Методическая разработка "Holidays activities"

Short-term plan

Unit 9: Destination

School: school-gymnasium #7

Date:

Teacher name: Suleimanova Liana Raifovna

Grade: 5

Number present:

Absent:

Theme of the lesson:

Holiday activities

Learning objectives s(s) that this lesson is contributing to

5.3.3 give an opinion at sentence level on a limited range of general and curricular topics

5.4.1 understand the main points in a limited range of short simple texts on general and curricular topics

5.5.4 write with support a sequence of extended sentences in a paragraph to give basic personal information

5.6.10 use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

• name at least 5 words (nouns, verbs) connected with holiday activities;

• read and recognize the information from the text;

• talk about types of holiday activities;

- compare and distinguish different types of holiday;

- make up sentences about holidays activities using Present Continuous tense.

Assessment criteria

-identify most specific information and details of the text;

-apply Present Continuous tense with present and future meaning in the writing works;

- share the main idea of the text and give basic personal information about holiday activities.

Use of ICT

Smart board, pictures, book “Excel 5”, pictures, Internet

Cross curricular links

Geography

ICT skills

Be able to retrieve information from the Internet.

Previous learning

Sport

Kazakh culture

• Comparing holiday activities around the world and in Kazakhstan

Pastoral culture

• Assure you met all learners’ needs.

Health and safety

• Make sure power cords are not a tripping hazard;

• Everyday classroom precautions.

Plan

Planned timings

Planned activities

Resources

Start

5 min

Greetings. Teacher greets learners.

Lead in: Brainstorming strategy

(I) Before the lesson Teacher sticks pictures of different holiday activities (go sightseeing, skating, play beach volleyball, biking, rock climbing, surfing, sunbathing, skiing, surfing, swimming, make sandcastle) in the classroom.

Pictures

Middle

28 min.

End

7 min.

Teacher can stick it under students’ tables and chairs.

Students tell the words describing given activities and guess the theme of the lesson. For example:

Ride bicycle

Go skating

Play volleyball

Hiking, etc.

Teacher can ask which one is their favourite.

Introducing learning and lesson objectives

Teacher: Today we are going to have an interesting lesson about different holiday activities. We will describe these activities, read about these activities, compare them and write about our favourite holiday activities.

Teacher divides the learners into 3 groups: Australia, Kazakhstan, and Thailand.

Differentiation by the tasks

In group learners do different tasks according their abilities.

Students are given the list of new vocabulary on the topic and do exercises.

Less able learners: fill in the gaps with go, play or do/make.

… skiing; …… beach volleyball; …swimming; ……snowman; …camping; ……bowling; …… windsurfing; ……sunbathing; ……sandcastle, …… sailing; …… shopping

More able learners: tell which holiday activities are the most popular in our country and when we do them: in winter / in summer.

Most able learners: make up their own sentences with given words.

Descriptor: A learner

- fills in the gaps with go, play or do;

- answers the questions;

- creates 5 sentences using new words and grammar structures.

Writing time

(P) Learners in pairs write a week’s plan for an adventure holiday, using Present Continuous, and compare with another pair. What’s the same and what’s the different?

e.g. We’re swimming on Wednesday.

We’re playing volleyball on Friday.

Jigsaw reading approach

Each group takes the text.

Pre-reading activity.

(G) Learners read the first sentence in the text and answer the questions:

-Where is each person?

-What do you know about this place?

-Have you ever been there?

Descriptor: A learner

Reads the first sentence in the text and answers the questions.

-

(W) While reading activities

Learners read the text and underline the sentences with Present Continuous tense.

Descriptor: A learner

-Underlines the sentences with Present Continuous tense in the text.

Post reading activity

(G) Learners should understand the text, match the picture to the text and answer the questions according to the text.

Group “Australia”

Questions:

1) Where is Lena?

2) What is Lena doing?

3) What is weather like there?

4) What are Sanzhar and Lena’s sister doing?

5) How does Lena spend her holiday? Is she happy with her holiday?

Group “Kazakhstan”

1) What is Berik doing?

2) Where’s Berik?

3) What is the weather like there?

4) What are Asel and Sanzhar doing?

5) How does Berik spend his holiday? Is he happy with it?

Group “Thailand”

1) How does Ruslan spend his holiday? Is he happy it?

2) Where is Ruslan?

3) What is the weather like there?

4) What is Ruslan doing now?

5) What does Ruslan think about Thailand?

Descriptor: A learner

- Identifies the main idea of the text;

- Chooses the picture for the text;

- Answers the questions.

Reading comprehension

Differentiation by the tasks:

Less able students prepare false/true statements according to their text for another group.

Most able students make Venn diagram to compare information from the texts.

Reflection

Teacher assesses learners by oral comments after each task.

As the conclusion of the lesson teacher asks some concept questions:

1) What kind of holiday activities do you know?

2) How can we differentiate the holiday activities? (Winter activities/summer activities)

3) When do we use Present Continuous tense? Give examples.

Self assessment chart

http://www.

myshared.

ru

/slide/440968/

Slides

Presentation

of the Present Continuous

tense

http://www.

myshared.ru/

slide/441622/

Peer assessment sheets

Class book “Excel 5”

p. 110 Text “In all weathers"

Venn diagram

Group assessment sheets

Self assessment sheets

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

• More support can be given in the middle of lesson by providing pictures, which learners should find and name.

• Most able student create sentences from these words.

Ask more able learners describe the most popular activities in Kazakhstan.

• Learners, who are less confident at describing, can fill in the gaps with go, play, do/make.

-Monitor how clearly learners pronounce words and sentences.

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

-Monitor group work as they agree on and prepare the description of the holiday activities. Do they take turns to speak? Do they contribute appropriate language for the description?

- Links to the L1: Do learners know the holiday activities in their native language L1?

-Make sure learners

have all necessary

things to create the Venn diagram.

- Respect, cooperation and collaboration

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

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 achievements/difficulties of individuals that will inform my next lesson?