Hamwol Elementary School Grade 5 English Class Blog
Monday, 9 June 2014
Lesson Plan
Date: 2014 June 1st
Unit: Lesson 7. “How
beautiful she is!” (Review Lesson).
Grade (number
of students): Grade 5 (24 students)
Goal: By the end of the lesson, students should
be able to describe a person/monster.
Key Expressions: ‘He/She/It has _________.’ ‘He/She/It is
_________.”
Teaching aids/Materials: PPTs, video, worksheet, and a whiteboard.
Time Est
|
Step
|
Procedure
|
Material Aids
|
10
|
Warm-up
Pre-task Activity
|
Greet the class, - ask
how they are.
Ask the date and write
it on the board
Ask what the weather is
like
-
Watch
a short authentic video with a dialogue about “describing a celebrity” (a short video modeling the
target language for the students)
-
Look at the first slide of the “monster” PPT and ask
students to make as many sentences describing it as they can. (Students look
at a picture of a monster and the teacher writes their sentences and
vocabulary on the white board)
|
Video
Whiteboard
PPT
|
5
|
1
Pre-task
|
-
Introduce
the Monster drawing task (PPT) (In pairs, Ss draw their own monsters, without showing
their partner. Ss1 describes their monster. Ss2 draws the monster. Then they
switch. Ss2 describes and Ss1 draws. When they are finished they compare
their monsters to the originals - This is an information gap task.)
|
PPT
|
15
|
2
Task
|
-
Students
draw their own monsters (5 min)
-
Students
describe their monsters to their partner who draws; then, they switch. (5 min
each)
-
Students
compare their drawings
|
worksheet
|
5
|
3
Report
|
-
A
few students show their results to the class and report on the activity
(describing their drawings and the drawing activity)
|
worksheet
|
5
|
4
Analysis & Practice
|
-
Beiber
Quiz - Students answer questions based on the warm-up video “describing a
celebrity”
-
students
practice language items
|
PPT
|
A Grade 5b English speaking lesson using Computer Assisted Language Learning
In this speaking lesson, I want to
encourage co-operative interaction using an information gap task, between
partners. There is a justification for pair work as it often leads to more
negotiation than activities which are done in groups of four. The type of information
gap activity I will be using is called a “superior-inferior” task, where the
one learner has all the information that the other learner needs to complete
the task. Listen and do activities, such as picture drawing in pairs, has been
used in research to show, that if they are at the right level of difficulty,
they can lead to negotiation. Through my TESOL studies I have learnt that when
designing for early meaning-focused speaking activities, that they should
consist of single-sentence turns; should have a game-like element; and, should
be productive tasks that make learning through comprehending, noticing,
comparing and using possible.
In preparation for the class, as a pre-class activity or as an additional Pre-task activity, the students can practice the target vocabulary using the quizlet I made. This functions as active reinforcement of previously taught language items. The quizlet can be used in class on student's smartphones.
In preparation for the class, as a pre-class activity or as an additional Pre-task activity, the students can practice the target vocabulary using the quizlet I made. This functions as active reinforcement of previously taught language items. The quizlet can be used in class on student's smartphones.
In the Pre-task
activity I have filmed a video conversation “Describing a celebrity”. This
is a video conversation in which my Korean co-teacher describes a celebrity to
me. This functions modelling for the task to be done by the students,
which gives the students preparation time to think about how to do the task. A
second Pre-task is a warm up activity where the students are shown a
picture of a cartoon monster, and they are encouraged to describe the monster
using the key sentences previously learnt in other lessons. The resulting
language items are written on the whiteboard so as to highlight, and brainstorm,
useful words and phrases for the main activity. This helps the students to
understand the theme and objective of the task.
The Main
Task of my speaking lesson is a Listen and Do activity where, in
pairs, learners draw their own monsters, without showing their partners the
result. Student 1 describes their monster. Student 2 listens and draws the
monster. Then they switch. Student 2 describes and Student 1 draws. When they
are finished they compare their monsters to the originals. As the teacher I will
walk around encouraging students’ communication and monitoring their use of the
target language. The prezzi I made to show the students how to do the activity, is accessible on the blog, too, so that they may re-look at it at any time and at their leisure reinforce, their understanding of the lesson. This is something that is usually not possible for students.
Due to time
constraints the Planning and Reporting phases are conflated. A
few students show their results to the class and report, describing their
drawings and the drawing activity. Ideally the students would have time to
draft and rehearse what their report, in order to emphasize clarity,
organization and accuracy.
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