Implementing Tasks and Projects in Japanese Primary Schools
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Implementing Tasks and Projects in Japanese Primary Schools

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This presentation is a culmination of the work and research I did as a primary school teacher.

This presentation is a culmination of the work and research I did as a primary school teacher.

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Implementing Tasks and Projects in Japanese Primary Schools Presentation Transcript

  • 1. Implementingtasks and projects in Japanese primary schools
  • 2. A sample lesson:Monsters!
  • 3. Greetings Let’s begin! Who has super-memory?
  • 4. What did we do?
  • 5. What did we do?What language did we use?
  • 6. What did we do?What language did we use?Was it familiar?
  • 7. What did we do?What language did we use?Was it familiar?Did the teacher introduce body partvocabulary?
  • 8. What did we do?What language did we use?Was it familiar?Did the teacher introduce body partvocabulary?Was there a time limit?
  • 9. What did we do?What language did we use?Was it familiar?Did the teacher introduce body partvocabulary?Was there a time limit?Who was in charge of the game?
  • 10. What did we do?What language did we use?Was it familiar?Did the teacher introduce body partvocabulary?Was there a time limit?Who was in charge of the game?Were gestures incorporated?
  • 11. Why did we do it?
  • 12. Why did we do it?Greetings prepare students to study English.
  • 13. Why did we do it?Greetings prepare students to study English.Re-activate knowledge of English.
  • 14. Why did we do it?Greetings prepare students to study English.Re-activate knowledge of English.Working in pairs makes this a student-centered activity.
  • 15. Why did we do it?Greetings prepare students to study English.Re-activate knowledge of English.Working in pairs makes this a student-centered activity.Gestures can aid memorisation of vocabulary.
  • 16. Priming 4 monsters!Which one is the teacher talking about?
  • 17. What did we do?
  • 18. What did we do?Who led this activity?
  • 19. What did we do?Who led this activity?Were students involved?
  • 20. What did we do?Who led this activity?Were students involved?Did students get the chance to try?
  • 21. Why did we do it?
  • 22. Why did we do it?New information, therefore teacher-led.
  • 23. Why did we do it?New information, therefore teacher-led.If students not involved, they have noreason to listen.
  • 24. Why did we do it?New information, therefore teacher-led.If students not involved, they have noreason to listen.A chance to compare student andteacher language.
  • 25. Why did we do it?New information, therefore teacher-led.If students not involved, they have noreason to listen.A chance to compare student andteacher language.It is a demonstration of the lessonsmain task.
  • 26. Taskpreparation What are we doing today?
  • 27. What did we do?
  • 28. What did we do?What language was used to explain thetask?
  • 29. What did we do?What language was used to explain thetask?Who translated?
  • 30. What did we do?What language was used to explain thetask?Who translated?Is there an outcome to this task?
  • 31. Why did we do it?
  • 32. Why did we do it?Using English gives students a reason tolisten.
  • 33. Why did we do it?Using English gives students a reason tolisten.Informs students that there is a realoutcome to the task.
  • 34. Task time How many legs?
  • 35. What did we do?
  • 36. What did we do?What did students do?
  • 37. What did we do?What did students do?Was there a predetermined way of askingfor info?
  • 38. What did we do?What did students do?Was there a predetermined way of askingfor info?Was there a time limit?
  • 39. What did we do?What did students do?Was there a predetermined way of askingfor info?Was there a time limit?Did students focus on accuracy (sentencestructure) or fluency (meaning/communication)?
  • 40. Why did we do it?
  • 41. Why did we do it?Students use existing knowledge and newlanguage from priming activities.
  • 42. Why did we do it?Students use existing knowledge and newlanguage from priming activities.Students come up with their own theories abouthow to ask for info.
  • 43. Why did we do it?Students use existing knowledge and newlanguage from priming activities.Students come up with their own theories abouthow to ask for info.Time limit makes sure the task doesn’t take toolong.
  • 44. Why did we do it?Students use existing knowledge and newlanguage from priming activities.Students come up with their own theories abouthow to ask for info.Time limit makes sure the task doesn’t take toolong.Students are trying to find out information, notuse sentence structure. Thus focusing on fluency.
  • 45. Planning and Reporting This is our monster.
  • 46. What did we do?
  • 47. What did we do?Did the teacher stop the planningprocess?
  • 48. What did we do?Did the teacher stop the planningprocess?Is there a focus on accuracy or fluency?
  • 49. What did we do?Did the teacher stop the planningprocess?Is there a focus on accuracy or fluency?Is there a reason for other groups tolisten?
  • 50. Why did we do it?
  • 51. Why did we do it?Presenting provides a chance to focus onaccuracy.
  • 52. Why did we do it?Presenting provides a chance to focus onaccuracy.Doing a language focus task duringplanning stage increases the focus onaccuracy.
  • 53. Why did we do it?Presenting provides a chance to focus onaccuracy.Doing a language focus task duringplanning stage increases the focus onaccuracy.If there is no reason to listen motivationdrops.
  • 54. Why did we do it?Presenting provides a chance to focus onaccuracy.Doing a language focus task duringplanning stage increases the focus onaccuracy.If there is no reason to listen motivationdrops.Check that all students have the sameinformation.
  • 55. Confirmation Who’s who?Check monsters around the room.
  • 56. What did we do?
  • 57. What did we do?Was it fun?
  • 58. What did we do?Was it fun?Was it related to the information gapactivity?
  • 59. Why did we do it?
  • 60. Why did we do it?Proves that there was a reason forcompleting the task.
  • 61. Why did we do it?Proves that there was a reason forcompleting the task.Mystery is revealed.
  • 62. Why did we do it?Proves that there was a reason forcompleting the task.Mystery is revealed.Students realise that they can useEnglish to solve real-world problems.
  • 63. Focus on form
  • 64. Focus on form How many ______ have you got?
  • 65. What did we do?
  • 66. What did we do?Is there a focus on accuracy or fluency?
  • 67. What did we do?Is there a focus on accuracy or fluency?Who asks the questions?
  • 68. What did we do?Is there a focus on accuracy or fluency?Who asks the questions?Does it relate to the task?
  • 69. Why did we do it?
  • 70. Why did we do it?To expand students knowledge of thetarget grammar.
  • 71. Why did we do it?To expand students knowledge of thetarget grammar.Focus on accuracy.
  • 72. Why did we do it?To expand students knowledge of thetarget grammar.Focus on accuracy.Bring the real world and English closer.
  • 73. Lessonframework
  • 74. Lesson framework
  • 75. Lesson frameworkPriming
  • 76. Lesson frameworkPriming Opportunity to see grammar/vocabulary.
  • 77. Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.
  • 78. Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task
  • 79. Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal.
  • 80. Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal. Focus on fluency.
  • 81. Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal. Focus on fluency.(Planning and) Reporting
  • 82. Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal. Focus on fluency.(Planning and) Reporting Report findings/results. Focus on accuracy.
  • 83. Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal. Focus on fluency.(Planning and) Reporting Report findings/results. Focus on accuracy.Focus on form
  • 84. Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal. Focus on fluency.(Planning and) Reporting Report findings/results. Focus on accuracy.Focus on form Double check understanding. Focus on accuracy.
  • 85. Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal. Focus on fluency.(Planning and) Reporting Report findings/results. Focus on accuracy.Focus on form Double check understanding. Focus on accuracy. Students experiment with the language.
  • 86. TBL and PPP comparison
  • 87. TBL and PPP comparison
  • 88. TBL and PPP comparison
  • 89. TBL and PPP comparison
  • 90. TBL and PPP comparison
  • 91. TBL and PPP comparison
  • 92. TBL and PPP comparison
  • 93. Lesson over view
  • 94. Lesson over viewGreetings: Re-activate prior knowledge.
  • 95. Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.
  • 96. Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.Task: Information gap activity.
  • 97. Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.Task: Information gap activity.Planning: Prepare to introduce monsters.
  • 98. Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.Task: Information gap activity.Planning: Prepare to introduce monsters.Language Focus: Teacher gives model presentation.
  • 99. Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.Task: Information gap activity.Planning: Prepare to introduce monsters.Language Focus: Teacher gives model presentation.Report: Groups introduce their monster.
  • 100. Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.Task: Information gap activity.Planning: Prepare to introduce monsters.Language Focus: Teacher gives model presentation.Report: Groups introduce their monster.Reveal: Students reveal which monster they have.
  • 101. Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.Task: Information gap activity.Planning: Prepare to introduce monsters.Language Focus: Teacher gives model presentation.Report: Groups introduce their monster.Reveal: Students reveal which monster they have.Focus on Form: Students form new questions using thetarget language.
  • 102. Definition of a “task”
  • 103. Definition of a “task” Focus on meaning.
  • 104. Definition of a “task” Focus on meaning. There is some sort of relationship to comparable real world activities.
  • 105. Definition of a “task” Focus on meaning. There is some sort of relationship to comparable real world activities. Task completion has some sort of priority.
  • 106. Definition of a “task” Focus on meaning. There is some sort of relationship to comparable real world activities. Task completion has some sort of priority. The assessment of the task is in terms of outcome.
  • 107. Types of tasks
  • 108. Speaking tasks
  • 109. Speaking tasksFind a friend
  • 110. Speaking tasksFind a friendInformation gap
  • 111. Speaking tasksFind a friendInformation gapCategorising or organising
  • 112. Speaking tasksFind a friendInformation gapCategorising or organisingQuiz-making
  • 113. Speaking tasksFind a friendInformation gapCategorising or organisingQuiz-makingListing
  • 114. Listening tasks
  • 115. Listening tasksListen and respond
  • 116. Listening tasksListen and respondMemory games
  • 117. Listening tasksListen and respondMemory gamesListen and identify
  • 118. Listening tasksListen and respondMemory gamesListen and identifyQuiz-making
  • 119. ? ?? ? ? ? ? ? ? ? Any questions?
  • 120. Focus on Form
  • 121. Focus on Form What is it?
  • 122. Priming Task Reporting Focus on Form
  • 123. Priming Task Fluency Reporting Focus on Form
  • 124. Priming Task Reporting Fluency Focus on Form
  • 125. Priming Task Reporting Focus on Form Accuracy
  • 126. Priming Task Reporting Focus on Form
  • 127. Collaborative Learning
  • 128. Collaborative Learning
  • 129. Collaborative Learning Student-centered focus on grammar
  • 130. Topic outline
  • 131. Topic outline
  • 132. Topic outline Subjects
  • 133. Topic outline
  • 134. Topic outlineDays of the week
  • 135. Expressions used
  • 136. Expressions used“On Monday, we have science!”
  • 137. Monday Tuesday Wednesday Thursday FridayScience Maths Art Maths PE English PE Art Japanese Maths SocialJapanese Science Music Japanese Studies Social Social Japanese Art ScienceStudies Studies “On Monday, we have science!”
  • 138. Expressions used“I like science. It’s easy!”
  • 139. ×
  • 140. ×
  • 141. ×
  • 142. ×
  • 143. × × ×
  • 144. Dictogloss
  • 145. Dictogloss
  • 146. DictoglossIntroduce topic
  • 147. DictoglossIntroduce topicRead a story
  • 148. DictoglossIntroduce topicRead a storyRead it again (students takenotes)
  • 149. DictoglossIntroduce topicRead a storyRead it again (students takenotes)Remake the story in groups
  • 150. On... I have...
  • 151. I don’t like... It’s...
  • 152. A video of students undertaking the task can be seen here: http://bit.ly/YorkTBL
  • 153. ? ?? ? ? ? ? ? ? ? Any questions?
  • 154. What is aproject?
  • 155. The dictionarydefinition of project
  • 156. The dictionarydefinition of projectAn individual or collaborativeenterprise that is carefully planned anddesigned to achieve a particular aim.
  • 157. The dictionarydefinition of projectAn individual or collaborativeenterprise that is carefully planned anddesigned to achieve a particular aim.A school assignment undertaken by astudent or group of students, typicallyas a long-term task that requiresindependent research.
  • 158. My definition of project
  • 159. My definition of project A collaborative, long-term series of varied tasks which introduce multipleelements of English, resulting in a piece of student-created work.
  • 160. A sample project:
  • 161. A sample project: SPACE
  • 162. Language covered in this project
  • 163. Language covered in this project
  • 164. Language covered in this projectSpace-related words.
  • 165. Language covered in this projectSpace-related words.Questions using “How”.
  • 166. Language covered in this projectSpace-related words.Questions using “How”.Large numbers.
  • 167. Language covered in this projectSpace-related words.Questions using “How”.Large numbers.Comparatives.
  • 168. Language covered in this projectSpace-related words.Questions using “How”.Large numbers.Comparatives.Making requests (via shopping).
  • 169. Language covered in this projectSpace-related words.Questions using “How”.Large numbers.Comparatives.Making requests (via shopping).Body parts.
  • 170. Language covered in this projectSpace-related words.Questions using “How”.Large numbers.Comparatives.Making requests (via shopping).Body parts.Weather.
  • 171. Project outline
  • 172. Project outline1. Introduce the solar system and basic properties of planets.
  • 173. Project outline1. Introduce the solar system and basic properties of planets.2. Using planets, students learn about comparatives.
  • 174. Project outline1. Introduce the solar system and basic properties of planets.2. Using planets, students learn about comparatives.3. Students are given £1000 to build a planet of their own. Planets are presented and quizzes are made.
  • 175. Project outline1. Introduce the solar system and basic properties of planets.2. Using planets, students learn about comparatives.3. Students are given £1000 to build a planet of their own. Planets are presented and quizzes are made.4. Students buy body parts to design their own unique creatures to live on their planets.
  • 176. Project outline1. Introduce the solar system and basic properties of planets.2. Using planets, students learn about comparatives.3. Students are given £1000 to build a planet of their own. Planets are presented and quizzes are made.4. Students buy body parts to design their own unique creatures to live on their planets.5. Finally, a class solar system is created and the language used during its creation is reviewed and used in a final, inter-class presentation.
  • 177. Lesson 1Introduction to the planets
  • 178. Lesson 2Introduction to the planets 2
  • 179. Lesson 3 Comparatives
  • 180. Lesson 4 & 5Purchasing items to make their planets
  • 181. Lesson 4 & 5 Purchasing items to make their planets£7 50 £9 00 £1250
  • 182. Lesson 6Presenting their planets to the rest of the class
  • 183. Lesson 7 Planet quiz
  • 184. Lesson 8-11 Creature making
  • 185. Creature examples
  • 186. ? ?? ? ? ? ? ? ? ? Any questions?
  • 187. Hints and tips
  • 188. Time management
  • 189. Time managementYou quite often cant do all four stages in oneclass.
  • 190. Time managementYou quite often cant do all four stages in oneclass.So, split it over t wo:
  • 191. Time managementYou quite often cant do all four stages in oneclass.So, split it over t wo:1. Priming, and teacher-led tasks.
  • 192. Time managementYou quite often cant do all four stages in oneclass.So, split it over t wo:1. Priming, and teacher-led tasks.2. Re-activate previous language, followed by student-centered tasks, a report, and a focus on form.
  • 193. Time management
  • 194. Time managementSet and enforce time limits. Examples:
  • 195. Time managementSet and enforce time limits. Examples: 10 minutes to make a quiz.
  • 196. Time managementSet and enforce time limits. Examples: 10 minutes to make a quiz. 15 minutes to draw a group monster/planet.
  • 197. Time managementSet and enforce time limits. Examples: 10 minutes to make a quiz. 15 minutes to draw a group monster/planet. 3 minutes to list colours in pairs.
  • 198. Time managementSet and enforce time limits. Examples: 10 minutes to make a quiz. 15 minutes to draw a group monster/planet. 3 minutes to list colours in pairs.If students go over the time limit, get them tofinish for homework. Examples:
  • 199. Time managementSet and enforce time limits. Examples: 10 minutes to make a quiz. 15 minutes to draw a group monster/planet. 3 minutes to list colours in pairs.If students go over the time limit, get them tofinish for homework. Examples: Colouring, drawing.
  • 200. Time managementSet and enforce time limits. Examples: 10 minutes to make a quiz. 15 minutes to draw a group monster/planet. 3 minutes to list colours in pairs.If students go over the time limit, get them tofinish for homework. Examples: Colouring, drawing. Quiz-making, presentation practice.
  • 201. Japanese usage
  • 202. Japanese usageDont be afraid of Japanese.
  • 203. Japanese usageDont be afraid of Japanese.Try a task in Japanese first.
  • 204. Japanese usageDont be afraid of Japanese.Try a task in Japanese first.Students translate explanations.
  • 205. Japanese usageDont be afraid of Japanese.Try a task in Japanese first.Students translate explanations.Make it clear that students areexpected to give a presentation inEnglish.
  • 206. Motivation
  • 207. MotivationPoint cards Stamp cards Stickers
  • 208. Display student work
  • 209. Display student work
  • 210. Further information
  • 211. Further informationPersonal email: yorksensei@gmail.com Further advice or questions. Feedback. Modified lesson plans. lessons that worked for you.
  • 212. ? ?? ? ? ? ? ? ? ? Any questions?
  • 213. Thank you for your time
  • 214. Lesson 1Introduction to the planets
  • 215. Lesson 1Introduction to the planets
  • 216. Lesson 1 Introduction to the planetsPriming:
  • 217. Lesson 1 Introduction to the planetsPriming: Introduce the Sun and the eight planets.
  • 218. Lesson 1 Introduction to the planets Priming: Introduce the Sun and the eight planets.Task 1:
  • 219. Lesson 1 Introduction to the planets Priming: Introduce the Sun and the eight planets.Task 1: Teacher-led quiz. “How big is Mercury” etc.
  • 220. Lesson 1 Introduction to the planets Priming: Introduce the Sun and the eight planets.Task 1: Teacher-led quiz. “How big is Mercury” etc.Task 2:
  • 221. Lesson 1 Introduction to the planets Priming: Introduce the Sun and the eight planets.Task 1: Teacher-led quiz. “How big is Mercury” etc.Task 2: Student-centered memory quiz.
  • 222. Lesson 1 Introduction to the planets Priming: Introduce the Sun and the eight planets.Task 1: Teacher-led quiz. “How big is Mercury” etc.Task 2: Student-centered memory quiz.Focus on Form:
  • 223. Lesson 1 Introduction to the planets Priming: Introduce the Sun and the eight planets.Task 1: Teacher-led quiz. “How big is Mercury” etc.Task 2: Student-centered memory quiz.Focus on Form: Question formation relating to size, temperature etc.
  • 224. Lesson 2Introduction to the planets 2
  • 225. Lesson 2Introduction to the planets 2
  • 226. Lesson 2 Introduction to the planets 2Priming:
  • 227. Lesson 2 Introduction to the planets 2Priming: Review question formation from previous lesson.
  • 228. Lesson 2 Introduction to the planets 2 Priming: Review question formation from previous lesson.Task:
  • 229. Lesson 2 Introduction to the planets 2 Priming: Review question formation from previous lesson.Task: Information gap exercise.
  • 230. Lesson 2 Introduction to the planets 2 Priming: Review question formation from previous lesson.Task: Information gap exercise.Planning and Reporting:
  • 231. Lesson 2 Introduction to the planets 2 Priming: Review question formation from previous lesson.Task: Information gap exercise.Planning and Reporting: Students describe a planet.
  • 232. Lesson 2 Introduction to the planets 2 Priming: Review question formation from previous lesson.Task: Information gap exercise.Planning and Reporting: Students describe a planet. Other groups have to guess.
  • 233. Lesson 2 Introduction to the planets 2 Priming: Review question formation from previous lesson.Task: Information gap exercise.Planning and Reporting: Students describe a planet. Other groups have to guess.Focus on form:
  • 234. Lesson 2 Introduction to the planets 2 Priming: Review question formation from previous lesson.Task: Information gap exercise.Planning and Reporting: Students describe a planet. Other groups have to guess.Focus on form: Focus on the difference bet ween describing (is) and possessive (has) statements.
  • 235. Lesson 3 Comparatives
  • 236. Lesson 3 Comparatives
  • 237. Lesson 3 ComparativesPriming: Introduce comparativesusing classroom objects.
  • 238. Lesson 3 Comparatives Priming: Introduce comparatives using classroom objects.Task: In groups practice usingcomparatives.
  • 239. Lesson 3 Comparatives Priming: Introduce comparatives using classroom objects.Task: In groups practice usingcomparatives.Language Focus: Translate toJapanese.
  • 240. Lesson 3 Comparatives Priming: Introduce comparatives using classroom objects. Planning and Reporting: True-Task: In groups practice using false quiz based on planets.comparatives.Language Focus: Translate toJapanese.
  • 241. Lesson 3 Comparatives Priming: Introduce comparatives using classroom objects. Planning and Reporting: True-Task: In groups practice using false quiz based on planets.comparatives. Focus on Form: Cloze test.Language Focus: Translate toJapanese.
  • 242. Lesson 4Purchasing items to make their planets
  • 243. Lesson 4Purchasing items to make their planets
  • 244. Lesson 4 Purchasing items to make their planetsPriming:
  • 245. Lesson 4 Purchasing items to make their planetsPriming: Introduce planet variables (Size, colour, moons, and weather).
  • 246. Lesson 4 Purchasing items to make their planetsPriming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000.
  • 247. Lesson 4 Purchasing items to make their planetsPriming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.
  • 248. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups
  • 249. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups In groups list colours and weather.
  • 250. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups In groups list colours and weather. Ask groups what they came up with and decide price.
  • 251. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups In groups list colours and weather. Ask groups what they came up with and decide price.Task 2: listening
  • 252. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups In groups list colours and weather. Ask groups what they came up with and decide price.Task 2: listening Introduce sample planets.
  • 253. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups In groups list colours and weather. Ask groups what they came up with and decide price.Task 2: listening Introduce sample planets. Students calculate price of planets.
  • 254. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups In groups list colours and weather. Ask groups what they came up with and decide price.Task 2: listening Introduce sample planets. Students calculate price of planets.Task 3:
  • 255. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups In groups list colours and weather. Ask groups what they came up with and decide price.Task 2: listening Introduce sample planets. Students calculate price of planets.Task 3:Students plan how to spend their budget
  • 256. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups In groups list colours and weather. Ask groups what they came up with and decide price.Task 2: listening Introduce sample planets. Students calculate price of planets.Task 3:Students plan how to spend their budgetPlanning and Reporting:
  • 257. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups In groups list colours and weather. Ask groups what they came up with and decide price.Task 2: listening Introduce sample planets. Students calculate price of planets.Task 3:Students plan how to spend their budgetPlanning and Reporting: Groups report on what they plan to buy.
  • 258. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups In groups list colours and weather. Ask groups what they came up with and decide price.Task 2: listening Introduce sample planets. Students calculate price of planets.Task 3:Students plan how to spend their budgetPlanning and Reporting: Groups report on what they plan to buy. Other groups make sure they are not over-budget.
  • 259. Lesson 5Presenting their planets to the rest of the class
  • 260. Lesson 5 Presenting their planets to the rest of the classPRIMING:
  • 261. Lesson 5 Presenting their planets to the rest of the classPRIMING: Quiz introducing the key phrase.
  • 262. Lesson 5 Presenting their planets to the rest of the class PRIMING: Quiz introducing the key phrase.TASK 1: (Speaking Task)
  • 263. Lesson 5 Presenting their planets to the rest of the class PRIMING: Quiz introducing the key phrase.TASK 1: (Speaking Task) Groups present their planet to the group next to them.
  • 264. Lesson 5 Presenting their planets to the rest of the class PRIMING: Quiz introducing the key phrase.TASK 1: (Speaking Task) Groups present their planet to the group next to them.TASK 2: (Language Focus task)
  • 265. Lesson 5 Presenting their planets to the rest of the class PRIMING: Quiz introducing the key phrase.TASK 1: (Speaking Task) Groups present their planet to the group next to them.TASK 2: (Language Focus task) Listen to the teacher introduce planets again and note differences.
  • 266. Lesson 5 Presenting their planets to the rest of the class PRIMING: Quiz introducing the key phrase.TASK 1: (Speaking Task) Groups present their planet to the group next to them.TASK 2: (Language Focus task) Listen to the teacher introduce planets again and note differences.REPORTING:
  • 267. Lesson 5 Presenting their planets to the rest of the class PRIMING: Quiz introducing the key phrase.TASK 1: (Speaking Task) Groups present their planet to the group next to them.TASK 2: (Language Focus task) Listen to the teacher introduce planets again and note differences.REPORTING: Students present to the whole class.
  • 268. Lesson 5 Presenting their planets to the rest of the class PRIMING: Quiz introducing the key phrase.TASK 1: (Speaking Task) Groups present their planet to the group next to them.TASK 2: (Language Focus task) Listen to the teacher introduce planets again and note differences.REPORTING: Students present to the whole class. Other groups listen and fill in their worksheet (next slide).
  • 269. Lesson 5 Presenting their planets to the rest of the class PRIMING: Quiz introducing the key phrase.TASK 1: (Speaking Task) Groups present their planet to the group next to them.TASK 2: (Language Focus task) Listen to the teacher introduce planets again and note differences.REPORTING: Students present to the whole class. Other groups listen and fill in their worksheet (next slide).FOCUS ON FORM:
  • 270. Lesson 5 Presenting their planets to the rest of the class PRIMING: Quiz introducing the key phrase.TASK 1: (Speaking Task) Groups present their planet to the group next to them.TASK 2: (Language Focus task) Listen to the teacher introduce planets again and note differences.REPORTING: Students present to the whole class. Other groups listen and fill in their worksheet (next slide).FOCUS ON FORM: A focus on the form: “My planet is/has...” statements.
  • 271. 1 2 34 5 6
  • 272. Lesson 6True or False Quiz
  • 273. Lesson 6 True or False QuizPRIMING 1: Review comparatives with classroom objects (whole class). Comparatives review in groups.
  • 274. Lesson 6 True or False QuizPRIMING 1: Review comparatives with classroom objects (whole class). Comparatives review in groups.PRIMING 2: Teacher led true-false test with students’ planets.
  • 275. Lesson 6 True or False QuizPRIMING 1: Review comparatives with classroom objects (whole class). Comparatives review in groups.PRIMING 2: Teacher led true-false test with students’ planets.TASK 1: Students quiz each other in pairs.
  • 276. Lesson 6 True or False QuizPRIMING 1: Review comparatives with classroom objects (whole class). Comparatives review in groups.PRIMING 2: Teacher led true-false test with students’ planets.TASK 1: Students quiz each other in pairs.PLANNING & REPORTING: Students create T/F statements about their planet. One of the statements is false. Other groups listen and pick out the false statement.
  • 277. Lesson 6 True or False QuizPRIMING 1: Review comparatives with classroom objects (whole class). Comparatives review in groups.PRIMING 2: Teacher led true-false test with students’ planets.TASK 1: Students quiz each other in pairs.PLANNING & REPORTING: Students create T/F statements about their planet. One of the statements is false. Other groups listen and pick out the false statement.FOCUS ON FORM: “A is bigger/smaller than B” comparative statements.
  • 278. Example lesson 1Animals and adjectives
  • 279. Example lesson 1Animals and adjectives
  • 280. Example lesson 1 Animals and adjectivesPRIMING: Show some pictures to elicit thetarget vocabulary.
  • 281. Example lesson 1 Animals and adjectivesPRIMING: Show some pictures to elicit thetarget vocabulary.PRIMING 2: Ask questions about certainanimals, introducing the target grammar.
  • 282. Example lesson 1 Animals and adjectivesPRIMING: Show some pictures to elicit thetarget vocabulary.PRIMING 2: Ask questions about certainanimals, introducing the target grammar.TASK: Give out and complete informationgap worksheets.
  • 283. Example lesson 1 Animals and adjectivesPRIMING: Show some pictures to elicit thetarget vocabulary.PRIMING 2: Ask questions about certainanimals, introducing the target grammar.TASK: Give out and complete informationgap worksheets.REPORT: The teacher asks questions andthe students report on their findings.
  • 284. Example lesson 1 Animals and adjectivesPRIMING: Show some pictures to elicit thetarget vocabulary.PRIMING 2: Ask questions about certainanimals, introducing the target grammar.TASK: Give out and complete informationgap worksheets.REPORT: The teacher asks questions andthe students report on their findings.FOCUS ON FORM: Students make theirown questions.
  • 285. Example lesson 2 Describing Animals
  • 286. Example lesson 2 Describing Animals
  • 287. Example lesson 2 Describing AnimalsPRIMING: Introduce different animals and ask students to name characteristics about them. Characteristics are added to a list on the board.
  • 288. Example lesson 2 Describing AnimalsPRIMING: Introduce different animals and ask students to name characteristics about them. Characteristics are added to a list on the board.TASK: Groups work together at how they can useEnglish to describe an animal for the rest of theclass.
  • 289. Example lesson 2 Describing AnimalsPRIMING: Introduce different animals and ask students to name characteristics about them. Characteristics are added to a list on the board.TASK: Groups work together at how they can useEnglish to describe an animal for the rest of theclass.REPORT: Students give their description of an animaland the rest of the class have to guess what they aredescribing.
  • 290. Example lesson 2 Describing AnimalsPRIMING: Introduce different animals and ask students to name characteristics about them. Characteristics are added to a list on the board.TASK: Groups work together at how they can useEnglish to describe an animal for the rest of theclass.REPORT: Students give their description of an animaland the rest of the class have to guess what they aredescribing.FOCUS ON FORM: Divide the “characteristics” of theanimals up into different sections based on verb/noun/adjective groups and give a small test/quiz.
  • 291. Example lesson 3 Describing Animals
  • 292. Example lesson 3 Describing Animals
  • 293. Example lesson 3 Describing AnimalsPRIMING: Following on from the previouslesson, get students to describe some animalsfor you and pin these animals on the board.
  • 294. Example lesson 3 Describing AnimalsPRIMING: Following on from the previouslesson, get students to describe some animalsfor you and pin these animals on the board.Show students a set of animals and see if theycan see what the common characteristic is.
  • 295. Example lesson 3 Describing AnimalsPRIMING: Following on from the previouslesson, get students to describe some animalsfor you and pin these animals on the board.Show students a set of animals and see if theycan see what the common characteristic is.Closed TASK: Give students a collection ofdifferent animals and ask them to categorisethem.
  • 296. Example lesson 3 Describing AnimalsPRIMING: Following on from the previouslesson, get students to describe some animalsfor you and pin these animals on the board.Show students a set of animals and see if theycan see what the common characteristic is.Closed TASK: Give students a collection ofdifferent animals and ask them to categorisethem.REPORT: Groups present their categories. Othergroups take it in turn to guess the commoncharacteristic.
  • 297. Example lesson 3 Describing AnimalsPRIMING: Following on from the previouslesson, get students to describe some animalsfor you and pin these animals on the board.Show students a set of animals and see if theycan see what the common characteristic is.Closed TASK: Give students a collection ofdifferent animals and ask them to categorisethem.REPORT: Groups present their categories. Othergroups take it in turn to guess the commoncharacteristic.FOCUS ON FORM (Open TASK): Students maketheir own questions. E.g. “It’s big, grey,*vegetarian, has a long nose”.
  • 298. Example lesson 4Monster making
  • 299. Example lesson 4Monster making
  • 300. Example lesson 4 Monster makingPRIMING: After playing Head, Shoulders, Knees and Toes,introduce the words “ arms and legs”.
  • 301. Example lesson 4 Monster makingPRIMING: After playing Head, Shoulders, Knees and Toes,introduce the words “ arms and legs”.TASK 1: Students work in groups to make originalmonsters. The teacher decides the body part, and oneperson in each group rolls a die to decide how many of thatbody part they all draw.
  • 302. Example lesson 4 Monster makingPRIMING: After playing Head, Shoulders, Knees and Toes,introduce the words “ arms and legs”.TASK 1: Students work in groups to make originalmonsters. The teacher decides the body part, and oneperson in each group rolls a die to decide how many of thatbody part they all draw.TASK 2: Once finished, the students decide which is the bestmonster, and this monster is presented to other groupsnext lesson.
  • 303. Example lesson 4 Monster makingPRIMING: After playing Head, Shoulders, Knees and Toes,introduce the words “ arms and legs”.TASK 1: Students work in groups to make originalmonsters. The teacher decides the body part, and oneperson in each group rolls a die to decide how many of thatbody part they all draw.TASK 2: Once finished, the students decide which is the bestmonster, and this monster is presented to other groupsnext lesson.TASK 3: Listening task. Students listen to the teacher andcomplete their worksheet (see next slide).
  • 304. Example lesson 4 Monster makingPRIMING: After playing Head, Shoulders, Knees and Toes,introduce the words “ arms and legs”.TASK 1: Students work in groups to make originalmonsters. The teacher decides the body part, and oneperson in each group rolls a die to decide how many of thatbody part they all draw.TASK 2: Once finished, the students decide which is the bestmonster, and this monster is presented to other groupsnext lesson.TASK 3: Listening task. Students listen to the teacher andcomplete their worksheet (see next slide).TASK 4: Quiz making. Students volunteer to demonstrate asample question, and then students try in groups.