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Unit of a long term plan
Finding out and writing about parts of plants and trees
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)
5.W3 write with support factual descriptions at text level which describe people, places and objects
5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics
5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics.
Level of thinking skills
Comprehension, Application, Evaluation
All learners will be able to: pronounce and understand the meaning of the new words
Most learners will be able to: describe a picture using comparative and superlative adjective forms
Some learners will be able to: express their points of view on acquired information and summarize it in detail
To use new words in-group work.
To form question keeping word order in the sentence and answer appropriately to the text they read
To implement degrees of adjectives correctly in their speaking and writing activities.
Plants 1 new words and word expressions. Parts of plants and their functions.
Planned activities (replace the notes below with your planned activities)
As for home task check, you may prepare a task in written form and hand it out to each within limited time.
Warm up activity.Brainstorming
Any psychological training may them relax and motivate them to participate actively.In a circle they will stand by holding palms opened and clap by saying any positive things, such as flower, sun, moon, river, water, air, pot flower, mountain, and etc. The word a student says and claps the next one will characterize him. For example: “You are mountain, because you study very well, or you are broad-minded like a mountain” and so on
Group work. Activity “ Hook IDEA ” This activity is important to let my learners to identify the lesson hook themselves. My theme is PLANTS, which focuses on writing and speaking activities more.
There are a few pot flowers on the table. I ask them to look at them attentively and say what they see. My questions will be:
What is this?
What are these?
How many pot flowers do you see on the table?
What colour is it (pointing at one flower)?
Is there any leave?
Who remembers the parts of the flower?(seed, roots, stem )(for less able students)
- Tell me what these parts serve (more able students)
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