Unit 1:Home and away

Term 1, Lesson 1: Home and away

 

 

 
Date:

 

 

Teacher name:
CLASS: 5 Number present: absent:
Learning objective(s) that this lesson is contributing to 5.C9  use imagination to express thoughts, ideas, experiences and feelings

5.L1understand a sequence of supported classroom instructions

5.S1  provide basic information about themselves and others at sentence level on an increasing  range of general topics

5.S6  communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.S7  use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

 

Lesson objectives All learners will be able to:
·         Choose the correct words and practice the dialogue
Most learners will be able to:
·         Choose the correct words and practice the dialogue

·         Ask and answer questions

Some learners will be able to:

 

 

·         Choose the correct words and practice the dialogue

·         Ask and answer questions

·         Make up a dialogue

Language objectives Use numbers
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Geography
ICT skills Projector
Previous learning  
Plan
Planned timings Planned activities Resources
Beginning

 

2 min

 

3min

 

 

 

Greeting.

Setting the aim of the lesson

Pre-learning

Hang up three different posters (example — one of a yurt, one of a skyscraper, one of a cottage) in the three corners of the classroom. Tell students to choose one corner to stand in, and talk about why they chose that poster. Why do people use different houses

 

PPT

 

Middle

10 min

 

12min

 

 

 

8min

Activity 1 (P, I) Learners listen and read the dialogue. Then choose the correct words in 1-3. Listen again and practice the dialogue.

Activity 2 (W, P) Learnersask and answer questions. What are objects 1- 12 in English? Use the words in the box.

What is this in English?

It’s a book.

Activity 3(W, f) Teacher show the pictures and students say what it is.

Audio CDs

SB p.4

End

3 min

Feedback: Learners give their own opinion on the learnt material

Homework: WB p. 4

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

 

 

More-abled students support less-abled students

More-abled learners can make up a dialogue.

Feedback on the work

Students write a telegram to the teacher in which they describe what they understood and what was difficult for them

Geography
Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

 
Summary evaluation

 

 

What two things went really well (consider both teaching and learning)?

 

1:

 

2:

 

What two things would have improved the lesson (consider both teaching and learning)?

 

1:

 

2:

 

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

Unit 1:Home and away

Term 1, Lesson 2: Homes

 

 

 
Date:05.09.17- 5 «G»

07.09.17 – 5 «V»

 

 

Teacher name:
CLASS: 5 G,V Number present: absent:
Learning objective(s) that this lesson is contributing to 5.C9  use imagination to express thoughts, ideas, experiences and feelings

5.L1understand a sequence of supported classroom instructions

5.S1  provide basic information about themselves and others at sentence level on an increasing  range of general topics

5.S6  communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.S7  use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

 

Lesson objectives All learners will be able to:
·         Choose the correct words and practice the dialogue
Most learners will be able to:
·         Choose the correct words and practice the dialogue

·         Ask and answer questions

Some learners will be able to:

 

 

·         Choose the correct words and practice the dialogue

·         Ask and answer questions

·         Make up a dialogue

Language objectives Use numbers
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Geography
ICT skills Projector
Previous learning Home and away
Plan
Planned timings Planned activities Resources
Beginning

 

2 min

 

3min

 

 

 

 

 

Greeting.

Setting the aim of the lesson

Pre-learning

Hang up three different posters (example — one of a yurt, one of a skyscraper, one of a cottage) in the three corners of the classroom. Tell students to choose one corner to stand in, and talk about why they chose that poster. Why do people use different houses

 

PPT

 

Middle

10 min

 

12 min

 

 

 

 

8 min

Activity 1 (W, I) Draw a house on board. Brainstorm words learners know about houses. How many words do learners know? Project about 10 pictures of different homes in Kazakhstan on board and number them 1- 10. Learners make links between any two homes orally e.g. 3 and 6 have got big doors. 4 and 7 have got three floors. 2 and 9 have got small gardens. 1 is a very big house but 8 is a very small house. Learners write 3 — 6 sentences making links between different homes. How many different words about homes can they use?

Activity 2 (W, P)Pre-teach or elicit materials homes are made of (wood, metal, glass, stone, brick, felt, twigs) Tell learners: what yurts were made of; their shape; the different types; and show pictures.

Project picture of two or three different yurts and a contemporary home on board. Learners point to and say materials: (wood, metal, glass, stone, brick, felt, twigs) then say 3 differences between yurt e.g. The yurt is a circle shape but the new home is a square shape. The yurt has felt walls but the new home has stone walls. It is made of/ It looks/ It sounds/ It tastes/ It smells Learners in pairs complete a T-chart to show differences between two types of homes. They compare charts with another pair.

Activity 3 Skills: Use of English (I, P, f)Write a word bank on board for learners to label then write about their homes. (e.g. apartment, house; bedroom, bathroom, kitchen, dining room, living room, roof wall, window, door; small, big, beautiful) Learners use blank A4 paper to draw and label their home. They use the word bank to check if they can use all words.  Compare with a partner. Is their spelling correct? Ask learners to underline any word they think is difficult to say ontheir drawing e.g. window. Check pronunciation of all words.

Audio CDs

Internet material

End

3 min

Feedback: Learners give their own opinion on the learnt material

Homework: Draw your bedroom

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

 

 

More-abled students support less-abled students

More-abled learners can make up a dialogue.

Feedback on the work

Students write a telegram to the teacher in which they describe what they understood and what was difficult for them

Geography
Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

 

 
Summary evaluation

 

 

What two things went really well (consider both teaching and learning)?

 

1:

 

2:

 

What two things would have improved the lesson (consider both teaching and learning)?

 

1:

 

2:

 

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Unit 1:Home and away

Term 1, Lesson 3: Language Focus. Meeting people

 

 

 
Date:06.09.17- 5 «G»

08.09.17 – 5 «V»

 

 

Teacher name:
CLASS: 5 G,V Number present: absent:
Learning objective(s) that this lesson is contributing to 5.L1understand a sequence of supported classroom instructions

5.UE11  use be on a limited range of familiar general and curricular topic

5.S7  use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

5.W1  plan, write, edit and proofread work at text level with support on a limited range of  general and curricular topics

5.W2  write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics

 

Lesson objectives All learners will be able to:
·         Answer the questions and complete the short forms of the verb “be”
Most learners will be able to:
·         Answer the questions and complete the short forms of the verb “be”

·         Complete the sentences with words in the box

 

Some learners will be able to:

 

 

·         Answer the questions and complete the short forms of the verb “be”

·         Complete the sentences with words in the box

·         Practice the dialogue

Language objectives Use the verb be: singular affirmative
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Geography
ICT skills Projector
Previous learning Homes
Plan
Planned timings Planned activities Resources
Beginning

 

2 min

 

3min

 

 

 

 

 

 

Greeting.

Setting the aim of the lesson

Pre-learning (W)

The teacher interview learners:

What is your name?
How old are you?

Where are you from?

 

PPT

 

Middle

10 min

 

8 min

 

 

 

 

12 min

Activity 1.(P,I) Look at the table and complete the short forms of the verb “be”.

Choose the correct words.

Activity 2. (G)Complete the sentences with words in the box.

Activity 3. (P) Complete the dialogue with the key phrases. Practice the dialogue. Change the names in blue.

Alternative More-able learners can make up your own dialogue.

 

English Plus. SB p 5

 

End

3 min

Feedback: Learners give their own opinion on the learnt material

Homework: WB p. 5

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

 

 

More-abled students support less-abled students

More-abled learners can make up a dialogue.

Feedback on the work

Students write a telegram to the teacher in which they describe what they understood and what was difficult for them

Geography
Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

 

 
Summary evaluation

 

 

What two things went really well (consider both teaching and learning)?

 

1:

 

2:

 

What two things would have improved the lesson (consider both teaching and learning)?

 

1:

 

2:

 

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Unit 6:The world of work

Term 2, Lesson 44(20): CLIL.

Music: Appreciating music

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Date:14.12.17 – 5 G

21.12.17 — 5 V

 

Teacher name:
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.L7recognise the opinion of the speaker(s) in basic, supported talk on an increasing  range of general and curricular topics

5.S2  ask simple questions to get information  about a limited range of general topics

5.L5  understand most specific information and detail of short, supported talk on a wide range of familiar topics

5.S6  communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.W8  spell most high-frequency words accurately for a limited range of general topics

5.S4  respond with limited flexibility at sentence level  to unexpected comments on an increasing range of general and curricular topics

Lesson objectives All learners will be able to:
·         Read the text, insert the missing punctuation marks.
Most learners will be able to:
·         Make up a dialogue.
Some learners will be able to:

 

 

·         Write a description of the music.
Language objectives Past Simple
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Music
ICT skills Projector
Previous learning Countries, people and jobs
Plan
Planned timings Planned activities Resources
Beginning

 

2 min

5 min

 

Greeting.

Setting the aim of the lesson

Pre- learning

Match the words with instruments 1-8.

Which instruments do you associate with these types of music?

 

English plus SB.

p.79

 

 

Middle

 

20 min

 

10 min

 

 

Activity 1 (G)

Read the text, insert the missing punctuation marks.

 

Want to be an Interpreter

I want to be an interpreter it is an interesting and useful profession my parents have a large library and they taught me to like books I like reading books my favourite subjects in school are English Literature Geography and History. My favourite English and American writers are Shakespeare Dickens Walter Scott Jack London Mark Twain. Once at the class of Literature, our teacher told us that, when translated, literary works lose much of their beauty. She said that poetry is very hard to translate. From that day I have a dream I want to have my favourite books in the original and to know the languages they are written in so I will enjoy the real beauty of these books.

Activity 2 (P,I)

Make up a dialogue.

Alternative

Activity 2 (P,I)

Students can think of a piece of music their like. Then write a description of the music.

 

 

English plus SB.

Page 79

PPT

A collection of tasks  for Formative Assessment

English

Grade 5 (p.77)

 

 

 

 

 

 

End

3 min

Feedback: Learners give their own opinion on the learnt material

Homework: WB Ex.5-6, p.49

 

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

 

 

More-abled students support less-abled students

More able studentsthink of a piece of music their like. Then write a description of the music.

 

Feedback on the work

Students write a telegram to the teacher in which they describe what they understood and what was difficult for them

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Какие изменения я сделал в своем плане и почему?

 
Summary evaluation

 

What two things went really well (consider both teaching and learning)?

1:

 

2:

 

What two things would have improved the lesson (consider both teaching and learning)?

Какие две вещи улучшили бы урок?

1:

 

2:

 

 

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Unit 6:The world of work

Term 2, Lesson 45(21): Reading for pleasure

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Date:20.12.17 – 5 G

22.12.17 — 5 V

 

Teacher name:
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.S6  communicate meaning clearly at sentence level during, pair, group and whole class exchanges

 

Lesson objectives All learners will be able to:
·         Read the jokes and do the exercises after the jokes.
Most learners will be able to:
·         Read the jokes and do the exercises after the jokes.

·         Act out the jokes.

Some learners will be able to:

 

 

·         Make their own jokes.
Language objectives Past Simple
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links
ICT skills Projector
Previous learning CLIL.

Music: Appreciating music

 

Plan
Planned timings Planned activities Resources
Beginning

     2 min

 

Greeting.

Setting the aim of the lesson

 

 

 

Middle

 

20 min

 

15 min

 

Activity 1 (G)

Read the jokes and do the exercises after the jokes.

Activity 2 (G)

Act out the jokes.

Alternative

Activity 2 (G)

Students can make their own jokes.

 

 

English plus SB.

Page 81

 

 

 

 

 

End

3 min

Feedback: Learners give their own opinion on the learnt material

Homework: WB Ex.7-8, p.49

 

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

 

 

More-abled students support less-abled students

More able studentsmake their own jokes.

Feedback on the work

Students write a telegram to the teacher in which they describe what they understood and what was difficult for them

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Какие изменения я сделал в своем плане и почему?

 
Summary evaluation

 

What two things went really well (consider both teaching and learning)?

1:

 

2:

 

What two things would have improved the lesson (consider both teaching and learning)?

Какие две вещи улучшили бы урок?

1:

 

2:

 

 

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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