Carpentry

Carpentry

Selecting the Right Wood

Intended learning outcomes

At the end of this lesson learners will have:

(1) Learners will learn how to pick the right wood for woodworking.

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) Video

Methodology

Pre-task:

Repetition of previously learned knowledge.

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 2-4 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 define the different types of wood that may be used for different cuts.

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 know the different types of wood through a demonstrative method used by the teacher.

Prepare a role-play: Create a dialogue between an employer and a customer, advising on how to choose the right wood for different goals.

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.

Task cycle 3
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.

Leave a Reply

Your email address will not be published. Required fields are marked *

  • Danish
  • English
  • Portuguese (Portugal)
  • Czech
  • Irish