LESSON: Unit 7: Fantasy World Ideal world 2

LESSON: Unit 7: Fantasy World

Ideal world 2

School:

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.L7 recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics

5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics

Lesson objectives

All learners will be able to:

• read and learn lyrics with some support

• contribute some of the language in order to talk about the environment

• use imperatives with some support

Most learners will be able to:

• communicate the main points in the activities

• use imperative and sequence most of the words correctly

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

Imperatives and sequences , environment vocabulary

Value links

Respect, Cooperation

Cross curricular links link

Biology Environment

ICT skills

Projector or Smart board for presenting a PPT

Previous learning

Learners learned about the environment problems at the previous lesson so they should be familiar with some vocabulary on this topic.

Plan

Planned timings

Planned activities

Resources

Lesson I

10 min

Pre-learning

(P) Put students in pairs. Show the picture of our planet. Learners brainstorm ideas about looking after our planet teacher writes the ideas on the board.

Tell the students that today they are going to learn a song about environment.

Predict what actions they’ll hear in a song about looking after our world. Learners work in pairs and discuss it first then share their ideas with the class. Learners look at the board while teacher records ideas. (Alternative - If you have 2 very strong students in the class, you can ask them to write down the ideas on the board). Students say which are positive statements e.g. Recycle our old clothes, and which are negative commands e.g. Don’t waste water.

PPT slide 3

Middle

5 min

10 min

15 min

Learners listen to a song. Which actions did they predict correctly? Which lines are repeated? (Can you understand? It’s up to me and you.)

(G) Learners read song lyrics in groups of three then practise singing/ chanting the song. When they learn the words, groups perform it.

If time, prepare posters with main actions on them to hold up as they sing.

Group performance

Differentiation

Divide students so that in each group were less able and more able students.

Song

Copy of song lyrics for each learner.

http://learnenglishkids.britishcouncil.org/en/songs/its-up-me-and-you

posters

End

5 min

• Teacher asks learners 1) do you like the song and performance?

• Assessment – students assess each group using technique 2 stars and a wish

Lesson II

5 min

5 min

5 min

Warm up

Put students in pairs and ask them to play the game

Student 1 read the instructions Student 2 do them then they swap.

Differentiation

You may encourage more able students to say their own instructions.

Activity 1

(W) Project a simple recipe on IWB. Learners read recipe and say the language of instructions: list of things we need, instructions in order, picture.

They give examples of each from recipe then highlight amounts and imperative forms, using two different colours, e.g. yellow – amounts and green - imperatives. (P) Check as a class.

Pre-teach e.g. spoon, kindness, happiness, stir, mix, oven, family, friends, love, happiness, kindness, animals, plants, sun, and rainbow. (Show the words and pictures on PPT

(W)Learners brainstorm as a class, what we need to make a recipe for an ideal world using these words

Activity 1

Recipe scanned for IWB

PPT slide 4

PPT slide 5

Recipes

Slide 7

Middle

15 min

7 min

3 min

Plenary:

(P)They write a recipe in pairs using: imperative verbs: put, take, stir, mix, cook, wait; connectors: first, then, next, now; amounts

Scan an example to show students (Show them on PPT)

First, take three spoons of happiness and mix with a family.

Then put six spoons of kindness on four friends.

Next take two animals and five plants and mix them.

Now stir together, put in the oven and cook for an hour.

Wait for ten minutes. Mmmmm! Smile.

Assessment – self-assessment (ask students to check their recipes:

Did you use at least 3 imperatives?

Did you use at least 3 connectors?

Did you use at least 3 amounts?

Put the all recipes on the walls around the class students walk and read them.

Differentiation

Less able and more able students work in pairs.

Learners complete ‘can do’ self-assessment statements to match learning objectives for term 3 with choice of circling (well, ok, I need help) e.g.

L6 I can understand some information and detail when someone is talking.

S2 I can take turns with my friends when we’re speaking.

R3 I can understand opinions when I read.

W2 I can use joined-up handwriting in some of my written work.

Posters/ markers or crayons

Slide 7

Slide 8

Can do – self assessment

End

5 min

Sing the song about the environment again with the whole class

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

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

• Divide students so that in each group were less able and more able students.

• More able students can support less able students

• Monitor how clearly learners pronounce words and sentences.

• Notice any sentences which are difficult for learners to understand and adapt for a future lesson.

• Monitor pair and group work as they agree on and prepare the recipes. Do they take turns to speak? Do they contribute appropriate language during discussion?

• Assessment – students assess each group using technique 2 stars and a wish

• self-assessment (ask students to check their recipes and put the tick if the answer is YES):

Did you use at least 3 imperatives?

Did you use at least 3 connectors?

Did you use at least 3 amounts?

• Links to the L1: Do learners use the same form of imperatives in their native language L1?

• Make sure all learners have a copy of lyrics to read and learn.

• 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?