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?
|
|
|
|
|
|
|
|
|
Оставьте свой комментарий
Авторизуйтесь, чтобы задавать вопросы.