Presentation on theme: "Beginning Descriptions By Leah Amber The School: Rambam School Haifa Mamlachti Dati The class: Fourth grade Mixed ability 26 girls."— Presentation transcript:
Beginning Descriptions By Leah Amber
The School: Rambam School Haifa Mamlachti Dati The class: Fourth grade Mixed ability 26 girls
Beginning Descriptions Based on Unit 1 “Sam and Ann” (Freddy’s World Plus) Sub-Topics The Family Body Parts Adjectives Feelings
Why this Topic? Class teacher on maternity leave - had left material that she wanted covered. Interesting topic and great sub-topics. Good way to get to know the students e.g. The family. I hoped the topic would be meaningful to the students. Could act as a good ice-breaker – talking about sub-topics that the students are familiar with. Not enough focus on speaking English in the classroom. I felt that this topic would be very effective to begin to develop some fundamental language structures. ?
Lesson Plan: 2 Grade: 4th Level: Foundation, Stage 1 Topic: Beginning Descriptions – Facial Parts Domain (s): Social Interaction; Appreciation of Language Purpose of Lesson (General Aims): To introduce Facial parts, reinforce vocabulary and begin to use descriptive language Lesson Benchmarks: Social Interaction * Interact for purposes such as giving instructions, making requests, greeting people. * Engage in short conversations. Ask and answer simple questions about familiar topics and everyday situations. Appreciation of Language * know how word order, sound and writing systems in English are organized, and how these elements compare with their mother tongue
Eyes, ears, mouth, nose, hair, headNew Words: This is…., He has/ She hasFunctional Language: Mum, dad, brother, sister, baby, eyes, ears, mouth, nose, hair, head Flash Cards: Mum, mother, dad, father, brother, sister, baby, eyes, ears, mouth, nose, hair, head Word cards: Assumed Previous Knowledge: * Ability to read simple words and texts. * Members of the family in English. * Conversation structure: This is…. * Colours in English
Materials: * Pictures of the family * Pictures of the body parts * Vocabulary words * Visual aids * Freddy's World Course book * Freddy's World Workbook * Freddy’s World Teacher's Guide * Freddy's World Disc * Tape recorder * White board * White board markers
Anticipated Problems and Solutions: * I am concerned that some students may have difficulty with the workbook tasks and may become disruptive. – I will try to explain the activities before they start. Hopefully it will help the weaker learners. * Last lesson, students were playing with all sorts of things on their desks – I will ask them to put everything away, other that the things they need for the English lesson. * Some students did not complete their homework. – I will tell them that I am planning on marking their workbook and that the marks will be going towards their grade.
Activities and time: (approximate) First 5 minutes used to settle the class. Introduction: (15 mins) Review vocabulary learned last lesson - Place pictures of family members on the board. Ask the students, "Who is this?" Students to answer, "This is the sister". (5 mins) Introduce body parts – hold up pictures one at a time. Students to repeat after teacher. Stick each of the pictures on the board. Hold up vocabulary cards. Students to call out what it says. Ask for a volunteer to stick it under the correct picture. (5 mins) * Ask students to open their books to page 20. Listen to the song "Head, shoulders, knees and toes". (5 mins)
Body: (20 mins) * Take out visual aids – 2 heads, hair, eyes, noses, mouths. Hold each one up. Students to call out what they are. * Ask for 2 volunteers. Ask each one to choose a head. Now say, "Please choose hair", Children choose hair for each head. Continue for all the parts of the face. * Model how to describe the person, e.g. This is a boy. He has brown hair and blue eyes. * Ask for a volunteer to describe the other person. * Ask for 2 more volunteers. Do as above. (10 mins) * Ask students to open their Workbooks to page 34. * Students to complete pages 34 and 35. (10 mins) Conclusion: (5 mins) * Sing the song "Head, shoulders, knees and toes" again.
Homework: Complete workbook activities not completed in class. Remember to tell them the work will go towards their grade. Extension activity: * Meitzav vocabulary worksheet * Body parts worksheet Assessment: * Teacher observation of student participation during oral presentations, paying attention to correct sentence formation and pronunciation and assessing use of vocabulary words learned in the lesson * Check homework – reinforces vocabulary covered in the lesson.
Reflection: * They really enjoyed the "Build a person" activity. They all wanted to have a turn, but I told them that we will keep on using it and that more students will get a turn next time. As it is a class of girls most of them did not want to make a boy. – I do not think this is important as long as they are speaking and using the required vocabulary and functional language. * Workbook activities are sometimes difficult as so many students need your help all at the same time. Next time, I will try to explain the workbook activity in more detail, before getting them to open their workbooks. * Many of the weaker students started doing other things during the workbook activity. I will try to group them next time so that I can help them all at the same time. * It is a good idea to write the workbook activity pages on the board. That way, I do not have to repeat it so many times, I can simply point to the board.
Overall Reflection * Overall, this was a great unit. The students seemed to have a good time. They were mostly engaged in the activities and had a good grasp of the material that was taught. * It is extremely difficult to work in a class with so many varying abilities. There always seem to be students who fall through the cracks, either the more advanced students or the students that are struggling. * I attempted to bring in a number of unusual and exciting activates to cater to the more advanced students. This did help for the most part. As far as the struggling students, some liked to sit together as a group, but others felt uncomfortable. * Visual aids definitely help to keep the students on task and engaged. * I tried to incorporate "Gardner's Multiple Intelligences" whenever possible in an attempt to keep as many students engaged and on task as possible. This was very effective, as it not only kept students on task, but also helped to keep activities varied and interesting. It also ensured that the lesson had pace and momentum.