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Инфоурок Английский язык КонспектыПрезентация по Английскому языку на тему: "How to make Projects"

Презентация по Английскому языку на тему: "How to make Projects"

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Lesson plan


LESSON: Unit 7: Fantasy World

Home and Garden 2









School: NIS PM Shymkent

Date:

Teacher name: Zhanbekova

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

5.UE14 use prepositions to talk about time and location

use prepositions like to describe things and about to denote topic

use prepositions of direction to, into, out of, from, towards

on a limited range of familiar general and curricular topics

5. C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

5.W8 spell most high-frequency words accurately for a limited range of general topics

Lesson objectives

All learners will be able to:

  • name at least 5 objects in the garden

  • contribute some language in order to talk about the garden

  • understand and draw most of the objects in the garden

Most learners will be able to:

  • communicate the main points in the description activity

  • write the descriptive sentences without support

Some learners will be able to:




  • understand most of the language used by the teacher at the lesson

  • communicate a range of language from the lesson expressively during the presentation

Language objectives

Use prepositions of place

Value links

Respect, Cooperation

Cross curricular links link

Art, Biology

ICT skills

Projector or Smart board for presenting a PPT

Previous learning

Learners learned the objects in the house (rooms, furniture etc.)

Plan

Planned timings

Planned activities

Resources

Lesson I

8 min















3 min


Pre-learning (G)

  • Divide the students in groups of 3-4 so that there were at least 1 more able learner. Ask students to look at images of gardens from around the world and from Kazakhstan on IWB and name what’s in them e.g. Group 1 has to name only nouns e.g.: trees, plants, flowers, grass, seat, wall, gate, water, bird house, fountain, stones, stairs, bridge, bush, path.

Group 2 has to name only adjectives e.g.: nice, beautiful, tall, low, big, green, airy etc.

Group 3 has to name only verbs e.g.: to walk, to plant, to have a rest, to pick, to hear, to paint, to smell etc.

  • Pre-teach or elicit: gate, grass, fountain, stones, stairs, bridge, bush, path. (Students can write the words on the board with pictures, so all the words you need for the lesson will be in front of the students or you can show them on PPT with pictures)

Differentiation

In the group less able students can name the words while more able learners can categorized them in groups



  • Explain a sycamore is the most common tree in Britain. What’s the most common tree/trees in Kazakhstan? (e.g.: elm, populous, privet)

An image of gardens projected on IWB



PPT slides 3-10























PPT slide 11

Middle

5 min







5 min
















10 min









2 min

  • Teacher pre-teaches then prepositions of place. Show students the picture with prepositions and drill the pronunciation. (W) Ask some students about the objects in the class to clarify that they understand them.

  • Prepare a dictation called ’take your pencil for a walk’

Draw a garden path across the centre of the page. Draw a large apple tree on the left of the picture. Draw a small pear tree on the right of the picture. Take your pencil and draw grass below the path. Put three flowers in the grass. Now take your pencil and draw a garden seat between the two trees. Draw a pond at the back of the picture. Put a fountain in it. Now draw a bird sitting on the seat.

  • (I) Learners use a large piece of paper – landscape. They listen to instructions and take their pencil for a walk.

  • (P) When finished, they compare picture with a partner. Do they look the same? What’s different?

  • (I) Learners imagine a fantasy garden and write five things in it.

  • (P) With a partner, they take turns to dictate five sentences for partner to draw their fantasy garden. Swap and check.

Monitor how clearly learners pronounce words and sentences.

  • (F) Formative assessment (P) (Peer assessment)

Assessment criteria

  • Students can understand and use preposition of place correctly.

  • Students clearly pronounce the sentences

(Students check and correct if necessary)

Differentiation

  • More support can be given at the start and in middle of lesson by providing less-able learners with some vocabulary in a word list so they can read examples of words seen or heard.

  • Ask more able students to ask at least 5 questions about the picture e.g. Do you have 1 or 2 apple trees in your picture? Is your pear tree small or big? Etc.

PPT slide 12









Posters

End

2 min

  • Teacher asks learners 1) what prepositions of place did we learned today? e.g. in front of, behind, in the middle etc. 2) do you have any questions about the lesson? 3) can you talk about your garden?

  • Students can answer by demonstration the prepositions of places ask questions or show thumbs up or down.



Lesson II


5 min

Warm up

Show students the video about the garden to activate their ideas.

https://www.youtube.com/watch?v=8wh5fytrBx0

Middle


10 min


5 min













15 min

(P) Learners in pairs draw a plan for a fantasy school garden and label it. They include: trees, plants, flowers, grass, seat, wall, gate, water, bird house, fountain, stones, stairs, bridge, bush, path. (show them slide with the words)

Learners prepare a short description of their school garden and finish it with a question. They use a range of nouns, prepositions and connectors.

For example

There are paths round the outside of the garden. There are two apple trees and many flowers next to the paths. There’s grass and you can smell beautiful flowers. You can taste some vegetables but you can’t eat them. Can you hear birds singing?

While students working play the music so it is going to be more positive.

(f) Robin round

Students go around and present their gardens. Tell the students that even if they work in pairs both students talk during the presentation.

Assessment criteria (Peer assessment)

  • Students write at least 4 sentences and 1 question.

  • Students label all objects in the picture of a garden and spell them correctly

  • Students describe their garden and pronounce the words clearly

  • Students use prepositions of place and construction There is/there are correctly

Monitor how students write the sentences and questions. You can use assessment rubrics as well.

Differentiation

  • Learners, who are less confident at describing, can be given copies of description as an example.

  • More-able learners can be encouraged to use the full range of language they studied at the previous lessons when they prepare the description.

Posters/ markers or crayons



PPT slide 13 and the words on the board students wrote at lesson 1(nouns, adjectives and verbs)













https://www.youtube.com/watch?v=wuLKvcn-c7A

PPT slide 14









PPT slide 15









Assessment sheet

End

5 min

Ask the students

What do they usually do in the garden?

Why do people have gardens?

PPT slide 16

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?










Cross-curricular links
Health and safety check
ICT links
Values links




  • Differentiation by dividing students with different abilities in groups

  • More support can be given at the start and in middle of lesson by providing less-able learners with some vocabulary in a word list so they can read examples of words seen or heard.

  • Ask more able students to ask at least 5 questions about the picture e.g. Do you have 1 or 2 apple trees in your picture? Is your pear tree small or big? etc.

  • Learners who are less confident at describing, can be given copies of description as an example.

  • More-able learners can be encouraged to use the full range of language they studied at the previous lessons when they prepare the description.

  • Monitor how clearly learners pronounce words and sentences.



  • Monitor how students write the sentences and questions Notice any sentences which are difficult for learners to understand and adapt for a future lesson.

  • Monitor pair work as they agree on and prepare the description of the garden. Do they take turns to speak? Do they contribute appropriate language for the description?

  • Links to the L1: Do learners know the objects in the garden in their native language L1?

  • Make sure learners have all necessary things to draw the garden.

  • PPT

  • Respect and cooperation


Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?



Did I stick to timings? What changes did I make from my plan and why?


Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.


Summary evaluation



What two things went really well (consider both teaching and learning)?


1:


2:


What two things would have improved the lesson (consider both teaching and learning)?


1:


2:


What have I learned from this lesson about the class or individuals that will inform my next lesson?








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