English lesson in the Children's club

Unit Plan

Teacher: Yelena Kozlova

Children’s club

Irkutsk

· Theme: MY HOUSE

· Age of students: 10-11 years old

· Language level: first-year beginners

· Number of students in the class: 15

· Number of minutes for each class: 45

· Frequency of class: two days a week for two weeks

Core Vocabulary

· bedroom, bed , closet, floor, kitchen, refrigerator, stove, bathroom, toilet, bathtub, sink, living room, sofa, carpet, garage

Grammar Component

· there is / there are

Rationale

The theme was chosen due to its relevance in the life of Yls, once it involves real communication to develop their language skills on a topic they are familiar with and normally need to deal with when at regular school. By providing the most commonly used vocab when referreing to their houses and household objects, students acquire meaningful vocabulary as well as grammar structure pertinent to the topic. Lessons will be conducted using real-English contexts and focusing on life-skill activities.

Learning Objectives

Listening: Given worksheets about the listening activity, the students will be able to match the picture of houses with the people who describe their houses in the listening podcast with at least 75% accuracy.

Reading: Given the reading passage that consists of two paragraphs about a house, the students will be able to respond to at least 3 correct answers out of 5 reading comprehension questions about supporting ideas.

Speaking: Given 5 house pictures, the students will be able to identify orally the pictures by using at least 11 newly learned words during the activity.

Writing: Given an example of worksheet, the students will be able to write a small paragraph about their future houses in 6 sentences by using at least 12 words from the core vocabulary.

Prior Knowledge

Before beginning the unit , the learners already have the basic knowledge of some of the objects in the house( like table, chair, window, lamp, door). They have already studied numbers, adjectives and colors. They have already worked with singular & plural words and the grammar structure to ask and answer (What is this? This is.... What are these? These are….)

Learning Styles

How will your unit appeal to the following styles of learners?

· Visual – Pictures, flashcards and worksheet

· Auditory – Listening activity and oral practice

· Kinesthetic – Tpr activities

Challenges and Proposed Solutions

1.Challenge: A class of 30 students could jeopardize the conduction of the activity once students tend to have a short span of attention.

Solution: Set the tone of what is expected from the students and take them on "a tour" of what might happen along the process. Also, work on positive feedback to keep the class motivated and engaged; a star chart might do in such cases.

2.Challenge: Very short period of classes may cause teacher to lose track of time.

Solution: Improve classroom management by carefully timing each activity as to avoid delay. A good tip could include setting achievable and gradual goals for each class so that students and teachers can work on the proposed themes at ease.

3.Challenge: Students with a lower school background may fail to understand basic principles of writing or reading and become demotivated.

Solution: Teacher should detect these students beforehand and may develop Vigotsky's Zone of Proximal Development Strategy: he suggests that teachers use cooperative learning exercises where less competent children develop with help from more skillful peers

Assessment Strategies

As we are planning on facilitating students’ access to the development of the four skills, we intend to assess them the following way, considering the fact the evaluation process considers tw whole process(ongoing evaluation):

ORAL SKILLS: (10 points)

Listening: 1,0

Rationale: As students at this age tend to have a shorter span of attention, it would be reasonable to consider less points at this assessment stage.

Communication: 2,0

Rationale: By being able to express themselves clearly insomuch as they make themselves understood(something Yls tend to perform well), communication is worth along with Fluency and Vocabulary most points.

Fluency: 2,0

Rationale: Once kids tend to follow models and imitate paterns, fluency can be assessed likewise.

Vocabulary: 2,0

Rationale: Yls should be able to, if not use whole sentences, have a good command of noun phrases or chunks of the taught vocabulary.

Grammar: 1,2

Rationale: Although important, grammar for Yls should be the item worth the least of the points, once we consider getting the message across more important than being able to use grammar structures. However, we expect to see students somehow able to manipulate them.

Pronunciation: 1,8

Rationale: Considering the same facts listed in communication, fluency and vocabulary, pronunciation is dealt with pretty much the same way as them, with the difference that we are considering possible speaking issues common at an age when students are evolving physiologically.

WRITTEN SKILLS: ( 10 points)

For the writing skills, as producing simple, but meaningful texts, should be enough, we consider the items below-listed worthy of being equalliy assessed.

VOCABULARY: 3

Rationale: Except for compound words, the vocabulary of such a contextualized theme should not represent a big issue for Yls to use in written language, once they tend to use chunks or noun phrases when writing.

GRAMMAR: 2,0

Rationale: Just like in speaking skills, the grammar structures at this age should not account as much as itens that refer to communication in the written language.

COHERENCE: 3

Rationale: Being able to express themselves clearly at this point should be more important than in order to be assessed

COHESION: 1,0

Rationale: As Yls are in the process of building their grammar use, the elements of cohesion should represent the assessment worth the least points.

READING: 1,0

Rationale: Reading skills are also in the process of development, so it could be assessed more like a complementing item than an essential item at this point.

Lesson Plans

Lesson 1

Requirements:

introduction to the unit
step-by-step description of the lesson
pair and/or group work
assignment and explanation of homework

Students will be assessed for mastery of the four learning objectives at the end of this unit. Which objective(s) will be supported by this lesson?

The objective of listening will be supported by this lesson.

Given worksheets about the listening activity, the students will be able to match the picture of houses with the people who describe their houses in the listening podcast with at least 75% accuracy

Materials needed

· The daily routine song

· Powerpoint (ppt)

· flashcards

· smart board

Type of Activity and Number of Minutes Needed

Description of Activity

What is the teacher (T) doing?

What are the students (Ss) doing?

Any materials created or referenced by the group should be indicated with (see Appendix 1), (see Appendix 2), etc.

warm up activity

(8 minutes)

The teacher greets the students. Before they start to the lesson, they sing the daily routine song (see Appendix 1) together. After they sing the song, the teacher asks the Ss “how are you?” The Ss reply how they are. Then, Ss ask “how are you teacher?” She/he says “I‘m very tired because I moved to a new house yesterday.” As the Ss are curious about their teacher’s life, they ask questions like “where is your house?” “Is it big or small?” She/he answers their questions. “My house is next to post office.” “I have a big house”

After the teacher answer the questions, the teacher shows the picture of his/her house by using ppt and smart board.(see Appendix 2) While the teacher introducing the parts of his/her house, she uses the target grammar component. While teaching the parts of house, the teacher points out the living room, bedroom, bathroom, kitchen, garage and floor in the ppt. “There is a living room in my house.” “There is a bedroom in my house.”

Activity 1

(Teaching vocabulary)

(15 minutes)

After the teacher introduces her house, the teacher uses the flashcards (see Appendix 3) to teach the parts of house. T sticks the flashcards on the board. The Ss repeat the words with their teachers to learn pronunciation of the words correctly. After repetition, T asks the words randomly to check their learning. “What is this?” “It’s a bathroom” “What is this?” “It is a kitchen” Then T wants Ss to write the words on their notebooks.

Game

Then, the teacher gives clipart pictures which are about the parts of house to Ss (see Appendix 4) to play game. Every student takes one picture. T wants Ss listen to her carefully to complete her sentences by using the parts of house. The teacher says “ if you are hungry, go to _________” She wants students who have kitchen cards show their cards and say kitchen.

The teacher says;

”if you are tired, go to_________________”

“if you want to watch Tv, go to_______________”

“if you want to wash your face, go to_________”

“if you want to take your bike, go to_______”

When the activity is over, they repeat the core vocabulary one more time.

Activity 2

(listening activity)

22 minutes

(3 minutes)For pre listening activity, each student will get a worksheet (see appendix 5) about the parts of the house. They are to guess which house will match with the speakers. The teacher will ask one or two students why they think the house A belong to Heidi for example.

(10 minutes)While listening activity: the students will listen (see appendix 6-7) to the recording two times, then match the picture with the speaker. The students will check their answers with their seatmates. The students to listen one more time to the recording and check their answer with the class.

(7 minutes)Post listening activity: teacher wants students to look at the pictures and tell which houses they like to their seatmates.

Homework

T aks them to complete the puzzle worksheet at home. The puzzle worksheet will let them practice the learned vocabulary at home. It will help them remember the core vocabulary. (see Appendix 8)

Total Minutes = 45

Lesson 2

Requirements:

review of Lesson 1
collection and/or discussion of the homework from Lesson 1
step-by-step description of the lesson
pair and/or group work
assignment and explanation of homework

Students will be assessed for mastery of the four learning objectives at the end of this unit. Which objective(s) will be supported by this lesson?	The objective of reading will be supported by this lesson. Given the reading passage that consists of two paragraphs about a house, the students will be able to respond to at least 3 correct answers out of 5 reading comprehension questions about supporting ideas.
Materials needed	· flashcards · worksheets

Type of Activity and Number of Minutes Needed	Description of Activity What is the teacher (T) doing? What are the students (Ss) doing? Any materials created or referenced by the group should be indicated with (see Appendix 1), (see Appendix 2), etc.
Warm up activity (10 minutes)	Students are familiar with the parts of house, so teacher will use a slap game as a warmer. T will make students stand in a big circle and he will act an action and students will say the house part. T will act that he is sleeping students will say bedroom. T is hungry students will say kitchen … and so on Then, T asks ss to show their homework. She wants them check their answers with their partners. When they finish controlling their answers, T tells the correct answers and writes them on the board.
Pre-reading ( 10 minutes)	T says now we now parts of the house. We need some furniture in every room … right? Teacher will start to show them flash cards and stick them on the board (see Appendix 9) Then ss will drill after teacher. They repeat the words together to pronounce the words correctly. Then, students write the new words on their notebooks.
While reading (15 minutes)	Ss will be give a worksheet about Paul's house. T will divide the ss into groups they will read and help each other to complete the questions (see Appendix 10) After they answer the questions and do the vocabulary activity, they will check the answer together.
Post reading (10 minutes)	T will ask students to look again at their papers, and he will ask them when we talked about furniture what we used (pointing his finger to the one of the sentences). Ss will draw attention and say there is / are T will say so we want to talk about something exist we use there is and there ( writing them on the board). T will ask ss again why do we use there is for singular or plural ( T shows with his finger one or more than one ). Students will say for singular. T will do the same with are. T writes 10 sentences on the board to practice there is and there are.
Homework	The teacher gives them worksheet to promote their grammar and vocabulary knowledge. She wants them to do their homework for next lesson. (see Appendix 11) When they complete the homework, ss will have learnt both the usage of there is/ there are and the core vocabulary.
Total Minutes = 45

Lesson 3

Requirements:

a review of Lesson 2
collection and/or discussion of the homework from Lesson 2
step-by-step description of the lesson
pair and/or group work
assignment and explanation of homework

Students will be assessed for mastery of the four learning objectives at the end of this unit. Which objective(s) will be supported by this lesson?	The objective of writing will be supported by this lesson. Given an example of worksheet, the students will be able to write a small paragraph about their future houses in 6 sentences by using at least 12 words from the core vocabulary.
Materials needed	Worksheet Pictures

Type of Activity and Number of Minutes Needed	Description of Activity What is the teacher (T) doing? What are the students (Ss) doing? Any materials created or referenced by the group should be indicated with (see Appendix 1), (see Appendix 2), etc.
warm up activity Pre-writing activity (10 minutes)	T greets her/his students. T collects their homework to check and give feedback at home. T says that they are going to play a game called “board race” T will divide students into 5 groups. T will prepare five pictures from each part of the house. Then T will scatter them on the ground. T will ask every one from each group to come at once and T will say a place where we find a stove and refrigerator. Students will run fast to take the kitchen picture and stick it on the board. The student who sticks the picture first is the winner. T repeats the game till all pictures are gone.
While writing activity (20 minutes)	When it is over, T gives them a worksheet.(see Appendix 12) Firstly, T identifies the house in the worksheet orally and then writes 6 sentences about the house on the board. Then, T wants them to write a small paragraph about their future house (as the worksheet that she gave them) in 6 sentences by using at least 12 words from the core vocabulary. T wants them work in groups of five and choose one leader for their group. Group leaders give cards to each member of the group to write their future house. While they are writing, T warns them not to show their card to their friends.
Post writing activity (15 minutes)	After they finish writing, they put their cards into their group box. Then, the group leaders distribute the cards to their group friends. After every student gets one card, they will read it and guess who writes it. They write their predictions on the back side of the card. When they have finished, they check their predictions. If their predictions are correct, teachers give them stars.
Homework	T wants ss to take photos of their houses and the parts of their houses (living room, bedroom, kitchen and garage) with the help of their parents. Ss will bring these pictures for the next lesson.
Total Minutes = 45

Lesson 4

Lesson 4 Requirements:

review of Lesson 3
collection and/or discussion of the homework from Lesson 3
step-by-step description of the lesson
pair and/or group work
closure of the unit

Students will be assessed for mastery of the four learning objectives at the end of this unit. Which objective(s) will be supported by this lesson?	The objective of speaking will be supported by this lesson. Given 5 house pictures, the students will be able to identify orally the pictures by using at least 11 newly learned words during the activity.
Materials needed	· pictures

Type of Activity and Number of Minutes Needed	Description of Activity What is the teacher (T) doing? What are the students (Ss) doing? Any materials created or referenced by the group should be indicated with (see Appendix 1), (see Appendix 2), etc.
Warm up and Pre speaking activity (10 minutes)	T greets the students. On the previous day T asked students to take photos of their house. Next day, T comes to the class with his own pictures of his house. (see Appendix 13) Teacher will stick those pictures on different place in the class room. Then he will take children on a trip around the class and introduce them to his house as a tour guide.
While speaking activity (20 minutes)	After that, teacher will divide the class into six groups one will do as the teacher did. They will stick their photos around the class and they will start talking about their house parts and furniture using the words that they have studied. After the first five students are done the second five students will start and so on till all the groups present their houses.
Post speaking activity (10 minutes)	Have some students stand up choose a picture and talk loudly about parts of the house that they see and furniture inside to their friends.
Homework	The teacher asks students to prepare a brochure.(see Appendix 14) T gives them a worksheet to draw their house. Ss will fill in the blanks in the worksheet.
Total Minutes = 45

Скачано с www.znanio.ru

Unit Plan Teacher: Yelena

They have already worked with singular & plural words and the grammar structure to ask and answer (What is this?

Rationale: By being able to express themselves clearly insomuch as they make themselves understood(something

Students will be assessed for mastery of the four learning objectives at the end of this unit

Activity 1 (Teaching vocabulary) (15 minutes)

Students will be assessed for mastery of the four learning objectives at the end of this unit

HomeworkThe teacher gives them worksheet to promote their grammar and vocabulary knowledge

T wants them work in groups of five and choose one leader for their group

While speaking activity (20 minutes)

Материалы на данной страницы взяты из открытых истончиков либо размещены пользователем в соответствии с договором-офертой сайта. Вы можете сообщить о нарушении.

02.04.2022