Describing people

Long-term plan unit: 3 VALUES

School: I.Koshkinov

Lesson 4

Date: 14.11.2017

Teacher’s name:

Kussainova Akbota

CLASS: 5

Number present:

absent:

Theme of the lesson: Describing people

Learning objective (s) that this lesson is contributing to

5.2.2.1 - understand an increasing range of unsupported basic questions which ask for personal information;

5.2.6.1 - deduce meaning from context in short, supported talk on an increasing range of general and curricular topics;

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

Lesson objectives

All learners will be able to:

Most learners will be able to:

• listen to a conversation about a virtual world.

• learn words to describe people.

• write a description of my avatar.

Some learners will be able to:

Success criteria

• Recognize basic personal questions without support

• Figure out the content of a short conversation with somesupport

• Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

Value links

Respect, openness

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Preparation

• Bring photocopies of the audioscript (Exercise 2).

A conversation

Background

An avatar is a graphical image that represents a person online. Virtual worlds are three-dimensional environments simulated by computers.

Warm up

• Books closed. Write avatars and virtual worlds on the board. Check that students understand these terms.

• Put students in pairs to tell one another about which video games they know and enjoy playing.

Practice

1 • Ask students to open their books at page 30.

• Read out the question and then ask students to work in

pairs to answer it.

Suggested answers

They’ve got skateboards, rollerskates, headphones and a dog.

LISTENING

2. 1.24 Before students listen, ask them to make a list of the words they might hear in the recording.

• Play the recording.

• Students can compare answers in pairs before you check answers with the class.

Answers

Connor’s avatar has got a blue skateboard and spiky

blue hair.

3. 1.24 Play the recording again.

• Give weaker students the audioscript to read as they listen

to the recording.

• Students work in pairs to correct the sentences.

• Check answers.

Answers

1 F (the game is called ‘My 3D home’)

2 F (Connor is on Level 16.) 3 F (Connor’s got seven stars.)

4 F (Suzi’s avatar has got a red skateboard.)

Describing people

4. 1.25 Write Connor’s avatar has got spiky hair on the board. Ask students to identify which word in the sentence is an adjective (spiky).

• Read out the words in the box and under the pictures.

• Students copy the word groups into their notebooks and then add the words to the correct groups.

• Play the recording for students to check their answers and repeat the words.

Fast finishers

Students can turn to the Vocabulary bank on page 118 and do the Describing people activities.

Answers

1 straight 2 brown 3 blue 4 short 5 good-looking

6 old 7 funny 8 intelligent

Language note

Fun is a noun meaning ‘something that provides amusement or entertainment’, e.g. We had fun at the party. Funny is an

adjective meaning ‘causing laughter or amusement’, e.g. It’s a very funny fi lm. In informal English, fun is also used as an adjective meaning ‘enjoyable’ or ‘amusing’, e.g. We had a fun time. Pretty is used to describe women and girls who are attractive in appearance, whereas good-looking can be used to describe both sexes.

Your turn

5 • Give students five minutes to write their descriptions.

• Students read their description to a partner, who draws a picture of the avatar being described.

Homework

Set Exercises 1, 2, 3, 4 and 5 on page 19 of the Workbook for homework.

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?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?