LESSON PLAN
Aim
Level
Content - Subject
To describe a part of a modern car and communicate how to perform a
simple procedure/reparation on that part. The student will create a
screencast on this subject.
Language level A2-B2. The use of authentic texts means that the level
is high, but tasks and methods used ought to allow all students to
achieve the aims of the lesson.
Motor mechanics - The braking system.
Communication Language
The student needs to have a basic language level (A1) in order to have
a basis to work from. Ideally the students should be of mixed abilities
as one of the major linguistic aims of this lesson is to be able to
communicate successfully about their chosen area of interest. Students
will be required to help each other in order to complete many of the
tasks. Some tasks can be left out if the level is too low for the students.
I have supplied teaching materials based on a class of 20 students
working in 5 groups of 4 , in pairs and individually.
The technological challenge in the final task is minimal, but the teacher
may choose to describe how you use the software in the native
language as this mastering IT is not an aim.
Subject-specific vocabulary is introduced throughout the lessons using
games and communicative tasks aimed at solidifying the knowledge
and providing a network linking the individual words to each other thus
encouraging correct application in 'real-life' situations.
Approx. time overall
14 lessons of 45 minutes
Plan
Stage 1
Short Description
Gathering useful general
vocabulary.
Links to Activities
Activity 1
Stage 2
Gathering specific vocabulary
and knowledge
Activity 2
Stage 3
Practical task and creation of
documentation (individual)
Activity 3
Evaluation
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The students are evaluated
during the activities on how they
have:
 demonstrated their social
abilities (working in
groups and sharing
information)
 demonstrated their
gained knowledge in the
chosen area
 demonstrated their
practical ability to use the
gained knowledge.
 communicated the
gained knowledge to
others.
Activity 1
Procedure
The students have to find out what simple car parts are called in both
BrE and AmE and what various tools are called in English (BrE). They
will also hear an American talking about tools and will have to find
examples of the difference between the two languages.
Song: 'I'm in love with my car' by Queen
The lesson starts with a simple listening task where the students, in
pairs, have to piece together the lyrics as they hear the song.
Brainstorm: CAR WORDS - what car words are there in the song? What
other words do you know? These words should remain on the board
and can be added to during the lesson.
Worksheet: (Optional) - Car parts
A very basic worksheet where students are given the names of basic
car parts and then have to match the words and pictures finally find
the words in a word search grid.
Consolidation: (Optional) in groups of four play Car parts Bingo.
Students choose a bingo card and take turns to be the caller, picking
the car parts from the pool of cards placed in the middle of the table. If
you have a picture of the car part read out you may cover it. The
winner is the student who covers the whole card first.
Finding groups: What is this?
Students are given a card with a picture of a tool and have to circulate
in the classroom asking each other 'What is this?' then exchanging the
cards. They should be informed that it is ok for the answer to be 'I
don't know'. After approximately 5 minutes the teacher says STOP. The
cards have different colours on them students now have to assemble
according to the colour on their card (Yellow, orange, red, blue and
purple).
Group task: Finding tools.
The groups are given a task sheet on which the task is explained. Each
group has to make a poster for the wall with a selection of tools on it.
These posters have to be presented to the class by the group. The
students should use a search engine to find the tools.
Consolidation: Students play memory tools. In their groups the
students take turns to turn over two cards in an attempt to match a
picture and the written name of the tool.
Film: See the youtube video about the tool box. Discuss the film
content and language in class - find AmE words.
Group task: Describe your ideal tool box. What tools would you
choose? What make? In the group the students have to decide on a 10
tools that they would have in their tool box and a reason for their
choice. The final choice is presented to the class.
Approx. time
Level
Learning outcome
Indicators
Materials
Final task: (Optional) Kim's game. The students have two minutes to
study a collection of tools which is then hidden. They then have 5
minutes to remember all of the tools. This task can also be used as a
warm-up in another lesson at a later stage. You can also repeat the
What is it exercise so that students can see how much they have
learnt.
3-4 45 minute lessons
A1-A2
 Getting used to speaking in front of the class
 Using the internet to gather information/vocabulary
 Acknowledging and recognising different forms of English
 Students using English as a classroom language
 Correctly identify different tools
Song lyrics
Worksheets:
 Car parts
 Tool poster
Games:
 Memory tools
 Car parts Bingo
 What is this pictures
Film: Eric the car guy's tool box
Additional materials: A selection of tools (for Kim's game.)
Activity 2
Procedure
The students talk about basic repairs on a car, adding to their
vocabulary. They read about a simple repair in groups and in pairs
work on writing a description of a procedure.
Brainstorm: Repairs
The teacher elicits vocabulary which is collected on the board. When
the teacher feel that there is enough she asks the students about the
repairs that they like and don't like doing. Strong students are
encouraged to give reasons.
Reading: In pairs read the text '10 repairs'.
Each pair is assigned a repair to talk about and should justify its placing
on the list. If they think that it should be removed then they should
have an alternative. Class discussion about the list.
Consolidation: Game my garage. Each pair now has to choose a name
for their garage. They have to make a price list for six repairs that could
be made in a typical garage. Each repair has to have a number from
one to six. Prices should be set to either £ or US$. With the teacher
setting an appropriate exchange rate. Each person gets the list of
repairs sheet. The couple take it in turns to service customers and go
out and get their own cars serviced at other garages. Repairs are done
according to a role of the dice - the customer rolls a one then the
repair that is numbered one on the price list is written down, cost
noted.
After the teacher is sure that everyone has had at least one repair
done the game is stopped and the students are asked what they have
had repaired, where they had the work done, how much they paid
etc... The questions should be varied according to the student's
individual abilities.
Writing: In pairs students now have to choose a procedure that they
feel they are comfortable explaining and make a HOW TO. This can be
made in the form of a wikki, a blog or just a simple word document.
They should be encouraged to use pictures.
Application: Students swop descriptions and attempt to follow the
instructions. They are not allowed to add steps, therefore have to
follow the instructions exactly. Afterwards they have to give the
creators feedback and the description has to be corrected. In order to
assure a mixture of procedures the teacher may have a list of
procedures that the students can either choose from or can be
assigned.
Approx. time
Learning outcome
3- 4 45 minute lessons
 increasing vocabulary
 Communicating through writing
Indicators
Materials
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 following written instructions
 Students debate use of particular vocabulary
 Students are able to create and follow simple instructions
Text: 10 repairs
Dice - one per pair.
Repair sheet: Vehicle Repair Log
Activity 3
Procedure
The students read about the braking system, use their knowledge to
examine and make a simple repair on it and make a screencast as
documentation.
Finding groups: Did you know? The students get a card with a
statement on it and circulate around the classroom reading and
swopping the cards. After approximately 5 minutes the teacher says
stop and the students are asked to look at the number on their card.
The number represents a group, they have to assemble in that group,
but must keep hold of their card. They will be dealt in to 5 groups of 4
Brainstorm: BRAKES. In their groups the students have to brainstorm
on words to do with the brakes and the braking system. There are no
wrong answers, but choices have to be justified. When the teacher
judges that each group has a number of words they have to take turns
in writing one of their words on the board. This activity should
continue until all of the words that the groups have generated are on
the board. Other groups may comment/question the words as may the
teacher, who may also add key vocabulary if she deems it necessary.
Reading: Each group receives a text and questions on one particular
aspect to do with the brakes. They have to read it and answer the
questions insuring that everyone in the group understands and can
share the information. The texts cover:
1. Introduction and ABS
2. Drum brakes
3. Disc brakes
4. the hydraulic system
5. Braking faults
Sharing: When the groups are ready then they look at their number
card. They should have different colours and now have to make 4
groups of 5. In their new groups they have to explain what they read,
so that the whole group now knows all of the information.
Consolidation: The students return to their original groups. Here they
get a challenge; they have to match words with definitions. The words
are taken from the texts.
Screencasting: The teacher introduces the concept of a screencast.
Demonstrating the on-line tool Screencast-o-matic. Each student is
now asked to try out the tool using the procedure that they worked on
previously.
Final task: When the students are comfortable with the tool then she
will explain to them what is required of them for the final task. She
may then show a demonstration screencast. Finally they are given the
task on a piece of paper. Now they have to go to the workshop and
take pictures and gather information. When they are ready to make
Approx. time
Learning outcome
Indicators
Materials
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their screencast they should be shown to a quiet place where they can
record in peace.
6 45 minute lessons
 Reading technical English
 Re-telling gained knowledge
 gathering specific information about the brakes
 Students ability to talk and work with the brake system
Did you know (print on 4 different colours of card)
Texts
Questions to texts
Matching words
Screencast-o-matic
Demo screencast