5th grade, What do you like?

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Name: Inandi Roux

Class / grade / language level: 5th Grade, Elementary School

Textbook and specific lesson: Hi Friends, Lesson 5, Hour 17

Goal: Actively ask and answer about what you like.

Preparation: Phonics cards, Flashcards of different categories, e.g. sports, fruits, animals, etc. Microphones (printed out and laminated)

Class time: 45 minutes

5 min: Greetings

5 min: Phonics (I do phonics with 5th and 6th grade, but this time could be used for any warm-up activity)

5 min: Review shapes and colours

5 min: Let’s Chant

5 min: Review the vocabulary of the specific categories that you have chosen, e.g. fruits, animals, etc. By using flashcards

10 min: Textbook Activity:

Explain the activity for page 21 in the students’ textbook. Students have to ask each other: “What ... do you like?” and answer “I like ...” They can use an example you have given them (that should be visible on the board) for allocation to the “free space” in the diagram on page 21, or create their own category. Once students have filled in the “free space” with a category, start the activity with an allocated time,e.g. 5 minutes. Students then proceed to interview their friends about the things the like according to the diagram and write those details in the provided spaces.

10 minutes: Conversation activity (with microphones)

  • Do a demonstration (using the microphone) between yourself and the HRT wherein you interview him or her for 1 miunute about things they like. Make sure you give some reactions to their answers.
  • Explain the basics of an interview, e.g. greeting, asking names, questions, saying thank you, eye contact etc.
  • Teach the students some words that they can use in reacting to the interviewee’s answers, e.g. “really?,” “me too,” etc.
  • To start the activity, let the pairs “janken” and hand the winners the microphones. They will be the interviewers for the first round.
  • Set the timer to 1 minute and let the students start their interviews.
  • Assist them where needed, or give them ideas when they are stuck.
  • Once the minute is over, let the students switch roles.
  • Depending on the level of the class, and the time available, students could pair up with new partners, have longer interviews, or could enact their interviews in front of the class (if they are brave enough – perhaps just ask for volunteers and do not “force” any of them), etc.


Notes:

I decided to introduce the last activity as judging from the textbook’s lesson plan, there would have been some spare time. Students have practiced the question and answer phrases in the few lessons preceding this one, so they were fairly familiar with the phrases and I thought they’d be comfortable in using them. I wasn’t sure how my students would receive this activity, but decided to go ahead and see anyway... The phrases were the same ones that they have used for the textbook activity right before, so that refreshed their memory. They really enjoyed the “make believe” environment in which they could use the microphones and they were also excited by the thought of having a challenge (of 1 minute) of continuous conversation in English. I feel that putting an activity like this into a lesson once in a while really helps students to be more spontaneous and adventurous with their language usage, and also helps them to use English in a more “natural” way.