Friends forever

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School № 5 Umbetalieva Zhadra Tolegenovna Unit of a long term plan “ Values ” Lesson title “ Friends forever ” Grade 5 20 20

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Learning objectives : • 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics • 5.S4 respond to questions on an increasing range of general and some curricular topics • 5.W3 write with support short sentences which describe people, places and objects All leaners will be able to • read and discuss about friends • use topical vocabulary in asking and answering the questions • write the description of a good friend Most leaners will be able to • read and discuss about friends and create their own list of values • use topical vocabulary with opposites in speaking • write the description of a good friend using at least 3 new words Some leaners will be able to • read and discuss about friends and create their own list of values • use topical vocabulary and use them in their speech • write the description of a good friend using at least 5 new words Assessment criteria • Reading, describing and writing about friends. • Talking about friends and completing a table • Writing an email about friends.

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Eliciting 5.S4 Teacher Talking Time . I use convergent question to elicit a simple correct answer. With this question learners remind the previous lesson. Pre-reading. 5.S4 I show different kinds of pictures according to the ability of my learners using Natural Approach. The Natural Approach help for the classroom activities. Materials taken from real world and using real reading materials are more interesting for learners. It is improve learner’s reading and speaking skills. Then I’ll ask referential question. I use this type of question to elicit something learners don’t know answer. It is input. Pre-reading task will generate the interests of learners what are they going to read. I’ll assess my learners with asking questions

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While-reading 5.R1 Strategy: “Puzzle story” The purpose: make text using some sentences All learners read the sentences. Most learners make the text. Some learners put the title of the text. Collaborative learning skill takes place while- reading and allows learners to look for details in addition to make text. Teacher observation. In this task learners use coherence- the relationships which link the meanings of the text. Descriptor of the task. learners: - make sentences - put the title of the text Formative Assessment by giving instructions, supporting   Post-reading 5.S4 In post-reading learners develop the ability to understand the text types of a medium length. All pupils tell about the text Most pupils deduce the important of the text Some pupils tell opinion about the text Formative Assessment by

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Engage 5.S4   “ Teacher-Student dialogue”. Teacher should provide chances for students to chat, and necessarily, exert subtle influence to help students to complete the dialogues. By making dialogues, students can be directed into the new lesson naturally. Lead-in is a technique used by teachers at the beginning of a presentation to prepare students to learn and establish a communicative link between the learners and the information about to be presented. All learners use topical vocabulary in asking and answering the questions Most learners use topical vocabulary and use them in their speech Some learners talking about friends and completing a table Formal assessment. I’ll assess my learners and then give them a formal report or grade to say how successful or unsuccessful have they been.

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Explain 5.S4 Use the adjectives to make sentences about your family and friends. Mime the adjective. In this Total Physical Response activity learners perform actions in response to linguistic prompts. Doing this activity learners use active vocabulary in their speech. Informal formative assessment Elaborate 5.W3 (Writing) Complete the sentences. Learners develop their ability of using lexical accuracy Berg(1999) also found revision beneficial in effective writing. That’s why before writing learners repeat the vocabulary. Error correction .The danger of over-correcting is that students will lose motivation and you may even destroy the flow of the class or the activity by correcting every single mistake .

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Microteaching Before • I use the tasks from the book • I didn’t know the importance of descriptors. • Learners didn’t know lesson objectives • I use deductive presentation when to teach grammar • It was difficult for me planning the lesson Now • I try to use internet resources • I use descriptors to each task • Learners know lesson objectives and what is expected of them • I use inductive presentation where learners find out themselves grammar rules • I use context for my lesson plan

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