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SPEAKING ACTIVITY
Brainstorming “Who is the quickest?’’
1. (G) The game “Who is the quickest?”
Teacher divides the class of 4 to each group and gives a box with numbers in it. Then she says each number one by one asking to add and count total sum at the end. Which group finds those numbers which are called out by the teacher first and sums correctly and quickly that group will win.
2. (W) “Guess it!” task. Teacher asks them to guess the topic of the lesson. If they don’t guess she gives hints why they have added numbers and why winner group has been identified at the end. They should know that treasure will be achieved if they do maths tasks quickly and correctly. They need to know what treasure stands for.
3. (I) Number practice. They learn a hundred and a thousand difference and sound precisely. Then they match numbers with words
4. (I) “Help Captain Parrot” activity Collaborative learning. Gist questions to promote thinking
Teacher handouts a map with numbers for finding a treasure of Captain Parrot. Learners work individually to know ability of summing and pronouncing numbers correctly.
Differentiation: less able students do sums in written form, more able ones describe a map using their imaginations, e.x: “Captain starts at this point and sees the number…. And goes further, then turns right or left to catch number …. ”
Descriptors for two tasks:
— Work in a group and individually
— Match the words with numbers
— Pronounce numbers precisely
— Get involved in these task actively
— Describe a map using their imagination
Assessment: Teacher assesses each learner due to the descriptors shown above in the form of appraisals. Also she gives a feedback to any errors during accomplishing both tasks.
5. Grammar aspect. Teacher recalls “there is/ there are” construction with prepositions. Firstly she shows the following prepositions to them and gives examples using them. F.ex: There are instruments near his bag. There is a stone on the left side of the tree.
Cardinal and ordinal numbers. Explain how these two types of numbers form and practice with them. Cardinals 1,2,3,4,5- Ordinals first,second, third, fourth, fifth.
(_W) Grammar practice exercises. Teacher displays a picture for description on which students do grammar exercises. Differentiation: More able students are asked to prepare questions according to the picture using interrogative pronouns, cardinal, ordinal numbers, while less ones write simple sentences on picture illustrations.
Assessment: Teacher and leaders of each team gives feedback any common errors that were noticed during pair discussion: verbal feedback
Differentiation: Teacher monitors and makes notes of common errors. Peer support— in group discussion and listening task more abled learners help less abled with translation of words. By resource— for unfamiliar words teacher allows learners to use dictionaries
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