LESSON: Unit 7: Fantasy World

LESSON: Unit 7: Fantasy World

Creating a map of a fantasy city and writing a persuasive text about it.

School:

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.C4 evaluate and respond constructively to feedback from others

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

Lessonobjectives

All learners will be able to:

• use new vocabulary concerning the topic "fantasy city"

• use comparative and superlative adjectives with some support

• write a persuasive text with some support

Most learners will be able to:

• use comparative and superlative adjectives with a little support

• make a dialogue using new words

• write a persuasive text with a little support

Some learners will be able to:

• use comparative and superlative adjectives with no support

• create a fantasy map of an ideal city and write a persuasive text

Language objectives

• Topic vocabulary: garbage, crowded, comfortable, tall, outdoor, polluted, air, jammed

• comparative and superlative adjectives

Value links

Respect and Cooperation

Cross curricular links

Real life

ICT skills

Projector or Smart board for presenting a presentation.

Previous learning

Describing fantasy cities and reading, writing and talking about them.

Plan

Planned timings

Planned activities

Resources

5min

Greeting

Checking up the hometask

Setting the aim

Warm up

Teacher asks to watch a video about "Fantasy city" Differentiation

Less able Ss write words they know that come to their mind.

More able Ss write 2-3 sentences trying to describe it.

PPP(slide 1-2)

https://www.youtube.com/watch?v=2gLhjEWvM1k

Middle

13min

15min

5min

Pre-teach vocabulary

Teacher distributes cards "Talking about cities".

Differentiation:

Less able Ss will be given this task:

Ss try to complete the sentences with the words below:

• garbage

• crowded

• comfortable

• tall

• outdoor

• polluted

• air

• jammed

• transportation

More able Ss create their own sentences by describing pictures.

Speaking

Teacher encourages Ss to create short conversations about their city using the vocabulary and sentences and try to expand:

A: What do you like about your city?

B:_________________________________

A:Why is that?/ What do you mean?

B:_________________________________

A: And what do you dislike about your city?

B:_________________________________

A: Why is that a problem?

B:_________________________________

Peer-assessment (palm-fist)

Thumbs up if they understood everything /thumbs down- didn’t understand/ thumbs left or right – understood 50 percent

Cards"Talking about cities".

Appendix 1

PPP(slide 3)

2min

Feedback

What was the most difficult thing? What new they have learnt?

Lesson part II

Middle

15min

29min

This activity can be completed by a student individually, but working together in small groups (ideally 2-4 students in each) will provide more practice with the target language as students negotiate the task and each person’s input. Instructions:

1. Print a blank map and set of rectangles/cards for each group.

2. Cut out the rectangles into individual cards and group together as a complete set with a blank map.

3. Give each group a set of cards and a blank map. Have them distribute the cards among themselves.

4. Instruct them to write in the names of each building on the map according to the directions on the cards. [Note: If they have trouble, advise them to start with cards about the hospital.]

5. When the buildings have all been labeled, allow students to check their work against the answer key/map.

6. Give students the worksheet to answer questions concerning the map.

Project work. Creating fantasy city

Learners create a fantasy city using a blank map grid. They decide which features to include; make a key with symbols; write coordinates where the features can be found. They give the city a name.

Learners in pairs brainstorm adjectives they can use to persuade people to visit their city to describe their fantasy city and its features e.g. Encourage learners to practise comparative and superlative adjectives;

beautiful, the best, better than any city in the country, clean, great, happy place, nice, exciting, famous, fine, top, excellent

Explain what a persuasive text is. Below their map learners write a short, persuasive text to try to get people to visit their city. (30-50 words)

Assessment criteria

Student

• Can use new words (beautiful, garbage, exciting etc) At least 3 words

• Can present his/her ideal city creatively

• can use comparative and superlative adjectives

• can write 30-50 words

Appendix 2

Markers, A3 paper, colourful pencils, glue, scissors

Copybooks

PPP(slide 4)

End

1min

Feedback

At the end of the lesson, the T asks the students to assess the lesson using a technique two stars and a wish

Evaluation

Stickers

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

Additional Support

• Offer more support to weaker students at the presentation stage.

More- able learners

write 2-3 sentences trying to describe a video

Peer-assessment (palm-fist)

• Thumbs up if they understood everything /thumbs down- didn’t understand/ thumbs left or right – understood 50 percent

• This relates to: Real life

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?