Carpentry

Carpentry

Ask a Colleague for Help

Intended learning outcomes

At the end of this lesson learners will have:

Learners will learn how to ask for help dealing with difficulties at work.

 

Materials to be used

During the lesson the class will participate in a series of activities that are designed to facilitate the learning process. These activities will be supported by the following materials:

(1) Images and vocabulary given by the teacher,
(2) Videos.

Methodology

Pre-task:

Go over the lesson for the day, and prepare to write the plan for the lesson on the board.
For Vocabulary and verbs: Print the image and word card printout sheet on thick paper – to be worked on in pairs or smaller groups.

Brainstorm nouns and verbs in class.

Task:

During the task cycles, the teacher is present and assists the groups in
completing their tasks. When they have questions or need help with vocabulary, the teacher can be of assistance.

Split the class into teams of 2 persons. Ensure that the groups are not too homogenous. So the groups have a set of different strengths to be used in the task. The purpose of this task is to make a dialogue where questions are asked about finding solutions for difficulties.

Verbs and expressions to use: Would you please help me…? / Can you explain me…? / Is it correct if I…? etc.

This activity is learner centred. Learners will need to work in groups and make a plan for the task.
Provide learners with the previous handouts to help them complete the task and remember the vocabulary. Provide them with dictionaries and grammatical overviews if necessary.
The learners need to work on structuring the language with the tools and scaffolding provided (and as a last resort – the teacher) to fill in the blanks.

Prepare a role-play based on the previous dialogue.
Write a script between the two workers using the verbs given
Planning the presentations
Learners will need to decide:
Who will take part in the role-play?
How will the role-play be presented?.
Practice the role-play – making it perfect for the presentation.

The teams present their role-plays for the others in the class.
The teacher is observant during all phases, and especially during this phase, where notes are taken.

Post-task review:

In plenum.
What did we learn today?

  • New words brainstorm in plenum
  • Words and phrases remembered by the groups written on board

Language focus
Go through some of the issues that were raised during the presentations
These could be:

  • Grammar needs;
  • Vocabulary;
  • Pronunciation.

 

Evaluation

Following the lesson, the teacher may use this space to reflect upon how the lesson went and note any modifications to the learning materials or methodology that should be made in order to achieve better outcomes the next time it is run. The teacher assesses the extent to which the learning outcomes were achieved and considers how progress may be built upon.

 

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