lesson.

2 Main stage

2.1. Introduction to the topic – prediction Interaction forms: pairs, whole class

Duration: 6 minutes

The teacher distributes Supporting material 1 to each student. He/She draws students’ attention to the five categories and asks them to predict, in pairs, which animals these are. At this point the teacher will have a chance to observe if the students are using the superlative form of the adjectives correctly. If they are having a difficulty with the structure, it should be briefly revised.

The predictions are not checked at this point.

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2.2. Introduction to the topic – film (note taking) Interaction forms: individual; pairs, whole class Duration: 12 minutes

The teacher tells the students that they will watch a short film about some animal records. During the first view their task is just to catch the names of the five animals they see. The teacher elicits the names and puts them on the board to ensure correct spelling.

While watching for the second time, they will need to note down the specific

information about: (i) the world’s largest animal; (ii) the largest land animal; (iii) the tallest land animal; (iv) the fastest animal on four legs; (v) the fastest animal on two legs. For each category, they have to write down the correct name of the animal and the actual value of the ‘record’.

The film is played twice.

If the students seem to be struggling with the task, (i) they can be allowed to compare their notes in pairs, and/or (ii) the film can be played a third time.

Note: The film offers extra information which the students will not need to complete their task, e.g. A baby whale drinks up to 500 litres of milk every day.

Answers:

Category Animal Record

The world’s largest animal blue whale 150 tonnes The largest land animal elephant 7 tonnes The tallest land animal giraffe 6 metres

The fastest animal on four legs cheetah 120 kilometres per hour The fastest animal on two legs ostrich 72 kilometres per hour

2.3. Target language extension and practice – searching for information Interaction forms: pairs, whole class

Duration: 12 minutes

The teacher distributes the material about different animals as well as the

corresponding worksheets (Supporting Material 2) to all the students. The students should be told that the Supporting Material 2 is based on authentic Internet

resources.

The students’ task is to fill in the table by finding the missing information in the text.

The teacher should pre-teach weight (n.) and weigh (v.), as these define one of the categories. Although the students do not need to know every single word to complete the task, the teacher can explain some more words, if the students inquire.

Note: Some fields in the table are already filled in to provide a pattern for the students to follow.

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At this stage of the lesson, the students work in pairs (for peer support and to develop communication skills). The teacher monitors and helps, if necessary.

When the students are ready, the answers are checked in open class.

Answers:

Animal Continent(

s) Weight Colour Food Other information

Ostrich Africa 100-160

kilograms black and white grass, leaves

and flowers large eyes, 3 metres tall Elephant Africa, Asia 4-7 tonnes grey or brown grass, fruits large ears, long trunk Cheetah Africa, Asia 70

kilograms

brown, with small black spots

antelopes and other animals

big cat, 1.5 metres long

Giraffe Africa 2 tonnes orange or

brown leaves

long legs, a very long neck, small ears, large eyes

2.4. Consolidation and practice – personalisation Interaction forms: small groups

Duration: 7 minutes

In small groups, the students talk about the most unusual animals they have

seen/read about. What is unique about them? If the students are not able to come up with any exotic examples, they should be encouraged to recall some interesting facts about better known animals, in particular their own pets.

Note: The task may be used to revise the superlative form of adjectives. In such case, each group should be asked to come up with a list of statements to share with the whole class, e.g. The most unusual/aggressive animal is..., The cutest animal is...

3 Closing stage

Interaction forms: whole class Duration: 3 minutes

For homework, the teacher asks the students to write a brief note about one animal of their choice. They should model their assignment on the texts they worked with in stage 2.3.

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Animal records

Supporting Material 1

Complete the table with the information from the film.

Category Animal Record

The world’s largest animal ______________ _______ tonnes

The largest land animal ______________ _______ tonnes

The tallest land animal ______________ _______ metres

The fastest animal on four legs ______________ _______ kilometres per hour

The fastest animal on two legs ______________ _______ kilometres per hour

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Animal records

Supporting Material 2

Complete the table with the information from the text.

Animal Continent(s) Weight Colour Food Other information

Ostrich ____________ ____________

_______________

grass, leaves and flowers

_______________

Elephant Africa, Asia 4-7 tonnes

_______________

______________

_______________

Cheetah ____________ ____________ brown, with small black spots

______________

_______________

Giraffe ____________ ____________

_______________

______________

long legs, a very long neck, small ears, large eyes