Frazer Worthington Frazer Worthington

Unit 3 - 4_Pages 46 - 47. Review and assessment.
Elementary level

Description

In this lesson, the students work in teams to complete the ' Great Race '. The students are working together to complete the questions and move up the race track. In the second part of the lesson, the students self assess their listening, speaking, reading and writing from unit 3-4.

Materials

Abc Page 46 activities cut out into squares and put in an envelope. ( One set for groups of three).
Abc School map ( One copy for groups of three).
Abc Self-assessment checklist ( One copy for each student)
Abc Answers worksheet ( One copy for the teacher )
Abc Presentation

Main Aims

  • To provide clarification and review of have to,present continuous and present simple.
  • To provide review of clothes and directions.

Subsidiary Aims

  • To provide product writing practice of a invitation.
  • To provide detailed reading practice using a text about a school newsletter.
  • To provide accuracy speaking practice in giving directions.
  • To provide gist and specific information listening practice using a text about school.

Procedure

Letter invitation review (6-8 minutes) • To edit and re-draft an invitation letter.

1. Ask the students to take out their homework from the last lesson. 2. First, tell the class you have written some invitations and they need to find the missing information. 3. Put the students into pairs and set a timer for three minutes. 4. Pairs need to think of the missing information in invitation B before the timer is up. Students can use the invitation A, to help them find the information. Pairs win a point each time they find a piece of missing information in the invitation. There are three pieces of information missing. 5. Hand out the invitations to the pairs. 6. Show slide one to the class. 7. Monitor students and award points when each pair finds missing information. 8. Make a note of other pairs finding the missing information. 9. Bring the class back together to check the answers. Hand out the answer worksheet for the invitation. Pairs compare the answer with their answers. Check with the students the missing information i.e the type of celebration, the address. 10. Tally up the points for the pairs and award points for correct answers.

Invitation re-drafting. (8-10 minutes) • To made amendments and changes to their final draft.

1. Students work in pairs to check each other's homework for mistakes. 2. Pairs check each other's work. 3. Students then write a final invitation in their notebook and give it back to the teacher. 4. Student's check the checklist on slide two before giving it back to the teacher.

The great race (20-25 minutes) • To help the students self-assess the language taught in units three and four.

1. Show slide three. 2. Explain to the class they have a deck of questions. They must work together to answer the questions. 3. Come back and check with the teacher. When the answer is correct they can move up one space on the race track. 4. The aim is to try and complete all of the questions by the end of the timer. 5. Set a timer for 20 minutes. 6. Distribute the deck of questions to each pair. Students write their team name on slide three. 7. The teacher has the answer worksheet in hand to confirm answers with the students.

Feedback (4-5 minutes) • Students self-assess and check the answers

1. Distribute the answers to the class. 2. Check which questions they found difficult to complete. 3. Make a note for the students to have further individual practice at home. 4. Distribute the check to the students to complete. 5. Students self-assess and hand back to the teacher.

Break (5-5 minutes)
Warm-up (4-5 minutes) • To provide students with a schema for the listening practice.

1. Focus on exercise one. 2. Check the words in green with the students. 3. Show slide four. 4. Model an example sentence using ' There is / There isn't '. 5. Students have two minutes to write sentences. 6. Check possible answers. Lead into the first listening.

Listening assessment (5-6 minutes) • Students listen for gist and specific information.

1. Prepare the students to listen on page 47. 2. Check exercise two with the students. 3. Play the audio CD 2.09. Have the students listen and circle the correct answer. 4. Focus on exercise three. Students listen again and choose the correct answer. 5. Hand the students the answer self-assessment worksheet. 6. Students check and complete the self-assessment checklist.

Speaking assessment (8-10 minutes) • Students self assess their speaking performance on giving directions.

1. Hand pairs the school map. 2. Put students into groups of three. 3. Hand out role cards A and B. Student C will listen and write the answers in their notebook. 4. Student C looks at the self-assessment checklist and gives a score to both student A or B. 5. Students then change roles and the process continues until all the students have completed each role. 6. Show slide four to the students to clarify the school map they will use. 7. Students look at the self-assessment for speaking on the checklist. 8. Demonstrate the criteria to the class on slide five and point out the order of the conversation the use of the grammar phrases and appropriate vocabulary. 9. Set the students up in their groups of three. Distribute the role cards and check the instructions with the class. 10. Monitor the students and help where neccessary.

Reading assessment (6-8 minutes) • Students self assess their reading ability to read for detail and intensively.

1. Students work individually. 2. Focus on exercise five. 3. Set a timer of two minutes to complete exercise five. 4. Pairs change answers, check answers from the answer worksheet. 5. Check the answers with the class on slide six. 6. Students prepare to complete exercise six. Students have three minutes to complete the information. Make it a game by telling the students when they finish one of the answers to put their hand up and they win a point. The first person to finish each one receives a point. 7. Students start to read, keep a note of who finishes the answers first. 8. Pairs change answers. Students receive one point for each correct answer and lose a point for an incorrect answer.

Writing assessment (7-8 minutes) • Students assess whether they are able to write an invitation accruately.

1. Click slide six to reveal the information. 2. Check the instructions of the task with the students. 3. Check the information they must include. 4. Students write their answers in their notebook. 5. Students have five minutes to complete the invitation. 6. When students are finished either a.) collect into to be marked b.) spend five minutes checking the answers with the students using the answer worksheet. 7. Students receive one point for each correct part of the criteria that is included.

Fillers

1. Hangman with the lexical set; clothes. 2. Pictionary with, ' have to ' or ' there is / there isn't '. 3. Students self-study in their workbooks.

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