Team Teaching Lesson Plan

Subjects English Electrical/Electronic Engineering Teachers Igor Petrovčič (Electrical/Electronic Engineering) Amresh Torul (English – foreign teacher) Class G3a Topic The Transistor Load Line No. of lessons 2 Lesson focus: Disciplinary literacy and digital competence development using technology (Moodle) Team teaching type Traditional, supportive and complementary Teaching design and methods Frontal, individual work, work in pairs Conversation, explanation, demonstration, translating, writing, solving problems Teaching aids and tools Teachers - computer, internet, projector, speakers, teacher hand-outs Students - student hand-out, writing materials, Moodle (e-classroom) Prior required knowledge ELECTRICAL/ELECTRONIC ENGINEERING • Semiconductors • Diodes • Transistors ENGLISH • Experience with technical content (video and articles) • Electricity basics (terminology) Goals (1st lesson) Learning outcomes (1st lesson) ELECTRICAL/ELECTRONIC ENGINEERING ELECTRICAL/ELECTRONIC ENGINEERING  raising students’ awareness on the history of Students are able to: transistors and its impact on technology  explain the technical reasons behind the  consolidating understanding of transistor invention and the rise of transistors theory  explain how a transistor works  name and define the operating regions of a bipolar transistor ENGLISH ENGLISH  developing listening skills through technical Students are able to: content  complete a listening task based on a video  practising reading and understanding using about the history of the transistor technical articles  solve true/false questions based on a technical  developing technical vocabulary related to article on transistors transistors  translate key words related to transistors from Slovene to English and vice-versa Goals (2nd lesson) Learning outcomes (2nd lesson) ELECTRICAL/ELECTRONIC ENGINEERING ELECTRICAL/ELECTRONIC ENGINEERING  consolidating theory behind load line and Students are able to: deriving the load line equation  derive the load line equation  reviewing Ohm’s and Kirchhoff’s laws  explain Ohm’s and Kirchhoff’s laws ENGLISH ENGLISH  raising awareness of students on how Students are able to: mathematical standards can differ in  differentiate between the Slovene and English different language contexts mathematical conventions and standards for  revising Ohm’s law and Kirchhoff’s laws by the topic in question reading their definitions and translating  read and understand the English definitions of them into Slovene Ohm’s law and Kirchhoff’s laws  introducing key words related to the load  recognise and explain the key words connected line equation for a transistor switch and its to load line derivation  solve Electronics problems with English  developing student’s abilities to solve instructions Electronics problems with English instructions

Lesson 1 - activities

Activity / time Igor Petrovčič Amresh Torul Students Introduction Pre-teach key vocabulary Introduce key words in Follow explanation and and listening and concepts from video English and then give instructions (20m) instructions for the listening task Monitor students Operate computer (play Complete task 1 video) Comment on technical Get feedback from Read answers points students Reading Circulate the class and help Give instructions to read Read text and solve true/false comprehension students the article and solve the questions (15m) true/false questions

Explain theories related to Get feedback from Read answers and listen to the questions, where students explanations necessary Vocabulary Review the key words in Circulate the class and help Translate key words (10m) Slovene with the students students and then ask them to translate them into English Lesson 2 - activities

Activity / time Igor Petrovčič Amresh Torul Students Introduction Using an example circuit Help students label the Interact with teachers and write and load line and mathematical circuit using standards and down key words. Read laws and equation concepts, derive the conventions used by native translate. (20m) equation for load line. Help speakers of English. Guide Comments students translate their students to explaining Students think in Slovene and understanding of the Ohm's law and Kirchhoff's respond in English, and vice- Physics laws involved. laws in English. Review versa. They communicate in mathematical key words in English, about their technical English and ask students to subject (Electronics), using the complete the table for task 1. appropriate vocabulary. They learn new key words in English. Exercises – Circulate the class and help Ask students to complete Complete exercises. hand-out students. the rest of the hand-out. Comments (10m) Circulate the class and help Students read in English, students. process the information, then solve the Electronics problems. Exercises – Ask students to complete Circulate the class and help Complete exercises. Moodle the Moodle exercises. students. Comments (15m) Circulate the class and help Students read in English, students. process the information, then solve the Electronics problems.

Evaluation

Students had no problems recalling key information from the video about the invention of the transistor. While they were familiar with the theoretical part, a great deal of the English vocabulary was completely new to them. Once the new words were introduced and explained, the students were able to complete the vocabulary tasks.

The comprehension text was also manageable for most students. They were able to translate what they were reading for the Electronics teacher.

The second lesson got the students even more engaged and they relished the challenge of solving problems using English instructions only. Several new key words connected to Mathematics were also introduced.

The exercises in Moodle were also very successful. By the time this lesson was conducted, they were already used to working on the platform. Moodle proved once again that students can be better monitored and can also work independently, at their own pace, whenever possible.