This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Subject taught
- Technology
Link
https://www.bbc.co.uk/bitesize/guides/z6jkw6f/revision/4
Type of Product
- Articles
- Exercises
- Videos
- Web Site/Portal
Language Skills Developed
- Interaction
- Reading
- Speaking
- Writing
Transferable/Scientific Skills Developed
Students will develop self-motivation, analytical skills, critical thinking skills, problem-solving skills.
Description
General aims
Students will explore isometric and perspective drawings which are commonly used in technical drawing to show an item in 3D on a 2D page. They will acquire the basic English vocabulary connected with the topic (isometric and perspective drawings). Students will develop positive learning habits (organisational and problem-solving skills).
Linguistic aims
Students will be able to:
- read English texts with ease
- reflect on their reading experience and share it with their peers
- get the main ideas from a text
- comprehend the topic correctly
- translate words connected with the topic (isometric and perspective drawings) from English into their mother tongue.
Subject specific aims
Students will be able to:
- describe isometric drawings and perspective drawings
- provide solutions to related issues
Target groups age:
Students from high school 15+ years old. What is more, this web site can be used by anyone who wants to do extend knowledge on the topic.
Level of competence in English (CEFR)
B1+/B2
Time required to use the resource with the students: 1 hour
How to use it
The teacher tells students the title of the text and also gives them the drawings accompanying the text. Then s/he has them speculate in pairs what to expect from the text. Class discussion follows. The teacher chooses the functional language parts that students are going to use in the lesson and makes a list: it is used for…/It is used to…/X show(s)…. Students are given a handout with the list. They are asked to read the text, find the structures from the list in the text and write them in the appropriate category.
The teacher tells one student to read the first paragraph and corrects pronunciation if necessary. S/he tells students to highlight new expressions (which they would like to remember and use themselves) and share them with class. S/he elicits translations or explains/defines/translates only when students cannot help. The new phrases are written on the board. The teacher repeats these steps for the following paragraphs. The teacher tells students to memories these expressions. S/he sets a suitable time limit.
Then s/he asks students to describe the drawings by using the expressions chosen. The teacher asks students to do the problem by following the given example.
Follow up: students can go in-depth and explore other links related to the discussed points.
Possible difficulties for the students
Students who have poor knowledge of English can have problems with understanding the content.