Lesson script 3rd educational stage (III.1), English

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Lesson script

3rd educational stage (III.1), English

Grade: 2

Content area:

Developing learning strategies and student autonomy in foreign language classes

Detailed requirements:

Student (12) uses communication strategies (e.g. guessing the meaning of words from the context, understanding a text containing unknown words and phrases) and compensation strategies (e.g. describing, paraphrasing) if they do not know or remember a word.

Topic

: Electric appliances

Duration

: 45 minutes

Detailed goals regarding the range of information

Student:

● Knows the names of popular electric appliances.

● Knows the characteristic features/uses of different electric devices.

Detailed goals regarding the range of skills

Student:

● Can apply a compensation strategy (description);

● Can use defining relative clauses;

● Can understand simple audio descriptions;

● Can talk about electric appliances.

● Develops communication skills.

Detailed goals regarding attitudes

Student:

● Learns to appreciate the importance of technology in everyday life.

● Learns to express and justify his/her preferences.

Methods

Elicitation; multiple matching; listening for specific information; note taking; self-correction;

compensation strategy; personalisation; whole class, small groups, pairwork, individual work.

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Interaction forms and venue

Interaction forms: whole class, small groups, pairs, individual work.

Classes are to be held in the classroom.

Materials and teaching aids

Set of cut-up picture cards for every pair of students; audio recording; worksheet for each student (Supporting material 1), computer; multimedia projector; board.

Multimedia resources

● Audio recording: What is it?

● Picture cards: Electric appliances

Lesson plan/procedure

1 Warm-up – introducing the topic of the lesson Interaction forms: whole class

Duration: 3 minutes

The teacher asks the students if they have many appliances in their homes. What are they?

The students brainstorm for ideas and share them with the whole class.

The teacher shouldn’t elicit too much information at this point – the introductory question is supposed to raise students’ interest and introduce them to the topic of the lesson. It is assumed that the students will be able to come up with English names of several home appliances.

2 Main stage

2.1. Introduction of the target language – audio recording Interaction forms: individual, pairs

Duration: 12 minutes

The teacher tells the students that they will now listen to a few descriptions of electric appliances. Students’ task is to (i) decide if a sentence is true or false, then (ii) provide the correct definition.

The teacher distributes Supporting material 1 to each student.

He/she should pre-teach device and piece of equipment, explaining that they are basically synonyms of machine.

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The recording is played twice. First, the students should simply decide whether the description/definition of the appliance is true or false.

While playing the recording for the second time, the teacher should make a pause after each sentence, because the students are supposed to record on their worksheets correct definitions. If the definition is true, the students should simply write it down in the space provided. If the definition is false, they should find the device that fits the description and write the correct definition next to it.

The teacher elicits the answers and correct definitions in open class.

Note: It is assumed that the students are already familiar with defining relative clauses, but these examples should help to revise them before subsequent activities.

Answers: 1 true, 2 false (coffee maker), 3 false (dishwasher), 4 false (toaster), 5 true, 6 false (washing machine), 7 true, 8 false (microwave), 9 false (DVD player), 10 true

2.2. Target language extension and practice – compensation strategy/defining Interaction forms: pairs

Duration: 12 minutes

The teacher distributes sets of cut-up picture cards to each pair of students. The cards should be put face down on the table.

In this activity, the students work in pairs. They take it in turns to draw a card from the pile and define the appliance shown for their partner to guess. They cannot use the name of the object but just need to talk about its purpose/the way it is used, etc.

As the pictures of the home appliances are labelled, the defining student knows the name of the device. If the guessing student finds it very difficult to come up with the name of the object, the card should be laid on the table face up so that s/he can see it. The guessing student can keep any card that s/he guessed correctly; if not, the defining student keeps the card.

The teacher monitors and notes the students’ progress.

It is suggested that when the students have defined all the items featured on the cards, they should shuffle all the cards and play the game again. Did they do better now? Was the same student the winner?

2.3. Consolidation of the target language – personalisation (1): sharing opinions Interaction forms: small groups

Duration: 8 minutes

The students work in small groups of 3 or 4. The teacher asks the students if there are any electric appliances they couldn’t do without? What are they and why?

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The students share ideas in their groups. They are encouraged to justify their choices. They can suggest also some devices not mentioned in the lesson so far.

The teacher monitors and helps with vocabulary, if necessary.

2.4. Consolidation of the target language – personalisation (2): negotiating Interaction forms: small groups, whole class

Duration: 8 minutes

In their groups, the students compile a list of top five most needed electric appliances. They have to negotiate to come to agreement as to which items and in what order should go on the list.

Then the lists are shared in open class. The teacher puts the top items from each group on the board to compile a whole class list of top five indispensable devices.

3 Closing stage

Interaction forms: whole class Duration: 2 minutes

For homework, the students are asked to prepare 3-5 definitions of other pieces of equipment which they use or have at home (e.g. camera, iron, fridge, etc.). The descriptions can be used at the beginning of the subsequent lesson as a guessing game for the class.

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Electric appliances