Lesson script 2nd educational stage, English

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Lesson script

2nd educational stage, English

Grade: 5

Content area:

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

Detailed requirements:

Student (8) processes text materials: (i) orally communicates the information from audio or text materials, (ii) writes down the information from audio or text materials.

Topic

: Getting to know each other

Duration

: 45 minutes

Detailed goals regarding the range of information

Student:

 Knows the names of basic categories of personal information;

 Knows the structures needed to share personal information;

 Knows the basic vocabulary for describing people’s appearance.

Detailed goals regarding the range of skills

Student:

 Can provide and ask for personal information about other people;

 Can carry out a brief self-presentation;

 Can write down the information from audio recording;

 Develops listening comprehension;

 Develops communication skills.

Detailed goals regarding attitudes

Student:

 Learns to present himself/herself to others;

 Becomes more considerate of other people’s preferences and interests.

Methods

Elicitation; information gap; listening for specific information; note taking; self- presentation; whole class, small groups, pairs, individual work.

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Forms and venue

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

Classes are to be held in the classroom.

Materials and teaching aids

Worksheets A and B for each pair of students; audio recording; worksheets for each student (Supporting material 1, for stage 2.3); computer and multimedia projector OR CD player; board

Multimedia resources

 Worksheet: Meet my friends

 Audio recording: Self-presentations

Lesson plan/procedure

1 Warm-up

Interaction forms: whole class Duration: 3 minutes

The teacher asks the students if they like meeting new friends – why/why not? What do they want to know about them (e.g. hobbies, information about their families, etc.)?

The students share ideas in open class.

2 Main stage

2.1. Introduction to the topic – revision of structures Interaction forms: whole class, pairs, whole class

Duration: 8 minutes

The teacher writes on the board: name, age, pet, food.

He/She elicits from the students the structures necessary to ask about these pieces of information (i.e. What is your name? How old are you? Have you got a pet? What is your favourite food?). He/she may write the structures on the board.

The students are told to work in pairs and ask and answer these four questions.

Then, to practice the same structures in the third person, the teacher asks one student: (Ola), what is her name? (pointing to Ola’s desk mate). Ola should respond:

Her name’s Ania. Next the teacher should address another student, this time asking about a boy’s name. The student should produce a sentence: His name’s (Bartek).

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The teacher keeps asking this question till the students are able to respond confidently (but not making it too long).

Then the same procedure is used to practise/revise the next three questions in the third person. The teacher asks a chosen student: How old is he/she?, pointing to another classmate, and elicits the answer, and so on.

This stage is important as it gives the students a chance to revise the language (structures) necessary for the subsequent stage of the lesson.

2.2. Language introduction and practice – information gap (worksheet) Interaction forms: pairs

Duration: 12 minutes

In this activity the students work in pairs, student A with student B. The teacher distributes worksheets to all the students (respectively worksheets A or B). Both worksheets contain complementary information about four persons, that is each student misses some data, which the other one has. The students need to find out the missing information by asking their partner about these items.

The students ask their questions in turns and record the answers on their handouts.

The teacher monitors and helps if necessary.

2.3. Target language extension and practice – audio recording Interaction forms: individual, whole class

At this point, the students are fairly confident with the categories, so a more difficult task of listening for the information is possible.

The teacher distributes worksheets to all the students (Supporting material 1).

He/She tells them that they will hear three people talking about themselves. The students’ task is to note down the information the speakers provide under the correct categories. The notes should be short (single words will usually suffice). The teacher should tell the students beforehand that some categories of information are not available for certain persons.

The recording is played twice. The students fill in their handouts as they listen.

Note: 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 recording can be played a third time.

Next, the answers are checked with the whole class.

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Answers:

Person 1 Person 2 Person 3

Name Mary Paul Patricia (Pat)

Age 13 14 12

Hair long, brown short, dark long, blond

Eyes green brown N/A

Pet dog N/A two cats

Brothers/sisters two (older) brothers two (younger) sisters No brothers or sisters Favourite food N/A chicken with rice, ice

cream cakes

Favourite sport basketball, swimming,

jogging football N/A

Other

information grade six, very tall fast, strong good at maths, likes singing

2.4. Target language practice – self-presentations Interaction forms: individual, small groups

Now the students have rehearsed all the vocabulary and structures they need to talk about themselves.

The teacher tells the students to make brief notes for their self-presentations (based on the model ones they heard in the previous stage) choosing the information they want to share with their classmates. After two or three minutes, the teacher puts the students into small groups (of three or four). The students take it in turns to give their self-presentations. The listeners are encouraged to be attentive and ask follow-up questions, e.g. How old is your sister? What colour is your cat?, etc.

The teacher monitors, checks that the students use the target language correctly and helps if necessary.

3 Closing stage

Interaction forms: whole class Duration: 2 minutes

As a homework task, they should repeat (and possibly expand) their mini- presentations to their parents/siblings/friends from outside school.

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Sharing personal information

Supporting Material 1

Listen to the recording and complete the table.

Person 1 Person 2 Person 3

Name _________________ _________________ _________________

Age _________________ _________________ _________________

Hair _________________ _________________ _________________

Eyes _________________ _________________ _________________

Pet _________________ _________________ _________________

Brothers/sisters _________________ _________________ _________________

Favourite food _________________ _________________ _________________

Favourite sport _________________ _________________ _________________

Other information

_________________