Language focus 2: Prepositions of location

Unit of a long term plan

Unit 6: Fantasy world

Lesson 6

School: Т.Toktarov

Date:

Teacher’s name: Baimetenova T.O

CLASS: 7

Number present:

absent:

Lesson title

Language focus 2: Prepositions of location

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.2.1.1- understand a sequence of supported classroom instructions;

5.6.1.1- use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics;

5.6.14.1- use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

• learn more prepositions of location.

• talk about where things are.

Most learners will be able to:

Provide a point of view in connected sentences

Interact with each other delivering content correctly and clearly to others with some support

Some learners will be able to

Describe where things are in a connected sentenses with support.

Provide unprepared speech to answer a variety of questions at sentence level with limited flexibility

Assessment criteria

• Demonstrate the correct use of prepositions of time,

location and direction

• Use the information to write sentences which describe

people, places and objects

• Identify the main information of a talk using supporting

information

Language objective

Values links

Lifelong learning.

Cross-curricular links

Russian, Kazakh

This lesson is connected with Russian, Kazakh. Because according to the theme of the lesson learners will learn prepositions of location. And they will use in a speech

Previous learning

Home and garden

Last lesson this theme was started and pupils got some information.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

0-2 min

2-3 min

1 min

5 min

1. Greetings

Good afternoon, boys and girls! I am glad to see you. Sit down! Who is on duty today? Who is absent? What date is it today? So, let us start.

Icebreaker

Teacher asks learners to stand up and go far from Interactive white board. And shows them a picture. And ask: Is it a famous person? Is it a woman? Who is it?

What do you think about it?

Any different ideas/answers from learners will be acceptable

If learner look at a picture from a far they will see Marilyn Monroe.

When They look at this picture closely,

They’ll see Albert Einstein.

Make circle. Count from one to three. Teacher divides learners into 2 groups

Lead in stage

2. Teacher tells the students the objectives of the lesson

Teacher pre-teaches prepositions of place. Show students the picture with prepositions and drill the pronunciation. (W) For this teacher uses a box and a small toy animal (I use a koala). Before class, put the koala inside the box. In class, sit your students down and take out the box. Rattle the box and have your students rattle the box and try to guess what is inside. Take out the toy and introduce it to the class. Also elicit the word "box". Sit the toy on the box and ask "Where is it?". Elicit/Teach

Slide 3

Middle

5 min

5 min

5 min

3 min

5 min

5 min

1. Ask some students about the objects in the class to clarify that they understand them. Teacher using objects in the classroom, e.g. a book or a pen, elicit the prepositions in the box. Put the object in various places around the room and then ask: Where is it? Students say:

It’s on the floor. It’s in the bag. It’s against the window, etc.

Pair work.

2. Practice the prepositions

Put students in pairs and give each pair a box and toy - or anything which can be used to practice the prepositions (e.g. a pencil and pencil case). Have each pair ask and answer questions using the prepositions.

Listening activity

Pre listening

Exercise 1 • Learners should complete the examples from the listening

They read the sentenses by themselves in 1 minute.

While listening

They listen the tape, complete the examples.

Post listening

Now learners work in pairs. They exchange with their works. Peer

assesment Check answers. Right answers are on the blackboard.•.

Game: Prepositions

Ask learners to take one shit of paper and place on the floor. Then stand behind the papers. Learners should follow teachers instructions. For example : Under! The learners take papers and put it over the head7

Who is the best!

In this activity learners divide into two team and compete with each other. They must make sentences by choosing right prepositions. The winner team is that which get more points.

Formative assesment

4 • Draw students’ attention to the picture and ask them to

tell you the names of some of the objects in the room, e.g.

guitar, desk, laptop, bed, wall, etc.

• Ask students to look at the prompts and make sure they

know all the vocabulary.

• Read out the first prompt and the example answer. Explain to students they have to use the other prompts in the same way to make sentences and will need to refer to the picture to help them.

• Put students into small groups to do the exercise.

• When finished, ask them to compare their answers with

another group.

• Check answers. Establish that we use against for objects

that are touching the wall but are standing on the floor; for

pictures or mirrors we use on.

Assessment criteria

• Students can understand and use preposition of place correctly.

• Students clearly pronounce the sentences

(Students check and correct if necessary)

Differentiation

• More support can be given at the start and in middle of lesson by providing less-able learners with some vocabulary in a word list so they can read examples of words seen or heard.

Ask more able students to ask at least 5 questions about the picture e.g. Do you have 1 or 2 apple trees in your picture? Is your pear tree small or big? Etc.

CD 2-Track N 2.13

Slide Preposition of Places Game

End

Teacher : Our lesson comes to an end and I want to say that you are brilliant, and your projects were wonderful. You’ve worked hard.

• Teacher asks learners 1) what prepositions of place did we learned today? e.g. in front of, behind, in the middle etc. 2) do you have any questions about the lesson? 3) can you talk about your garden?

Students can answer by demonstration the prepositions of places ask questions or show thumbs up or down.

T: Your homework is exercises 3 and 4

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

allow less confident learners to give different levels of response (differentiation by outcome); or let some learners ask and answer a fewer number of questions (differentiation by task). Monitor and take notes for future planning.

Teacher can provide different levels of questions: Who? Where? When? (lower –order thinking skill) What? Why (higher-order thinking skill). Use words from script. Grouping students should allow students of mixed ability to work together and support one another. .

The teacher and co-teacher should circulate the room constantly offering support to weaker students and encouraging stronger students to write more complex, abstract thoughts.

Higher students can be encouraged to use more difficult writing structures, vocabulary etc. Weaker students can be supported by the teacher when writing, and the complexity of the tasks could be reduced or adapted.

Lesson will delivered in accordance with health and safety standards.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?