A Lesson Plan Incorporating Authentic Materials

Teacher Form:	Olena Holovach 6
Topic	Visiting a Museum Unit 9: A World of Wonders (12 lessons) Coursebook: “Enterprise Elementary. Express Publishing”
Purpose of lesson:	Students will develop integrated skills to communicate about visiting museums and galleries.
Number of students: Student ages: Language level:	10 12 Elementary
Lesson Goal: Students will develop competence in their language skills through activities based on authentic materials in order to communicate about visiting museums and galleries.	Lesson Objectives:      Students will identify and use the vocabulary related to museums and galleries.      Students will discover new facts about the American Museum of Natural History from authentic materials and use the obtained information doing communicative tasks.      Students will act out a dialog (asking for information) using the authentic materials.
Resources:	https://www.youtube.com/watch?v=InX3LE0ayRQ  http://www.amnh.org/plan-your-visit
Teacher action	Student action	Materials/equipment needed	Time needed Total: 45 min
Introduction/Warm up
1)     Motivation Teacher asks students to guess the topic of the lesson by unjumbling the letters on the board.  Teacher draws students’ attention to the importance of being active during the lesson as everyone’s work is intended to be assessed by the teacher.	A student who sees what is hidden comes up quickly to the board and unjumbles the letters:	·         blackboard	1 min
2)     Warm-up. Revision. Teacher has students complete the chart written on the board with words from the list and adds that some words can be used twice (the words for this activity are already known to students as they worked on them in the previous lesson).	In turns, students come up to the board and complete the chart: antiques, paintings, bridges, castle, statues, chapels and churches, gold and silver, carvings, art galleries, sculptures	·         blackboard ·         chart on the board	3 min
3)     Brainstorm Activity. Group Work. Teacher divides the class into two groups of five (spreading the more able students evenly among both groups) and has the two groups make sentences using the words from the chart related to Group A – landmarks and buildings found in a town Group B – items found in museums and galleries. Teacher emphasizes that although the sentences are supposed to be created by a group, each group participant is expected to read out at least one sentence.	Students work in two groups. They brainstorm sentences and write them down. Each student reads out one sentence (or two if the group wrote more sentences). Everyone listens and can correct or add their ideas.	·         paper ·         chart	6 min
Body
1)     Introducing New Vocabulary. Teacher gives out handouts with questions and answers. Teacher has students read the questions and answers aloud and explains or elicits the meaning of any unknown words.	Students follow the teacher’s instructions and choose the answers:	·         handouts	5 min
2)     Listening Task.  Teacher has students do a listening task. Pre-listening activity: Teacher asks students to read the dialog in their coursebooks and fill in the missing words. While-listening activity: Teacher has students listen and check their answers. Post-listening activity: Teacher forms two or three random pairs and has them read the dialog.	Students read the dialog in their coursebooks and fill in the missing words: Students listen and check their answers: Keys – 1) help, 2) tell, 3) take, 4) afraid 5) cost Students read out the dialogue in pairs.	·         CD, computer ·         students’ coursebooks “Enterprise Elementary. Express Publishing”	5 min
3)     Viewing Task. Pair Work. Before having students do a viewing task, Teacher has students get into pairs using a personality grouping scheme. Teacher makes it clear that students are expected to work in fixed pairs till the end of the lesson. Pre-viewing activity: Teacher gives out the slips of paper with a few (not all) unknown words from the video to be played and explains or has students explain the meaning of the new words.  To explain what the words mean Teacher uses pictures, synonyms, gives short descriptions or definitions but does not explain in students’ native language. When having students explain, Teacher asks them to use the same techniques. While-viewing activity: Teacher gives out handouts and asks students to complete the sentences while viewing (the video is to be watched twice). Post-viewing activity: Teacher asks students to answer the question: “What is the American Museum of Natural History famous for? Would you like to visit it? Why?”	Students get into pairs. Students listen, explain and ask for clarification if they do not understand. Students watch the video and complete sentences. They discuss their suggestions/ideas with their partners. Keys – 1 - b, 2 – a, 3 – a, 4 – b, 5 – a. Students give short answers. Suggested Ss’ answers: “The American Museum of Natural History in New York has a lot of collections and exhibitions. The museum is very big. I’d like to visit it because I want to see dinosaur halls”.	·         slips of paper (new vocabulary) ·         video (either online or downloaded) ·         computer ·         pictures ·         handouts	7 min
4)     Speaking Task. Asking for Information. Pair Work. Teacher gives out handouts with advertisement about the American Museum of Natural History. The information is extracted from the museum’s website but a little shortened by the teacher so that students will not get confused and will easily find the information needed. Teacher asks students to skim over the advertisement in the handouts and complete the chart. Then Teacher has students answer the questions: ·         What are the opening hours of the museum? ·         How much is the admission to the museum? Teacher asks students to act out a dialog about the American Museum of Natural History similar to that about Shelby Museum in their coursebooks.	Working in pairs, students search for the information needed  and complete  the chart: Students answer the teacher’s questions. Students use the information from the charts and the dialog in their coursebooks and prepare their own dialogs. Then each pair acts out their dialogs.	·         handouts ·         students’ coursebooks ·         charts	15 min
Conclusion/Wrap Up
1) Feedback and Evaluation. Teacher asks students to share their thoughts about working on authentic materials. Teacher assesses Ss’ work.	Students share their thoughts and feelings about how it was to work on authentic materials.	No materials needed	2 min
2) Assignment. For their homework Teacher asks students to make a postcard about a local museum or an art gallery (including the information about opening hours, admission, collections/exhibitions, photos) – Teacher adds that students can send the postcards they’ll make to their pen pals.	Students ask for clarification if they need.		1 min