Oxford English 6B, Page 17, Using Water
Analysis of the Material
The material we’re using is “Using Water” from Student’s Book 6B, page 17, Oxford English. And we are going to deal with some phrases about using water included in this lesson as well as major structures such as “How do we use water?” and “We use water to …”. The students have learned the How questions and simple present tense before. There should be no new words for the students in the lesson. So I’ll just try to help the students get familiar with the phrases about using water and the main structures. At the end of this lesson, students are expected to have achieved a better understanding of how important water is in our life and the various ways for using water. And at the same time, they’ll have had a chance to get familiar with words, phrases and structures related to the expression of using water and will hopefully have expanded their scope of knowledge in this respect.
I’ll do all I can to establish a friendly, relaxed classroom atmosphere and help my students learn English in a good environment. All the exercises, tasks and activities are designed to capture the students’ interest and get them motivated. I’ll also provide the students with opportunities to use English in real-life situations. I hope they can learn the language through games, competitions, charades, presentations and so on. The main patterns are first presented to them in a few jumbled sentences for students to work out. I shall explain briefly how this is done. I’ll ask the students to work in groups and put the words in the correct order as quickly as possible. In this way, the students are likely to be motivated and go through the task more enthusiastically, propelled by the urge to win. The process of putting the words in the correct order will certainly help to familiarize my students with the main patterns.
During the lesson I intend to assign myself the role of a director. The students will be required to do many different activities. Most of the time they’ll get chances to listen, speak, read or write. The activities will help improve their English skills. Throughout the lesson I’ll make a continual effort to encourage cooperative learning and let the students work in pairs and groups. The use of group work activities is more effective in motivating students and achieving better results, especially the latter. The students may have the choice of working in different groups. They can make their choice according to their personal interests or English levels. Some less able students will become more confident and the better students will overcome their inhibitions and use English naturally. This activity can also help enhance the students’ interest in English and confidence in themselves. And this is also a natural way for students to build up positive attitudes towards learning.
As you can see, I just use some really simple things to present the lesson, simple but interesting and in a way challenging, especially for this group of students who are at an average level of English learning. The key objective is to encourage the students to use the language while learning.
I. Warming up:
The students read a poem entitled “Water All around Us”
( Students are asked to read the poem with rhythm. This is done to warm up and get their voice ready and get them relaxed.)
II. Pre-task preparation
1. To introduce the new lesson Using Water, I would invite students to taste 3 different types of water-related liquids and guess what they are.
(Make the beginning of the lesson fun and get started on the subject of water to practice describing things.)
2. The students will listen to the tape and repeat after it.
3. The students will work in groups and then be given a few words on paper to create sentences with by putting them in the correct order. This will create the main question: How do we use water? We use water to …
(Competition is intended to motivate them to do the activity more enthusiastically and get familiar with the new pattern.)
4. They will read these sentences, a way for them to get an impression of the key phrases: How do we use water? We use water to…
III. While-task procedure
1. The students will be shown some slides about the use of water and read the phrases on the slides.
(Show the slides only a few seconds and then get feedback to improve their reading and memorization skills.)
2. The students will then get into pairs to ask and answer each other’s questions like this:
How do we use water?
We use water to…(referring to the slides)
3. The students play charades. One will perform a silent action to do with water and a pair of students will ask each other by using the structure:
How do we use water?
We use water to …
(The activity will make the lesson fun. Charades will guide the students to use the new pattern and phrases to describe what other students are doing as well as improving their English they’ll also need for making a conservation.)
IV. Post-task activity
1. The students will be shown some pictures and learn that we should save water.
(The pictures relate to real life and prove the importance of water. And I can also elicit the idea that we shouldn’t pollute water, and that we are against the war and long for a peaceful world with a better living environment.)
2. The students will choose between making a poster or a short dialogue, or writing some slogans for “Water Day”.
3. The students will present their work to the whole class.
(This is to improve the students’ skills of using English in real life.)
1. Continue to prepare the presentation on Water Day.
2. Read the text after the recording.
3. Complete Workbook page 11.
4. Write a short report on various ways of using water and give suggestions for saving water.