Arbeitsblatt: Super Bus 3 Unit 5

Verlaufsplanung Grobplanung (Planung einer Unterrichtseinheit) Klasse: 4. Studentin/Student: Dominik Meier, Dominik Gross Fachbereich: Englisch Kompetenzbereich (Thema): The Weather Schulort: Aristau Anzahl Lektionen: 11 Kompetenz/Kompetenzstufen: Aims: The children will: Recognise and use the names of places in context Recognise and use language related to the weather Read short texts and extract information Talk about details of excursions Create their own chant (guided) Practise scanning reading text Make decisions about their preferences Memorise chunks of language Talk about things that scare them in real life Pronunciation: Intonation of: Where are you going . Are you afraid of . What the weather like .? Classroom language: Stand in circle Tell us story How do you say . in English? What . in English? Ask your partner Move one step to the right Open Close Main language: Where are you/they going? Where is he/she going? Im/he/she/theyre . going to the zoo. Are you afraid of . Yes, 1 am. No, Im not. Im afraid of ./Im not afraid of . He afraid of ./She isnt afraid of . What the weather like? Where . ?/How . ?/When . Vocabulary: Places, times and dates (R) The weather: windy, foggy, cloudy, raining, snowing, sunny Frightening things: rats, snakes, dogs, spiders, storms, horror films, ghosts, monsters Adjectives: shy, dark Clothes (R) Legende: S SuS, T Teacher, PB Pupils Book, AB Activity Book, FC Flash cards, SB Super Bus, HW Homework, WS Work sheet, Differentiation Überfachliche Kompetenzen: 1/14 Verlaufsplan/Unterrichtssequenzen Woche Anforderungen/Lernziele Dauer Fähigkeiten/Fertigkeiten Einheit 1 Inhalt Lehr-Lern-Arrangement Repetition: Which words do you remember from the last book (Super Bus 2)? Flügetätscherspiel? Step 1 Warm up: Where are you going? 1 Show the Shops and Places flashcards one by one: forest, toy shop. 2 (walking and waving your hand) Im going to the park. Do the same with the rest of the flashcards. 3 Where are you going? (complete answer!) 4 Show flashcard and encourage the children to ask you Where are you going? Give complete answer. Repeat this with several flashcards. 5 Paper hat game: Monitor (Dom/Dom) shows the children place. 2 (second child in line, asks child 1 where are you going. S1 answer Im going to the park. S1 runs around the monitor, gives the hat to S2 and runs to the end of the line. Then S2 starts all over again. 6 Change flashcards, no to big groups 7 Add Transport vocabulary from Unit 3: How are you going to the park? S: Hello. (miming cycling) Im going to the park by bicycle. Material Organisations- und Sozialform Places flashcards (Step 1) Shops flashcards from Here Comes Super Bus 2 (Step 1) Two simple paper hats (Step 1) Language Support Step 2 Act. 1: Read and speak Take look at the language support PB p. 33 CD2, Track 1 1 Look at the pictures (Activity 1) and guess what the posters are announcing. 2 SuS listen and point to the correct poster. 3 Play again and stop after poster 1 T: Where, when (day), how, at what time are they goinig? Ask the children to do this with the other posters Which is your favourite excursion and why? 4 choose 3 children: Each gets telephonenumber Call one child and establish brief 2/14 dialog: S: Hello T: Hello, is that Miguel? S: Yes it is. T: Where, when, at what time, how are you going? 5 Work in pairs. One child calls the other. Go around in the classroom and change partners. T: walks around and helps 3 Language Support: Where are you going? When are you going? At what time are you going? How are you going? With who are you going?* Step 3 Act. 1: Listen and write PB, p. 33 CD 2, track 2 1 look at the picture in activitiy 1 T: Whats the girls name? Do the same with the other pictures 2 Play the CD, just listen 3 Play the CD, stop after Bill and Rachels dialogues (1-3). Give time to write down the answers 4 T: Compare answers with the partner next to you. D: Check the Pupils book for spelling. Check the answers with the class Step 4 Act. 2: Match read and write AB, p. 36 Who are they? Where are they going? 1 Point to the characters from SB 1 in activity 2. T: Guess, where each one is going and match the pictures as in the example. 2 T: Read the sentences at the bottom (show where) of the page in silence to write the characters names under the correct picture, as shown in the example. 3 Read the sentences and check the students answers. T: Who is going to her grandmas house? 4 T: Now you work in pairs. Choose one character and talk to each other. Ex: S1: Hello, Superduck. S2: Hello. S1: Where are you going? S2: Im 3/14 going to the supermarket. S1 and S2: Bye whole sentences!!! 5 T: Write into the bubbles, what each character is saying. Make whole sentences, but you dont need to write the whole names. Check the answers 4/14 4 Story 5, Lonely house: Look, listen and read 1 With the PB closed, tell the something about an excursion you have been to (easy vocab!! so they can understand). T: Have you ever been on an excursion? Where did you go? Was it nice? What happened? Try to speak in English! You can use German for your answers. 2 Put poster 5 on the blackboard. Play the story or read it. Point to the relevant pictures (S as well) Mime and gesture what happens in the story as help 3 repeat what happened in the story. (optional, not mentioned in the Kommentar) Step 1 Act. 3: read, listen and tick true or false? Poster 5 PB, p. 34-35 CD2, track 3 AB, p. 37 1 Books closed, ask questions about the story: Where are the children going? How are they going? Whats the teachers name? What are the childrens names? Who is Jane? Is she new girl in the group? Who tells the story In dark forest? Is Jane afraid of the storm? Who likes Jane? 2 T: Look at the sentences in activity 3 and try to read them silently. T:Who wants to read sentences out loud? 3 Play the CD (stop after each sentence can tick the answer) Maybe play it again, if necessary, then correct it. Step 2 Act. 1: Chant 1 PB closed, Say the first linesof the chant together T: Ill now tell you the first lines of the chant and you repeat. Lets listen Victors story again. Play the CD PB, p. 36 CD 2, track 5 5/14 Which words do you remember? Build up the song from what they say. 2 Play the CD again, stopping after each line, S: repeats what they heard (as accurate as possible) 3 PB open, T: Im going to play the CD again, this time you try to speak at the same time the CD plays, play the CD again 4 T: can you say the chant by heart? How many times does the word dark appear in the chant? T: With me, try to say the chant by heart. 5 Groups of 4: T: Every Child gets number (1-4), show the chant under the visualizer (numbers 1-8), every child has to say two lines. Who wants to perform it in front of the class? Step 3 Act. 4: write your own chant 1 make sure, they remember the chant by heart, revise it, play it again. AB, p. 37 2 open your AB on p. 37 and take look at the new version in activity 4. T: read the chant out loud. 3 T: Now you are going to write your own chant. You can work on your own or in pairs. You can use your own words or the words on the blackboard (new, hot, wet, tall, red, blue, black, white, good, bad, happy, sad, small, rat, mouse, witch, river, kitchen, skeleton, tiger, lion, hippo, cake etc.) T: small sentences are easier to remember walks around and helps the S, remembering forgotten words, How do you sayin English? HW: Finish your chant and write it on piece of paper (A4). In the next lesson, we will hear few of your chants. Piece of paper (A4) Next lesson: who wants to present his/their chant? Praise the children for their chants!! 6/14 Step 4 Act. 2: Listen, do and speak, What do they say in the story? 1 T: Open your book on p. 36 and look at the pictures 1-4. Every time you hear the Teacher, Mr Stanton, you put up your hands. Play the CD until the end of picture 4 PB, p. 36 CD 2, Track 6 2 T: While we are hearing the rest of the story, you try to find an action, that shows what you can hear in the story. Ex: what could you do if somebody has cold in the story?? play the rest of the story 3 Now play little game. After will read out sentence from picture in the story. You and your partner try to find out as fast as possible, which picture Im talking about. Questions? says sentence, give an answer Im LK gibt es hier noch eine weiterführende Übung (1-3, S. 89 unten rechts) Step 5 Act. 3: Listen and say, What are you afraid of? PB, p. 36 1 Books closed, Talk to the S. Mime that you are afraid always when you say afraid (Zusammenzucken). T: In the Lonely House story, is lane afraid? S: No, she isnt afraid. T: Is Anna afraid? S: Yes, she is afraid. T: OK. Now look at the pictures in activity 3. 2 PB open, play the CD 1-4, then play 5-8 an encourage the to repeat the questions accurately. Tell the to ask themselves the questions (PA) and check the pronunciation. Play the CD again. CD 2, track 7 3 T: Im afraid of spiders and Im afraid of snakes. But Im not afraid of horror films. T: What are you afraid of? Encourage them to give complete answer. Example: T: Maria, are you afraid of rats? M: Yes, am (afraid of rats)./No, Im not (afraid of rats) Language Support 7/14 4 In pairs, and decide who is and B. All As stand in circle. All Bs stand also in circle inside the other circle facing child (Kugellager). Ask your partner: are you afraid of snakes? Change roles Ask SA if SB is afraid of snakes? Do another round after the changed their partner (inner circle on position left/right) Say another word, example: dog Do this few times and ask confident to say word. Step 6 Act. 5: Complete the graph, are you afraid of? 1 Look at the graph in act. 5. Get your rulers out. AB, p. 38 2 Ask the first question and encourage the to answer with physical response. T: Are you afraid of snakes? Put your hands up if yes. Ask one child to count the results. Draw the result on the chart in front of the class (visualizer/blackboard) Ruler 3 T: mark the result into your AB using ruler. 4 Ask the second question, same process but the have to draw the result first. 5 Follow this process for the rest of the categories (random order possible) T: Are you afraid of rats? Close your eyes. Are you afraid of dogs? Open your mouth, etc. confident can take the role of the 6 Colour each graph with different colour. 7 T: Complete the information about themselves on the dotted lines, walk around and praise accurate and tidy work. 8 Ask fast to colour the big graph in front of the class. 8/14 Step 7 act. 4: Listen and do, Whats the weather like? 1 T: Look at the pictures in act. 4. What expressions to you remember about the weather? Its hot/ Its cold Play the CD PB, p. 37 CD 2, track 8 2 Play it second time and encourage the to repeat what they hear. 3 PB closed, show weather flashcard to the class. Say what the weather is like and stick it to the blackboard. Encourage the children to say the expressions with you. Do the same with the rest of the flashcards. Weather flashcards 4 T: 6 come to the front. Give each a flashcard. Show the cards to the class, but not to the six in front. They dont know what card they have. 6 line up in row. 5 Say the weather expressions in random order. The Class has to tell the 6 where to stand. T: It cloudy. Ss: Isabel. Isabel checks her flashcard and stands first in the row. T: Its sunny. Ss: Mario. Mario checks his flashcard and stands second in the row, etc. 6 Give the cards to 6 other and repeat the precess. Do this few times. 7 Stick the FC to the blackboard in random order, not in straight line. Ask the to remember, where each card is placed. 8 Cover one card and ask the S: Whats the weather like? Do this with all cards. 9 make to equal groups, standing in two lines, facing the FC Flügetätscherspiel, touch the cards gently! say word, the faster child to touch the FC gets point for his team. 10 Back at the table: Look at act. 4 again and ask them questions. 9/14 T: look at 1, what is the weather like? S: Its sunny T: Ask each other similar questions Step 8 Act. 5: Play and say, Memory game 1 Give Cut out 4 to them first