Material

Introduction

Discussion

Old Lesson Plan (f2f)

Students watch videos and read dialogues
representing British people making
suggestions using euphemisms, asking
questions and refusing politely.

New Lesson Plan (online)

EVALUATE: students gather information from
various sources and determine its validity and
significance. They do it by watching videos and
read dialogues representing British people
making suggestions using euphemisms, asking
questions and refusing politely.

Materials used:
You Tube Video
Comic strips

Materials used:
You Tube Video
British Council reading
Comic strips
Comic strips/ videos found by students

Students, with the teachers help, note down

recurring phrases and modal verbs used in the
aforementioned situations. They discuss their
perception of these utterances by classifying
them according to their level of deference and
directness. They should also say if the reaction
of the person spoken to was surprising to
them and how they would have behaved in
these situations.

ANALYZE: students examine the gathered

Discussion in groups of 3 or 4 followed by a

class discussion in which each group presents
their opinions (unequal contribution of
participants both in small groups and during
class discussion)
Student evaluation is difficult due to the
teachers inability to listen to all groups at
the same time
During the class discussion, the teacher
contributes too often

Class Group
Activity

The students make comic strips representing

situations in which people communicate in an
indirect way. The comic strips theme is what
British people say vs what they really mean.
At the end of the class students show their
work to the rest of the class.

Students create comic strips and short

sketches in groups or 4 or 3 (unequal
participation, often one student does most of
the work)
Unequal participation
Teacher centered dialogue

Reflection

information in order to clarify the most

important points and discuss why its important
to use it during interactions in English. They do
it by noting down recurring phrases and modal
verbs used in the aforementioned situations.
They discuss their perception of these utterances
by classifying them according to their level of
deference and directness (each opinion needs to
be justified, they are encouraged to challenge
each others views). They should also say if the
reaction of the person spoken to was surprising
to them and how they would have behaved if
these words were directed at them.
Group discussion on the class online board (all
students equally involved in discussion)

Tangible proof of every students

participation is found on the board, allows
for evaluation of their level in English and
their group work contribution
Student evaluation based on discussion
rubric

SYNTHESIZE: students take the new information

to a new and original level (Lehmann and
Chamberlin, p. 74) by creating new content
based on what they have learnt. In order to
synthesize new knowledge, students record
videos to which they write scripts or they write
scenarios and draw comic strips. Each script is
composed of 5 situations in which people
communicate in an indirect way. The videos/
comic strips subject is what British people say vs
what they really mean. They play scenes in which
indirect language/ euphemisms are used interpret
it as non-Brits would and then as Brits do.
Using chat and discussion board students create
scenarios and videos as well as comic strips
(group work, more choice of ), equal
participation
Equal participation
Peer correction: students review each others
English
Share project with other students (special
thread)
All students participate
Peer-evaluation based on rubric

Wrapping up: a short conversation with the

students whose aim is to make point about
what students should remember from this
lesson.

SYNTHESIZE: students take the new

Short (5 minute) class discussion

Students write blog entries about what they

have learned

Few active participants

information to a new and original level

(Lehmann and Chamberlin, p. 74) by creating
new content, a reflective blog entry, based on
what they have learnt. This way every student
has to reflect on their own about what they have
learnt and shy its important for their progress.

All students participate

Student evaluation based on reflection rubric