Lesson Plan Title: Grade 5 Additional Language – Expressing Preferences and Interests in English
1. Lesson Plan Title:
Grade 5 Additional Language – Expressing Preferences and Interests in English
2. Materials Needed:
– Whiteboard and markers
– Flashcards with vocabulary words and phrases
– Worksheets for individual and group activities
– Audio clips with dialogues (expressing preferences)
– Projector or screen for visual aids
– Picture cards representing various activities and hobbies
– Notebooks and pencils
– Chart paper and markers for group work
3. Learning Objectives:
By the end of the lesson, students should be able to:
– Use vocabulary and phrases to express preferences and interests clearly.
– Construct sentences expressing likes, dislikes, and interests.
– Engage in simple dialogues exchanging preferences and interests with their peers.
– Write short paragraphs about their preferences and interests.
4. Vocabulary:
– Preferences, likes, dislikes
– Sentences: “I like…”, “I don’t like…”, “My favourite…”, “I enjoy…”
– Activities: reading, swimming, playing soccer, watching TV, cooking, drawing, etc.
5. Previous Learning:
Students have prior knowledge of basic sentence structures and common verbs. They are familiar with simple questions and answers.
6. Anticipated Challenges and Solutions:
– Challenge: Difficulty in pronunciation and remembering new vocabulary.
Solution: Use repetitive drills, phonetic breakdowns, and flashcards for visual memory aids.
- Challenge: Shyness or lack of confidence in speaking.
Solution: Create a supportive, low-pressure environment with pair and group activities.
7. Beginning Activities (10% of time):
Time: 5 minutes
– Ice-breaker: Start with a warm-up activity where students share one thing they like or dislike using picture cards to support ideas.
– Introduction: Briefly explain the lesson objectives and the importance of expressing preferences.
8. Middle Activities (80% of time):
Time: 35 minutes
– Activity 1 (10 mins): Vocabulary Introduction
– Use flashcards to introduce new vocabulary related to preferences and interests.
– Practice pronunciation with choral repetition.
- Activity 2 (10 mins): Sentence Construction
- Demonstrate how to construct sentences using the new vocabulary.
- Invite students to come to the board and create their own sentences using sentence starters.
- Activity 3 (15 mins): Pair Work and Dialogue Practice
- Students pair up and practice dialogues, asking and answering questions about each other’s preferences.
- Use prepared dialogues and role-play cards to support interaction.
- Activity 4 (10 mins): Group Activity – Preference Chart
- Groups create a chart listing group members’ preferences and interests.
- Use chart paper and markers; each student contributes at least one preference.
9. End Activities (10% of time):
Time: 5 minutes
– Review: Quick recap of key vocabulary and phrases.
– Reflection: Students share what they learned about their classmates’ preferences. Each student shares one new thing they discovered.
10. Assessment and Checks for Understanding:
– Formative assessment through observing and assisting with pair/group activities.
– Quick oral quizzes during the lesson to check understanding.
– Collection and review of students’ preference charts and completed worksheets.
– Short written paragraph about their own preferences as a take-home task.
11. Differentiation Strategies:
– For struggling learners: Provide additional visual aids and one-on-one support during activities.
– For advanced learners: Encourage them to write more complex sentences or short paragraphs about why they like certain activities.
– For EAL (English as an Additional Language) learners: Use bilingual support where possible and extra practice with visual aids.
12. Teaching Notes:
– Encourage students to use new vocabulary in different contexts outside the classroom.
– Make use of students’ interests to keep them engaged.
– Consider culturally relevant examples to make the lesson more relatable.
– Keep a dynamic and interactive pace to maintain students’ interest and involvement.
Refinement and Enhancement:
CAPS Alignment:
The lesson aligns with the CAPS curriculum by supporting language development, effective communication, and the acquisition of new vocabulary and structures appropriate for Grade 5 learners.
Teaching Tips:
– Integrate a short video clip showing people discussing their preferences to make the content more engaging.
– Prepare a few examples of different preferences from popular South African cultural or public figures to make the lesson more relatable and inclusive.
Indigenous Knowledge Integration:
– Include examples of traditional South African hobbies and activities in the vocabulary list (e.g., making beadwork).
– Discuss the preferences of different cultural groups within South Africa to show the diversity of interests.
Cross-curricular Links:
– Link the lesson to Life Orientation by discussing how knowing each other’s preferences can strengthen friendships and promote social skills.
Differentiation and Inclusivity:
– For struggling learners: Use larger font flashcards and more illustrations.
– For advanced learners: Introduce complex sentence structures and encourage peer mentoring.
Resource Appropriateness:
Ensure the availability of resources like audio clips and visual aids because an over-reliance on technology might be challenging in some settings. Use printed materials as a low-tech alternative.
Cultural Relevance and Sensitivity:
– Use names and scenarios that resonate with South African students.
– Ensure diversity in the picture cards, representing a variety of races, genders, and cultural practices.
Safety Measures:
Ensure safety in terms of classroom management, particularly during group activities. Establish clear and respectful communication norms.
Overall Enhancement:
– Adding real-life and relatable scenarios can make dialogue practices more engaging.
– Ensure a balance between repetition (to reinforce vocabulary) and creativity (to make sentences individually meaningful).
Suggested Enhancements:
- Include a few digital tools like Kahoot! for game-based learning activities if technology allows.
- Introduce a “preference wall” in the classroom where students can post their likes and dislikes throughout the week, making it an ongoing activity.
By refining and enhancing the lesson plan with these adjustments, it can become even more engaging, culturally relevant, inclusive, and aligned with the CAPS curriculum standards while maintaining the integrity of the original creator’s intent.