Lesson script 2nd educational stage, English Grade:

Lesson script

2nd educational stage, English

Grade:

6

Content area:

Developing learning strategies and student autonomy in foreign language classes

Detailed requirements:

Student (9) carries out self-assessment (e.g. using a language portfolio) and uses independent language learning techniques (e.g. using dictionaries, correcting errors, memorising new words).

Topic

: Let’s go skiing, let’s go swimming

Duration

: 45 minutes

Detailed goals regarding the range of information

Student:

● Knows basic vocabulary related to some popular sports;

● Knows the typical structure of monolingual dictionary entries.

Detailed goals regarding the range of skills

Student:

● Can roughly predict the general meaning of new words;

● Can use monolingual dictionaries;

● Can read and understand simple definitions;

● Can listen for specific information in audio-visual materials.

Detailed goals regarding attitudes

Student:

● Develops more independent attitude towards learning;

● Learns to cope with unknown words using prediction;

● Becomes familiar with monolingual dictionaries as a learning tool;

● Learns to carry out self-assessment as a means of determining individual learning needs.

Methods

Brainstorming; elicitation; prediction; matching; presentation; whole class, pairwork, individual work.

Interaction forms and venue

Interaction forms: whole class, pairwork, individual work.

Classes are to be held in the classroom.

Materials and teaching aids

Worksheet for each student (for stage 2.2; Supporting Material 1); film; self- assessment chart for each student (for stage 3; Supporting Material 2); computer with an internet connection; multimedia projector; board; monolingual dictionaries (printed or online) [Note: Cambridge Online Learner’s Dictionary is recommended.]

Multimedia resources

● Film: Skis and Flippers

● Interactive widget: Skiing and swimming quiz

Lesson plan/procedure

1 Warm-up

Interaction forms: whole class Duration: 3 minutes

The teacher asks the students if they like sports. What is their favourite sport? What is the most popular winter sport (skiing)? And the most popular summer sport (swimming)?

2 Main stage

2.1. Introduction of the target language – prediction Interaction forms: whole class, pairs, whole class

Duration: 7 minutes

The teacher tells the students that in this lesson they will talk about these popular sports (i.e. skiing and swimming) and learn new words related to them. The students will also be shown how to use learner’s (English-English) dictionaries.

The teacher writes the target vocabulary on the board: boot, flipper, helmet, lifeguard, ski lift, ski pole, swimsuit, trunks. The teacher models the correct pronunciation for the students. They should repeat the new words after the teacher.

Note: the meaning of the words is NOT explained at this point.

The teacher tells the students that four words are related to swimming, and four to skiing. The two headings are written on the board. The students have two minutes to predict the four skiing-related terms in pairs (ski lift and ski pole are obvious; and they should be able to predict, rather than guess, boot and helmet). Then the teacher elicits the answers and puts them on the board.

2.2. Introduction of the target language – matching Interaction forms: individual, pairwork

Duration: 8 minutes

For the upcoming activity, students can work individually (in stronger classes) or in pairs (to offer peer support).

The teacher distributes worksheets (Supporting Material 1) to all students. He/She explains that there are eight words and the corresponding definitions. The students’

task is to match the words (1-8) to the definitions (a-h). In line with the earlier prediction task, the teacher explains that the first four words (1-4) refer to skiing and the next four (5-8) to swimming.

Note: The students do not need to understand all the words in the definitions to complete the task. However, the teacher can choose to put some of the more challenging words (e.g. rubber) on the board and pre-teach them.

The students work individually or in pairs. The teacher monitors and helps if necessary.

The answers are NOT checked at this point, and the students will have a chance for self-correction during the next stage of the lesson.

2.3. Target language consolidation – film / self-correction Interaction forms: individual, whole class

Duration: 6 minutes

The teacher tells the students that they will watch a short film about skiing and swimming. They should watch carefully to check if they have done the matching task from the previous stage correctly.

The teacher plays the cartoon once, then the students are given two minutes to make sure that their answers are correct. If the students are having difficulty, the film can be played a second time. Then the answers are checked in open class.

Answers: 1c, 2f, 3h, 4b, 5a, 6g, 7e, 8d

2.4. Target language consolidation and practice – interactive widget Interaction forms: individual, pairwork

Duration: 5 minutes

The teacher invites the students to practise the vocabulary by using the interactive widget. They can work individually or in pairs to match the drawings with the correct words.

The widget should also be used for practising pronunciation: the students should be encouraged to click the ‘listen’ button and repeat the word they hear before matching.

2.5. Introduction to using monolingual dictionaries Interaction forms: individual, whole class

Duration: 12 minutes

The teacher tells the students that the matching task at the beginning of the lesson was based on actual learner’s dictionary entries. He/She directs the students to the Cambridge Online Learner’s Dictionary (which was used as the basis for the matching definitions). However, another dictionary can also be used at the teacher’s discretion. If dictionaries in the book form are used, there should be at least one dictionary per pair of students.

Note: If the teacher decides that monolingual dictionaries alone are too challenging for his/her students, on-line dictionaries which offer both the English definition and the Polish translation can be used.

The teacher should explain how to use monolingual dictionaries. He/She could demonstrate how to find an entry by asking the class to find, for example, trunks, which are defined as a piece of clothing that boys and men wear when they swim (the students have already seen this definition in the matching task). The teacher should explain that a dictionary entry always gives information about the part of speech (trunks = noun), followed by a definition and, typically, some common collocations and/or example sentences.

If an online dictionary is used, the students should be encouraged to listen to the proper pronunciation.

Then, the teacher should explain that sometimes a word can have more than one meaning and the students will have to choose the one that is correct in the given context. At this point flipper should be looked up, as most dictionaries offer two definitions, i.e. (i) fin (of an animal) or (ii) swimming shoe (the latter was used in the matching exercise).

Finally, the students should be told about the advantages of using English-English dictionaries specifically designed for learners, rather than bilingual ones (for example, they provide more exposure to English, offer a natural context, etc.).

To boost the students’ confidence in using such a dictionary, the teacher could ask them to find two or three more entries as whole class practice. Then, a few more sport-related entries can be set as homework, e.g. goalkeeper, referee, score (noun).

3 Closing stage – self-assessment Interaction forms: whole class

Duration: 4 minutes

The teacher distributes the self-assessment chart (Supporting Material 2) to each student. If this is the first time the students are being asked to assess themselves, the teacher should explain that it is very important to be able to see one’s strong and weak points, as this gives students a chance to recognise their learning style and locate the areas that still need improving.

The teacher should make it clear that this is not another test and it will not be assessed by him/her; this is a chance for the students to reflect on their own learning and the progress they are making.

They should study the chart carefully and answer the questions honestly, trying to assess their own progress and abilities.

Let’s go skiing, let’s go swimming

Supporting Material 1

Match the words 1–8 with their descriptions a–h.

1. boot ___

2. helmet ___

3. ski lift ___

4. ski pole ___

5. flipper ___

6. lifeguard ___

7. swimsuit ___

8. trunks ___

a. a long rubber shoe that you use when swimming

b. one of two poles that you hold in your hands when you are skiing c. a strong shoe that covers your foot and part of your leg

d. a piece of clothing that boys wear when they swim e. a piece of clothing that girls wear when they swim f. a hard hat that protects your head

g. someone at a swimming pool or beach who helps people in the water h. a machine that carries people on skis to the top of the mountain

Let’s go skiing, let’s go swimming

Supporting Material 2

Answer these questions for yourself.

Put ‘+’ for ‘yes’ or ‘-’ for ‘no’.

If any of your answers is ‘no’, you should try to practise more at home.

Odpowiedz sobie na poniższe pytania.

Postaw ‘+’, jeżeli odpowiedź brzmi ‘tak’, zaś ‘-‘,jeżeli brzmi ‘nie’.

Jeśli na jakieś pytanie odpowiedziałeś ‘nie’, musisz jeszcze poćwiczyć.

YES (+) / NO (-)

I can check new words in a dictionary.

Potrafię sprawdzić znaczenie wyrazów w słowniku.

I can name the swimming equipment.

Potrafię nazwać rzeczy używane do pływania.

I can name the skiing equipment.

Potrafię nazwać rzeczy używane do jazdy na nartach.

I can correctly pronounce the words related to skiing and swimming.

Umiem poprawnie wymawiać słówka związane z pływaniem i jazdą na nartach.