| LESSON: Unit 7: Fantasy WorldFinding out and talking about environmental problems and suggesting solutions |
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| CLASS: 5 |
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| Learning objectives(s) that this lesson is contributing to |
5.L4 understand the main points of supported extended talk on a range of general and curricular topics5.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics5.W8 spell most high-frequency words accurately for a limited range of general topics |
| Lessonobjectives |
All learners will be able to: |
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Understand the meanings of the new words ( 7 out of 10)
Practise a dialogue about environmental problems
Complete the dialogue with the missing words (8out of 12)
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Most learners will be able to: |
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Pronounce the new words accurately (10 out of 12)
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Some learners will be able to: |
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Pronounce and spell the words accurately (12)
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| Languageobjectives |
Nature related vocabulary |
| Valuelinks |
Respect, Academic honesty |
| Crosscurricularlinkslink |
Geography |
| ICT skills |
Projector or Smart board for presenting a video |
| Previouslearning |
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| Plan |
| Plannedtimings |
Plannedactivities |
Resources |
| 3 minutes
7 minutes
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GreetingSetting the aims of the lessonPre-learningLearners watch and read information about anideal world in web link. They write down words they remember on the white board.(I) Teacher distributes worksheet with the list of key words and students tick those they remembered. (I) |
PPT (slide 2)
Appendix 1
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| Middle
10 minutes
3 minutes
12 minutes
7 minutes
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VocabularyTeacher presents the transcription of some words from the list and explains the meaning of unknown words by giving definitions or examplesStudents make notes on their copy books (W)Teacher asks the students to put the words and phrases into the correct box (forest, oceans, The Arctic and Antarctic, rivers) (P)Students watch the video again and check each-other’s answers Skill: Speaking (Disappearing dialogue)Teacher presents a dialogue between two students who are talking about the planet.Students practise the dialogue several times on the first slide and after follows the slides with less words one after another. Students should remember the words from the previous slides. (P)DifferentiationTeacher encourages more able learners to read the dialogue on the last slide with more missing words. Skill: Writing (FA)Teacher distributes the dialogue in worksheet with some missing new words and students fill in the gaps with the necessary words Assessment criteriaTo fill in the gaps with the correct word (at least 8 out of 10)To write the words with correct spelling (at least 7 out of 10)Peer assessment is done |
Appendix 1PPT (slide 3)
PPT (slides 4,5,6,7)
Appendix 3
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| End3 minutes |
ReflectionAt the end of the lesson, T asks the students to assess the lesson using a technique one star and a wish. The teacher asks the students about the most difficult things they have faced during the lesson |
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| Additionalinformation |
| 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 checkICT links |
| More support: Allow thinking time.Create mixed-ability groups for part of the discussion.Offer differentiation by support. |
The S-s will be assessed by their answers at the lesson.
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Has got the values links
Learners work in pairs, apply skills and knowledge to a practical and cooperative task, and produce their own materials. All of these lesson features reflect NIS values as suggested in the NIS Trilingual Implementation Strategy, and correlate with the aims of critical and creative thinking, and effective communication set out in the Subject Programme for Grade 10 English. |
| ReflectionWere 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. |
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| Summary evaluation
What two things went really well (consider both teaching and learning)?1:
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What two things would have improved the lesson (consider both teaching and learning)?1:
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What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?
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