CATEGORIES:
BiologyChemistryConstructionCultureEcologyEconomyElectronicsFinanceGeographyHistoryInformaticsLawMathematicsMechanicsMedicineOtherPedagogyPhilosophyPhysicsPolicyPsychologySociologySportTourism
Learning Objectives
| Text Type | Vocabulary | Language Items & Communicative Functions | Language Skills | Developing Critical Thinking Skills, Creativity and Cultural Awareness | Attitudes |
| Songs | · objects in nature | · use nouns to identify objects in nature, e.g. star and moon · use adjectives to describe objects, e.g. yellow and round · use the simple present tense to express interests, feelings, opinions, e.g. I like stars. · use formulaic expressions to begin and end a letter, e.g. Dear Moon, and Love | Listening · recognise language patterns and vocabulary items previously encountered in the song · identify main ideas Speaking · pronounce correctly words in connected speech by linking words together and using appropriate stress · imitate appropriate stress, rhythm and intonation · use gestures and facial expression to convey meaning Reading · recognize familiar words in the song · identify main ideas from the song with teacher support Writing · develop written texts by: 1. adding personal ideas and information when a model or framework is provided 2. putting words in a logical order to make meaningful sentences | · develop pupils' critical thinking skills and cultural awareness by stimulating them to appreciate the beauty of nature and relating themselves to nature · develop pupils' creativity by asking them to describe objects in nature and draw a picture of their chosen object | · develop confidence in using English · develop keenness to participate in activities leading to improvement of knowledge and skills in the language · appreciate the beauty of language |
Activity Sheet 1
| Object | What is it like? | Description (adjectives) |
| star | diamond | shiny |
| sun | ||
| moon | ||
| rain | ||
| rainbow | ||
| cloud |
Activity Sheet 2
Version 1
(For average learners)
Dear ___________,
_____________, _____________, ____________ _____________,
How I wonder what you are.
_______________________________,
Like a _____________ in ___________.
_____________, _____________, _____________ _____________,
How I wonder what you are.
Love,
______________
Draw your picture here.
Activity Sheet 2
Version 2
(For more able learners)
Dear ___________,
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Love,
______________
Draw your picture in the box below.
Actions
| Lyrics | Suggested Actions |
| Twinkle Twinkle little star | Raise arms and use fingers to imitate the blinking of stars |
| How I wonder what you are | Scratch the head and frown |
| Up above the world so high | Point to the sky |
| Like a diamond in the sky | Make the shape of a diamond by using hands |
| Twinkle Twinkle little star | Raise arms and use fingers to imitate the blinking of stars |
| How I wonder what you are | Scratch the head and frown |
Assessment
Criteria for assessing pupils' performance in the classroom
1) Participation in reciting the rhyme/singing the song with actions
2) Confidence in reciting the rhyme /singing the song with actions
3) Eye contact and facial expressions
4) Mastery of pronunciation and rhythm
5) Participation in responding to questions posed by the teacher
6) Originality/Creativity in their response
7) Awareness of cultural phenomena (if applicable)
Criteria for assessing pupils' creative work
1) Originality in the ideas presented
2) Ability to express thoughts in writing
3) Creativity in the choice of vocabulary
4) Exhibition of their awareness of cultural phenomena
(Teachers may also evaluate pupils' creativity in the choice of colour in their drawings, but this may not be given too much weighting.)
Date: 2016-04-22; view: 1156
| <== previous page | | | next page ==> |
| A summary of the suggested classroom activities | | | Writing a lesson plan |