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5 сынып Excel 2 токсан кмж
Материал туралы қысқаша түсінік
5 сынып Excel 2 токсан кмж
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Сатылымнан түскен қаражат авторға автоматты түрде аударылады.
Толығырақ
02 Қараша 2024
129
2 рет жүктелгенТегін турнир Мұғалімдер мен Тәрбиешілерге
Дипломдар мен сертификаттарды алып үлгеріңіз!
Дипломдар мен сертификаттарды алып үлгеріңіз!
Бұл бетте материалдың қысқаша нұсқасы ұсынылған. Материалдың толық нұсқасын жүктеп алып, көруге болады
Материалдың толық нұсқасын
жүктеп алып көруге болады
Lesson Plan 1
Theme of the lesson:.
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Unit:3 |
Values |
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Teacher’s name: |
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Date: |
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
Family relationships1 Talking about family members and relationships and reading and writing about a grandparent. |
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Learning objectives(s) that this lesson is contributing to: |
5.L1understand a sequence of supported classroom instructions 5. 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information |
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Lesson objectives: |
All learners will be able to: distinguish the main idea of the topic Most learners will be able to: complete sentence correctly in curricular topics Some learners will be able to: compose short essay on the proposed topic |
Plan:
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
|
Beginning of the lesson Warming-up 5 мин.
|
Organization moment : 1.Greeting. 2. Organization moment. Ask students who is in their family. Tell students that many different people may be in their families, from grandparents to parents to cousins Tell me about one member of your family? Try to tell personal information. In differentiation part Using «Question time» Ss take ideas from the question, there are 6 questions, but Ss answer not for all questions, only some of them can cover the topic. |
“Speking time” method Ss tell about their family members about half or 2 minutes. The aim:To learn students present content clearly and develop Ss speaking skills Efficiency: Ss interested in talking about their family and tried to give the best information |
At the organization moment T supports Ss to express their speech clearly using .«The praise» method to evaluate Ss. like: “Good job! Well done!” |
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Pre-learning «Questions» method Team work 5 min. |
T asks students to complete the “Family tree”.
Differentiation: After that T introduces the aim and theme of the lesson. Then T shows video about Family. |
Questions: 1.«Who is Mark? Looks at the family tree and find the answer. 2. Clare is Sue’s ….? 3. Who is Ann? 4.Helen Sue’s ….? She is … . 5.John is Sam’s ….? He is … . Aim:express the family members correctly and define their relationships Efficiency:Ss learn new words before starting new theme. |
Descriptor: -answer the 1st-question - answer the 2 nd-question. - answer the 3 rd-question. Total: 1point Encourage Ss who can name family members right and that is connected with new lesson. |
Whiteboard Cards Pupils Book Page 33 Exercise 2 |
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Middle of the lesson Presentation part. Team work. 7 min.
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«Black box» method. T explains grammar materials and gives some examples. Who’s John? He is Sue’s brother. Whose uncle is Mark? Mark is girls’ uncle. Teacher explains when we use Who and Whose. |
Ask the students make sentences using the grammar. E.g. Teacher: What’s the plural and singular noun? Each group students: gives examples. He is a student. They are students. |
Descriptor: -can understand the question -can answer the questions -compose sentence using new grammar Total: 1point |
Whiteboard Pupils Book Poster |
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Team work 12 min.
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Exercise 1: Debate. T gives cards Ss. And asks what are these in our language? Which of them better to use? Aim: learn to respect others opinion and learn to work in groups. Efficiency: Ss develop their speaking and listening skills Differentiation:«Debate» method is used to identify the speakers between Ss. |
Each team students tries to answer this questions. And expresses ideas each other. And says if they agree or disagree with this points. |
Descriptor: -recognize the words -listen and point at them -pronounce the words correctly. Total: 1point |
Whiteboard Pupils Book Poster Page 33 ex 1. |
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Individual work 5 min. |
“Quiz time” Teacher asks students write new words that they remember from today’s lesson. Aim:Develop their vocabulary Efficiency: Develop their memory and speaking skills. Differentiation: “Quiz” method is used to assess Ss comprehension. |
Ss reviews all words of new lesson and write to copybook. |
Descriptor: -can write correct words. -can write maximum 15 words -knows the translations Total: 1point |
Whiteboard Pupils Book copybook |
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Work in pairs. 6 min Writing task |
“Complete” method. Teacher gives students cards. They complete the missing words. Aim:develop writing skills and work with spelling. Efficiency: Ss write the words correctly and work with translation. Differentiation:«Librarian» method is used to develop thei vocabulary knowledge. |
Ss work in pairs and complete the sentence. And present it to class. I have … brother. . My mom works at …. . They always give us presents when they come home, they are my … . |
Descriptor: -write without mistakes-1point. -complete sentences correctly-1point. -can present them-1point. |
Whiteboard
Cards |
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End of the lesson. Reflection Individual work: 2 min. |
“Comments” method is used to find out was the lesson clear or not. Use the stickers. |
Ss use their stickers to write about today’s lesson. Commentaries, wishes. Aim:To know how many Ss got the theme. Efficiency:learn to comment somebody using simple sentence. Differentiation:«Conclusion» method is used to finish the lesson. |
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Whiteboard Pupils Book stickers |
Lesson Plan 2
Theme of the lesson:
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Unit:3 |
Values |
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Teacher’s name: |
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Date: |
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
Family relationships1 |
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Learning objectives(s) that this lesson is contributing to: |
5.L2 understand an increasing range of unsupported basic questions which ask for personal information 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 5.R3 understand the detail of an argument on a limited range of familiar general and curricular topics |
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Lessonobjectives: |
All learners will be able to: understand the personal information Most learners will be able to: choose the correct answers of general and curricular topics. Some learners will be able to: analyze the given questions to whole class |
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Value links: |
Respect family friends |
Plan:
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
|
Beginning of the lesson Warming-up Whole class 5 мин.
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Organization moment: 1.Greeting. 2. Organization moment. Teacher gives strings students to say warm words to each other. |
Ss should continue saying good words, wishes to each other passing the string. Be happy Be healthy Save your family The aim: develop students speaking skills and helps to break down their shy habits. Efficiency:By passing the string Ss feel good atmosphere. |
After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!” |
Envelop with shapes
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Pre-learning «Brainstorming» method Whole class 5 min. |
T gives Ss to define how many words do they know? Housework-үй жұмысы Dark-қараңғы Noisy-шулы Funny-күлкілі,қызықты Stone-тас Bowling-боулинг Golf-голф Billiards-бильярд Serious-салмақты Angry-ашулы A bit-аздап Lazy-жалқау Vacuum cleaner-шаң сорғыш Cute-әдемі, сүйкімді Baseball-бейсбол Clever-ақылды Pet-үй жануары Bark-үру Fair-әділ Quiet-тыныш Silly-ақымақ Drums-барабан Polite-сыпайы Calm-сабырлы Club-клуб Strong-күшті |
Ss list the words that they know and say to class. Aim:check Ss if they remember the previous lesson’s themes. Efficiency:Ss refresh their vocabulary strength |
Feedback: “The praise” method “Good job! Well done!” |
Whiteboard PPT (With words) Excel Pupils Book page34 |
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Middle of the lesson “Jigsaw” Method Team work 15 min.
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Teacher divides Ss for 3 groups.
Each group should listen the story and write down about own family information |
Exercise 1: Ss write what do they know about the Flintstones. And give the answer to the question “If they ordinary family or not?”. They listen then read to find out the answer. Questionaire students prepare questions to whole group. |
Descriptor: - read the text -find the answer to the questions Total: 1point |
Whiteboard Pupils Book PPT Page 34 |
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Team work 7 min. “True/false/doesn’t say”
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T prepares a lot sentences on the board. 3 groups should find correct answers. T gives only 1 mins. Then the game will stop. |
Ss tries quickly find correct answers. Aim:Ss remember the story better than reading whole text Efficiency: Ss learn to think quickly Differentiation: All students tries answer the questions, some of them say the mistakes at all. |
Descriptor: -recognize the story -say correctly the answer -define the doesn’t say sentences. Total: 1point |
Whiteboard Excel Student’s Book Poster |
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Individual work 3min. Writing |
T asks Ss answer the questions on page 34, ex.2 Aim: review the story Efficiency: Some of them helps to find their mistakes Differentiation:Ss gives short answers, some of them give full answer. |
Ss write down the answers in 5 mins. Who haven’t enough time, they give orally answers. |
Descriptor: -answer 5 questions -answer 8questions Total: 1point |
Whiteboard Excel Student’s Book
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End of the lesson. 5 min. Reflection
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“I know/want to know/knew” method. T gives cards. And explains the instructions. |
Students complete the table what they know and want to know, knew. Aim:Ss define what they have learnt from today’s lesson. Efficiency: Helps to analyze about their understanding |
Feedback: “I know/want to know/knew” method.
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Cards |
Lesson Plan 3
Theme of the lesson:
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Unit:3 |
Values |
|
Teacher’s name: |
|
|
Date: |
|
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
Family relationships2 Listening and writing about a favourite family day and writing about why families are important |
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Learning objectives(s) that this lesson is contributing to: |
5.L1understand a sequence of supported classroom instructions 5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics 5.C2 use speaking and listening skills to provide sensitive feedback to peers |
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Lessonobjectives: |
All learners will be able to: remember the classroom instructions Most learners will be able to: define the types of family and complete the sentences correctly Some learners will be able to: respond the questions intelligibly |
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Value links: |
Knows what type family are they |
Plan:
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
|
Beginning of the lesson Warming-up Whole class 2 мин.
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Organization moment: 1.Greeting. 2. Organization moment. Sing a song “A family” T shows the video of the song. |
Ss sing a song together. Ss look at their book the text of the song. The aim: helps to feel the importance of having family . Efficiency:when they sing a song some words remembers easily in their mind. |
Feedback: T shows thumbs up to Ss. It means that they can sing very good! And motivate Ss to study a new theme. |
Cd 5R2 |
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Pre-learning «Vocabulary» method Whole class 5 min. |
Before starting the lesson T explains Ss the meaning of the new words. When and how to use them. And asks Ss to compile sentences. |
Ss make sentences using new words. Aim: make them to compile good, meaningful sentences. Efficiency:Ss refresh their vocabulary strength . |
Feedback: “The praise” method “Good job! Well done!” |
Whiteboard PPT (With words) Excel Student’s Book page42 |
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Middle of the lesson “Describe and draw” Method Team work 15 min.
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Teacher divides Ss for 3 groups.
Each group should read the poem. And looking at picture gets ideas to present whole class. |
Exercise 1: Ss takes flip charts and draw a picture of a given family. Prepare a presentation and questions to involve whole class. |
Descriptor: - read the text -draws the picture - present to class Total: 1point |
Whiteboard Excel Student’s Book PPT Page 34 |
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Individual work 5 min. “e-mail to friend” method
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Ex 1, page 43. Complete the text with words from the list. Funny Name Free Class T gives 5 minutes. |
Ss tries quickly complete sentences correctly. And find new words. Translate the words and explains the meaning to whole class. Aim:Ss know the spelling of some words Efficiency: Ss learn to think quickly Differentiation: All students tries to complete the sentences correctly, some of them say the meaning of the new words. |
Descriptor: -complete the sentence -find new words -explain the meaning Total: 1point |
Whiteboard Pupils Book Ex 1, page 43 |
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Individual work 5min. Writing “Reorder” |
T asks Ss write the sentences in the correct order. on page 43, ex.3 Aim: makes them to think and develops thinking skills. Efficiency: Remembers the story by stage Differentiation: “By time managment”all Ss reorder the text on time, some of them in a minute. |
Ss reorder the sentences and present to class. |
Descriptor: -reorder more than 5 sentences -reorder all 8sentences Total: 1point |
Whiteboard Excel Student’s Book
Ex 3, page 43 |
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Pair work 3 min
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T asks students answer the questions about their best friends. First Ss 1 – asks, then changes the role.
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Ss think about their best friend and tries to give full information. What they like and doesn’t like. Aim: define their best friend Efficiency: Get information about classmates best friend Differentiation: Stronger students help weak students to ask questions and answers |
Descriptor: -work in pairs -ask questions |
Excel Student’s Book
Ex 4, page 43 |
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Pair work 4 min
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Use answer from Ex 4. o write an email similar to the one in Ex 1. Para:1 your best friend’s name, age, how you know him/her. Para 2: What he/she is like. What you like doing together. Teacher model the class giving some supports. |
Ss use answers of ex 4, and write email. After writing the email to their friend, they read to the class. |
Descriptor:
Teacher assess Ss with method “The praise”
‘very good’ ‘’excellent” |
Excel Student’s Book Ex 5, p 43. |
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End of the lesson. 1 min. Reflection
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“Think” method. T gives students which uncompleted written. They should complete the sentence. My family is important to me because ______. |
As conclusion Ss complete the sentence with 1 or 2 words. Aim:Ss learn to describe whole text with 1 or 2 words. Efficiency: Learn from each other topic vocabulary words. |
T using this method knows how many students understand the new lesson. |
Cards |
Lesson Plan 4
Theme of the lesson:
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Unit:3 |
Values |
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Teacher’s name: |
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Date: |
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
Family relationships 2 |
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Learning objectives(s) that this lesson is contributing to: |
UE.9.1 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics S.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics C.6.1 organize and present information clearly to others |
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Lessonobjectives: |
All learners will be able to: Describe about daily routines . Most learners will be able to: Relate subject-specific vocabulary to talk about routines Some learners will be able to: Compare daily routines of their family members |
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Value links: |
Respect daily routine of each other |
Plan:
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
|
Beginning of the lesson Warming-up Whole class 3 мин.
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Organization moment : 1.Greeting. 2. Organization moment. Show a different picture of actions that repeats every day. Students will say the actions. Watch the video. Warm up “Yes, No, Stand up”
Do you like to run? Is 2+2= ? Then ask students do they understand.
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“Yes, No, Stand up” method helps students to understand the new theme. The aim: develop students speaking skills and helps to break down their shy habits. Efficiency:By asking questions students know a lot information about their friends. |
After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!” |
Envelop with shapes
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Pre-learning «Brainstorming» method Whole class 7 min. |
To set lesson context and engage students My daily routine in the context of Present Simple Tense: -Talk about what I do every day in an order eg. I wake up at 6.30 am/ I have a shower/ I have breakfast/ I brush my teeth/ I put on my clothes/ I leave my house at 7.30/ I walk to the metrobus stop etc.. - Ask students to speak to their partners about their daily routine and let some of them talk about their partners' routine. Ss give their possible answers. After that T introduces the aim and theme of the lesson. |
Questions: Talk about what I do every day Aim:check Ss if they understand that spend time correctly and compare with friends. Efficiency:Ss refresh their vocabulary strength |
Descriptor: -talk about what they do every day - Use correctly Present Simple form - talk about partners’ routine Total: 1point Ss encourages their vocabulary |
Whiteboard PPT (With examples) Pupils Book Page 36, ex 3 |
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Middle of the lesson Presentation part. 8 min.
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«Get more» method. Write some of the students' sentences from their profiles which they have written in the previous lesson and get them find the verb. Give a sample sentence and point out the verb first and let them continue. -Elicit the form of present simple with I,you,we,they,he,she,it. |
Exercise 1:Look at the copy book and choose the suitable sentence for today’s lesson and rewrite the sentence. |
Descriptor: -write the sentence from previous lesson -find the verb and make Present Simple form.. Total: 1point |
Whiteboard Excel Student’s Book Ex 2, page 36. . |
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Team work 6 min.
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Exercise 7: Let’s listen.Ss listen to the mini-dialogue in pupils book . Aim:Ss listen and recognize the objects from the dialogue. Efficiency: Ss develop their listening and speaking skills. Differentiation:«Flash» method is used to identify the quickest Ss. |
Ss listen to the dialogue and look at the book. They point the words that they hear in the task.. |
Descriptor: -recognize the objects -listen and point at them -pronounce the words correctly. Total: 1point |
Whiteboard Excel Student’s Book Page 37, ex 7. |
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Individual work 8 min. |
Draw a table on the board to show the rules of the Present Simple Tense. -Point out that after he,she,it, we add -s to the verb. eg. I live in Istanbul / She lives in Istanbul -Also point out that after he,she it, have becomes has eg. I have breakfast / She has breakfast. Aim:Develop their grammar literacy Efficiency: Develop their memory and speaking skills. Differentiation:Ss make tasks in different way writing and orally. Some of them will say difficult long sentences. |
Ss look at the picture and try to remember the rules of Present Simple. |
Descriptor: -can name verbs correctly. -can point out have and has correctly Total: 1point |
Whiteboard Excel Student’s Book Poster Page 36, ex 1. |
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Group work. 5 min Writing task |
Get ss to work in small groups -Give each group the daily routine flash cards -Allow them to make sentences in their group according to the nouns of the pictures Aim:develop writing skills and work with spelling. Efficiency: Ss write the sentences correctly and work with content. Differentiation:«Writing task» method is used to develop their vocabulary knowledge and ideas . |
Write down new words like:
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Descriptor: -write without mistakes-1point. -use grammar form correctly-1point. -can work with content-1point. -make sentences using the given phrasal verbs…….1point. |
Whiteboard
Poster. |
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End of the lesson. Reflection Individual work: 3 min. |
Traffic light method is used to find out was the lesson clear or not. Use the stickers. |
Ss use their stickers to show their knowledge according to the lesson Green- I understood Yellow-I have some questions Red-I need a help. Aim:To know how many Ss got the theme. Efficiency: Ss can use colors to show how much do they remember. Differentiation:«Conclusion» method is used to finish the lesson. |
Descriptor: Can use the Present Simple form, describe the routines and give the translation-2points. Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Stickers |
Lesson Plan 5
Theme of the lesson:
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Unit:3 |
Values |
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Teacher’s name: |
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Date: |
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
Friendship 1 Describing and writing about friends |
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Learning objectives(s) that this lesson is contributing to: |
5.L1understand a sequence of supported classroom instructions 5.C6 organise and present information clearly to others 5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics |
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Lessonobjectives: |
All learners will be able to: define the opposites of character adjectives Most learners will be able to: select and act out the main information to others Some learners will be able to: deduce character of friends clearly |
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Value links: |
Respect characters of each other |
Plan:
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Part of the lesson/ Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
|
Beginning of the lesson Warming-up Whole class 3 мин.
|
Organization moment : 1.Greeting. 2. Organization moment. “Education tree” Teacher divides the tree in two parts. To the 1 part Ss should write what they know about new theme. And an another part they should write what they want to know. |
Ss take the cards and writes how many character adjective they know. And to describe their friends write the characters that they want to know The aim: develop students thinking skills Efficiency: helps to know how many adjectives they know and motivate to know more |
After writing T tries to answer all the questions and appreciate their work saying “well done”, “Excellent”. |
Envelop with shapes |
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Pre-learning «Listening» method Pair work 5 min. |
Listen and repeat. Find the opposites. Check with your partner. T gives clearly instructions how to work in pairs. |
Ss listen and discuss each adjectives meaning and some of them try to compose sentence. Aim:check Ss listening skills and their comprehension. Efficiency: increase their vocabulary and define opposite character of adjectives. |
Descriptor: -listen the adjectives -writes down what they listen -discuss in pairs Total: 1point |
Whiteboard PPT (With examples) Pupils Book Page 35, ex 4 |
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Middle of the lesson “Reorder” 6 min.
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T explains students the theory. Adjectives go before nouns, but after the verb TO BE. We can use very to give emphasis to the adjective. Write in the correct order.
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Ss reorder the words and present it to class. And explains why they put adjective and what it means. |
Descriptor: -reorder the words -present to class Total: 1point |
Whiteboard Pupils Book PPT Ex 8, page 35. |
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Individual work 6 min.
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Complete the sentence. Teacher gives the words that they will use. Rude Weak Clever Quiet Ugly Hardworking Aim: learn and define the meaning of the adjectives Efficiency: Helps them to choose the suitable adjective according to the meaning of the sentence, learn them to be accuracy. Differentiation: understand the sentence and put appropriate adjectives |
Ss understand the text and complete the sentence with appropriate words. |
Descriptor: -understand the sentence -put correct adjective Total: 1point |
Whiteboard Pupils Book Page 35, ex 5. |
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Pair work 8 min. |
“Find out” method. T switches on the audio about Peter that talking about his family. Who is each person below? Becky, Laura, John, Mark. Then T makes them to listen again. What is each person like? Aim:Develop their memory Efficiency: Hel[ps them to check their listening skills and memory Differentiation: some Ss try to answer to all question orally, but all Ss write the answers. |
Ss listen the story and define the people. And write down the like and dislike. |
Descriptor:
Total: 1point |
Whiteboard Pupils Book Poster Page 35, ex 9. |
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Group work. 7 min
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“Miming” method. Use the adjectives to make sentences about your family and friends. Mime the adjective. Your partner finds the adjective. Group 1: My dad is very … (mimes “funny”) Group 2: funny. Aim: develop visual memory of Ss. Efficiency: one of the best way to practice new words Differentiation: all learners try to find but some of them say the correct answer. |
Each group discuss the adjectives that they will mime. Try keeping the rule answer the questions. |
Descriptor: -mime the adjectives -find the adjective -keep the rule 1 point |
Whiteboard
Pupil’s book Page 35, ex 6 |
|
End of the lesson. Reflection Individual work: 5 min. |
“Memory game” method. Teacher gives Ss paper to check their memory. Who will write more than 10 that will get excellent smile. |
Ss have to write all new words that they have learnt. Aim:To know how many Ss got the theme. Efficiency: Ss can remember the spelling of the adjective Differentiation:«Conclusion» method is used to finish the lesson. |
Feedback: Smiles |
Papers Smiles |
Lesson Plan 6
Theme of the lesson:
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Unit:3 |
Values |
|
Teacher’s name: |
|
|
Date: |
|
|
Grade: 5 |
Number present: absent: |
|
Theme of the lesson: |
Friendship 1 Talking about things you have to do at home and completing a graph |
|
Learning objectives(s) that this lesson is contributing to: |
5.L2 understand an increasing range of unsupported basic questions which ask for personal information UE.9.1 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects |
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Lessonobjectives: |
All learners will be able to: recall the form of Present Simple. Most learners will be able to: compare the typical day of friends Some learners will be able to: write with support a short text about typical day |
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Value links: |
Respect friend’s choice |
Plan:
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Part of the lesson/ Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Whole class 3 мин.
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Organization moment : 1.Greeting. 2. Organization moment. Teacher shows students a lot of picture with different faces. Ss looking at the picture describe their actions. |
Ss says: Sad Happy Ugly person Angry Etc. The aim: recall adjectives to understand the new theme Efficiency: remember better the meaning of the adjectives |
Feedback: T prays Ss using the method “Humburger”. “wishes Comments, wishes”. |
White board Pictures |
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Pre-learning «Listening» method Pair work 10 min. |
T shows video about like, love, hate + - ing. T gives examples what is she likes to do at home and hates. For example: I like sing a song when I clean home. I hate when somebody come home without any notice. Negative I/you don’t like fish. He/she /it doesn’t like fish. We/you/they don’t like fish. Interrogative Do you/like fish? Does she/he/it like fish? Do we/you/they like fish? Short answers. Yes, I/you do. Yes she/he/it does. Yes we/you/they do |
Ss listen and repeat the rules. Then Ss define what are we going to learn. Aim: understand the grammar clearly Efficiency: information understandable to use in sentences. |
Feedback: T evaluates Ss showing thumbs up, thumbs down. |
Whiteboard |
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Middle of the lesson “Smiles” 5 min.
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Using different smiles T asks Ss to make a sentence looking at smiles. For example:
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Ss shows smiles and say like, doesn’t like and hate. Aim: define the differences of like, doesn’t like and hate. Efficiency: this method easy to understand the grammar. |
Descriptor: -understand the instruction -show the correct smiles Total: 1point |
Whiteboard Pupils Book PPT Ex 10 a, page 37. |
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Individual work 8 min.
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Complete the sentence. Teacher explains the words that they will use. Ss have to complete with own ideas. Aim: learn and define the meaning of the actions Efficiency: Helps them to choose the suitable actions according to the meaning of the sentence, learn them to be accuracy. Differentiation: understand the sentence and put appropriate actions. |
Ss using their own ideas complete the sentences. Here top ideas to use: Play computer games Watch TV Get up early Go to the gym Tidy room Play baseball Do housework Play golf Make dinner |
Descriptor: -understand the instruction -complete the sentence Total: 1point |
Whiteboard Pupils Book Page 37, ex 10 b |
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Individual work Essay time 10 min. |
Write a short text about your typical weekday. Read to the class. Teacher asks:Who in our class has got a similar daily routine? Aim: learn to plan their daily routine correctly Efficiency: Learn to compare with others and learn find differences and similarities. Differentiation: all students write an essay and some of them read to the class. |
Ss write about 50-60 words. After finishing read to the class and find a daily routine that similar to yours. I get up early and … . |
Descriptor:
Total: 1point |
Whiteboard Pupils Book
Page 37, ex 11. |
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End of the lesson. Reflection 4 min |
“About me” method. T says them to say one sentence using like, doesn’t like, hate, love |
Ss have to say about themselves choosing one of them. Aim:analyze their understanding using this method. Efficiency: Interest them to say about themselves |
Feedback: “Two stars, one wish” |
Whiteboard |
Lesson Plan 7
Theme of the lesson:
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Unit:3 |
Values |
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Teacher’s name: |
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Date: |
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
Friendship 2. Listening and role-playing a story about friends. |
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Learning objectives(s) that this lesson is contributing to: |
5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular top 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 5.C9 use imagination to express thoughts, ideas, experiences and feelings |
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Lessonobjectives: |
All learners will be able to: remember extended talk of general and curricular topic Most learners will be able to: understand opinion of the writer in short texts Some learners will be able to: express thoughts and act out a similar feelings |
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Value links: |
Respect friend’s opinion |
Plan:
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Part of the lesson/ Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Whole class 5 мин.
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Organization moment : 1.Greeting. 2. Organization moment. “Telling the time” T shows Ss a clock to ask times.
Teacher shows video about time. |
Ss respond if possible and say the time. Use the table and the clock faces to ask each other the time. The aim: recall the time to speak about friend’s table time. Efficiency: Ss looking at clock remember the time better . |
After writing T tries to answer all the questions and appreciate their work saying “well done”, “Excellent”. |
White board Clock |
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Pre-learning “Explanation” method Pair work 5 min. |
T explains Ss how to ask time and how tell the time.
Then gives a time to practice. T support all students to understand the theme. |
Ss practice asking and telling the time. Works in pairs. Asks to each other questions and answers. And changes the role.
What time do you get up? What time do you have breakfast? What time does your lesson start? Etc. |
Feedback: “Praise word”
“well done”, “Excellent” |
Whiteboard
PPT (With examples) Excel Student’s Book Page 40, ex 1 |
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Middle of the lesson “Find out ”
10 min.
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Teacher gives dialogues about two friends. These sentences are from a dialogue between two friends. Ss should them in their language. And answer the question: “What is the dialogue about?” Are free this afternoon? Is 4:30 ok with you. Yes that is fine. See you there. What time does the court open?
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Ss will use sentences in their own dialogues. They work in pairs. And again changes pairs with other students in class. |
Descriptor: -understand the instruction -part in dialogue Work in pairs
Total: 1point
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Whiteboard Pupils Book PPT Ex 2, page 40. |
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Individual work Listening 10 min.
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T switches on the audio Ss listen and read to find out. T prepares key words: Helen Jenny This afternoon Practise basketball The court Seven o’clock 4:30 Teacher asks them to read again and answer these questions. Then read out the dialogue in pairs.
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Ss listen the dialogue and find the correct words. Listen again and answer the questions. Read to class and work in pairs.
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Descriptor: -understand the speech -put correct words -answer the questions -read out the dialogue -work in pairs
Total: 1point
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Whiteboard Pupils Book Page 40, ex 2. |
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Pair work “Act out” 8 min. |
Teacher asks Ss to change the words that they have found from listening and act out a similar dialogue about friends. Ex 2. Aim:Develop their memory skills Efficiency: supports them to compile sentences. Differentiation: all students changes the words and some of them act out to the class adding another information about themselves. |
Ss change the words and work in pairs. They put words about yourselves that describes they. |
Descriptor:
Total: 1point
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Whiteboard Pupils Book Poster Page 40, ex 2.
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End of the lesson.
Reflection
Individual work: 2 min. |
Teacher shows times 1.30 04.15. 10.10 05.35 18.45 20.00 And asks them use these times to make a suggestion to meet with their friends. |
Ss say the time and compile short sentences. Aim: review the new theme Efficiency: Corrects themselves listening others
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Feedback: Smiles
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Papers Smiles |
Lesson Plan 8
Theme of the lesson:
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Unit:3 |
Values |
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Teacher’s name: |
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Date: |
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
What we value 1. Comparing the value of different things and listening to a story. |
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Learning objectives(s) that this lesson is contributing to: |
5.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics 5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects |
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Lesson objectives: |
All learners will be able to: recall words that describes quality of a friend Most learners will be able to: choose specific information and detail on a curricular topic Some learners will be able to: categorize factual descriptions of their best friend. |
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Value links: |
Respect friend’s good qualities |
Plan:
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Part of the lesson/ Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Whole class 5 мин.
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Organization moment : 1.Greeting. 2. Organization moment. Teacher shows pictures Ss about qualities of people. Fun Kind Friendly Honest Helpful Loyal And asks them, which words describes them. Say only one word. |
Ss repeat the qualities and choose one of them to describe themselves. The aim: explain them to respect each other by their good qualities Efficiency: Ss understand whatever is it, respect each other. |
Feedback: “Smiles” |
White board
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Pre-learning “Checking” method Pair work 7 min. |
Teacher asks them to look on page 38. There is a list of new words. Ss should analyze words to each other. If they don’t know the words explains to each other. Real Hang out Exciting Friendship Same Everybody Tell the truth Argue Make up Afterwards Still Say friends Gossip Keep a secret |
Ss check these words and asks each other the translation. And explains the meaning of the word The aim: analyze the words and remember the translation Efficiency: Ss learn better when they discuss the meanings. |
Feedback: “Praise word” “well done”, “Excellent” |
Whiteboard PPT (With words) Pupils Book Page 38. |
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Middle of the lesson “Find out ” 12 min.
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T explains the instruction. Read and find out true/false and doesn’t say sentences.
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Ss read the text and mark true/false and doesn’t say sentences. The aim: learn to analyze the text Efficiency: Ss discuss the answers and learn to make a decision. Differentiation: All students read the text, most of them mark correct sentences, some of analyze correct answer. |
Descriptor: -read the text -mark true sentences -mark false sentences -mark doesn’t say sentences Total: 1point |
Whiteboard Pupils Book PPT Ex 2, page 38. |
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Individual work ‘Talking time’ 10 min.
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Teacher tells students about her/his best friend. And ask them tell about their best friend like her/his. My best friend’s name is … . She/he is my best friend because … . We like … . Teacher gives 3 min to think. |
Ss listen teachers story. In 3 mins they prepare a short story about best friend. And present to class. |
Descriptor: -understand the story -use the examples -tells short story Total: 1point |
Whiteboard Pupils Book Page 39, ex 4. |
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Individual work 3 min |
Listen to Arsen talking about what he and his friends like doing. Match the people to the activities. |
Ss listen to Arsen talking and match the people to the activities |
Feedback: “The praise” |
Excel Student’s Book Ex 6, p 39. |
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End of the lesson. Reflection Individual work: 3 min. |
Looking at example on page 39 ex8, teacher asks Ss to draw a card for their best friend. |
Ss draw a picture and give each other in class. Aim: feel good atmosphere at the end of the lesson Efficiency: Chance to inform feelings to their best friend. |
Feedback: Smiles |
Papers Smiles |
Lesson Plan 9
Theme of the lesson:
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Unit:3 |
Values |
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Teacher’s name: |
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Date: |
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
What we value 1 Comparing the value of different things and listening to a story. |
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Learning objectives(s) that this lesson is contributing to: |
5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects |
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Lesson objectives: |
All learners will be able to: define specific information of the text. Most learners will be able to: memorize the meaning of the text to check. Some learners will be able to: collect information about own countries values to express to class. |
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Value links: |
Respect own country values |
Plan:
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Part of the lesson/ Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Whole class 5 мин.
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Organization moment : 1.Greeting. 2. Organization moment. Teacher explains about celebrations of countries. Shows a lot of demonstrations to discuss in class. |
Ss discuss the celebrations and say the dates of the celebrations. The aim: to summarize discussion to find the theme of the lesson Efficiency: Ss brainstorm about celebrities and dates. |
Feedback: “Two stars, a wish” |
White board
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Pre-learning “find the envelope” method Pair work 7 min. |
Teacher writes in cards the new words and hide them under the desk. And asks students to fine the envelope.
After finding and opening the envelope teacher asks Ss: “What is theme for today?”
Teacher elicit students to find the theme of the lesson.
After defining the theme T explains the aim of the lesson and what about are they learn today. |
Ss look for everywhere and find the envelope. Open and discuss the words. Ss define the theme of the lesson The aim: T wants to know how many words they know. Efficiency: Ss interests to seek and discuss, they will predict the lesson and share with different thoughts. |
Feedback: “Praise word” “well done”, “Excellent” |
Whiteboard PPT (With words) Pupils Book Page 41. |
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Middle of the lesson “Across cultures ” Group work 12 min.
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Teacher divides students using “1,2” counting method. Group 1: Women’s day Group 2: Father’s day Gr 1. read the Women’s day. Gr 2. read the Father’s day After reading Ss will prepare a presentation. Prepares question according to the text. And makes a short test. |
Ss read the text, prepares presentation, questions and tests. Gr 1 will present first. Gr 2 will present second. Asks questions and do tests. The aim: dividing group and making presentation breaks down barriers between Ss. Efficiency: Ss learn respect each other. Differentiation: All students read the text, most of them answer the questions, some of present to class. |
Descriptor: -read the text -do a presentation -answer the questions -make a test Total: 1point |
Whiteboard Pupils Book PPT Ex 1, page 41. |
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Individual work ‘True/false’ 4 min.
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After presenting the celebrations Teacher asks students to mark true/false sentences.
Teacher asks them give the answers to their partners. Teacher gives 3 min to think. |
Ss mark true/false sentences Ss check each other and evaluates each other. |
Descriptor: -understand the story -mark true sentences correctly -mark false sentences correctly Total: 1point |
Whiteboard Pupils Book Page 41, ex 2. |
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Individual work 7 min |
Teacher gives cards to each Ss. They should complete the sentence about themselves.
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Students complete the sentence about themselves. |
Feedback: “Humburger” method Descriptor: -understand the instruction -complete the sentences |
Whiteboard Pupils Book Page 41, ex 3. |
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End of the lesson. Reflection Individual work: 5 min. |
“Question time” method Teacher asks question to conclude the lesson.
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Ss answer the questions. Aim: reflect Ss knowledge about celebrations. Efficiency: Ss revise the information step by step. |
Feedback: Smiles |
Papers Smiles |
Lesson Plan 10
Theme of the lesson:
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Unit:3 |
Values |
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Teacher’s name: |
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Date: |
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
Talking and writing about actions they value in friends and learning a song about friends. |
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Learning objectives(s) that this lesson is contributing to: |
5.UE5 use questions, including tag questions to seek agreement, and clarify meaning on a limited range of familiar general and curricular topics 5.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics |
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Lesson objectives: |
All learners will be able to: make clear questions to work in pairs Most learners will be able to: understand and respond to the questions on a curricular topic Some learners will be able to: analyze the main idea of the topic. |
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Value links: |
Respect own country values |
Plan:
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Part of the lesson/ Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Whole class 5 мин.
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Organization moment : 1.Greeting. 2. Organization moment. Song. Teacher asks students to read the theme of the song. And asks them: Who might say this sentence? Why? Then T switches on the song and Ss listen. |
First Ss students answer the question and discuss in whole class. Give a lot of correct variants. After listening the song, they discuss if the singer good or no. The aim: learnt to predict the content Efficiency: develop their speaking skills |
Feedback: “Humburger” |
White board Pupils Book Page 44, ex 6. |
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Pre-learning Pair work 12 min. |
Grammar time. T explains what is the Tag question. A tag question is a special construction in English. It is a statement followed by a mini-question. We use tag questions to ask for confirmation. They mean something like: "Is that right?" or "Do you agree?" They are very common in English. The basic structure of a tag question is:
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Ss writes down to their copybook the rules. Gives a lot of examples, and makes short questions.
Rewrite the questions and make tag questions.
The aim: T teach them to identify the types of questions. Efficiency: Ss learn make correct questions |
Feedback: “Praise word”
“well done”, “Excellent”
Descriptor: -understand the grammar -give examples -make a tag questions
1-point |
Whiteboard
PPT (With explanations an exercise)
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Middle of the lesson “True friends” Individual work
12 min.
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Teacher describes true friends. “Mind map” method.
Teacher writes on the board “True friends”. And asks Ss to describe true friends.
And now Ss let’s read Nurlan’s poster.
Teacher asks Ss to create a receipt for friendship with the title How to be a true friend. |
Ss write on the board a lot of descriptions. Ss read Nurlan’s poster. And complete the sentence below. To me, a true friend is someone that …. .
Ss make a list of good manners to be a true friendship. And display to the class. The aim: discussing like this theme make students to be true in their life. Efficiency: very good way to educate Ss.
Differentiation: All students give examples, most of them complete the sentence, some of write list of true friend’s descriptions and present to class. |
Descriptor: -give examples -complete the sentence -list good manners of true friends
Total: 1point
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Whiteboard Pupils Book PPT Ex 1, page 41. |
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Individual work ‘Quiz’ 7 min.
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Do the quiz. Teacher asks Ss answer the questions.
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Ss answer the questions.
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Descriptor: -remember the text -answer the questions
Total: 1point
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Whiteboard Pupils Book Page 44, ex 4. |
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End of the lesson.
Reflection Individual work: 4 min. |
“What I know, knew, want to know” method Teacher gives Ss cards. Teacher knows what they know about knew theme. |
Ss complete the table Aim: reflect Ss knowledge for whole unit. Efficiency: Ss revise the information step by step. |
Feedback: Smiles
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Papers Smiles |
Lesson Plan 11
Theme of the lesson:
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Unit:4 |
The world of work |
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Teacher’s name: |
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Date: |
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
Professions 1 Finding out about jobs, talking and writing about jobs. |
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Learning objectives(s) that this lesson is contributing to: |
5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.R9 recognize the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects |
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Lesson objectives: |
All learners will be able to: recognize the main parts of story in a limited range of curricular topics Most learners will be able to: use subject-specific vocabulary in their talk Some learners will be able to: memorize the essence of each story and evaluate formal and informal registers in their talk. |
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Value links: |
A secular society with high spirituality |
Plan:
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Part of the lesson/ Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Whole class 8 мин.
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Organization moment : 1.Greeting. 2. Organization moment. Dividing into 3 groups by professions. An ecologist, a farmer, a geologist. Warm up. Stay in a circle. Name a virtual place on the Earth where you would like to be (the mountain, the forest, the sea….) Who chose the mountain – they are group “geologist”. Who chose the sea – they are group “ecologist”. Who chose the forest – they are group “farmer”. |
First Ss will choose the cards then open the cards. After teacher’s instruction they will sit places where teacher prepared. The aim: make them to imagine where they want to go. Efficiency: this method is quicker way to divide in groups. |
Feedback: “The praise” method is used to motivate Ss. “Well done, very well” |
Cards with group names.. |
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Pre-learning Pair work 12 min. |
Brain storming to lead-in the theme. A learner writes one word from the theme “Different types of occupations” on a sheet of paper and sticks it on the board. A farmer, a tractor driver a combine driver A miller,a baker, a seller A driver, a police officer a post man A fisherman, a fire man a vet A horse trainer, a builder a…….. Dividing all the occupations in 2 types: Outdoor occupations Indoor occupation Work with vocabulary. Phonetic drills an ecologist, a pilot, a shepherd, a cosmonaut, a sailor a cowboy After that play “a memory game” to learn the lexical material by heart, by cleaning out one word each time. |
Ss writes down to their copybook the rules. Ss read the professions in pairs and discuss and divide them into 2groups. Then they give answers to another pairs to check. After that all Ss make a general decision. Writing the words and phrases into vocabularies with their transcription and definition. The aim: breaks barriers between students and makes friendship atmosphere Efficiency: effective way to remember. |
Feedback: “Two wish, a star” Descriptor: -divide in 2 groups -work in pairs 1-point |
Whiteboard PPT (With explanations an exercise)
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Middle of the lesson Pair work 10 min.
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Teacher explains the instruction of the task. Role – playing Learners are asked to show the given occupation on the card through the method “Pantomime” Make up and act out a dialogue in pairs about your favorite occupation. |
Ss prepares and works in pairs. The aim: develop speaking skills and learn to feel themselves comfortable between friends Efficiency: makes them to dream and imagine their future profession Differentiation: All students choose their favorite occupations and most of them asks and some of them answers correctly. |
Descriptor: -choose the occupations -ask questions -answer questions -work in pairs Total: 1point |
Whiteboard Pupils Book PPT page 45. Cards with occupations. |
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Pair work ‘Matching’ 5 min.
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Exercise 1 b. In pairs, match the sentences (1-8) to the pictures (A-H) |
Ss first scan and skim the task, then match the sentences with pictures. |
Descriptor: -remember the professions -matches the sentences with pictures Total: 1point |
Whiteboard Pupils Book Page 45, ex 1b. |
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End of the lesson. Reflection Pair work: 5 min. |
Who works: 9-5? Shifts? Long hours? Part-time? Full time? Looking at the picture and times they say their working times in pairs. |
Ss works in pairs and discuss about professions and their working times. Aim: reflect lesson using this method to check Ss understanding. Efficiency: Ss revise the information and it helps them to remember better. |
Feedback: A learner is asked to show his position on the “Blob tree “according to the lesson. |
Papers Stickers |
Lesson Plan 12
Theme of the lesson:
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Unit:4 |
The world of work |
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Teacher’s name: |
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Date: |
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
Professions 2 Preparing to interview two workers, interviewing them and writing about the interviews. |
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Learning objectives(s) that this lesson is contributing to: |
5.UE1 use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics 5.W9 punctuate written work at text level on a limited range of familiar general with some accuracy 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics |
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Lesson objectives: |
All learners will be able to: recognize grammar to use in speech Most learners will be able to: complete correctly the written work with some accuracy Some learners will be able to: compose a correct constructed sentence on a curricular topic. |
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Value links: |
Be proud of own profession |
Plan:
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Part of the lesson/ Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Group work 7 мин.
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Organization moment : 1.Greeting. 2. Organization moment. Read the box. What are these words in our language? Subject pronoun: Object pr. I me You you He/she/it him/her/it We us You you They them Then teacher divides Ss in 2 groups. By method “Counting” Find subject/object pronoun in the text. Hi! I am Bibigul. I’m 10 years old. This is my friend Aiman. Look at her. She is beautiful. She is 10, like me. We are from Kazakhstan. |
Ss recall the pronouns and find from text object/subject pronouns. The aim: recall the grammar to deduce a conversation. Efficiency: Ss will remember the grammar and will use without mistakes during the work. |
Feedback: “The praise” method is used to motivate Ss. “Well done, very well” |
White board Pupil’s book Page 48, ex 1. |
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Pre-learning Pair work “Role play” 5 min. |
Ss will rewrite the text on page 48, ex 1b. about themselves. A pair should retell to class their pairs work. |
Ss write a short topic about themselves. They tell each other about themselves and a pair retell to class. The aim develop writing skill. They learn to compose a short topic Efficiency: this method helps to weak students to compile sentences. |
Feedback: “Thumbs up, Thumbs down” Descriptor: -rewrite the topic -work in pairs -present to class 1-point |
Whiteboard Pupil’s book Page 48, ex 1. |
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Middle of the lesson Individual work 10 min.
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Teacher explains Question words. Exercise 3. Read the box. Say the highlighted words in your language. Exercise 4. Read the answers. Write the questions. For example: My name is Ulan. What is your name? so on |
Ss read the box and write the questions. The aim: learn to make a question and develop grammar skills Efficiency: define where use the question words. Differentiation: Doing individual work T can see how many students understand the instruction. |
Descriptor: -read the question words -write the questions Total: 1point |
Whiteboard Pupils Book PPT page 48, ex3, 4. |
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Individual work ‘Interview’ 8 min.
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T asks Ss look at the job adverts (A,B). What are the jobs? What qualities do you need to do these jobs? (Ss and T discuss) Then t asks them to look at the dialogue. Which of the jobs in the adverts is it about? Read through and check. Fill in the gaps with: how, what, where, when. Exercise 2,3. |
Ss look at the pictures and discuss with classmates. Ss look at the exercise 2 on page 52. And read the dialogue. In pairs complete the dialogue with Question words. |
Descriptor: -discuss with classmates -read the dialogue -complete the dialogue correctly Total: 1point |
Whiteboard Pupils Book Page 52, ex 1,2,3. |
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Work in pairs “Role play” 5 min |
Take roles and read the dialogue aloud in pairs. |
Ss read the dialogue changing their role. Aim: develop reading skills Efficiency: learn new phrases from reading the dialogue Differentiation: Defines Ss reading abilities. T can correct pronunciation of all students. Some Ss read accurately and clearly. |
Feedback: “The Praise” Good job, Very good! |
Pupil’s book Page 52, exercise 2. |
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Pair work “Act out” 3 min |
Now look at the other job advert. Act out a dialogue for this job, similar to the one in Ex 2. T works on Pronunciation |
Ss work in pairs, act out a role choosing another type of jobs. |
Feedback: “Humburgers” |
Pupil’s book Page 52, exercise 5. |
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End of the lesson. Reflection 2 min. |
Teacher gives 3 sentences. They should rewrite object and subject pronouns.
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Ss try to write without mistakes. Aim: compose all thoughts and develop memory skills Efficiency: Ss learn think quickly and recall the grammar. |
Feedback: “Three facts” method |
Papers Cards |
Lesson Plan 13
Theme of the lesson:
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Unit:4 |
The world of work |
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Teacher’s name: |
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Date: |
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
Professions 2 |
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Learning objectives(s) that this lesson is contributing to: |
5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 5.C8 develop intercultural awareness through reading and discussion 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.R9 recognize the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics |
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Lesson objectives: |
All learners will be able to: tell the meaning from context in short, supported talk on a curricular topics. Most learners will be able to: paraphrase the linking words from the text Some learners will be able to: relate meaning clearly and classify fact and opinion in short texts. |
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Value links: |
Be proud of own profession |
Plan:
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Part of the lesson/ Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Group work 7 мин.
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Organization moment : 1.Greeting. 2. Organization moment. Teacher shows a lot of fun professions on board. And prepared a special costume to play a role.
First teacher counts to 5. Who is 5, that person will play a role clown. So on. |
After playing the game Ss will share their impressions how do they feel themselves. The aim: develop Ss ideas and creative. Efficiency: act out method helps them to be proud about their parents profession. Ss will understand that to be a professional they must study a lot. |
Feedback: “The praise” method is used to motivate Ss. “Well done, very well” |
White board |
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Pre-learning Pair work “Discussing” 5 min. |
Look at the picture and the headings. What is each person’s job? Teacher shows a lot of picture on the board. After 2 min teacher shows them correct answer. Teachers says to work on their mistakes. |
Ss say and discuss in class. After watching the answer they work on mistakes. The aim Discussion is a very common phenomenon both in everyday life settings and in the more formal or regulated contexts of, for instance, classrooms. In order to establish what distinguishes discussion from other forms of verbal interaction, it is useful to look into the pragmatics of discussion. Efficiency: A common motive to start a discussion is because we disagree with our interlocutor. Discussion method helps to make a correct decision. |
Feedback: “Thumbs up, Thumbs down” Descriptor: -define the jobs -work in pairs -work on mistakes 1-point |
Whiteboard PPT (With pictures)
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Middle of the lesson Individual work 10 min.
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Teacher explains the instruction of the task. Listen and read to find out. Exercise 1. “My fun job” Answer the questions:
Ss should find the answer to these questions. |
Ss read the text carefully. Discuss each other. Find the answer and tell to class. The aim: Exposing them to some vocabulary items they are responsible for in the exam through reading text. Efficiency: reading helps take from the specific information and to get an overall idea of the text. Differentiation: All students read the text and most of them answer the questions, some of them express ideas of the text. |
Descriptor: -read the text -answer questions Total: 1point |
Whiteboard Pupils Book PPT page 46, ex 1. |
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Individual work ‘Completing’ 8 min.
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Before doing this task students check the list of words. If there is new words they write to their copybook. Read the text again and complete the sentences. Exercise 2. |
Ss check the words and write down new words to their copybook. Ss complete the sentences. |
Descriptor: -read the text -complete the sentences Total: 1point |
Whiteboard Pupils Book Page 46, ex 2. |
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Work in pairs “Think” 5 min |
Which job would you like/not like to do? Why? Tell your partner. |
Ss tell their pairs about their like/dislike professions. Aim: develop speking skills and thinking skills of students Efficiency: they will understand why they like/dislike that job asking question “Why”. Differentiation: Method “Think” helps to see Ss abilities. We have different students and teacher can support to weak students. |
Feedback: “The Praise” Good job, Very good! |
Pupil’s book Page 46, exercise 2b. |
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Pair work “Story time” 3 min |
Teacher says Ss to share with their parents’ job. Do they like/dislike their job? Criterias
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Ss work in pairs, according to the criterias try to give all information. |
Fededback: Smiles |
White board T writes the criterias on the board |
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End of the lesson. Reflection 2 min. |
T hung up the definition of new words, Ss should find the word. |
Ss work in pairs. Try to find the words. Aim: develop their memory skills Efficiency: Ss revise the words and learn their descriptions |
Feedback: “Thumbs up, down” method |
Papers Cards |
Lesson Plan 14
Theme of the lesson:
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Unit:4 |
The world of work |
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Teacher’s name: |
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Date: |
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
Outdoor, factory and service jobs 1 Finding out about and writing about farmers and fisherman and locating where they work in Kazakhstan. |
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Learning objectives(s) that this lesson is contributing to: |
5S7 use appropriate subject –specific vocabulary and syntax to talk about limited range of general topics 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 5.W6 link, with support ,sentences into coherent paragraphs using basis connectors on a limited range of familiar general topics 5C4 evaluate and respond constructively to feedback from others |
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Lesson objectives: |
All learners will be able to: know the name of the profession; Most learners will be able to: use topical vocabulary and make short sentences; Some learners will be able to: make up and create a quiz test about the profession; |
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Value links: |
Be proud of own profession |
Plan:
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Part of the lesson/ Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Group work 8 мин.
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Organization moment : 1.Greeting. 2. Organization moment. T divides students into 3 groups by method “Mosaic”.
Teacher cuts the text. Ss should reorder the topic. Then answer the questions. Farmer. A farmer lives in a village. He grow crops and keeps animals. He works very hard. He gets up early morning and begins to work in the field. He takes his plough and a pair of oxen with him. He continues to work from morning to evening. For him, rain, cold or sun do not matter much. A farmer leads a very simple life. A farmer grows food, grains, vegetables and fruits. 1. Where are lives the farmers? 2. How does he work? 3. What they grow up? |
Ss sit on their group. Reorder the topic. And answer the questions. The aim: interest in learning some new topics Efficiency: brainstorm their knowledge. |
Feedback: “The praise” method is used to motivate Ss. “Well done, very well” Descriptor:
1 point |
Cards White board with questions |
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Pre-learning Individually work
5 min. |
T take out the text and gives another task. Complete the sentences using specific vocabulary. Village, oxen, fruit, vegetables, field, food, grain. 1. A farmer lives in a __________. 2. He gets up early morning and begins to work in the__________. 3. He takes his plough and pair of __________ with him. 4. A farmer grow ______, ______ , ______ and _______. |
Ss complete the sentence using specific vocabulary. The aim check students memory and develop thinking skills Efficiency: this method learn Ss to know new phrases |
Feedback: “Thumbs up, Thumbs down” Descriptor: -use specific vocabulary -complete the sentence 1-point |
Whiteboard Cards |
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Middle of the lesson Individual work “Mind map” 10 min.
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Look at the pictures and read the title. Why do you think ants are amazing? Ss make mind map about qualities of ants. Listen and read the text to find out. |
Ss make a mind map about qualities of ants. Read the text and find out. The aim: brainstorm Ss mind before reading the text Efficiency: develop vocabulary skills. Differentiation: Mind map revise their brain to describe ants. Ss express the words clearly some of them need support of teacher |
Descriptor: -make mind map -read the text Total: 1point |
Whiteboard Pupils Book PPT page 54, ex1. |
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Individual work 3 min. |
Read again and replace the words in bold with: queen ant, worker ant, soldier ant, drone. |
Ss read the text again and replace the words in bold |
Descriptor: -read the text -replace the words Total: 1point |
Whiteboard Pupils Book Page 54, ex 2. |
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Individual work “Three facts” 5 min |
Write down three facts from the text that you find interesting. Tell the class. |
Ss skim and scan the text again. And write down three facts that interested them. Tell the class. Aim: develop Ss scanning and skimming skills Efficiency: learn to define their interests Differentiation: According to their understanding and writing skills Ss do this task. |
Feedback: “The Praise” Good job, Very good! |
Pupil’s book Page 54, exercise 3. |
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Pair work “T/F quiz” 5 min |
In groups collect more information about ants and prepare a short true/false quiz about them. |
Ss collect more information from the text or teacher allow them to use internet research. Ss prepare T/F quiz test |
Descriptor: -collect information -prepared quiz 1-point |
Pupil’s book Page 54, exercise 4. |
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End of the lesson. Reflection 4 min. |
Teacher use the T/F quiz test to reflect the lesson. Ss swap quizzes with another group and do the quiz. |
Ss do the quiz and after finishing evaluate the another group. Aim: develop thinking skills Efficiency: Learn evaluate each other. |
Feedback: “selfassessment” Method Thumbs up, thumbs down |
Papers Cards |
Lesson Plan 15
Theme of the lesson:
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Unit:4 |
The world of work |
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Teacher’s name: |
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Date: |
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
Outdoor, factory and service jobs 1 |
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Learning objectives(s) that this lesson is contributing to: |
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.W8 spell most high-frequency words accurately for a limited range of general topics |
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Lesson objectives: |
All learners will be able to: answer the general questions with support and match jobs to the places. Most learners will be able to: answer the general questions without support, shows the jobs with the actions Some learners will be able to: explain and reasoning dimensions about what they want to become in the future using demonstrative pronouns |
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Value links: |
Be proud of own profession |
Plan:
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Part of the lesson/ Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Group work 3 мин.
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Organization moment : 1.Greeting. 2. Organization moment. Crossword Now children you must guess what profession is it?
Look at the blackboard. T: Somebody’s father works as a policeman, somebody’s mother works as a secretary, somebody works as shop assistant, somebody works as a cook, etc. How do you think, what theme of the lesson will be today? The theme of our lesson is “……” |
Ss will guess the professions. And complete the crossword. The aim: improve Ss mental health when fill the white squares with letters, forming words or phrases, by solving clues, which lead to the answers. Efficiency can improve vocabulary mastery of the students and important role for the study in their field of study. |
Feedback: “Thumbs up, Thumbs down” method is used to motivate Ss. Descriptor:
1 point |
Cards White board with questions |
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Pre-learning Group work
8 min. |
Venn Diagram Divide these jobs into categories (outdoor, factory and services). Share your ideas in a group and agree on common categories, explain why you choose them Hunter, school designers, policy advisors, farmer, expansionists, optimizers, shepherd, theorists, philosophers, switchboard operator, teacher, doctor, horse trainer |
Ss read the professions and categories them into 3 groups. Discuss in a class. The aim identify the types of jobs and improve outlook of Ss. Efficiency: will work together and save time and shares ideas |
Feedback: “Two stars, a wish” Descriptor: -categories the professions -share ideas in a class 1-point |
Whiteboard Cards |
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Middle of the lesson Group work “Project time” 10 min.
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Discussion Teacher asks students to work in groups discussing the following questions: What do you want to be when you grow up? Giving tasks: 1 group – to draw a picture of your future profession then talk about it; 2 group – to make a dialogue about your future profession; Learners evaluate each other |
Ss work in groups and do their tasks. Present it to class. The aim: develop interaction between students Efficiency: share ideas and can involve at all different ability Ss. Differentiation: Ss draw a picture, make a sentence and present to class by their possibilities. |
Descriptor: -understand the task -draw a picture -make a dialogue -present to class Total: 1point |
Whiteboard Cards Posters |
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Individual work 8 min. |
Now 1st group should match jobs to the places. (What do they do?) 2nd group should match jobs with activities. (Where do they work?) For example: 1) Doctors work in a hospital
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Each group Ss try to answer the questions as possible. |
Descriptor: -match the jobs -answer questions correctly Total: 1point |
Whiteboard Papers |
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Pair work “Pantomime” 5 min |
Choose a job from this list, but don’t tell your partner, ok? Show the jobs with the actions without saying any words. Actions! No words! Your partner should guess your job that is all. |
Ss choose the jobs and mime to class. Aim: develop thinking skills and improve ideas. Efficiency: Students recognize the elements of performance in their own and others’ performances. Differentiation: Ss can perform the profession and most of them define the task, some of them act out as a real actors. |
Feedback: “Two stars, a wish” Descriptor
-mime the job -guess the jobs |
White board |
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Individual work “Matching” 3 min |
Listen to Bob talking about his family members and match them to their jobs. |
Ss listen to the audio and match them to their jobs. |
Descriptor: -listen the talking -match correctly 1-point |
Excel Pupil’s book Page 51, exercise 8. |
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End of the lesson. Reflection 3 min. |
Teacher puts cards with a blue apples, yellow apples and red apples. Ss have to choose one of them and stick to the tree. |
Ss choose the apples and stick to the tree Aim: develop self assessment skills Efficiency: Easy way to define Ss understanding the theme. |
Tree assessment Blue apple – I learned a lot today Yellow apple – I like/ I don’t like Red apple – I still have questions |
Papers Cards |
Lesson Plan 16
Theme of the lesson:
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Unit:4 |
The world of work |
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Teacher’s name: |
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Date: |
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
Outdoor, factory and service jobs 2 Linking outdoor jobs with factory jobs and service jobs and finding out about jobs in Kazakhstan |
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Learning objectives(s) that this lesson is contributing to: |
5.UE9 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects 5.S2 ask simple questions to get information about a limited range of general topics |
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Lesson objectives: |
All learners will be able to: produce simple sentences using have to/doesn’t have to Most learners will be able to: describe people jobs with support factual descriptions Some learners will be able to: respond simple questions to say information of general topics |
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Value links: |
Be proud of own profession |
Plan:
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Part of the lesson/ Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Individual work 3 мин.
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Organization moment : 1.Greeting. 2. Organization moment. Listen and repeat. Exercise 3.
Look at the pictures. Can you describe jobs by their qualities? Use these words: Friendly Brave Enthusiastic Hardworking Fit Careful Polite Calm Patient Creative |
Ss listen and repeat the qualities and give examples. The aim: know the jobs characteristics describing them Efficiency can improve vocabulary mastery of the students . |
Feedback: “The Praise” method is used to motivate Ss. “Very good’ “Very well” |
Excel Pupil’s book Ex 3, page 47 |
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Pre-learning Individual work
8 min. |
Have to/don’t have to (rules) Read the table. Say the examples in your language. Ex 7 Teacher explains the grammar. |
Ss read the table and say examples in our language. The aim explain grammar Ss to use the rules correctly during the lesson. Efficiency: improve possibilities of speaking and literate Ss. |
Feedback: “Two stars, a wish” Descriptor: -read the table - make sentences 1 point |
Excel Pupil’s book Ex 7, page 49 |
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Middle of the lesson Group work “Fill in” 8 min.
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Max and Amy got new jobs. Look at what they have/don’t have to do. Fill in. have to, has to or doesn’t have to Max: baker /Amy police officer Ex 8. |
Ss fill the gaps with have/has to and doesn’t have to. The aim: learn to make time table to their future profession Efficiency: know the jobs time tables and their works Differentiation: Ss fill the gaps in groups and use have to/has to in their task. Most of them understand the grammar how to use, some of them give another examples of using. |
Descriptor: -understand the task -fill the gaps Total: 1point |
Excel Pupil’s book Ex 8, page 49 |
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Individual work 10 min. |
Read the list of rules for a pizza delivery boy and then write what Mark Has to do Doesn’t have to do List of rules: Be on time for work Have his own Transport Be polite Wear a suit and tie Work 9-5 Example: Mark has to be on time for work. |
Ss read the list of rules And write what Mark has to do, doesn’t have to do. |
Descriptor: -read the list rules -write what he has to do Total: 1point |
Excel Pupil’s book Ex 10, page 49 |
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Individual work “Completing” 8 min |
Complete the exchanges as in the example. A: does she have to start at 9;00 am? B: Yes, she does Teacher asks them to read the task. |
Ss complete exchanges as in the example and read to a class to check themselves. Aim: develop literacy skills and improve grammar skills. Efficiency: measure the grammar skills and view points of Ss Differentiation: This method define grammar literacy of students |
Feedback: “Two stars, a wish” Descriptor
-complete the sentences -read to class |
Excel Pupil’s book Page 49, exercise 9. |
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Individual work 2 min |
Teacher asks Ss say what they have to do/has to do during the lesson. Example: I have to get up at 7.00. I don’t have to run in the morning. |
Ss say about themselves to class. |
Descriptor: -understand the instruction -say about themselves 1-point |
Excel Pupil’s book |
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End of the lesson. Reflection 1 min. |
Teacher puts cards with a blue apples, yellow apples and red apples. Ss have to choose one of them and stick to the tree. |
Ss choose the apples and stick to the tree Aim: develop self assessment skills Efficiency: Easy way to define Ss understanding the theme. |
Tree assessment Blue apple – I learned a lot today Yellow apple – I like/ I don’t like Red apple – I still have questions |
Papers Cards |
Lesson Plan 17
Theme of the lesson:
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Unit:4 |
The world of work |
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Teacher’s name: |
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Date: |
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
Outdoor, factory and service jobs 2 |
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Learning objectives(s) that this lesson is contributing to: |
5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics |
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Lesson objectives: |
All learners will be able to: describe the people in short, supported talk on an increasing range of general topics Most learners will be able to: analyze opinion of the writer in short texts on a limited range of general topics Some learners will be able to: create with some support appropriate layout at text level for a limited familiar curricular topics. |
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Value links: |
Be proud of own profession |
Plan:
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Part of the lesson/ Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Individual work 3 мин.
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Organization moment : 1.Greeting. 2. Organization moment. If I were … Teacher puts middle of the desks a lot of cards with short uncompleted sentences.
If I am a doctor what I do … Ss should continue. For example: If I am a doctor I help to old people. |
Ss listen to the teacher instruction. And play the game following the instruction. The aim: improve speaking skills and say really opinions about their wishes. Efficiency remember and know what people need from some professions . |
Feedback: “Smiles” method is used to motivate Ss. “Very good’ “Very well” |
Cards |
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Pre-learning Individual work
8 min. “Predicting’ |
Look at the pictures. Who is the man in the pictures? What is he famous for? Ex 1. Teacher asks Ss to read the title and the first and last sentence in each paragraph . “What is the theme for today?” |
Ss looking at the picture answer questions as possible. And read the first and last sentence of paragraph. The aim develop Ss critical thinking skills Efficiency: the best way for prediction. Ss learn to work on their intuition. |
Feedback: “Two stars, a wish” Descriptor: -answer the questions - predict the theme 1 point |
Excel Pupil’s book Ex 1, page 50 |
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Middle of the lesson Group work “Jigsaw” 12 min.
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Listen, read and check. Ex 2. Teacher divides students into 2 groups. 1 group: beginner 2 group: the end “1.2 count” method Teacher cuts the topic in 2 parts. For group “Beginners” gives the 1 part. The group “ The end” gives the 2 part. They read the text and present to class. Group “end” will ask question. Then swap roles. |
Each group read and present to class and make questions, answer the questions. The aim: increase the time and improve speaking skills Efficiency: chance to catch all information in a short time. Differentiation: This method helps weak Ss to understand the whole text in a short time. Stronger Ss discuss and make questions. And analyze the text. |
Descriptor: -read the text -answer the questions Total: 1point |
Excel Pupil’s book Ex 2, page 50 |
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Individual work “True/false, DS” 5 min. |
Read the text again and mark the sentences True/ False and doesn’t say. Exercise 3. |
Ss read the text again. Mark true/false and doesn’t say. Read to a class. |
Descriptor: -read the text - mark true/false and doesn’t say. Total: 1point |
Excel Pupil’s book Ex 3, page 50 |
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Individual work Group work 5 min |
What does each person do at work? Use the phrases to write or say sentences. Do people’s hair Look after sick animals Take photographs Repair cars Fly planes Look after sick people Play football Type letters Teach children For example: A hairdresser does people’s hair. |
Using phrases Ss write short sentences to each description. And read the sentences. Aim: practice to use phrases on their speech Efficiency: expand their ideas to compose the sentences and in speaking time Differentiation: This method special for practicing. Ss express their thoughts and feeling during the task. Ss can involve the task, but some of them add extra words in their speech. |
Feedback: “Humburger” Descriptor
-write sentences -read to class |
Excel Pupil’s book Page 51, exercise 6 b. |
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Individual work 5 min |
Complete the e-mail below to your English-speaking pen-friend about your family. Ex 9. |
Ss complete the letter and read to a class. |
Descriptor: -understand the instruction -complete the e-mail 1-point |
Excel Pupil’s book Ex9, p 51 |
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End of the lesson. Reflection 2 min. |
T asks questions. What does your mum do? |
Ss answer the questions. Aim: develop speaking skills. Efficiency: Recall the phrases that used during the tasks. |
Feedback: “Thumbs up” “Thumbs down” |
White board PPT |
Lesson Plan 18
Theme of the lesson:
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Unit:4 |
The world of work |
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Teacher’s name: |
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Date: |
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
Work past and future1 Finding out and writing about jobs and working lives in the past. |
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Learning objectives(s) that this lesson is contributing to: |
5.W3 write with support factual descriptions at text level which describe people, places and objects 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.UE9 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics |
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Lesson objectives: |
All learners will be able to: find out about jobs and working lives in the past Most learners will be able to: write about people’s jobs and working who lives in the past without support Some learners will be able to: Talk about your future professions |
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Value links: |
Be proud of own profession |
Plan:
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Part of the lesson/ Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson 3 мин.
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Organization moment : 1.Greeting. 2. Organization moment.
Warm-up (W)Listen and repeat a song “It’s my job” |
Ss sing a song chorally The aim: develop awareness of and mental focus. Efficiency: one of the effective way to learn new vocabulary |
Feedback: “The praise” method is used to motivate Ss. “Very good’ “Very well” “Good job” “Excellent” |
Cards |
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Pre-learning Pair work
5 min. “Predicting’ |
(W)Brainstorming Say: What kind of jobs do you know? What do you know about grandparents jobs? What do you know about parents jobs? How do you think what our todays new theme? (G) (FA) Task 1 Find out pictures about jobs in the past (Teacher shows pictures on the board) |
Ss answer the questions and define the theme of the lesson. Looking at the pictures say the past and present jobs and about their parent’s jobs. The aim: use simple present and simple past about job. Efficiency: know about past jobs and see differences with nowadays.. |
Feedback: “Two stars, a wish” Descriptor: -look at the picture - tell the past jobs -tell the present jobs 1 point |
White board PPT |
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Middle of the lesson Individual work 10 min.
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- T shows the PPT about unknown vocabulary. - Pass out the copies of the texts. - The SS underline all the verbs they see in the text. – T elicits some verbs they underlined - Model and drill these verbs individually and chorally. - T asks the question: "What is the last letter of these verbs?" - give example first." for example the verb, comes. -c is the first letter and -s is the last letter. - T elicits the other verbs and last letters nominating some students. - Ask Ss: " Is this text talking about past/present? –T elicits some answers. - model and drill the verbs. - The SS write the verbs in the correct places individually. - Set the SS in pairs and check each other's answers |
Ss check words . Read the text. Answer the questions. Express their thoughts abou Ss read the text about job. And analyze the verbs. I want to become a doctor. I like this profession and I am eager to get a medical education and work at a hospital. It is a good tradition in our family. My mother is a doctor, my grandfather is a doctor and I want to be a doctor, too. When I was a little boy my grandfather worked at a hospital and I spent some time at the hospital with him. He is a surgeon and works in a surgical department. The aim: define present and past simples and practice Efficiency: to provide a controlled listening practice and correct pronunciation. Differentiation: When Ss read they get information a lot, and analyzing the text it is more effective way to build attentiveness. Ss answer teachers question according to their grammar literacy. |
Descriptor: -read the text -say the verbs -say the tense Total: 1point Feedback: “The Praise” “Well done” “Excellent” “Good” “Try again” Monitor the SS. - Check their understanding about 3rd singular form of the verbs in the simple present tense. - Make modeling and drilling if they have problem with pronunciation. |
White board PPT |
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Individual work 5 min |
- T writes down a Simple present tense sentence from the text on the board. " He is a surgeon and works in a surgical department." - Ask about the -s comes after the verb. - Elicit some answers. - ıntroduce the SS that these verbs are simple present tense third person singular. - Ask for more examples from the text. |
Ss read the text again and say the rule of present tense. |
Descriptor: -read the text -say present simple tense 1 point |
White board with the text |
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Individual work 7 min.
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Watch the video. Then write a short text about working as a basketball mascot. Read your text to the class. |
Ss watch the video. And complete the text using supported exercise. Tell the text to the class. The aim: improve writing skills and literacy skills of students Efficiency: using supported exercise help them quickly construct their ideas. Differentiation: Nor all students can do this task. This task need grammar literacy, that is why only some students will achieve the goal. Most of them do by support of teacher. But all of them understand the main idea of the text. |
Descriptor: -watch the video -write short text Total: 1point |
Excel Pupil’s book Ex 7, page 47 |
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8 min |
Set the SS in pairs and give them the charts about job. -Each partner has a different part of the chart. - The SS tries to ask some simple questions in simple present tense to fill the chart to the pairs. - Pairs fill the chart and check their answers. - T monitors the class. |
Ss work in pairs. Fill the chart to the pairs. And check their answers. |
Feedback: “Thumbs up” “Thumbs down” |
Cards |
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End of the lesson. Reflection 2 min. |
Teacher at the end of lesson asks Ss do they understand the lesson? Ss show their fingers. And teacher knows their level of understanding. |
Ss show their fingers. Aim: teach to assess themselves. Efficiency: students will really assess themselves |
Feedback: “Five fingers” thumb- It was meaningful and interesting for Ss… Index finger – Today I have realized … Middle finger – It was difficult for me to … Ring finger – my assessment is … because … Little finger – I would like to know … |
White board |
Lesson Plan 19
Theme of the lesson:
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Unit:4 |
The world of work |
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Teacher’s name: |
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Date: |
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
Listening and making a questionnaire about jobs and talking about jobs they want to do in the future. |
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Learning objectives(s) that this lesson is contributing to: |
5.S2 ask simple questions to get information about a limited range of general topics 5.W8 spell most high-frequency words accurately for a limited range of general topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges |
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Lesson objectives: |
All learners will be able to: respond to the questions accuracy and clearly Most learners will be able to: write constructively and accurately sentence for a limited topics Some learners will be able to: express opinions clearly during group work |
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Value links: |
Be proud of each profession |
Plan:
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Part of the lesson/ Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson 3 мин.
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Organization moment : 1.Greeting. 2. Organization moment. Teacher shows words according to the theme. Voice Music Different Language Film And ask Ss what profession are we going to read? And explain the translation of words. |
Ss answer chorally. Singer. Ss write down the words. The aim: develop vocabulary skills Efficiency: one of the effective way to learn new vocabulary |
Feedback: “The praise” method is used to motivate Ss. “Very good’ “Very well” “Good job” “Excellent” |
Cards White board |
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Pre-learning Pair work
5 min. “Predicting’ |
Song: what is your daily routine like? Is it the same as the singer? Listen and read to find out. Ex 4. |
Ss answer the 1st question and listen to the music. Then compare with their daily routine. The aim: use simple present and simple past about job. Efficiency: develop listening skills and learn correct pronunciation of some words in the text.. |
Feedback: “The praise” method is used to motivate Ss. “Very good’ “Very well” “Good job” “Excellent” Descriptor: -answer the question - compare the daily routine -tell the difference 1 point |
White board Pupil’s book Ex 4, p 56. |
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Middle of the lesson Individual work 10 min.
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Exercise 1. Look at the text. What is it? An email? A blog? What is about? Listen, read and check. (Naulan’s blog)
Monitor the SS. - Check their understanding about apps. Make modeling and drilling if they have problem with pronunciation. |
Ss read the text. And answer the questions The aim: know about internet resources better and know importance of apps. Efficiency: develop technical skills of students. Differentiation: All students understand the text, most of them tell the importance, but some of them show how to use an email and a blog. |
Descriptor: -read the text -say the answers Total: 1point Feedback: “The Praise” “Well done” “Excellent” “Good” “Try again” |
White board Pupil’s book Ex1, p55. |
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Individual work 5 min |
Read the email and answer the questions. Exercise 2. |
Ss read the text again and answer the questions. |
Descriptor: -read the text -answer the questions 1 point |
White board Pupil’s book Ex 2, p 55. |
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Individual work “Find the place” 8 min.
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Write the sentence in the correct order. Teacher monitor students and support where they need explanation. |
Ss write the sentences and read to the class. The aim: develop their grammar literacy skills and learn construction of the sentence. Efficiency: practice the construction of the sentence. Differentiation: All Ss put the words in the correct order, most of them read to class, some of them check the task. |
Descriptor: -understand the task -write in the order Total: 1point |
Excel Pupil’s book Ex 3, page 55. |
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Group work “Presenting” 8 min |
Teacher divides Ss into 2 groups. Method “Singer and Music” Collect information about your favorite singer. Answer the questions.
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Ss work in groups, collect information according to the given questions and present to class. Whose birthday date beginning of the month, that student will present. |
Feedback: “Thumbs up” “Thumbs down” |
Excel Pupil’s book Ex4, p 55. |
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End of the lesson. Reflection 1 min. |
Teacher at the end of lesson asks Ss do they understand the lesson? Ss show their fingers. And teacher knows their level of understanding. |
Ss show their fingers. Aim: teach to assess themselves. Efficiency: students will really assess themselves |
Feedback: “Five fingers” thumb- It was meaningful and interesting for Ss… Index finger – Today I have realized … Middle finger – It was difficult for me to … Ring finger – my assessment is … because … Little finger – I would like to know … |
White board |
Lesson Plan 20
Theme of the lesson:
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Unit:4 |
The world of work |
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Teacher’s name: |
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Date: |
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
Work past and future2 |
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Learning objectives(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.UE17use if clauses (in zero conditionals); use where clauses use before/after clauses (with past reference); 5.S2 ask simple questions to get information about a limited range of general topics |
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Lesson objectives: |
All learners will be able to: memorize the speaker’s talk in a limited curricular topic. Most learners will be able to: practice grammar vocabulary in conversation Some learners will be able to: convert simple questions to get information . |
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Value links: |
Respect friendly atmosphere |
Plan:
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Part of the lesson/ Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson 5 мин.
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Organization moment : 1.Greeting. 2. Organization moment. T stands middle of the class and says: “If I go to market, I will bye a chocolate” My dears, can you say me, “If you go to Astana, where will you visit?” |
Ss answer questions as possible. The aim: this method improve Ss self-confidence in front of people. Efficiency: ss practice the if clauses before beginning the lesson. |
Feedback: “The praise” method is used to motivate Ss. “Very good’ “Very well” “Good job” “Excellent” |
Cards White board |
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Pre-learning Pair work
5 min. “Predicting’ |
We can make a zero conditional sentence with two present simple verbs: If + present simple, .... present simple. This conditional is used when the result will always happen. So, if water reaches 100 degrees, it always boils. It's a fact. I'm talking in general, not about one particular situation. The result of the 'if clause' is always the main clause.
Teacher explains the grammar. |
After explanation Ss practise 0 conditional.
The aim: to enable students to carry out their communication purposes Efficiency: grammar is a key of communication. This method helps students understand language |
Feedback: “I noticed” Make an effort to notice a student’s behavior or effort at a task. |
White board Cards |
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Middle of the lesson Individual work 10 min.
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Exercise 1. Look at the text. What is it? An email? A blog? What is about? Listen, read and check. (Naulan’s blog)
Monitor the SS. - Check their understanding about apps. Make modeling and drilling if they have problem with pronunciation. |
Ss read the text. And answer the questions The aim: know about internet resources better and know importance of apps. Efficiency: develop technical skills of students. Differentiation: All students understand the text, most of them tell the importance, but some of them show how to use an email and a blog. |
Descriptor: -read the text -say the answers Total: 1point Feedback: “The Praise” “Well done” “Excellent” “Good” “Try again” |
White board Pupil’s book Ex1, p55. |
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Individual work 7 min |
Read the text and find If clauses. Explain meaning of the sentence. More than one person has told me that becoming an English teacher was a bad career choice. There are too many English teachers looking for work today, they explained. However, my decision to become an English teacher was not based on the job market but rather on where I think I best fit in the grand scheme of things. If language is at the heart of everything we do, then I want to be in the middle of the action, helping others learn to use language well. |
Ss read the text find the If clause. Explain it to the class. The aim: Ss learn define 0 conditional clause. Efficiency: helps Ss to understand the grammar clearly. |
Descriptor: -read the text -find the If clause -explain to class 1 point |
White board Cards |
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Individual work “If clause” 8 min.
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Students write a list of professions. And mix them. All students will choose one card and open. What profession will take, will write a sentence using If clause. |
Ss write the professions and read to the class. Ss write sentences using 0 conditional. If I go to hospital, I see a doctor. The aim: develop their grammar literacy skills and learn construction of the If clauses Efficiency: practice the 0 conditional this method better to involve Ss. Differentiation: All Ss put the words in the correct order, most of them read to class, some of them check the task. |
Descriptor: -choose the profession -write a sentence Total: 1point |
Cards |
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End of the lesson. Reflection 5 min. |
“Three facts” If ….. the plants die. When I get sick I go to the …. . If it snows the …. is fresh. |
Ss try quickly find the missing words Aim: reflect Ss knowledge about grammar. Efficiency: students will start correctly use grammar |
Feedback: “Two stars, a wish” |
White board Cards |
Lesson Plan 21
Theme of the lesson:
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Unit:4 |
The world of work |
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Teacher’s name: |
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Date: |
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
Work past and future2 |
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Learning objectives(s) that this lesson is contributing to: |
5.C8 develop intercultural awareness through reading and discussion 5.L1understand a sequence of supported classroom instructions 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics |
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Lesson objectives: |
All learners will be able to: make a report clearly to express in front of the class Most learners will be able to: memorize some elements of conversation talking about jobs Some learners will be able to: create a poster to make a discussion about advantages and disadvantages of professions. |
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Value links: |
Respect friendly atmosphere |
Plan:
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Part of the lesson/ Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warn up 5 мин.
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Organization moment : 1.Greeting. 2. Organization moment. “Body to body” method Ss stand in a circle. Count from 1 to 7. Number 1. They are one pair. Number 2. They are one pair. So on First T explain the instruction. Ss should follow the instruction |
Ss play following the instruction. Head to head Ears to ears The aim: fairness way to divide Ss and give good atmosphere to work. Efficiency: energizes Ss to begin the lesson with good mood. |
Feedback: “The praise” method is used to motivate Ss. “Very good’ “Very well” “Good job” “Excellent” |
Cards White board |
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Pre-learning Pair work
5 min. “Predicting’ |
Look at the picture and the headings. What is each person’s job? Teacher shows a lot of picture on the board. After 2 min teacher shows them correct answer. Teachers says to work on their mistakes. |
Ss say and discuss in class. After watching the answer they work on mistakes. The aim Discussion is a very common phenomenon both in everyday life settings and in the more formal or regulated contexts of, for instance, classrooms. In order to establish what distinguishes discussion from other forms of verbal interaction, it is useful to look into the pragmatics of discussion. Efficiency: A common motive to start a discussion is because we disagree with our interlocutor. Discussion method helps to make a correct decision. |
Feedback: “I noticed” Make an effort to notice a student’s behavior or effort at a task. |
White board Cards |
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Middle of the lesson Individual work 10 min.
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Take your phones. Today you may use phone. Teacher divides into 3 groups. Method “Singer” “Doctor”, “Teacher”
Teacher cuts the words. Students take one piece of paper and construct them. Then find their groups.
Today Ss will write email to famous person.
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Ss follow the instruction. Find their group and find the email of famous people and send them email. The aim: know about internet resources better and know importance of apps. Efficiency: develop technical skills of students. Differentiation: All students understand the text, most of them tell the importance, but some of them show how to use an email and a blog. |
Descriptor: -find email adress -write email Total: 1point Feedback: “The Praise” “Well done” “Excellent” “Good” “Try again” |
White board Cards Phone Internet resourse |
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Individual work 15 min |
T asks to collect information about that famous person. And make a poster
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Ss prepare a lot of information about that famous person and make a poster. The aim: Develop speaking skills and critical thinking skills Efficiency: helps Ss to break shy habits. |
Descriptor: -find information -present to class -ask questions. 1 point |
White board Cards |
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End of the lesson. Reflection 5 min. |
Teacher at the end of lesson asks Ss do they understand the lesson? Ss show their fingers. And teacher knows their level of understanding.
Then solve problems who doesn’t understand the lesson. |
Ss show their fingers. Aim: teach to assess themselves. Efficiency: students will really assess themselves |
Feedback: “Five fingers” thumb- It was meaningful and interesting for Ss… Index finger – Today I have realized … Middle finger – It was difficult for me to … Ring finger – my assessment is … because … Little finger – I would like to know … |
White board |
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