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06 Қаңтар 2025
155
5 сынып III токсан КМЖ
Lesson Plan 1
Theme of the lesson:.
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Unit:5 |
Creativity |
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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: |
Art 1 Talking and writing about paintings and buildings and finding out about colors and shapes. |
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Learning objectives(s) that this lesson is contributing to: |
5.L4 understand the main points of supported extended talk on a 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.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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Lesson objectives: |
All learners will be able to: memorize the topical words correctly and name the creatures. Most learners will be able to: point and name the creativities intelligibly. Some learners will be able to: describe the similarities of creatures. |
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Assessment criteria |
-pronounce the topical words correctly -describe the creativities -describe the similarities of creatures |
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Value links |
Ls will work together as a group showing respect and being polite with each other. |
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Cross curricular links |
Science |
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ICT skills |
PPT, Video, the use of whiteboard |
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Previous learning |
Revision of 4th unit |
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 5 мин. |
Organization moment : 1.Greeting. 2. Organization moment. Teacher tells the story of creatures and shows the pictures. And asks what is theme of the lesson. |
Ss listen to the teacher and define the theme of the lesson. The aim: create a new knowledge and name the creatures correctly. Efficiency: Ss interested in guessing the theme and get a lot knowledge about creatures. |
At the organization moment T supports Ss to express their speech clearly using .«The praise» method to evaluate Ss. like: “Good job! Well done!” |
PPP-2 |
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Pre-learning Team work 10 min. |
Teacher explains the adjective to use to describe the creatures. One syllable adjectives Add -er for the comparative and -est for the superlative. If the adjective has a consonant + single vowel + consonant spelling, the final consonant must be doubled before adding the ending. |
Ss practice the grammar And the exercise and write down to their copybook. Aim: ensure the correct pronunciation during the conversation. Efficiency:Ss learn new words before starting new theme. And practice during the exercise. This method helps Ss to reflect the spelling of new words. |
Feedback: “Hamburger” You are excellent! You can do the task very quick. Please, be more attentively when you fill the table! You name all types correctly! |
Whiteboard Worksheet 1 PPP-3/4/5/6 |
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Middle of the lesson Individual work. 8 min. |
Look at the pictures. Listen and repeat. What are these creatures in your language? Teacher asks Ss to name in mother language. Again Teacher play the video about creatures. |
Ss chorally say the name of creatures and discuss between each other. Ss again repeat the name of creatures and point to. Aim: revise the ancient story and construct correct pronunciation. Efficiency: recall the historical films and develop memorizing skills. |
T supports Ss to express their speech clearly using .«The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 Exercise 1,3. page 57 PPP-8 |
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Individual work. “Poin to your friend’ 12 min. |
Teacher shows Ss pictures of creatures. And ask: Which of the creatures looks like: a horse? A huge snake? A giant? An eagle? Differentiation:«Point to your friend» method is helps to the teacher to see the general comprehension of Ss. Less able Ss name the creatures by supports of the Teacher. |
Ss say the similarities of creatures. Give some examples. Aim: memorize the new words and improve vocabulary skills. Efficiency: Ss develop their speaking skills and remember the name of creatures better. |
Descriptor: -name the creatures -say similarities Total: 1point |
Whiteboard Student’s Book Excel,5 Exercise 3, page 57 PPP-8 |
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End of the lesson. Reflection Individual work: 5 min. |
“Comments” method is used to find out was the lesson clear or not. Use the stickers. Differentiation:«Conclusion» method is used to know Ss opinions. All Ss write “well, good” words, most of them show “good and bad points”, some of them “write comments clearly” |
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. |
Ss hung the stickers on the board. |
Whiteboard Stickers PPP-9 |
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DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
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During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners memorize the topical words correctly and name the creatures. Most learners point and name the creativities intelligibly. Some learners describe the similarities of creatures. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. “Hamburger” Each group will give a feedback to another group using the Feedback Burger
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Provide some physical exercises for learners |
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Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
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Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 2
Theme of the lesson:.
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Unit:5 |
Creativity |
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Teacher’s name: |
|
|
Date: |
|
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Grade: 5 |
Number present: absent: |
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Theme of the lesson: |
Art 1 |
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Learning objectives(s) that this lesson is contributing to: |
5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.R3 understand the detail of an argument on a limited range of familiar general and curricular topics |
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Lesson objectives: |
All learners will be able to: understand the text and memorize the meaning of the text. Most learners will be able to: respond to the questions clearly. Some learners will be able to: define the description and tell the story to the class. |
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Assessment criteria |
-answer the questions correctly -define the description of the creatures correctly |
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Value links |
Ls will work together as a group showing respect and being polite with each other. |
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Cross curricular links |
Biology |
|
ICT skills |
PPT, Video, the use of whiteboard |
|
Previous learning |
Art 1 Talking and writing about paintings and buildings and finding out about colors and shapes. |
Plan:
|
Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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|
Beginning of the lesson Warming-up 7 мин. |
Organization moment : 1.Greeting. 2. Organization moment. Teacher shows a lot of pictures and ask to look at the pictures. Which of the creatures? |
Ss name the creatures and answer the questions. The aim: develop the ability to describe a picture, give practice of asking. Efficiency: The students will learn the names of objects by looking at pictures of the creatures. |
At the organization moment T supports Ss to express their speech clearly using .«The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 Exercise 1. page 58 PPP-2 |
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Pre-learning Individual work 7 min. |
Check these words. Teacher asks Ss to look at the words in the box. If there are unknown words they will underline and will discuss the translation. |
Ss underline the unknown words and discuss the translation. Aim: improves when you know what the words mean Efficiency: vocabulary improves all areas of communication — listening, speaking, reading and writing. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 page 58 PPP-3 |
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Middle of the lesson Group work. “TPR” activity 15 min. |
Read the title and the introduction to the text. And say who is Harry Potter? How are these creatures related to him? Listen and read to find out. To this task teacher uses “TPR” activity. Divide the class into 3 groups. T put 3 kinds of fruits to divide Ss into 3 groups. Apple, pear and banana. Divide the text into 3 part and give each groups. |
Ss take their texts and read. All Ss try to make a presentation and prepare questions. And present to the class. Aim: revise the ancient story and construct correct pronunciation. Efficiency: recall the historical films and develop memorizing skills. Differentiation: T sets up multiple reading centers in the class that focus on different literacy skills. |
Feedback: “Hamburger” Well done! Great work, but try to say the words clearly. Descriptor: -read the text -present to the class 1 point. |
Whiteboard Student’s Book Excel,5 Exercise 2. page 58 |
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Individual work. “True/false” 6 min. |
Read the text and mark the sentences True / false. (After reading and discussing the text , T gives true/false task) Differentiation: This task differentiated by levels of Ss. Less able Ss define the true/false sentences by teacher’s support. |
Ss do the task and define the true/false sentences. Aim: stimulate your memory and thinking skills. Efficiency: true-false tasks can yield valid measures of educational achievement directly. |
Descriptor: -understand the sentences -define true/false. Total: 1point |
Whiteboard Student’s Book Excel,5 Exercise 3, page 59 PPP-8 |
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End of the lesson. Reflection Individual work: 5 min. |
At reflection Teacher gives a table “K-W-L” to complete. |
Ss complete the table and give to the teacher. Aim:identify the general comprehension of the Ss. Efficiency: K-W-L is an instructional reading strategy that is used to guide students through a text. Students begin by brainstorming everything they Know about a topic. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard Stickers PPP-9 |
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|
DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
||||
|
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners understand the text and memorize the meaning of the text. Most learners respond to the questions clearly. Some learners define the description and tell the story to the class. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. “Hamburger” Each group will give a feedback to another group using the Feedback Burger
|
Provide some physical exercises for learners |
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Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
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|
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 3
Theme of the lesson:.
|
Unit:5 |
Creativity |
|
Teacher’s name: |
|
|
Date: |
|
|
Grade: 5 |
Number present: absent: |
|
Theme of the lesson: |
Art 2 Finding out about and describing lines and symmetry in objects, portraits and their own faces. |
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Learning objectives(s) that this lesson is contributing to: |
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 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: use adjectives to define the films. Most learners will be able to: talk about types of films intelligibly. Some learners will be able to: construct a short presentation about creatures. |
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Assessment criteria |
-use adjectives correctly -talk about films -construct presentation formally. |
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Value links |
Ls will work together as a group showing respect and being polite with each other. |
|
Cross curricular links |
Biology |
|
ICT skills |
PPT, Video, the use of whiteboard |
|
Previous learning |
Art 1 |
Plan:
|
Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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|
Beginning of the lesson Warming-up 5 мин. |
Organization moment : 1.Greeting. 2. Organization moment. Look at the pictures and talk about smiles. Teacher shows smiles with different faces. Ss revise the adjective. |
Ss name the smiles and say description to each smiles. The aim: develop the ability to describe a picture a picture, give practice of asking. Efficiency: To give practice of asking and answering questions using the present continuous tense |
Feedback: “Smiles” Teacher give smiles to Ss who will describe the smiles. |
Whiteboard Student’s Book Excel,5 Exercise 8. page 59 PPP-2 |
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Pre-learning Individual work 7 min. |
Match the titles to the types of films. Make sentences.
Differentiation: All Ss understand the type of films and most Ss match the pictures and descriptions. Some of them make sentences. |
Ss match the titles to the types of films and make sentences.
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Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 page 59 exercise – 6. |
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Middle of the lesson Group work. “Dialogue” 10 min. |
Speaking. –agreeing/disagreeing. In pairs talk about types of films, as in the example. T divides Ss into pairs by method “Counting”. Differentiation: T sets up multiple reading centers in the class that focus on different literacy skills. |
Ss in pairs talk about types of films following the sample dialogue. Aim: promote communicative efficiency. Efficiency: students to actually be able to use the language as correctly as possible and with a purpose. |
Feedback: “Hamburger” Descriptor: -follow the instruction -say agree/disagree 1 point. |
Whiteboard Student’s Book Excel,5 Exercise 7. page 59 |
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Pair work. “Presentation” 10 min. |
Writing. Prepare a short presentation of other mythical creatures. Ss can use the key phrase: mythical creatures. Differentiation: This task differentiated by levels of Ss. Less able Ss define |
Ss do the task and define the true/false sentences. Aim: stimulate your memory and thinking skills. Efficiency: true-false tasks can yield valid measures of educational achievement directly. |
Descriptor: -understand the sentences -define true/false. Total: 1point |
Whiteboard Student’s Book Excel,5 Exercise 3, page 59 PPP-8 |
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Individual work 5 min |
How are the creatures in mythology similar to or different from the same creatures in the films? |
Ss answer the question by comparing the creatures of the films. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 Exercise 4, page 59 |
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End of the lesson. Reflection Individual work: 3 min. |
After doing all the tasks T asks Ss to describe the each creature with one adjective on ex 8. For example: the Dracula is frightening. |
Ss describe film creatures using adjectives. Aim:improve speaking skills. Efficiency: memorize the name of creatures correctly. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard PPP - |
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|
DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
||||
|
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners: use adjectives to define the films. Most learners talk about types of films intelligibly. Some learners construct a short presentation about creatures. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. “Hamburger” Each group will give a feedback to another group using the Feedback Burger “Smiles” Teacher give smiles to Ss who will describe the smiles |
Provide some physical exercises for learners |
||||
|
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
|
|||||
|
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 4
Theme of the lesson:.
|
Unit:5 |
Creativity |
|
Teacher’s name: |
|
|
Date: |
|
|
Grade: 5 |
Number present: absent: |
|
Theme of the lesson: |
Art 2 |
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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.C5 use feedback to set personal learning objectives |
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Lesson objectives: |
All learners will be able to: use questions to define the items. Most learners will be able to: complete the grammar tasks with little support of a teacher. Some learners will be able to: talk about past asking the questions. |
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Assessment criteria |
-construct questions correctly -complete the gaps using correct question form. |
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Value links |
Ls will work together as a group showing respect and being polite with each other. |
|
Cross curricular links |
Grammar |
|
ICT skills |
PPT, Video, the use of whiteboard |
|
Previous learning |
Art 2 Finding out about and describing lines and symmetry in objects, portraits and their own faces. |
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 3 мин. |
Organization moment : 1.Greeting. 2. Organization moment. Teacher shows a video. Students dance doing exercise. |
Ss dance doing exercise. The aim: involve for the lesson Ss interests Efficiency: make them to fill that they are in the English lesson. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard PPP-2 |
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Pre-learning Individual work 10 min. |
Read the and complete the table. Teacher explains to the Ss Past Simple: Affirmative, negative, Interrogative and short answers. Differentiation: Ss work themselves but weak students work looking at the rules of the Past simple. |
Ss listen to the teacher and complete the gaps.
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Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 page 60 exercise – 1. PPP-3 |
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Middle of the lesson Individual work. 5 min. |
Complete with : was or were. Exercise 2. |
Ss do the task and complete was/were. Aim: revise the Past simple to use in the topic correctly. Efficiency: practice was/were to construct correct sentence in the Past.: |
Descriptor: -understand the sentences -complete the sentences Total: 1point |
Whiteboard Student’s Book Excel,5 Exercise 2, page 60 PPP-4 |
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Individual work. 10 min. |
Write sentences, as in the example. Use wasn’t or weren’t For example: Sauran /not be/at home/last Sunday Sauran wasn’t at home last Sunday. Differentiation: This task differentiated by the outcomes of the Ss of understand the grammar task. |
Ss following the instruction do the exercise. Aim: Practice negative forms of the Past simple correctly. Efficiency: learn and know the correct way of the constructing sentences. |
Descriptor: -write the sentences as example -use wasn’t/weren’t 1 point. |
Whiteboard Student’s Book Excel,5 Exercise 3, page 60 PPP-5 |
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Pair work “Talking about the past” 10 min |
Find out about your partner. Teacher couples Ss to work in pairs. And explain the instruction of the task. Students should use the words in the box. |
Ss using the words in the box talk about their past. Aim: practice grammar to use in the conversations. Efficiency: be more literacy by practicing. |
Feedback: «Sandwich” Well done! You can use Past simple form, but you have some mistakes on pronunciation, next time correct yourself. |
Whiteboard Student’s Book Excel,5 Exercise 5, page 60 PPP-4 |
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End of the lesson. Reflection Individual work: 2 min. |
After ending the lesson Ss write comments to the stickers and hung on the board. |
Ss write comments and hung to the board. Aim:improve writing skills. Efficiency: learn to give comments to somebody |
Feedback: «stickers» method Teacher give stickers to T with comments. |
Whiteboard PPP - 5 |
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|
DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
||||
|
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners use questions to define the items. Most learners complete the grammar tasks with little support of a teacher. Some learners talk about past asking the questions. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. «Sandwich” Well done! You can use Past simple form, but you have some mistakes on pronunciation, next time correct “Stickers” Teacher give stickers to T with comments. |
Provide some physical exercises for learners |
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|
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
|
|||||
|
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 5
Theme of the lesson:.
|
Unit:5 |
Creativity |
|
Teacher’s name: |
|
|
Date: |
|
|
Grade: 5 |
Number present: absent: |
|
Theme of the lesson: |
Music 1 Finding out about instruments and the sections of an orchestra. |
|
Learning objectives(s) that this lesson is contributing to: |
5.L4 understand the main points of supported extended talk on a 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.C5 use feedback to set personal learning objectives |
|
Lesson objectives: |
All learners will be able to: memorize the main points of curricular topics. Most learners will be able to: express the subject-specific vocabulary correctly Some learners will be able to: identify the items correctly to describe instruments. |
|
Assessment criteria |
-name the instruments -match the instruments correctly. |
|
Value links |
Ls will work together as a group showing respect and being polite with each other. |
|
Cross curricular links |
Music |
|
ICT skills |
PPT, Video, the use of whiteboard |
|
Previous learning |
Art 2 |
Plan:
|
Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
||
|
Beginning of the lesson Warming-up 3 мин. |
Organization moment : 1.Greeting. 2. Organization moment. Listen and repeat. What are these in your language. T plays the audios and Ss should repeat. What is the theme of the lesson? |
Ss listen to the audio and say in mother language. Ss define the theme of the lesson. The aim: involve for the lesson Ss interests Efficiency: let them to know about the theme of the lesson. |
Feedback: «The Smiley» To motivate Ss teacher gives smiley for each student. |
Whiteboard Student’s Book Excel,5 page 72 exercise – 1. Video |
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Pre-learning Individual work 8 min. |
Listen and match the types of music A-H to the musical instruments in the pictures.
Differentiation: This task differentiated by the students vocabulary skills. |
Ss match the types of music with instruments.
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Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 page 72 exercise – 2. PPP-2 |
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Middle of the lesson Individual work 6 min |
Listen and match the people to the instruments they play. There are two extra instruments you do not need to use. |
Ss listen and match the people and instruments. Aim: increase short term memory. Efficiency: increase attention to detail. |
Descriptor: -listen to the topic -match correctly 1 point. Feedback: «The Smiley» |
Whiteboard Student’s Book Excel,5 page 72 exercise – 3. |
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Pair work. 8 min. |
Collect information about your favorite kind of music. Present it to the class. You can use the name of your favorite kind of music as the key word. Teacher asks them work in pairs. |
Ss collect information about their own favorite music. Aim: present a challenging problem and provide listeners with a clear and proper understanding of the problem, so that the listeners get involved in the problem solving process. Efficiency: practice music word to construct correct sentence. |
Descriptor: -collect information -present to the class. Total: 1point Feedback: «The Smiley» |
Whiteboard Student’s Book Excel,5 Exercise 4, page 72 PPP-4 |
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Group work. 8 min. |
In groups create a poster showing traditional musical instruments from your country. Teacher divides Ss into 2 groups. Differentiation: This task differentiated by the SS abilities. |
Ss work in groups and create a poster. Present to the class. Aim: improve speaking skills and develop ideas. Efficiency: ss learn to be active during the lesson and try to participate and share ideas. |
Descriptor: -create a poster -use traditional musical instruments 1 point. |
Whiteboard Student’s Book Excel,5 Exercise 5, page 5 |
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Pair work “Note” 5 min |
Teacher explain some traditional musical instruments. Kobyz Sherter Zhetygen And ask Ss: Can you think of more? |
Ss listen to the teacher and try to answer the questions. Aim: know about Kazakh traditional musical instruments and value them. Efficiency: Ss interest to know new knowledge. |
Feedback: «Sandwich” Excellent, you can say correctly all the sentences but be more attentive to the correct pronunciation. |
Whiteboard Student’s Book Excel,5 page 72 PPP-5 |
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End of the lesson. Reflection Individual work: 2 min. |
Teacher shows a lot of musical instruments and ask Ss to name them. |
Ss name the musical Instruments and revise the them again. Aim: . Efficiency: learn to give comments to somebody |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard PPP - 6 |
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|
DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
||||
|
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners memorize the main points of curricular topics. Most learners express the subject-specific vocabulary correctly Some learners identify the items correctly to describe instruments. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. «Sandwich” Excellent, you can say correctly all the sentences but be more attentive to the correct pronunciation. «The Smiley» To motivate Ss teacher gives smiley for each student. |
Provide some physical exercises for learners |
||||
|
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
|
|||||
|
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 6
Theme of the lesson.
|
Unit:5 |
Creativity |
|
Teacher’s name: |
|
|
Date: |
|
|
Grade: 5 |
Number present: absent: |
|
Theme of the lesson: |
Music 2 Watching and listening to a part of Peer Gynt, creating an imaginary character and writing about it. |
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Learning objectives(s) that this lesson is contributing to: |
5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics 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: illustrate topical words with some support Most learners will be able to: use subject-specific vocabulary to talk about an event they introduced. Some learners will be able to: compose an email to a friend about an event they introduced. |
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Assessment criteria |
-complete the text correctly -answer the questions -write an email to a friend |
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Value links |
Ls will work together as a group showing respect and being polite with each other. |
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Cross curricular links |
Music |
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ICT skills |
PPT, Video, the use of whiteboard |
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Previous learning |
Music 1 Finding out about instruments and the sections of an orchestra. |
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 3 мин. |
Organization moment : 1.Greeting. 2. Organization moment. Dancing activity. |
Ss dance following the instruction. The aim: develop a greater range of movement. Efficiency: dance has the additional benefits of improving balance through rhythm and music. |
Feedback: «The praise» method to motivate Ss. like: “Good job! Well done!” |
Video |
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Pre-learning Individual work Study skills 5 min. |
Teacher explain how to use adjectives. Using adjectives when you describe an event, try to use a variety of adjectives e.g. beautiful, great instead of good. This makes your description more interesting to the reader. Adjectives go before a noun but after the verb to be. It was a beautiful day. The day was beautiful. |
Ss listen to the teacher and give own examples.. Aim: students can consolidate a grammar point by doing extra practice.
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Feedback: «The Smiley» method to motivate Ss teacher gives smiley for each student |
Whiteboard Student’s Book Excel,5 page 73 PPP-2 |
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Middle of the lesson Pair work 10 min |
Read an email about an event you attended. Complete the text. Use these adjectives excellent, perfect, delicious, upset, fantastic to complete the email. Check with your partner. Differentiation: All students read the email and most of them complete with little support, some of them complete quickly than others. This task differentiated by the time management. |
Ss read an email and complete the text. Aim: increase short term memory. Efficiency: increase attention to detail. |
Descriptor: -read the email -complete the sentences 1 point. Feedback: «Two stars, a wish» Great! You can correctly complete the sentences but be very attentive on spelling. |
Whiteboard Student’s Book Excel,5 page 73 exercise 1. |
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Pair work. 5 min. |
Replace the adjectives in bold with adjectives from the list. *delicious *amazing *terrible *great *disappointing |
Ss replace the adjectives in bold with adjectives from the list. Aim: enrich their everyday vocabulary. Efficiency: practice identifying and using adjectives, as well as distinguishing shades of m. adjectives. |
Descriptor: -replace the adjectives -tell to the class. Total: 1point Feedback: «The Smiley» |
Whiteboard Student’s Book Excel,5 Exercise 2, page 73 PPP-4 |
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Pair work. 8 min. |
Answer the questions and talk about an event you attended. Ask the questions to each other. Differentiation: This task differentiated by the SS level of speaking. Less able Ss ask the questions and stronger Ss answer the questions. |
Ss answer the question by role playing. Aim: improve speaking skills and develop critical thinking skills. Efficiency: practice the conversation to improve speaking skills. |
Descriptor: -answer the questions -talk about an event 1 point. Feedback: «The Smiley» |
Whiteboard Student’s Book Excel,5 Exercise 3, page 73 |
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Pair work “Note” 7 min |
Write an email to your English pen-friend about an event you attended (60-80 words). Use your answers from Ex. 3 and the email in Ex. 1 as a model. Follow the plan. |
Ss write an email looking at the exercise 1-2. Follow the plan. Aim: improve writing skills when construct the sentence. Efficiency: Ss interest to write to their pen-friends. |
Descriptor: -write about 60-80 words -follow the plan 1 point. Feedback: «The Smiley» |
Whiteboard Student’s Book Excel,5 page 73 ex. 4 PPP-5 |
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End of the lesson. Reflection Individual work: 2 min. |
Teacher collect the smiles of active students and evaluate them saying comments. |
Ss say the number of smiles. Aim: motivate and interest Ss to learn and be active. Efficiency: learn to give comments to somebody |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard PPP - 6 |
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DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
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During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners illustrate topical words with some support Most learners use subject-specific vocabulary to talk about an event they introduced. Some learners compose an email to a friend about an event they introduced. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. «Two stars, a wish» Great! You can correctly complete the sentences but be very attentive on spelling. «The Smiley» To motivate Ss teacher gives smiley for each student. |
Provide some physical exercises for learners |
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Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
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Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 7
Theme of the lesson.
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Unit:5 |
Creativity |
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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: |
Music 2 Making a musical instrument and playing it. |
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Learning objectives(s) that this lesson is contributing to: |
5.S3 give an opinion at sentence level on a limited 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: understand the questions and give an opinion about curricular topics. Most learners will be able to: think critically about the different aspects of music. Some learners will be able to: understand the features of music that are not given the at the lesson. |
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Assessment criteria |
-answer the questions correctly -complete the facts correctly |
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Value links |
Ls will work together as a group showing respect and being polite with each other. |
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Cross curricular links |
Music |
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ICT skills |
PPT, Video, the use of whiteboard |
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Previous learning |
Music 2 Watching and listening to a part of Peer Gynt, creating an imaginary character and writing about it. |
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 10 мин. |
Organization moment : 1.Greeting. 2. Organization moment. Speaking. Look at the pictures. Ask and answer as in the example. A: who was Anna Pavlova? B: A famous Russian ballerina. |
Ss ask and answer as in the example. The aim: develop speaking skills and develop thinking skills. Efficiency: help to understand the main problem. |
Feedback: «The praise» method to motivate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 page 63 exercise 4. PPP-2 |
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Pre-learning Individual work. Listening and writing. 8 min. |
Listen and complete the fact file in your notebook. Differentiation: completing task helps less able students to support remember the story and this task differentiated by the comprehension of Ss. |
Ss listen to the video and try to complete the sentences as possible. Aim: generate interest, build confidence and to facilitate comprehension. Efficiency: help students improve their listening skills and language competence. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” Descriptor: -listen the story -complete the sentence 1 point. |
Whiteboard Student’s Book Excel,5 page 63 exercise 5. PPP-3 |
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Middle of the lesson Pair work 5 min |
Complete the paragraph with information from Ex.5. read it to the class.
Differentiation: All students complete the task 5 and use appropriate information and complete the paragraph. This task differentiated by the time management. |
Ss complete the sentences with appropriate information. Aim: revise the story of the topic and memorize the details. Efficiency: increase attention to detail. |
Descriptor: -use information ex 5. -complete the paragraph. 1 point. Feedback: «The Smiley” |
Whiteboard Student’s Book Excel,5 page 73 exercise 1. PPP-4 |
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Pair work. 10 min. |
Teacher explains reading years. In English, we read the years as two sets of two digit numbers. 1961= fifteen sixty-one. 1807=eighteen oh seven 1972=nineteen seventy-two BUT 2009= two thousand and nine. Teacher asks to write the their families years. And present to the class. |
Ss understand the years and practice to say their birth years. Aim: use the numbers correctly to say years Efficiency: practice years to use in conversation correctly |
«The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 Exercise 2, page 63 PPP-5 |
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Pair work. 5 min. |
Choose the right answer and tick . 1. We use ____number with days. *Cardinals (one, two...) *Ordinals (1st...) 2. We use ___numbers with years. *Cardinals (one...) *Ordinals (1st...) 3. To write the date in English, we write the month, day and year in... *American English *British English 4. The written form of 9th is... *nineth *ninth 5. The written form of 15th is... *fifteenth *fiveteenth |
Ss tick the right answers and say to the class. Aim: develop Students literacy skills and memorizing skills.. Efficiency: practice the numbers in conversation to improve speaking skills. |
Descriptor: -understand the questions -tick the correct word. 1 point. Feedback: «The Smiley» |
Whiteboard PPP - 6 |
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End of the lesson. Reflection Individual work: 2 min. |
Learners give feedback to each other. This might be done in oral form. Learners reflect on their learning:
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Ss learn to evaluate each other.. Aim: motivate and interest Ss to learn evaluate and see the good and wrong sights of others.. Efficiency: learn to give comments to somebody |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard PPP - 6 |
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DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
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During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners understand the questions and give an opinion about curricular topics. Most learners think critically about the different aspects of music. Some learners understand the features of music that are not given the at the lesson. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. «The Smiley» To motivate Ss teacher gives smiley for each student. |
Provide some physical exercises for learners |
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Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
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Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 8
Theme of the lesson.
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Unit:5 |
Creativity |
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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: |
Stories and poems 1 Reading and listening to stories and legends and writing about their Kazakh new year. |
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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.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information 5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics |
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Lesson objectives: |
All learners will be able to: use past simple to describe the story Most learners will be able to: understand the story and read the story accurately. Some learners will be able to: write specific information and express to the class intelligibly. |
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Assessment criteria |
-use past simple correctly -define the parts of the story correctly. |
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Value links |
Ls will work together as a group showing respect and being polite with each other. |
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Cross curricular links |
Literature |
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ICT skills |
PPT, Video, the use of whiteboard |
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Previous learning |
Music 2 Making a musical instrument and playing it. |
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 10 мин. |
Organization moment : 1.Greeting. 2. Organization moment. Read the table. How do we form the negative/interrogative form of had. Teacher explains the past form of had. |
Ss listen to the teacher and give examples. The aim:improve correctly speaking and writing skills using grammar.. Efficiency: practice with each other to get and understand the text. |
Feedback: «The praise» method to motivate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 page 61 exercise 7. PPP-2 |
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Pre-learning Individual work. 8 min. |
The picture shows a kitchen from Victorian times in England. Complete the sentences with had/ didn’t have. Differentiation: this task differentiated by the levels of comprehension. Teacher supports less able students giving examples. |
Ss complete the sentences with had/ didn’t have looking at the picture. Aim: define the differences of two different lives and practice to use had and didn’t have. Efficiency: practice and construct fundamental comprehension to the grammar in usage. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” Descriptor: -look at the picture -put the had/didn’t have 1 point. |
Whiteboard Student’s Book Excel,5 page 61. exercise 8. PPP-3 |
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Middle of the lesson Pair work “Think Pair Share” 10 min |
Teacher asks: what do you know about Samruk? What else would you like to know about it? Think of three questions. T gives 2 min to think and discuss with friends.
Listen and read the text. Can you answer your questions. And share the information that they understand. Differentiation: Teacher supports all the students giving short information and some of them retell again the text to the class. |
Ss think and share their ideas in the class. Then Ss read the text and get information to their questions. Aim: develop listening and reading skill. Pronounce the topical words intelligibly. Efficiency: before asking questions make them to think, this method develops their thinking skills. |
Descriptor: -answer the questions -read the text. 1 point. Feedback: «The Smiley” |
Whiteboard Student’s Book Excel,5 page 62 exercise 1. |
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Pair work. 4 min. |
Read the text again mark the sentences True/False or doesn’t say. |
Ss mark the true / false / doesn’t say sentences as possible. Aim: use the numbers correctly to say years Efficiency: practice years to use in conversation correctly |
Descriptor: -read the text -mark the sentences 1 point «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 Exercise 2, page 62 PPP-5 |
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Pair work. 6 min. |
Match the words in the two columns. Use the phrases to say or write a summary of the text. |
Ss match the words with the correct answers. Aim: construct the true sentences and develop critical thinking skills. Efficiency: multiple choice tasks improve Ss thinking skills. |
Descriptor: -match the words -use phrases. 1 point. Feedback: “Three Applause”. One clap – I don’t understand Two claps – I understand Three claps - I totally understand |
Whiteboard Whiteboard Student’s Book Excel,5 Exercise 3, page 62 PPP-5 |
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End of the lesson. Reflection Individual work: 2 min. |
Feedback Self-assessment: “Five steps” method What have you learnt in this lesson? What parts of the lesson was easy for you? What parts of the lesson was difficult for you? What don’t you understand? Do you like this lesson? |
Ss assess themselves. Aim: define how much they understand the new lesson. Efficiency: learnt to give a report themselves. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard PPP - 6 |
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DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
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During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners use past simple to describe the story Most learners understand the story and read the story accurately. Some learners write specific information and express to the class intelligibly. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. «The Smiley» To motivate Ss teacher gives smiley for each student. “Three Applause”. One clap – I don’t understand Two claps – I understand Three claps - I totally understand |
Provide some physical exercises for learners |
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Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
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Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 9
Theme of the lesson.
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Unit:5 |
Creativity |
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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: |
Stories and poems 1 |
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Learning objectives(s) that this lesson is contributing to: |
5.R1 understand the main points in a limited range of short simple texts on general and curricular topics 5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information 5.S8 recount basic stories and events on a range of general and curricular topics |
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Lesson objectives: |
All learners will be able to: read the text and memorize the details Most learners will be able to: respond to all the questions Some learners will be able to: give the summary for the text |
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Assessment criteria |
-answer the questions -write summary for the text. |
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Value links |
Ls will work together as a group showing respect and being polite with each other. |
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Cross curricular links |
Literature |
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ICT skills |
PPT, Video, the use of whiteboard |
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Previous learning |
Stories and poems 1 Reading and listening to stories and legends and writing about their Kazakh new year. |
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 5 min. |
Organization moment : 1.Greeting. 2. Organization moment. Teacher asks some questions. What do you know about the islands of Atlantis? How are these names related to Atlantis? Plato Poseidon The Mediterranean The Azores Sardinia Malta Santorini |
Ss listen to the teacher and answer the questions as possible. The aim: develop natural feature of communication Efficiency: develop remembering skills and storm their brain. |
Feedback: «The praise» method to motivate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 page 66 exercise 1. PPP-2 Worksheet -1 |
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Pre-learning Individual work. “Skim and scan” 15 min. |
Listen and read to find out.
Teacher asks Ss to skim the text and scan some information about these: Plato Poseidon The Mediterranean The Azores Sardinia Malta Santorini And share with partners.
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Ss skim and scan the text. And share with their partners. Aim: save the time and analyze the text. Efficiency: good way to save the time and it is memorable task for children. Differentiation: All Ss read the text and understand the text, most of them give correct answers, some of them analyze the text with key words. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” Descriptor: -skim the text -scan the text using key words. 1 point. |
Whiteboard Student’s Book Excel,5 page 66. exercise 1. |
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Middle of the lesson Pair work “Think Pair Share” 8 min |
Read the text and answer the questions. Exercise 2.
Differentiation: This task differentiated by the vocabulary skills and general comprehension of Ss. |
Ss think and share their ideas in the class. Then Ss read the text and get information to their questions. Aim: develop listening and reading skill. Pronounce the topical words intelligibly. Efficiency: before asking questions make them to think, this method develops their thinking skills. |
Descriptor: -answer the questions -read the text. 1 point. Feedback: «Thumbs up, thumbs down” |
Whiteboard Student’s Book Excel,5 page 67 exercise 2. PPP-3 Worksheet - 2 |
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Pair work. 4 min. |
Ask and answer questions based on the text. Use these words and the past simple. Who Where What When How A: Who was Plato? B: A philosopher. Where was h from? |
Ss ask and answer questions using those words and the past simple. Aim: construct the right question sentence Efficiency: analyze the text by asking questions. |
Descriptor: -ask questions -answer the questions -use the given words 1 point «Sandwich» Well done, you can ask and give correct sentences but be very attentive to the grammar. |
Whiteboard Student’s Book Excel,5 Exercise 3, page 67 PPP-4 Worksheet-3 |
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Pair work. 6 min. |
Read the text again. Use verbs below to write or give the class a summary of the text. Created Protected Sailed Worked Raised Ruled Lived Happened Disappeared Survived Sank Destroyed |
Ss read the again and write the summarize using given verbs. Aim: improve writing and speaking skills. Efficiency: learn to sum up the text with key words in a short sentences. Differentiation: Ss understand the instruction and strong Ss sum up the text totally. |
Descriptor: -read the text -sum up the text 1 point. «Sandwich» Well done, you can ask and give correct sentences but be very attentive to the grammar. |
Whiteboard Whiteboard Student’s Book Excel,5 Exercise 4, page 67 PPP-4 Worksheet-4 |
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End of the lesson. Reflection Individual work: 2 min. |
Teacher asks Ss to assess themselves by clapping their hands. |
Ss clap their hands. Aim: define how much they understand the new lesson. Efficiency: learn to sum up themselves. |
Feedback: “Three Applause”. One clap – I don’t understand Two claps – I understand Three claps - I totally understand Do you like this lesson? |
Whiteboard PPP - 6 |
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DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
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During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners read the text and memorize the details Most learners respond to all the questions Some learners give the summary for the text |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. «Sandwich» Well done, you can ask and give correct sentences but be very attentive to the grammar. “Three Applause”. One clap – I don’t understand Two claps – I understand Three claps - I totally understand “Thumbs up, Thumbs down” |
Provide some physical exercises for learners |
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Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
|
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Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 10
Theme of the lesson.
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Unit:5 |
Creativity |
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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: |
Stories and poems 2 Reading and writing poems and haikus. |
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Learning objectives(s) that this lesson is contributing to: |
5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.R1 understand the main points in a limited range of short simple texts on 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: tell the story according to the basic information. Most learners will be able to: analyze the main point of the text. Some learners will be able to: write a short paragraph to give basic personal information. |
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Assessment criteria |
-role play the dialogue -write a short paragraph |
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Value links |
Ls will work together as a group showing respect and being polite with each other. |
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Cross curricular links |
Literature |
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ICT skills |
PPT, Video, the use of whiteboard |
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Previous learning |
Stories and poems 1 |
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 5 min. |
Organization moment : 1.Greeting. 2. Organization moment. Listen and repeat. Teacher play the audio and stop. The sentences above are from a dialogue between two friends. What about the dialogue? |
Ss listen the dialogue and answer the question. The aim: develop Ss listening skills and predicting skills. Efficiency: develop remembering skills. |
Feedback: «The praise» method to motivate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 page 70 exercise 1. PPP-2 Worksheet -1 |
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Pre-learning Individual work. “Listening” 8 min. |
Listen, read and check.
First Ss listen the story and check their prediction.
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Ss skim and scan the text. And share with their partners. Aim: self check and correct themselves. Efficiency: help to make a decision using predicting method. |
«Sandwich» Well done, you can ask and give correct sentences but be very attentive to the key words. |
Whiteboard Student’s Book Excel,5 page 66. exercise 1. PPP-3 |
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Middle of the lesson Pair work “Think Pair Share” 8 min |
Read the dialogue again and say How was Bob’s weekend?
Differentiation: This task differentiated by the vocabulary skills and general comprehension of Ss. |
Ss read the dialogue again and answer the questions. Aim: actively engage the students in the lesson, to create interest in the topic and to develop the students' critical thinking abilities. Efficiency: before asking questions make them to think, this method develops their thinking skills. |
Descriptor: -read the dialogue. -answer the questions. 1 point. Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 page 70 exercise 3. |
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Pair work. 4 min. |
Find sentences in the dialogue which mean: How are you feeling today? – It was amazing.- I’m sorry you weren’t there. – Was it fun? - You must be kidding! |
Ss find the sentences from the dialogue correctly as possible. Aim: analyze the dialogue and improve memorizing skills. Efficiency: analyze the text by asking questions. |
«The praise» method to motivate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 Exercise 4, page 70. PPP-4 Worksheet-3 |
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Pair work. 8 min. |
Teacher explains Ss how to improve speaking skills.
Listen to the dialogue. Take roles and read it out. Mind the intonation.
Teacher asks Ss to take a role play a dialogue as in the ex 2. |
Ss take a role play the dialogue. Aim: improve listening and speaking skills. Efficiency: learn to be active and solve problems. Differentiation: Ss take roles and most of them try to ask questions and some students paying attention to the intonation. |
Descriptor: -listen to the dialogue -take roles 1 point. «Sandwich» Well done, you can ask and give correct sentences but be very attentive to the intonation. |
Whiteboard Student’s Book Excel,5 Exercise 5, page 70 |
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“Role playing” 5 min |
Your friend, Saule, wants to find out how your weekend was. Act out your dialogue. You can use sentences Ex.1 and from the dialogue in Ex.2. |
Ss act the dialogue with their partners. Aim: improve speaking skills and ideas. Efficiency: practice speaking and learn to construct correct sentences. |
«The praise» method to motivate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 Exercise 6, page 70 |
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End of the lesson. Reflection Individual work: 2 min. |
Teacher asks Ss to assess themselves by complete the “K-W-L” table. |
Ss complete what they know, want to know and learnt. Aim: define how much they understand the new lesson. Efficiency: learn to sum up themselves. |
Feedback: «The praise» method to motivate Ss. like: “Good job! Well done!” |
Whiteboard PPP - 6 |
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DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
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|
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners tell the story according to the basic information. Most learners analyze the main point of the text. Some learners write a short paragraph to give basic personal information. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. «Sandwich» Well done, you can ask and give correct sentences but be very attentive to the grammar.
|
Provide some physical exercises for learners |
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|
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
|
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|
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 11
Theme of the lesson.
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Unit:5 |
Creativity |
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Teacher’s name: |
|
|
Date: |
|
|
Grade: 5 |
Number present: absent: |
|
Theme of the lesson: |
Unit revision |
|
Learning objectives(s) that this lesson is contributing to: |
5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.L6 deduce meaning from context in short, supported 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 |
|
Lesson objectives: |
All learners will be able to: answer the basic informational questions. Most learners will be able to: deduce the context in short range of curricular topics. Some learners will be able to: write the descriptions of the stories |
|
Assessment criteria |
-define the correct answers -write a short descriptions |
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Value links |
Ls will work together as a group showing respect and being polite with each other. |
|
Cross curricular links |
Literature |
|
ICT skills |
PPT, Video, the use of whiteboard |
|
Previous learning |
Stories and poems 2 Reading and writing poems and haikus. |
Plan:
|
Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
||
|
Beginning of the lesson Warming-up 5 min. |
Organization moment : 1.Greeting. 2. Organization moment. Write as many professions as you can think of. Check with your partner. Writer, teacher, …. |
Ss write the professions as they can. The aim: develop Ss subject knowledge and expertise in writing. Efficiency: develop models of best practice. |
Feedback: «The praise» method to motivate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 page 71 exercise 1. PPP-2 Worksheet -1 |
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Pre-learning Individual work. “Listening” 5 min. |
Check these words: Eager Skilful Adults Poetry Sculptor Poet
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Ss check the words, if there are unknown words they will translate. Aim: ensure the spelling of key words correctly. Efficiency: ensure that Ss understand the meaning of the key words. |
Feedback: «The praise» method to motivate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 page 71. PPP-3 Worksheet- 2 |
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|
Middle of the lesson Pair work “Think Pair Share” 8 min |
What do you know about the people in the pictures? Which county was each from? Who was a: painter? writer? Which were their most famous works? Listen, read and check.
Differentiation: This task differentiated by the vocabulary skills and abilities. |
Ss say their opinion about the pictures. Predict the countries that they lived and try to guess their famous works. Aim: reduce the risk or uncertainty that the firm faces in its short-term operational decision making. Efficiency: before asking questions make them to think, this method develops their thinking skills. |
Descriptor: -answer the questions. -check yourself 1 point. Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 page 71 exercise 2. |
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|
Pair work. 10 min. |
Use these words to write sentences about C.S. Lewis and Pablo Picasso. |
Ss use the key words to describe them. Aim: improve speaking skills and ideas. Efficiency: practice key words and develop critical thinking skills. |
«The praise» method to motivate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 Exercise 3, page 71. PPP-4 Worksheet-3 |
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|
Pair work. 10 min. |
Think of a very famous artist in your country. In groups, collect information using his/her name as the key word. Write a short paragraph about him/her (50-60 words). Think about: Where he/she was born What he/she was good at Why he/she is famous What are his/her most famous works. Tell the class. |
Ss choose one famous artist, collect information and a short paragraph. Aim: improve writing and spelling skills. Efficiency: develop view points about artists, correct some information when collecting information. Differentiation: All Ss choose the artists and collect information, most of them write a short paragraph. Some of them tell the class. |
Descriptor: -choose the artist -collect information -write a paragraph -tell the class. 1 point. «Sandwich» Well done, you can ask and give correct sentences but be very attentive to the spelling of key words. |
Whiteboard Student’s Book Excel,5 Exercise 5, page 70 |
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End of the lesson. Reflection Individual work: 2 min. |
Teacher asks Ss to assess themselves by complete the “K-W-L” table. |
Ss complete what they know, want to know and learnt. Aim: define how much they understand the new lesson. Efficiency: learn to sum up themselves. |
Feedback: «The praise» method to motivate Ss. like: “Good job! Well done!” |
Whiteboard PPP - 6 |
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|
DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
||||
|
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners answer the basic informational questions. Most learners deduce the context in short range of curricular topics. Some learners write the descriptions of the stories |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. «Sandwich» Well done, you can ask and give correct sentences but be very attentive to the grammar.
|
Provide some physical exercises for learners |
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|
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
|
|||||
|
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 12
Theme of the lesson.
|
Unit:5 |
Creativity |
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Teacher’s name: |
|
|
Date: |
|
|
Grade: 5 |
Number present: absent: |
|
Theme of the lesson: |
Unit revision |
|
Learning objectives(s) that this lesson is contributing to: |
5.C9 use imagination to express thoughts, ideas, experiences and feelings 5.W3 write with support factual descriptions at text level which describe people, places and objects |
|
Lesson objectives: |
All learners will be able to: distinguish the correct sentences about themselves Most learners will be able to: complete the main information correctly Some learners will be able to: create a story with two special creatures. |
|
Assessment criteria |
-define the correct sentences -write a short story |
|
Value links |
Ls will work together as a group showing respect and being polite with each other. |
|
Cross curricular links |
Literature |
|
ICT skills |
PPT, Video, the use of whiteboard |
|
Previous learning |
Stories and poems 2 Reading and writing poems and haikus. |
Plan:
|
Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
||
|
Beginning of the lesson Warming-up 5 min. |
Organization moment : 1.Greeting. 2. Organization moment. Listen to the song and fill in the missing verbs. Remember Changes Invent Paint Grow Fulfill Ignore Find Take Come |
Ss listen to the song and fill in the missing words. The aim: recognize the meaning of the text and define the missing words. Develop listening skills. Efficiency: develop models of best practice. |
Feedback: «The praise» method to motivate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 page 74 exercise 5. PPP-2 Worksheet -1 |
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|
Pre-learning Individual work. “Values” 5 min. |
Which of the sentences are true about you?
I love painting because … -I draw what is in my heart. -it relaxes me. -I can express my feelings. -it makes me feel proud. -I can impress my friends. -it’s fun. -it makes me happy. |
Ss continue the sentence reading the sentences and choose the sentence about themselves . Aim: develop speaking skills and learn to construct correct sentence. Efficiency: ensure that Ss understand the meaning of the key words. |
Feedback: «The praise» method to motivate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 page 74. Exercise 1. PPP-3 Worksheet- 2 |
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Middle of the lesson Group work “Think Pair Share” 15 min |
Teacher asks Ss to create a story with two special creatures. In groups think of what creatures want to use. Draw the pictures of each, then think what they can do. Decide on your story. Present the creatures and the story to the class.
Teacher divides Ss into 2 groups by the method “Counting” |
Ss in their groups create the story, draw pictures and present to the class. Aim: revise the creatures and develop remembering skills. Efficiency: develop interaction between Ss. Differentiation: This task differentiated by the abilities and level of Ss knowledge. All Ss share ideas, most of them draw the picture and collect information and some of them present to the class. |
Descriptor: -create the story. -choose the creature -draw the picture -present to the class. 1 point. «Sandwich» Well done, you can ask and give correct sentences but be very attentive to the spelling of key words. |
Whiteboard Student’s Book Excel,5 page 74 exercise 2. |
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Pair work. 6 min. |
Do the quiz. Mark the sentences T(true) or false. 1.Centaurs were from Greece 2.The Samruk was a bird. 3.Pablo Picasso was from Ireland. 4.The Chimera had two heads. 5.Abilkhan Kasteev is Kazakhstan’s most famous writer. 6.The Phoenix was a wild bird. 7.Marco Polo lived in the 13th century. 8.Genghis Khan lived in northeast Africa. |
Ss mark the sentences true/false. Aim: develop critical thinking skills. Efficiency: make them to think and exercise their brain to think better. |
Descriptor: -mark 3-5 correct sentences -mark 5-6 correct sentences -mark 7-8 correct sentences. 1 point. «The praise» method to motivate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 Exercise 3, page 74. PPP-4 Worksheet-3 |
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Pair work. 7 min. |
Match the verbs (1-17) to their past forms (a-q). Exercise 2. |
Ss revise the form of past and match them with past form. Aim: ensure the grammar to use correctly in writing and speaking tasks. Efficiency: revise the form of past. Differentiation: This task differentiated by the levels of Ss and time managment. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!”
|
Whiteboard Student’s Book Excel,5 Exercise 2, page 68 |
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End of the lesson. Reflection Individual work: 2 min. |
Teacher gives each Ss stickers to write comment for the lesson. |
Ss write comments. Aim: define how much they understand the new lesson. Efficiency: learn to sum up themselves. |
Feedback: «Stickers” Hung up the stickers to the board. |
Whiteboard PPP - 6 |
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|
DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
||||
|
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners distinguish the correct sentences about themselves Most learners complete the main information correctly Some learners create a story with two special creatures. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. «Sandwich» Well done, you can ask and give correct sentences but be very attentive to the grammar. «Stickers” Hung up the stickers to the board. |
Provide some physical exercises for learners |
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|
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
|
|||||
|
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 13
Theme of the lesson.
|
Unit:6 |
Reading for Pleasure |
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Teacher’s name: |
|
|
Date: |
|
|
Grade: 5 |
Number present: absent: |
|
Theme of the lesson: |
Learners read non-fiction books in Kazakh, English, Russian languages |
|
Learning objectives(s) that this lesson is contributing to: |
5.C9 use imagination to express thoughts, ideas, experiences and feelings 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics |
|
Lesson objectives: |
All learners will be able to: define the types of literature correctly Most learners will be able to: memorize the non-fiction and fiction literatures. Some learners will be able to: retell the attitude of the writer in short texts. |
|
Assessment criteria |
-memorize the fiction and non-fiction literature |
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Value links |
Ls will work together as a group showing respect and being polite with each other. |
|
Cross curricular links |
Literature |
|
ICT skills |
PPT, Video, the use of whiteboard |
|
Previous learning |
Revision |
Plan:
|
Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
||
|
Beginning of the lesson Warming-up 5 min. |
Organization moment : 1.Greeting. 2. Organization moment. Teacher shows types of vocabulary. Look at the pictures. Listen and repeat. Which types of literature are non-fiction? Fiction? Action and adventure is fiction. |
Ss look at the picture and define the types of literature. The aim: identify the non-fiction and fiction literature. Efficiency: develop view of points and improve the audience's memory. |
Feedback: «The praise» method to motivate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 page 75 exercise 1. PPP-2 Worksheet -1 |
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|
Pre-learning Individual work. “Values” 5 min. |
Look at some books in the school library or at your house. Which are fiction? Which are non-fiction?
1.Action and adventure 2.fairy tale 3.science fiction 4.biography 5.mystery & suspense 6.horror 7.articles in newspapers/magazines 8.fables 9.legends |
Ss define the types of literatures. . Aim: understand main points of the theme. Efficiency: learn to define the specific details of the task. |
Feedback: «The praise» method to motivate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 page 75. Exercise 2. PPP-3 Worksheet- 2 |
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|
Middle of the lesson Group work “Think Pair Share” 10 min |
Who was Alexander Pushkin? Where was he from? Read the biography to find out.
Differentiation: This task differentiated by the abilities and level of Ss knowledge. All Ss share ideas, most of them point out the main points and collect information and some of them present to the class. |
Ss read the text, first think about questions and discuss with partners then share to the class. Aim: develop accurately reading skills. Efficiency: learn to understand the details of the text by answering the questions.. |
Descriptor: -read the story. -find the answer -work in pairs -present to the class. 1 point. «Sandwich» Well done, you can ask and give correct sentences but be very attentive to the spelling of key words. |
Whiteboard Student’s Book Excel,5 page 76 exercise 1. |
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|
Pair work. 6 min. |
Look at the pictures. Which one shows: Ss match the descriptions with the pictures. Differentiation: This task differentiated by the levels of Ss and time management. |
Ss look at the picture and match the description with the pictures. Aim: develop critical thinking skills. Efficiency: make them to think and exercise their brain to think better. |
Descriptor: -mark 3-4 correct sentences -mark 5-6 correct sentences 1 point. «The praise» method to motivate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 Exercise 2, page 76. |
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|
Pair work. 7 min. |
Check these words. Poor, catch, let, wish, surprised, fool, shout, calm, swim away, grant a wish, rich, dark, land, stormy, cloud, sky, turn. |
Ss revise the words in the box and translate unknown words.. Aim: develop vocabulary skills and use of vocabulary correctly. Efficiency: memorize the new words with correct spelling. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!”
|
Whiteboard Student’s Book Excel,5 page 76 |
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|
Individual work 5 min |
Teacher asks Ss to draw two columns and write fiction and non-fiction literatures. |
Ss draw a table and write the types of literatures. Aim: classify the types of literatures and develop memorizing skills. Efficiency: memorize the new words with correct spelling. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
White board |
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|
End of the lesson. Reflection Individual work: 2 min. |
“Fortune tree” Teacher asks Ss to evaluate themselves according to the general comprehension. |
Ss write comments and hung up to the tree. Aim: define how much they understand the new lesson. Efficiency: learn to sum up themselves. |
Feedback: «Stickers” Hung up the stickers to the board. |
Whiteboard PPP - 6 |
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|
DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
||||
|
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners define the types of literature correctly Most learners memorize the non-fiction and fiction literatures. Some learners retell the attitude of the writer in short texts. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. «Sandwich» Well done, you can ask and give correct sentences but be very attentive to the grammar. «Stickers” Hung up the stickers to the board. |
Provide some physical exercises for learners |
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|
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
|
|||||
|
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 14
Theme of the lesson.
|
Unit:6 |
Reading for Pleasure |
|
Teacher’s name: |
|
|
Date: |
|
|
Grade: 5 |
Number present: absent: |
|
Theme of the lesson: |
Learners read non-fiction books in Kazakh, English, Russian languages |
|
Learning objectives(s) that this lesson is contributing to: |
5.C9 use imagination to express thoughts, ideas, experiences and feelings 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information |
|
Lesson objectives: |
All learners will be able to: memorize the main idea of the author Most learners will be able to: complete with little support the opinion of the author Some learners will be able to: imagine the description and express the thoughts clearly. |
|
Assessment criteria |
-read the text -complete the story correctly. |
|
Value links |
Ls will work together as a group showing respect and being polite with each other. |
|
Cross curricular links |
Literature |
|
ICT skills |
PPT, Video, the use of whiteboard |
|
Previous learning |
Learners read non-fiction books in Kazakh, English, Russian languages |
Plan:
|
Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
||
|
Beginning of the lesson Warming-up 5 min. |
Organization moment : 1.Greeting. 2. Organization moment. Before reading the text check the words: Poor, catch, let, wish, surprised, fool, shout, calm, swim away, grant a wish, rich, dark, land, stormy, cloud, sky, turn. |
Ss revise the words in the box and translate unknown words.. Aim: develop vocabulary skills and use of vocabulary correctly. Efficiency: memorize the new words with correct spelling. |
Feedback: «The praise» method to motivate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 page 76 PPP-2 |
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|
Pre-learning Individual work. “Values” 10 min. |
Teacher divides the text in 3 parts. Then Ss divide in 3 groups. Give Ss each part to read and explain to the class. Differentiation: This task differentiated by Ss reading and retelling skills. All Ss read the text, but some of them retell the story. |
Ss read their own part , explain to the class. . Aim: improve reading skills to be accurately for each points. Efficiency: learn to define the specific details of the text. |
Feedback: “Two stars, a wish” Well done, you retell the story clearly, and without any confusion, but try to listen to others. |
Whiteboard Student’s Book Excel,5 page 75. Exercise 2. |
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Middle of the lesson Group work “Think Pair Share” 8 min |
Read the story again and complete the sentences. Differentiation: This task differentiated by the quickness ability and outcomes of the Ss about their general comprehension. |
Ss read the text, first think about the parts and complete the sentences. Aim: revise the story to develop memorizing skills. Efficiency: learn to understand the details of the text. |
Descriptor: -read the story. -complete the story 1 point. Feedback: “Smiles” Teacher gives smiles to the correct completed Ss. |
Whiteboard Student’s Book Excel,5 page 77 exercise 4. |
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|
Pair work. 8 min. |
Teacher explains the use of Adjectives to Ss. Then gives task/ Use the adjectives to complete the summary of The Fisherman and the Fish. Rich Golden Small Huge New Kind |
Ss complete the task correctly as possible. Aim: develop critical thinking skills. Efficiency: make them to think critically and practice the grammar materials. |
Descriptor: -mark 3-4 correct sentences -mark 5-6 correct sentences 1 point. «The praise» method to motivate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 Exercise 6, page 77. PPP-3 |
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|
Pair work. 5 min. |
Imagine you met the golden fish. What would you wish for? Teacher asks Ss to express their thoughts and say their dreams. |
Ss think and say about their wishes to the class.. Aim: develop vocabulary skills and use of vocabulary correctly. Efficiency: break down the barriers and formulate good interaction. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!”
|
Whiteboard Student’s Book Excel,5 page 77 exercise 7. PPP-4 |
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Individual work 2 min |
What is the message of the story? Explain your choice.
|
Ss express their choices accurately as possible. Aim: express thoughts clearly and accurately. Efficiency: practice the to tell the thoughts. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
White board |
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|
End of the lesson. Reflection Individual work: 2 min. |
“Fortune tree” Teacher asks Ss to evaluate themselves according to the general comprehension. |
Ss write comments and hung up to the tree. Aim: define how much they understand the new lesson. Efficiency: learn to sum up themselves. |
Feedback: «Stickers” Hung up the stickers to the board. |
Whiteboard PPP - 6 |
||
|
DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
||||
|
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners memorize the main idea of the author Most learners complete with little support the opinion of the author Some learners imagine the description and express the thoughts clearly. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. “Smiles” Teacher gives smiles to the correct completed Ss. «Stickers” Hung up the stickers to the board. “Two stars, a wish” Well done, you retell the story clearly, and without any confusion, but try to listen to others. |
Provide some physical exercises for learners |
||||
|
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
|
|||||
|
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 15
Theme of the lesson.
|
Unit:6 |
Reading for Pleasure |
|
Teacher’s name: |
|
|
Date: |
|
|
Grade: 5 |
Number present: absent: |
|
Theme of the lesson: |
Learners read non-fiction books in Kazakh, English, Russian languages |
|
Learning objectives(s) that this lesson is contributing to: |
5.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 5.C7 develop and sustain a consistent argument when speaking or writing |
|
Lesson objectives: |
All learners will be able to: understand the topic and respond the basic questions Most learners will be able to: define the parts of the story correctly Some learners will be able to: reorder the story and retell to the class intelligibly. |
|
Assessment criteria |
-read the text -complete the story correctly. |
|
Value links |
Ls will work together as a group showing respect and being polite with each other. |
|
Cross curricular links |
Literature |
|
ICT skills |
PPT, Video, the use of whiteboard |
|
Previous learning |
Learners read non-fiction books in Kazakh, English, Russian languages |
Plan:
|
Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
||
|
Beginning of the lesson Warming-up 5 min. |
Organization moment : 1.Greeting. 2. Organization moment. Teacher asks Ss the questions. -what do you know about Robin Hood? -Was he a real person? |
Ss try to answer the questions. Aim: ensure with main information Efficiency: construct the correct information |
Feedback: “Smiles” Teacher gives smiles to the correct completed Ss. |
Whiteboard Student’s Book Excel,5 page 78 PPP-2 |
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|
Pre-learning Individual work. 8 min. |
Read the background information to find out. To check the approximately answers. Differentiation: This task differentiated by Ss reading and understand skills. All Ss read the text, but some of them retell the story step by step. |
Ss read the text and find full answers. Aim: improve reading skills to be accurately for each points. Efficiency: learn to define the specific details of the text. |
Feedback: “Two stars, a wish” Well done, you retell the story clearly, and without any confusion, but try to listen to others. |
Whiteboard Student’s Book Excel,5 page 78. Exercise 1. |
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|
Middle of the lesson Group work “Think Pair Share” 8 min |
After reading and analyzing the text Ss read match the pictures and sentences. Then think themselves, work with pairs and share to the class. Differentiation: This task differentiated by level of thinking skills. Strong able Ss define all the pictures correctly. |
Ss match the sentences and pictures. Aim: revise the story to develop memorizing skills. Efficiency: learn to understand the details of the text. |
Descriptor: -read the story. -match the story 1 point. Feedback: “Smiles” Teacher gives smiles to the correct completed Ss. |
Whiteboard Student’s Book Excel,5 page 78 exercise 2. |
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|
Pair work. 5 min. |
Teacher asks Ss to look at the pictures on page 78, and answer the questions. Who are the people in the pictures? |
Ss think and answer the question of the teacher.. Aim: develop critical thinking skills. Efficiency: make them to think critically and learn to predict the pictures animation. |
Descriptor: -understand the picture -answer the questions. 1 point. “Smiles” Teacher gives smiles to the correct completed Ss. |
Whiteboard Student’s Book Excel,5 Exercise 3, page 78. PPP-3 |
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Pair work. 10 min. |
Listen and read the text to find out the basic question.
Differentiation: This task differentiated by the reading skills. All Ss read the text with non-correct pronunciation some words, some Ss read accurately and clearly without any mistakes. |
Ss read the story and compare with their answers before. Aim: develop vocabulary skills and use of vocabulary correctly. Efficiency: learn the topic deeply to correct thoughts. |
Descriptor: -read the text -answer the question 1 point. Feedback: “Smiles” Teacher gives smiles to the correct completed |
Student’s Book Excel,5 page 78 exercise 3. PPP-4 |
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Individual work 2 min |
Read again and put the pictures in the correct order. Teacher asks to correct the order of the pictures according to the text. And compare with the order that has done before. |
Ss read the text and reorder the pictures. Aim: revise the story to remember the parts. Efficiency: improve memory skills. |
Feedback: “Smiles” Teacher gives smiles to the correct completed Ss. |
Student’s Book Excel,5 page 78 exercise 4. PPP-4 |
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End of the lesson. Reflection Individual work: 2 min. |
Teacher gives 2 sentences to complete with information from the text to reflect the general comprehension.
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Ss complete the sentences. Aim: define how much they understand the new lesson. Efficiency: ensure with the basic information. |
Feedback: “Smiles” Teacher gives smiles to the correct completed Ss. Teacher collects Ss smiles, according to their number of smiles evaluates them. |
Whiteboard PPP - 6 |
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DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
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During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners understand the topic and respond the basic questions Most learners define the parts of the story correctly Some learners reorder the story and retell to the class intelligibly. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. “Smiles” Teacher gives smiles to the correct completed Ss. “Two stars, a wish” Well done, you retell the story clearly, and without any confusion, but try to listen to others. |
Provide some physical exercises for learners |
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Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
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Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 16
Theme of the lesson.
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Unit:6 |
Reading for Pleasure |
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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: |
Summarizing the chosen books Different activities, based on the content of the books |
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Learning objectives(s) that this lesson is contributing to: |
5.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 5.W2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics 5.C4 evaluate and respond constructively to feedback from others |
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Lesson objectives: |
All learners will be able to: respond constructively to the basic questions. Most learners will be able to: write with support a short sentences in a paragraph. Some learners will be able to: deduce meaning of the text clearly. |
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Assessment criteria |
-read the text -answer the questions -complete the sentences correctly |
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Value links |
Ls will work together as a group showing respect and being polite with each other. |
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Cross curricular links |
Literature |
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ICT skills |
PPT, Video, the use of whiteboard |
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Previous learning |
Learners read non-fiction books in Kazakh, English, Russian languages |
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 4 min. |
Organization moment : 1.Greeting. 2. Organization moment. Teacher shows the videos to follow the dancing exercise. |
Ss dance following the Bear’s dance. Aim: involve Ss for the lesson with good energy. Efficiency: break down barriers between Ss and work in a warm atmosphere. |
Feedback: “Thumbs up, Thumbs down” Teacher shows the thumbs for the Ss to motivate. |
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Pre-learning Individual work. 6 min. |
What is the myth? What are myth about? Read the text to find out.
Differentiation: All Ss understand the question, but some of them answer the questions. The task differentiated by the speaking skills of Ss. |
Ss answer the question as possible. Aim: motivate Ss for learning and discover interest of class in subject taught. Efficiency: develop the thinking power and ability. |
Feedback: “Two stars, a wish” Well, you try answer the questions, but there are some mistakes on pronunciation. Correct it in the next time. |
Whiteboard Student’s Book Excel,5 page 8.0 Exercise 1. |
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Middle of the lesson Pair work “Think Pair Share” 15 min |
What is the Pearl of Kazakhstan? How did it come to be? Listen and read to find out. Differentiation: This task differentiated by the abilities of the Ss. |
Ss read the topic and find the answer of the question. First they think the answer of the question and ask from partners, then share to the class. Aim: gather basic facts and information. Efficiency: learn to understand the details of the text. |
Descriptor: -read the story. -answer the questions 1 point. Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!”
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Whiteboard Student’s Book Excel,5 page 78 exercise 2. |
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Pair work. 7 min. |
Read the text and answer the questions. |
Ss think and answer the question of the task.. Aim: check knowledge attained and not attained. Efficiency: guide thinking and evaluate learning. |
Descriptor: -understand the text -answer the questions. 1 point. «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 Exercise 3, page 81. |
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Pair work. 5 min. |
Complete the sentences. Use : stretched, watched, kept, made, landed, fell.
Differentiation: This task differentiated by general comprehension of the Ss and abilities. All Ss read and understand the text but some of them memorize the each detail to complete the sentences. |
Ss complete the sentences using key words. Aim: develop vocabulary skills and use of vocabulary correctly. Efficiency: learn the topic deeply to complete the sentences. |
Descriptor: -read the text -complete the sentences 1 point. Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!”
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Student’s Book Excel,5 page 81 exercise 4. |
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Individual work 2 min |
Complete the graphic organizer below with the adjectives the writer uses in the story. 1 Characters 2 Places |
Ss complete each graphic. Aim: revise the story to remember the parts. Efficiency: improve memory skills. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Student’s Book Excel,5 page 81 exercise 5. PPP-3 |
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End of the lesson. Reflection Individual work: 1 min. |
To reflect Ss activation Teacher uses “Three applause” method |
Ss clap their hands to the teacher to inform understand of the lesson. Aim: define how much they understand the new lesson. Efficiency: ensure with the basic information. |
Feedback: “Three Applause”. One clap – I don’t understand Two claps – I understand Three claps - I totally understand |
Whiteboard PPP - 4 |
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DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
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During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners respond constructively to the basic questions. Most learners write with support a short sentences in a paragraph. Some learners deduce meaning of the text clearly. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. “Thumbs up, Thumbs down” Teacher shows the thumbs for the Ss to motivate. “Two stars, a wish” Well, you try answer the questions, but there are some mistake s on pronunciation. Correct it in the next time. «The praise» method to evaluate Ss. like: “Good job! Well done!” “Three Applause”. One clap – I don’t understand Two claps – I understand Three claps - I totally understand |
Provide some physical exercises for learners |
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Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
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Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 17
Theme of the lesson.
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Unit:6 |
Reading for Pleasure |
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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: |
Summarizing the chosen books Different activities, based on the content of the books |
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Learning objectives(s) that this lesson is contributing to: |
5.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 5.W2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics 5.C4 evaluate and respond constructively to feedback from others |
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Lesson objectives: |
All learners will be able to: name the main heroes of the story and memorize the parts of the story Most learners will be able to: classify the parts of the story Some learners will be able to: respond to the questions clearly. |
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Assessment criteria |
-read the text -answer the questions -complete the sentences correctly |
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Value links |
Ls will work together as a group showing respect and being polite with each other. |
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Cross curricular links |
Literature |
|
ICT skills |
PPT, Video, the use of whiteboard |
|
Previous learning |
Summarizing the chosen books Different activities, based on the content of the books |
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 3 min. |
Organization moment : 1.Greeting. 2. Organization moment. Listen to the music extract. Which musical instrument is it from? What does it look like? Read the text to find out. |
Ss listen to the music. Answer to the questions Aim: involve Ss for the lesson with good energy. Efficiency: involve for the lesson and engage interests. |
Feedback: “Thumbs up, Thumbs down” Teacher shows the thumbs for the Ss to motivate. |
Student’s Book Excel,5 page 82 Exercise 1 PPP-2 |
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Pre-learning Group work. “Jigsaw” 15 min. |
Read the title of the story and the first sentence in each paragraph. How is the story relates to dombra? Listen and read to find out.
Teacher divides Ss into 3 groups by method “Counting’. Teacher cuts the text into 3 parts. Give each group them. Differentiation: All Ss understand the question, but some of them answer the questions. The task differentiated by the speaking skills of Ss. |
Ss read the title and the first sentence of the text.. Then in groups read the given parts and underline the basic information and present to the class. Aim: motivate Ss for learning and discover interest of class in subject taught. Efficiency: develop the thinking power and ability. |
Feedback: “Group assessment” After presenting each will assess each other according to the criteria. Descriptor: -read the text -underline the main information -present to the class. |
Whiteboard Student’s Book Excel,5 page 82 Exercise 2 |
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Middle of the lesson Pair work 3 min |
Read the text. Who the younger brother (Y) or older one (O)
Differentiation: This task differentiated by the abilities of the Ss. Strong able Ss answer all questions correctly and less able Ss answer by support of a teacher. |
Ss read the topic and find the answers. Aim: gather basic facts and information. Efficiency: define and analyze the text repeatedly. |
Descriptor: -read the story. -answer the questions 1 point. Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!”
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Whiteboard Student’s Book Excel,5 page 83 exercise 3. |
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Pair work. 7 min. |
Complete the sentences. Exercise 4. Teacher gives the completing task to revise the story again. |
Ss complete the sentences and read to the class for checking. Aim: check knowledge attained and not attained. Efficiency: guide thinking and evaluate learning. |
Descriptor: -understand the text -complete the sentences. 1 point. «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 Exercise 4, page 83. |
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Pair work. 5 min. |
Complete the sentences. Use :played, made, gave, carried, got, smashed.
Differentiation: This task differentiated by general comprehension of the Ss and abilities. All Ss read and understand the text but some of them memorize the each detail to complete the sentences. |
Ss complete the sentences using key words. Aim: develop vocabulary skills and use of vocabulary correctly. Efficiency: learn the topic deeply to complete the sentences. |
Descriptor: -read the text -complete the sentences 1 point. Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!”
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Student’s Book Excel,5 page 83 exercise 5. PPP-3 |
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Individual work 2 min |
Imagine the story didn’t end like this. Change the ending. |
Ss try to change the story ending. Aim: revise the story to remember the parts. Efficiency: improve speaking skills. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Student’s Book Excel,5 page 83 exercise 10. PPP-3 |
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End of the lesson. Reflection Individual work: 5 min. |
Which words does the writer use to describe: The bridge? The river? The stones? The instrument? The music of the steppe? |
Ss answer the questions. Aim: define how much they understand the new lesson. Efficiency: ensure with the basic information. |
Feedback: “Three Applause”. One clap – I don’t understand Two claps – I understand Three claps - I totally understand |
Whiteboard PPP - 4 |
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DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
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|
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners name the main heroes of the story and memorize the parts of the story Most learners classify the parts of the story Some learners respond to the questions clearly. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. “Thumbs up, Thumbs down” Teacher shows the thumbs for the Ss to motivate. “Group assessment” After presenting each will assess each other according to the criteria. . «The praise» method to evaluate Ss. like: “Good job! Well done!” “Three Applause”. One clap – I don’t understand Two claps – I understand Three claps - I totally understand |
Provide some physical exercises for learners |
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Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
|
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|
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 18
Theme of the lesson.
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Unit:6 |
Reading for Pleasure |
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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: |
Unit revision |
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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.C4 evaluate and respond constructively to feedback from others |
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Lesson objectives: |
All learners will be able to: write fiction and non-fiction sentences. Most learners will be able to: complete tasks correctly Some learners will be able to: respond to the questions clearly. |
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Assessment criteria |
-answer the questions -complete the sentences correctly |
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Value links |
Ls will work together as a group showing respect and being polite with each other. |
|
Cross curricular links |
Literature |
|
ICT skills |
PPT, Video, the use of whiteboard |
|
Previous learning |
Summarizing the chosen books Different activities, based on the content of the books |
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 5 min. |
Organization moment : 1.Greeting. 2. Organization moment. Complete the sentence. I like reading because …. . |
Ss complete the sentence with their opinion. And say to the class. Aim: involve Ss for the lesson with good energy. Efficiency: involve for the lesson and engage interests. |
Feedback: “Thumbs up, Thumbs down” Teacher shows the thumbs for the Ss to motivate. |
Student’s Book Excel,5 page 84 Exercise 1 b. PPP-2 |
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Pre-learning Group work. “Jigsaw” 10 min. |
Read the sentences. Which sentences give reasons why it is important to read fiction/non-fiction? Decide in pairs. Differentiation: All Ss understand the question, but some of them answer the questions. The task differentiated by the speaking skills of Ss. |
Ss read the sentences and decide with partners. Aim: get know the importance of literature learning. Efficiency: develop the thinking power and ability. |
Feedback: “Thumbs up, Thumbs down” Teacher shows the thumbs for the Ss to motivate. |
Whiteboard Student’s Book Excel,5 page 84 Exercise 1 a. |
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Middle of the lesson Pair work 8 min |
Do the quiz. Mark the sentences true and false.
Differentiation: All Ss understand the text, but this task differentiated by the view points of Ss. |
Ss read the topic and find true/false sentences. Aim: gather basic facts and information to identify true/false. Efficiency: define and analyze the text repeatedly. |
Descriptor: -understand the sentences -define true/false. 1 point. Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 page 83 exercise 3. |
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Individual work work. 10 min. |
Listen and fill in the missing words. Then listen again and sing a song along. Exercise 4. Teacher gives the completing task to develop Ss listening skills.. |
Ss complete the sentences and read to the class for checking. Then again sing a song with correct answers. Aim: make expressive use of elements and techniques and develop their performances Efficiency: develop control of pulse and rhythm. |
Descriptor: -understand the text -complete the sentences. 1 point. «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard Student’s Book Excel,5 Exercise 4, page 84. |
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Pair work. 5 min. |
Teacher explains the theory. Ss should give examples. And But Because So |
Ss listen to the teacher and give examples. Aim: develop vocabulary skills and use of vocabulary correctly. Efficiency: learn the topic deeply to complete the sentences. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!”
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Student’s Book Excel,5 page 83 exercise 7. PPP-3 |
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End of the lesson. Reflection Individual work: 2 min. |
Join the sentences using the linkers in brackets.
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Ss join the sentences using conjuctions. Aim: define how much they understand the new lesson. Efficiency: ensure with the basic information. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!”
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Whiteboard PPP - 4 |
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DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
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|
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners write fiction and non-fiction sentences. Most learners complete tasks correctly Some learners: respond to the questions clearly. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. “Thumbs up, Thumbs down” Teacher shows the thumbs for the Ss to motivate. . «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Provide some physical exercises for learners |
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Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
|
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|
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 19
Theme of the lesson.
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Unit:7 |
Fantasy world |
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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: |
Home and garden 1 Describing and designing rooms and furniture and talking and writing about them. |
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Learning objectives(s) that this lesson is contributing to: |
5.C10 Use talk or writing as a means of reflecting on and exploring a range of perspectives on the world; 5.S6 Communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.UE14 use prepositions to talk about location |
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Lesson objectives: |
All learners will be able to: make up simple sentences about the rooms with prepositions orally; Most learners will be able to: write simple sentences using prepositions of place Some learners will be able to: use some topic vocabulary to create 5-6 sentences with prepositions without support. |
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Assessment criteria |
Apply topical vocabulary in speech arranging words and phrases into well-formed sentences; Demonstrate the correct use of prepositions of place Operate the correct use of prepositions of place in speech. |
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Value links |
Value of communicative abilities. Learners will work well together in pairs/groups showing respect and being polite with each other |
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Cross curricular links |
Real life, Technology |
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ICT skills |
PPT, Video, the use of whiteboard |
|
Previous learning |
Reading for pleasure (non-fiction books, different activities based on the content of books) |
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 5 min. |
Organization moment : 1.Greeting. 2. Organization moment. Let’s practice our speaking skills. There is a tongue twister. Try to repeat it as fast as you can: There is a big black bed in the big black bedroom. (High-low in rows) Nice job! |
Ss practice a tongue twister.. Aim: practice and improve pronunciation and fluency. Efficiency: help to improve accents by using alliteration, which is the repetition of one sound. |
Feedback: “Thumbs up, Thumbs down” Teacher shows the thumbs for the Ss to motivate. |
White board PPP-2 |
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Pre-learning Group work. “Imagination” 8 min. |
- Look at the picture on the screen. - What do you see on this picture? - How do you think what’s the theme of our lesson? |
Ss define the theme of the lesson. Aim:.develop perception, logic, imagination and creativeness. Efficiency: develop the thinking power and ability. |
Feedback: “Thumbs up, Thumbs down” Teacher shows the thumbs for the Ss to motivate. |
White board PPP-3 |
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Middle of the lesson Pair work 8 min |
Vocabulary. You’ve got lists with new words of rooms and furniture. Drilling. Listen and repeat 3 times. Read in chain/in groups. Only boys/girls.
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Ss practice the pronunciation. And write down to their copybook new words. Aim: develop pronunciation skills and memorize the topical words. Efficiency: define and analyze the new words repeatedly. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Whiteboard PPP-4 |
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Pair work. 10 min. |
Match a word with its definition. Pair work a) it’s a room where you cook breakfast (kitchen) b) it washes your clothes (washing machine) c) it’s a room where you sleep (bedroom) d) a cold place (a fridge) e) it’s a room where you wash your hands (bathroom) f) it lies on the floor (carpet) g) you sit on it (sofa, chair, arm-chair) h) gas stove (cooker)
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Ss complete the sentences and read to the class for checking. Then again sing a song with correct answers. Aim: make expressive use of elements and techniques and develop their performances Efficiency: develop control of pulse and rhythm. |
Descriptors: - -understands and uses new words correctly.
(Students check and correct if necessary) 1 point.
Excellent- 8-9 right answers; Good job – 6-7 right answers; Try again – 4-5 right answers |
Whiteboard PPP-5 |
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Pair work. 5 min. |
Answer the questions in pairs. - Do you live in a flat or in a house? - What rooms do you have in your flat/house? - And what’s your favorite place at home? - Do you have the room of your own? What is there in it? |
Ss listen to the teacher and answer the questions about themselves. Aim: develop vocabulary skills and use of vocabulary correctly. Efficiency: improve speaking skills and define the types of house correctly. |
Feedback: “Peer assessment”: Ask and give answer in oral form. Describe your flat. Evaluate your neighbor with counters for the right answer. Very well!!! – 4 counters; Good enough! – 3 counters; Try again! – 2-1 counters. |
PPP-6 |
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End of the lesson. Reflection Individual work: 4 min. |
Teacher gives a “KWL” table. |
Ss complete the table Aim: define how much they understand the new lesson. Efficiency: ensure with the basic information. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!”
|
Whiteboard PPP - 7 |
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|
DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
||||
|
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners make up simple sentences about the rooms with prepositions orally; Most learners: write simple sentences using prepositions of place Some learners use some topic vocabulary to create 5-6 sentences with prepositions without support. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. “Thumbs up, Thumbs down” Teacher shows the thumbs for the Ss to motivate. . «The praise» method to evaluate Ss. like: “Good job! Well done!”
Excellent- 8-9 right answers; Good job – 6-7 right answers; Try again – 4-5 right answers |
Provide some physical exercises for learners |
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|
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
|
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|
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 20
Theme of the lesson.
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Unit:7 |
Fantasy world |
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Teacher’s name: |
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Date: |
|
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Grade: 5 |
Number present: absent: |
|
Theme of the lesson: |
Home and garden 1 Describing and designing rooms and furniture and talking and writing about them. |
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Learning objectives(s) that this lesson is contributing to: |
5.C4 evaluate and respond constructively to feedback from others 5.UE14 use prepositions to talk about time and location use prepositions like to describe things and about to denote topic use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics |
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Lesson objectives: |
All learners will be able to: ask and answer personal questions with some support Most learners will be able to: answer the questions without support; Some learners will be able to: understand most of the language used by the teacher at the lesson; |
|
Assessment criteria |
Apply topical vocabulary in speech arranging words and phrases into well-formed sentences; Demonstrate the correct use of prepositions of place |
|
Value links |
Value of communicative abilities. Learners will work well together in pairs/groups showing respect and being polite with each other |
|
Cross curricular links |
Real life, Technology |
|
ICT skills |
PPT, Video, the use of whiteboard |
|
Previous learning |
Home and garden 1 Describing and designing rooms and furniture and talking and writing about them |
Plan:
|
Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
||
|
Beginning of the lesson Warming-up 5 min. |
Organization moment : 1.Greeting. 2. Organization moment. Physical training: Video material with a song and actions “Hokey Pokey” |
Ss dance following the instruction. Aim: Students will be able to incorporate rhythm, cardiovascular movement with simple dance and locomotion skills Efficiency: students be engaged in the class. |
Feedback: “Thumbs up, Thumbs down” Teacher shows the thumbs for the Ss to motivate. |
White board PPP-2 |
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Pre-learning Individual work. “Use of English” 10 min. |
Look at the sentences. My dad is in the kitchen. The dog is on the sofa. The toys aren’t under the table. How do you think what are the words written in bold? Do you know any prepositions of place? Make your examples. Remember the rule. We use prepositions of place to say where things are. e.g. Where’s the cat? It’s hiding behind the chair. I don’t like sitting next to my brother in the car. Have you got any apples? Yes, they’re in the fridge between the grapes and the oranges. |
Ss paying attention to the bold words answer the question. And say examples orally. Aim:.develop grammatical literacy skills. Efficiency: practice the preposition to say sentences correctly. |
Feedback: “Thumbs up, Thumbs down” Teacher shows the thumbs for the Ss to motivate. |
White board PPP-3 |
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Middle of the lesson Group work 10 min |
Now divide into 3 groups according to colourful stickers. Yellow – 1st group, red – 2nd group, blue – 3rd group. Task: look at the pictures and make up sentences using prepositions of place. 1 group – children’s room 2 group – kitchen 3 group – sitting room
Differentiation: All Ss write sentences, most of them use preposition correctly, some of them present to the class making up correct sentences. |
Ss work in their groups. Make up sentences looking at pictures and use the preposition. Aim: practice the preposition of place deeply. Efficiency: develop speaking skills and grammatical literacy skills. |
Feedback: «Group assessment» Ss assess each other according to the descriptor: -make up sentences -use prepositions of place 1 point. Excellent job – 7 sentences and one question according to descriptors; Good job – 5-6 sentences and one question; Try again – 4 or less sentences. |
Whiteboard PPP-4 |
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Pair work. 5 min. |
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Ss write down the animals that they know. Aim: revise the animals and spelling of animals. Efficiency: remember the type of animals and their spelling. |
Feedback: “Thumbs up, Thumbs down” Teacher shows the thumbs for the Ss to motivate. |
Whiteboard PPP-5 Student’s book. Excel-5grade. Page 85. Ex.1. |
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Pair work. 5 min. |
Look at the film poster. Listen and repeat. What are these animals in your language? |
Ss look at the film poster and say the animals in mother language. Aim: revise the name of animals and construct general comprehension by translating in mother language. Efficiency: improve vocabulary and usage of the vocabulary. |
Feedback: “Thumbs up, Thumbs down” Teacher shows the thumbs for the Ss to motivate. |
PPP-6 Student’s book. Excel-5grade. Page 85. Ex.3. |
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End of the lesson. Reflection Individual work: 5min. |
Teacher gives a “KWL” table. |
Ss complete the table Aim: define how much they understand the new lesson. Efficiency: ensure with the basic information. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!”
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Whiteboard PPP - 7 |
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DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
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During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners ask and answer personal questions with some support Most learners answer the questions without support; Some learners understand most of the language used by the teacher at the lesson; |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. “Thumbs up, Thumbs down” Teacher shows the thumbs for the Ss to motivate. «The praise» method to evaluate Ss. like: “Good job! Well done!” «Group assessment» Ss assess each other according to the descriptor: -make up sentences -use prepositions of place 1 point. Excellent job – 7 sentences and one question according to descriptors; Good job – 5-6 sentences and one question; Try again – 4 or less sentences. “Thumbs up, Thumbs down”. |
Provide some physical exercises for learners |
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Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
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Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 21
Theme of the lesson.
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Unit:7 |
Fantasy world |
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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: |
Home and garden 2 Describing and designing gardens and talking and writing about them |
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Learning objectives(s) that this lesson is contributing to: |
5.R1 understand the main points in a limited range of short simple texts on general and curricular topics 5.UE14 use prepositions to talk about time and location use prepositions like to describe things and about to denote topic use prepositions of direction to, into, out of, from, towards 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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Lesson objectives: |
All learners will be able to: make simple questions on general curricular topic. Most learners will be able to: respond to the questions using basic information. Some learners will be able to: describe the real facts and tell to the class. |
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Assessment criteria |
Memorize the opinion of the author and complete the sentences correctly |
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Value links |
Value of communicative abilities. Learners will work well together in pairs/groups showing respect and being polite with each other |
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Cross curricular links |
Real life, Technology |
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ICT skills |
PPT, Video, the use of whiteboard |
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Previous learning |
Home and garden 1 Describing and designing rooms and furniture and talking and writing about them |
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 5 min. |
Organization moment : 1.Greeting. 2. Organization moment. What do you know about the animal in the picture? What would you like to know about it? Write three questions. Listen and see if you can answer them. Now divide into 3 groups according to colorful stickers. Yellow – 1st group, red – 2nd group, blue – 3rd group. 1 group – begin 2 group – middle 3 group – end |
Ss write 3 questions that they want to know. Aim: compose constructively questions to define the main idea. Efficiency: students be engaged in the class. |
Feedback: “The Smiley” Teacher shows the smiley for the Ss to motivate to be active during the lesson. |
White board PPP-2 Student’s book. Excel-5grade. Page 86. Ex.1. |
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Pre-learning Individual work. “Jigsaw” 15 min. |
Check these words: Ghost, high up, mountains, hide, forest, come out, tracks, thick, fur, spots, tail, protect, prey, paws, wild, sheep, goat, attack, jump, kill, endangered species, hope, survive.
Read the text and answer the questions. Teacher cut the topic into 3 parts. Each group read the text and prepare incorrect sentences to give other groups. The next group find the mistakes and correct the sentence. |
Ss paying attention to the new words and sort the known and unknown words to themselves. Aim:.develop reading skills. Efficiency: learn read accuracy and clearly.
Differentiation: All learners understand the main idea of the text and most Ss find the answers of the questions, some of them retell the main idea of the text to others and find the mistakes. |
Feedback: “Group assessment” According to the descriptor Ss assess each group. Descriptor: -read the text -prepare sentences -answer the questions 1point |
White board PPP-3 Student’s book. Excel-5grade. Page 86. Ex.2. |
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Middle of the lesson Group work 7 min |
Complete the sentences with words from the box.
Differentiation: Less able Ss complete the sentences by their pair’s support. |
Ss complete the sentences using the words in the box.
Aim: learn to be attentive when reading the task and develop remembering skills. Efficiency: develop speaking skills and grammatical literacy skills. |
Feedback:
“The Smiley” Teacher shows the smiley for the Ss to motivate to be active during the lesson. |
Whiteboard
Student’s book. Excel-5grade. Page 86. Ex.3. |
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Pair work. “Think” 5 min. |
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Ss write down three facts and tell to their partners.. Aim: revise the text and compose main facts. Efficiency: remember the opinion of author. |
Feedback: “The Smiley” Teacher shows the smiley for the Ss to motivate to be active during the lesson. |
Whiteboard PPP-5 Student’s book. Excel-5grade. Page 87. Ex.4. |
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Individual work. 5 min. |
Write a place where live the leopard. And share with your partner. |
Ss write the places of leopard live. Aim: develop writing skills. Efficiency: improve vocabulary and usage of the vocabulary. |
Feedback: “The Smiley” Teacher shows the smiley for the Ss to motivate to be active during the lesson. |
PPP-4
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End of the lesson.
Reflection Individual work: 3min. |
Teacher asks to write comments and gives stickers to each Ss.
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Ss write comments about the lesson. Aim: define how much they understand the new lesson. Efficiency: ensure with the basic information. |
Feedback: “The Smiley” Teacher shows the smiley for the Ss to motivate to be active during the lesson. |
Whiteboard PPP - 7 Teacher count each Ss smiles and evaluate them. |
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DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
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During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners make simple questions on general curricular topic. Most learners respond to the questions using basic information. Some learners: describe the real facts and tell to the class. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. “The Smiley” Teacher shows the smiley for the Ss to motivate to be active during the lesson. “Group assessment” According to the descriptor Ss assess each group |
Provide some physical exercises for learners |
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Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
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Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?
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Lesson Plan 22
Theme of the lesson.
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Unit:7 |
Fantasy world |
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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: |
Home and garden 2 Describing and designing gardens and talking and writing about them |
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Learning objectives(s) that this lesson is contributing to: |
5.L4 understand the main points of supported extended talk on a range of general and curricular topics 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 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: name the animals correctly Most learners will be able to: describe animals using adjectives correctly Some learners will be able to: define the descriptions correctly |
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Assessment criteria |
Describe animals correctly and complete the gaps |
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Value links |
Value of communicative abilities. Learners will work well together in pairs/groups showing respect and being polite with each other |
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Cross curricular links |
Biology |
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ICT skills |
PPT, Video, the use of whiteboard |
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Previous learning |
Home and garden 2 Describing and designing gardens and talking and writing about them |
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 5 min. |
Organization moment : 1.Greeting. 2. Organization moment. Listen and repeat what are these words in your language? Trout – mouth, eyes, tail, fin, scales. Goat –horns, ears, body, legs, hooves, fur. Seagull – head, beak, wings, tail, feathers. |
Ss listen and say in mother language the known words. Aim: develop general comprehension about animals body. Efficiency: students be engaged in the class. |
Feedback: “Thumbs up, thumbs down” Teacher shows the smiley for the Ss to motivate to be active during the lesson. |
White board PPP-2 Student’s book. Excel-5grade. Page 87. Ex.5. |
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Pre-learning Individual work. “Describing” 10 min. |
Describing animals. Use the adjectives to complete the descriptions.
Differentiation: This task differentiated by the level of Ss and outcomes. Less able Ss describe using the prompt cards. |
Ss describe animals using adjectives. Aim:.develop speaking skills and improve grammar literacy skills. Efficiency: practice to express and use adjectives correctly.
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Feedback: “Thumbs up, thumbs down” Teacher shows the smiley for the Ss to motivate to be active during the lesson.. Descriptor: -describe animals -use adjectives correctly 1point |
Student’s book. Excel-5grade. Page 87. Ex.6. |
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Middle of the lesson Pair work “Speaking” 8 min |
Choose an animal. Your partner asks questions to find out which it is. A: Has it got a long neck? B: No, it hasn’t. Has it got …? Differentiation: Less able Ss ask questions by their pair’s support. |
Ss choose the animal and ask questions and partner try to find the animal. Aim: improve critical thinking skills and logically thinking skills. Efficiency: develop speaking skills and grammatical literacy skills. |
Feedback: “Thumbs up, thumbs down” Teacher shows the smiley for the Ss to motivate to be active during the lesson. |
Whiteboard Student’s book. Excel-5grade. Page 87. Ex.6 b. |
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Listening Pair work. “Think” 7 min. |
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Ss listen and complete the fact file. Aim: practice the listening tasks to improve listening skills and develop general comprehension skills. Efficiency: learn to define the facts. |
Feedback: “Thumbs up, thumbs down” Teacher shows the smiley for the Ss to motivate to be active during the lesson. |
Whiteboard PPP-5 Student’s book. Excel-5grade. Page 87. Ex.7. |
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Individual work. 5 min. “Writing” |
Write a short fact file about an animal you like. Use the fact file in Ex. 7 as a model. Read it to the class. |
Ss write a short fact file and read it to the class. Aim: develop writing skills. Efficiency: improve vocabulary and usage of the vocabulary. |
Feedback: “Thumbs up, thumbs down” Teacher shows the smiley for the Ss to motivate to be active during the lesson. |
PPP-4 PPP-5 Student’s book. Excel-5grade. Page 87. Ex.8. |
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End of the lesson. Reflection Individual work: 5min. |
“Fortune tree” Ss hung the stickers to the tree according to their understand of the lesson. |
Ss hung the stickers with comments. Aim: define how much they understand the new lesson. Efficiency: ensure with the basic information. |
Feedback: “Stickers” It helps to analyze the lesson. |
Whiteboard PPP - 7 |
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DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
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During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners: name the animals correctly Most learners describe animals using adjectives correctly Some learners define the descriptions correctly |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. “Thumbs up, thumbs down” Teacher shows the smiley for the Ss to motivate to be active during the lesson. “Stickers” It helps to analyze the lesson. |
Provide some physical exercises for learners |
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Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
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Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 23
Theme of the lesson.
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Unit:7 |
Fantasy world |
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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: |
City 1 Describing fantasy cities and reading, writing and talking about them. |
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Learning objectives(s) that this lesson is contributing to: |
5.UE 12 use common regular and irregular adverbs, simple and comparative forms, adverbs of frequency and adverbs of definite time : last week, yesterday 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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Lesson objectives: |
All learners will be able to: use adverbs in a simple sentences to express thoughts. Most learners will be able to: say adverbs to point out the places of city Some learners will be able to: identify the places using the adverbs correctly |
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Assessment criteria |
Use adverbs correctly and complete the sentences correctly |
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Value links |
Value of communicative abilities. Learners will work well together in pairs/groups showing respect and being polite with each other |
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Cross curricular links |
Biology |
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ICT skills |
PPT, Video, the use of whiteboard |
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Previous learning |
Home and garden 2 Describing and designing gardens and talking and writing about them |
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 5 min. |
Organization moment : 1.Greeting. 2. Organization moment. Energizer dancing T asks Ss to stand up and follow the video. |
Ss dance following the video. Aim: refresh brain after other lessons. Efficiency: students be engaged in the class. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!”
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White board PPP-2 |
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Pre-learning Individual work. 5 min. |
Teacher explains the adverbs of frequency. Read the sentences. Complete the rule with after or before. Say the adverbs in your language. Teacher asks Ss to complete these sentences according to the rule of adverbs. Adverbs of frequency usually go ______ the main verb, but ____the verb to be. |
Ss complete the sentences with after and before. Then complete the rule of adverbs. Aim:.develop grammar literacy skills. Efficiency: practice to express and use adverbs correctly.
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Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” Descriptor: -read the sentences -complete sentences correctly. 1point |
Student’s book. Excel-5grade. Page 88. Ex.1. PPP-3 |
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Middle of the lesson Pair work “Completing” 8 min |
Complete the sentences with adverbs of frequency. After completing the text Ss share with their partners. Differentiation: Less able Ss complete the sentence by teachers special support as drilling the meaning of the adverbs. |
Ss complete the sentences with correct adverbs. Share with partners. Aim: improve critical thinking skills and logically thinking skills. Efficiency: develop speaking skills and grammatical literacy skills. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” Descriptor; -complete the sentences -share with partners |
Whiteboard Student’s book. Excel-5grade. Page 88. Ex.2. |
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Pair work. “Talking about habits” 15 min. |
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Ss work in pairs and make true sentences about themselves. Aim: practice grammar and develop general comprehension skills. Efficiency: improve correctly using of adverbs and their places into the sentences. Differentiation: Less able Ss make sentences by pairs support. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” Descriptor: - work in pairs -use adverbs correctly 1 point. |
Whiteboard PPP-4 Student’s book. Excel-5grade. Page 88. Ex.3. |
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Individual work. 5 min. “Writing” |
Use adverbs of frequency to write sentences about yourself. |
Ss write a short sentences about themselves. Aim: develop writing skills. Efficiency: improve vocabulary and usage of the vocabulary. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
PPP-4 PPP-5 Student’s book. Excel-5grade. Page 88. Ex.4. |
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End of the lesson. Reflection Individual work: 2min. |
To reflect the lesson T asks questions. When we use after? And before? |
Ss answer the questions. Aim: define how much they understand the new lesson. Efficiency: ensure with the basic information. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!”
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Whiteboard PPP - 7 |
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DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
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During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners use adverbs in a simple sentences to express thoughts. Most learners say adverbs to point out the places of city Some learners identify the places using the adverbs correctly |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Provide some physical exercises for learners |
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Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
|
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Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 24
Theme of the lesson.
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Unit:7 |
Fantasy world |
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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: |
City 1 |
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Learning objectives(s) that this lesson is contributing to: |
5.UE 12 use common regular and irregular adverbs, simple and comparative forms, adverbs of frequency and adverbs of definite time : last week, yesterday 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 |
|
Lesson objectives: |
All learners will be able to: understand the adverbs of time and use to complete sentences Most learners will be able to: define the degrees of adverbs correctly to use in sentences Some learners will be able to: construct the sentences with the right steps. |
|
Assessment criteria |
Complete the sentences using in, on, at. |
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Value links |
Value of communicative abilities. Learners will work well together in pairs/groups showing respect and being polite with each other |
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Cross curricular links |
Biology |
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ICT skills |
PPT, Video, the use of whiteboard |
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Previous learning |
City 1 Describing fantasy cities and reading, writing and talking about them |
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 5 min. |
Organization moment : 1.Greeting. 2. Organization moment. Energizer dancing T asks Ss to stand up and follow the video. |
Ss dance following the video. Aim: refresh brain after other lessons. Efficiency: students be engaged in the class. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!”
|
White board PPP-2 |
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Pre-learning Individual work. 5 min. |
Preposition of time. T shows the video to explain the grammar. Read the examples. Complete the sentences with in, on, at. |
Ss complete the sentences with in, on, at. Aim:.develop grammar literacy skills. Efficiency: practice to express and use adverbs correctly.
|
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” Descriptor: -read the sentences -complete sentences correctly. 1point |
Student’s book. Excel-5grade. Page 88. Ex.6 b. PPP-2 |
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Middle of the lesson Pair work “Completing” 6 min |
Teacher explain the adverbs of degree. Look at the table and form sentences. Differentiation: Less able Ss form the sentence by teachers special support as drilling the meaning of the adverbs. |
Ss complete the sentences with correct adverbs. Share with partners. Aim: improve critical thinking skills and logically thinking skills. Efficiency: develop speaking skills and grammatical literacy skills. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” Descriptor; -form the sentences -share with partners |
Student’s book. Excel-5grade. Page 89. Ex.10. |
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Pair work. 10min. |
Differentiation:
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Ss compare animals using adjectives. Aim: practice grammar and develop general comprehension skills. Efficiency: improve correctly using of adjectives and their places into the sentences. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” Descriptor: - work in pairs -use adjectives correctly 1 point. |
Whiteboard PPP-4 Student’s book. Excel-5grade. Page 89. Ex.11. |
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Individual work. 5 min. “Writing” |
Put the words in the correct order. |
Ss reorder the sentences. Aim: develop writing skills. Efficiency: improve vocabulary and usage of the vocabulary. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” |
PPP-4 PPP-5 Student’s book. Excel-5grade. Page 9. Ex.12. |
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Essay 8 min |
Write a short essay about animals living in the city. (30-50 words). |
Ss write an essay about animals that living in the city. Aim: to develop awareness of simple structures. Efficiency: develop quickness skills of Ss. |
Descriptor: -use adverbs of time -use adverbs of frequency -write about city animals 3 points. |
White paper and pen. |
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End of the lesson. Reflection Individual work: 1min. |
To reflect the lesson T asks questions. When we use in? And at? And on? |
Ss answer the questions. Aim: define how much they understand the new lesson. Efficiency: ensure with the basic information. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!”
|
Whiteboard PPP - 7 |
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|
DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
||||
|
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners understand the adverbs of time and use to complete sentences Most learners define the degrees of adverbs correctly to use in sentences Some learners construct the sentences with the right steps. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Provide some physical exercises for learners |
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Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
|
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|
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 25
Theme of the lesson.
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Unit:7 |
Fantasy world |
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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: |
City 2 Creating a map of a fantasy city and writing a persuasive text about it |
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Learning objectives(s) that this lesson is contributing to: |
5.C4 evaluate and respond constructively to feedback from others 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.S7use 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: use comparative and superlative adjectives with some support Most learners will be able to: define the degrees of adverbs correctly to use in sentences Some learners will be able to: create a fantasy map of an ideal city and write a persuasive text |
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Assessment criteria |
Complete the sentences using in, on, at. |
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Value links |
Respect and Cooperation |
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Cross curricular links |
Real life |
|
ICT skills |
PPT, Video, the use of whiteboard |
|
Previous learning |
City 1 |
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 3 min. |
Organization moment : 1.Greeting. 2. Organization moment. Teacher asks to watch a video about "Fantasy city" After watching the video they discuss. |
Ss watch the video. Aim: get idea and informed what is the fantasy city. Efficiency: develop view point skills better by watching videos and discussing. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!”
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White board PPP-2 https://infourok.ru/go.html?=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D2gLhjEWvM1k |
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Pre-learning Individual work. 5 min. |
Teacher distributes cards "Talking about cities". Teacher encourages Ss to create short conversations about their city using the vocabulary and sentences and try to expand: A: What do you like about your city? B:_________________________________ A:Why is that?/ What do you mean? B:_________________________________ A: And what do you dislike about your city? B:_________________________________ A: Why is that a problem? B:_________________________________ |
Ss complete the sentences about city life. Aim:.develop writing skills. Efficiency: helps Ss be more focused and efficient. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” Descriptor: -answer the question -say about city lives 1point |
Worksheet- 1 "Talking about cities". PPP-3 |
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Middle of the lesson Group work “Project work” 15 min |
. Instructions: 1. Print a blank map and set of rectangles/cards for each group. 2. Cut out the rectangles into individual cards and group together as a complete set with a blank map. 3. Give each group a set of cards and a blank map. Have them distribute the cards among themselves. 4. Instruct them to write in the names of each building on the map according to the directions on the cards. [Note: If they have trouble, advise them to start with cards about the hospital.] 5. When the buildings have all been labeled, allow students to check their work against the answer key/map. 6. Give students the worksheet to answer questions concerning the map. |
Ss divided into 3 groups by the colored stickers red, blue, yellow. And take the maps and draw the building following the instruction. Aim: improve critical thinking skills and logically thinking skills. Efficiency: develop speaking skills and view points of Ss. Differentiation: Less able Ss form the sentence by teachers special support as explaining the meaning of the map and buildings. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” Descriptor; -work in groups -draw the buildings 1 point. |
cards Printed clean map Worsheet-2 PPP-4 |
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Pair work. 15min. Creating fantasy city |
Learners create a fantasy city using a blank map grid. They decide which features to include; make a key with symbols; write coordinates where the features can be found. They give the city a name. Learners in pairs brainstorm adjectives they can use to persuade people to visit their city to describe their fantasy city and its features e.g. Encourage learners to practise comparative and superlative adjectives; beautiful, the best, better than any city in the country, clean, great, happy place, nice, exciting, famous, fine, top, excellent Explain what a persuasive text is. Below their map learners write a short, persuasive text to try to get people to visit their city. (30-50 words) |
Ss follow instruction of teacher and make a fantasy City to visit others.. Aim: develop Ss ideas and thoughts and writing skills. Learn to construct correct sentences.. Efficiency: improve correctly using of adjectives and their places into the sentences. Differentiation: All learners understand the task and most of them share ideas and some of them construct correct sentences to present to the class. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!” Descriptor:
4 point. |
Whiteboard PPP-5 Worksheet -3 |
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End of the lesson. Reflection Individual work: 2min. |
To reflect the lesson T asks questions. What was the most difficult thing? What new they have learnt? |
Ss answer the questions. Aim: define how much they understand the new lesson. Efficiency: ensure with the basic information. |
Feedback: «The praise» method to evaluate Ss. like: “Good job! Well done!”
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Whiteboard PPP - 6 |
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DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
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During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners use comparative and superlative adjectives with some support Most learners define the degrees of adverbs correctly to use in sentences Some learners create a fantasy map of an ideal city and write a persuasive text |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. «The praise» method to evaluate Ss. like: “Good job! Well done!” |
Provide some physical exercises for learners |
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Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
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Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 26
Theme of the lesson.
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Unit:7 |
Fantasy world |
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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: |
Unit revision |
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Learning objectives(s) that this lesson is contributing to: |
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: spell topical words accurately Most learners will be able to: express special information clearly Some learners will be able to: communicate meaning clearly during the group work. |
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Assessment criteria |
Read the text and complete the sentences correctly using information from the text. |
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Value links |
Respect and Cooperation |
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Cross curricular links |
Real life |
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ICT skills |
PPT, Video, the use of whiteboard |
|
Previous learning |
City 1 |
Plan:
|
Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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|
Beginning of the lesson Warming-up 5 min. |
Organization moment : 1.Greeting. 2. Organization moment. Look at the pictures. Which shows: a lion? A mouse? A centaur? A minotaur? A wolf? |
Ss look at the pictures on page 90. And say the name of pictures. Aim: involve students for the lesson . Efficiency: develop view point skills better by showing pictures and discussing. |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. like: “Good job! Well done!”
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Excel -5. Student’s book. Page 90 Ex.1. PPP-1 |
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Pre-learning Individual work. 8 min. |
What is special about them? Listen and read to find out. The theme “Escape to Narnia”. Differentiation: This task differentiated by the level of Ss. In general comprehension all learners understand the text, but some of them name the pictures correctly. |
Ss read the text individually. And find the answers of the pictures and with partner. Aim: attract Ss attention for the text to interest about author’s opinion.. Efficiency: practice pronunciation and develop critical thinking skills. |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. like: “Good job! Well done!” Descriptor: -read the text -name the pictures 1point |
Excel -5. Student’s book. Page 90 Ex.1 b. |
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Middle of the lesson |Individual work “Completing” 8 min |
Read the text and complete the sentences.
1.The writer of the Narnia is …. 2.The king of the Narnia is ……. . 3.Reepicheep can … . 4.Gryphons can …. . 5.Centaurs look like … . 6.Minotaurs are against … . |
Ss read the text again and complete the text. Aim: ensure the task with completed information. Efficiency: revise the main parts to remember better.. Differentiation: Less able Ss form the sentence by teachers special support as explaining the name of the creatures . |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. like: “Good job! Well done!”
Descriptor; -read the text -complete the sentences 1 point. |
Excel -5. Student’s book. Page 90 Ex.2. PPP-2 |
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Pair work. 5min. |
Make notes under the headings. Use your notes to present Narnia to the class. What is Narnia?
Talking animals
Mythical creatures Differentiation: More able Ss present to the class with a great emotion and with clear language. |
Ss present to the class. Aim: learn to be very attentive while reading the main points. Efficiency: express thoughts intelligibly and accuracy. |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. Like: “Good job! Well done!”
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Excel -5. Student’s book. Page 90 Ex.3. PPP-3 |
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Individual work 7 min |
Complete the sentences with: wise, cruel, creatures, army, fight, enemies. |
Ss complete sentences using the key words. Aim: analyze the text and develop the remembering skills. Efficiency: learn to skim the text quickly. |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. Like: “Good job! Well done!” |
Excel -5. Student’s book. Page 91 Ex.4. PPP-4 |
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Pair work 5 min |
Read the examples in the box. Say them in your language. Use the words in bold in the box to complete the questions (1-5). |
Ss complete the gaps as a examples. Aim: use question words correctly. Efficiency: practice the question words intelligibly. |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. Like: “Good job! Well done!” |
Excel -5. Student’s book. Page 91 Ex.5. |
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End of the lesson. Reflection Individual work: 2min. |
To reflect the lesson T asks questions. What was the most difficult thing? What new they have learnt? |
Ss answer the questions. Aim: define how much they understand the new lesson. Efficiency: ensure with the basic information. |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. Like: “Good job! Well done!” |
Whiteboard PPP - 6 |
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|
DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
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|
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners spell topical words accurately Most learners express special information clearly Some learners communicate meaning clearly during the group work. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. «Thumbs up, thumbs down» method to evaluate Ss. Like: “Good job! Well done!” |
Provide some physical exercises for learners |
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Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
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|
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 27
Theme of the lesson.
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Unit:7 |
Fantasy world |
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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: |
World 1 Finding out and talking about environmental problems and suggesting solutions. |
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Learning objectives(s) that this lesson is contributing to: |
5.L1understand a sequence of supported classroom instructions 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: relate the meaning of the topic with mother language Most learners will be able to: transfer the meaning of the dialogue in mother language Some learners will be able to: categorize the meaning of the dialogue correctly. |
|
Assessment criteria |
Read the dialogue and answer the questions correctly. Act out definitely. |
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Value links |
Respect and Cooperation |
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Cross curricular links |
Real life |
|
ICT skills |
PPT, Video, the use of whiteboard |
|
Previous learning |
Unit revision |
Plan:
|
Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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|
Beginning of the lesson Warming-up 5 min. |
Organization moment : 1.Greeting. 2. Organization moment. Expressing fear
Calming down
|
Ss repeat the phrases after the teacher and write down to the copybook. Aim: ensure to make a constructively sentence while speaking. Efficiency: improve vocabulary and usage of vocabulary. |
Feedback: «The smileys» method to assess Ss. like: “Good job! Well done!” “Very well” “Great” “Good” “Try again” |
Excel -5. Student’s book. Page 92 PPP-2 |
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Pre-learning Pair work work. 10 min. |
Listen and read the dialogue. After reading the dialogue pay attention to the sentences between two friends. What is the dialogue about? Say the phrases in your language. Differentiation: This task differentiated by the level of Ss. In general comprehension all learners read the text, but some of them explain what about the dialogue. |
Ss read the dialogue, say the sentences in the mother language and explain the meaning of two friends. Aim: improve critical thinking skills and define the characteristics of conversation. Efficiency: practice pronunciation and develop critical thinking skills. |
Feedback: “Two stars, a wish” Well done! You can read the dialogue accurately , but there is a mistake on translating. Descriptor: -read the dialogue -say in mother language 1point |
Excel -5. Student’s book. Page 92 Ex.1. |
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Middle of the lesson |Individual work “Completing” 5 min |
Read the dialogue again and answer the questions.
Differentiation: All students understand the questions and answer the question as possible, but some of them answer completely. |
Ss read the dialogue again and answer the questions. Aim: ensure the general comprehension of the dialogue to the less able Ss. Efficiency: revise the main parts to remember better.. |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. like: “Good job! Well done!”
Descriptor; -read the dialogue -find the parts of dialogue 1 point. |
Excel -5. Student’s book. Page 92 Ex.2. PPP-3 |
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Pair work. 5min. |
Find parts of the dialogue which mean:
Differentiation: More able Ss define the parts and less able Ss read the sentences. |
Ss find the given words from the dialogue. Aim: learn to be very attentive while reading the main points. Efficiency: express thoughts intelligibly and accuracy. |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. Like: “Good job! Well done!”
|
Excel -5. Student’s book. Page 92 Ex.3. PPP-4 |
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Individual work 10 min |
Listen to the dialogue again, then take roles and read it out. |
Ss listen to the dialogue again and take role in pairs. Aim: analyze the text and develop the speaking skills. Efficiency: learn to remember the text quickly. |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. Like: “Good job! Well done!” |
Excel -5. Student’s book. Page 92 Ex.4. |
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End of the lesson. Reflection Individual work 5 min |
Pronunciation /Ɔ:/, /a:/ Listen and repeat. Think of two more words with the same sounds. /Ɔ:/ morning, sport /a:/ garden, Mark
Teacher asks to read the words. |
Ss practice the pronunciation and try to find more exampples. Aim: pronounce the vowels correctly. Efficiency: practice and list the examples with letter /Ɔ:/, /a:/ |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. Like: “Good job! Well done!” |
Excel -5. Student’s book. Page 92 Ex.6. PPP-5 |
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DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
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|
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners relate the meaning of the topic with mother language. Most learners transfer the meaning of the dialogue in mother language. Some learners categorize the meaning of the dialogue correctly. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. «Thumbs up, thumbs down» method to evaluate Ss. Like: “Good job! Well done!” «The smileys» method to assess Ss. like: “Good job! Well done!” “Very well” “Great” “Good” “Try again” “Two stars, a wish” Well done! You can read the dialogue accurately , but there is a mistake on translating. |
Provide some physical exercises for learners |
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Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
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|
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 28
Theme of the lesson.
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Unit:7 |
Fantasy world |
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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: |
World 2 Learning a song about helping the environment and writing a recipe to make an ideal world. |
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Learning objectives(s) that this lesson is contributing to: |
5.L1understand a sequence of supported classroom instructions 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges |
|
Lesson objectives: |
All learners will be able to: relate the meaning of the topic with mother language Most learners will be able to: transfer the meaning of the dialogue in mother language Some learners will be able to: categorize the meaning of the dialogue correctly. |
|
Assessment criteria |
Mind map accurately, write words correctly about protecting the planet, use phrases intelligibly. |
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Value links |
Respect and Cooperation |
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Cross curricular links |
Real life |
|
ICT skills |
PPT, Video, the use of whiteboard |
|
Previous learning |
Unit revision |
Plan:
|
Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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|
Beginning of the lesson Warming-up 5 min. |
Organization moment : 1.Greeting. 2. Organization moment. Sing a song all together. |
Ss sing a song with teacher. Aim: developing specific singing skills (such as diction and posture) Efficiency: improve vocabulary and usage of vocabulary. |
Feedback: «The Praise» method to assess Ss. like: “Good job! Well done!” “Very well” “Great” “Good” “Try again” |
PPP-2 |
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Pre-learning Pair work work. “Think, Pair, Share” 10 min. |
Put students in pairs. Show the picture of our planet. Learners brainstorm ideas about looking after our planet teacher writes the ideas on the board. Tell the students that today they are going to learn a song about environment. Predict what actions they’ll hear in a song about looking after our world. (Alternative - If you have 2 very strong students in the class, you can ask them to write down the ideas on the board). Students say which are positive statements e.g. Recycle our old clothes, and which are negative commands e.g. Don’t waste water. |
Ss work in pairs. Learners work in pairs and discuss it first then share their ideas with the class. Learners look at the board while teacher records ideas. Aim: improve critical thinking skills and logical thinking skills. Efficiency: get a lot information about environment and develop critical thinking skills. Differentiation: This task differentiated by the level of Ss. In general comprehension all learners say ideas but some of them write the ideas on the board. |
Feedback: “Two stars, a wish” Well done! You can say your ideas clearly, accurately, but there is a mistake on writing, next be very attentive for writing tasks.. |
Ppp-3 Worksheet 1 |
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Middle of the lesson Group work “Completing” 15 min |
Learners listen to a song. Which actions did they predict correctly? Which lines are repeated? (Can you understand? It’s up to me and you.) If time, prepare posters with main actions on them to hold up as they sing. Group performance Differentiation: Divide students so that in each group were less able and more able students. |
(G) Learners read song lyrics in groups of three then practise singing/ chanting the song. When they learn the words, groups perform it. Then prepare posters according the meaning of the song. Aim: contribute some of the language in order to talk about the environment. Efficiency: use imperative and sequence most of the words correctly. |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. like: “Good job! Well done!”
Descriptor; -sin a song -find the parts of -define repeated lines -prepare posters 1 point. |
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Pair work. 8 min. |
Teacher explains the special day to protect the environment. Earth Day is about raising awareness about the importance of protecting our planet and taking action. The first Earth Day came about after a U.S. Senator from Wisconsin, Gaylord Nelson, saw the devastating impact of a massive oil spill in Santa Barbara, California. Not willing to sit on the sidelines anymore, Senator Nelson organized a national “teach in” to educate and inspire people to protect the environment. Since the first Earth Day was celebrated in 1970, it has generated public support for the Environmental Protection Agency, as well as environmental laws such as the Clean Air Act, the Water Quality Improvement Act, and the Endangered Species Act. |
Ss watch the video and write down about earth day the special dates. Aim: . understand most of the language used by the teacher at the lesson. Efficiency: express thoughts intelligibly and accuracy. |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. Like: “Good job! Well done!”
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PPP-4 |
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End of the lesson. Reflection Individual work 2 min |
Teacher asks learners 1) do you like the song and performance? |
Ss express opinions clearly and accurately. Aim:sum up the lesson using questions. Efficiency: develop speaking skills. |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. Like: “Good job! Well done!” |
PPP-5 |
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DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
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|
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners relate the meaning of the topic with mother language Most learners transfer the meaning of the dialogue in mother language Some learners categorize the meaning of the dialogue correctly. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. «Thumbs up, thumbs down» method to evaluate Ss. Like: “Good job! Well done!” “Two stars, a wish” Well done! You can say your ideas clearly, accurately, but there is a mistake on writing, next be very attentive for writing tasks. |
Provide some physical exercises for learners |
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Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
|
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|
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 29
Theme of the lesson.
|
Unit:7 |
Fantasy world |
|
Teacher’s name: |
|
|
Date: |
|
|
Grade: 5 |
Number present: absent: |
|
Theme of the lesson: |
World 2 Learning a song about helping the environment and writing a recipe to make an ideal world. |
|
Learning objectives(s) that this lesson is contributing to: |
5.L1understand a sequence of supported classroom instructions 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges |
|
Lesson objectives: |
All learners will be able to: understand the main idea of the author Most learners will be able to: define true/false sentences definitely Some learners will be able to: present the features of creatures clearly. |
|
Assessment criteria |
Read the read the text and define true/false sentences. Present about creatures clearly. |
|
Value links |
Respect and Cooperation |
|
Cross curricular links |
Real life |
|
ICT skills |
PPT, Video, the use of whiteboard |
|
Previous learning |
World 2 Learning a song about helping the environment and writing a recipe to make an ideal world. |
Plan:
|
Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
||
|
Beginning of the lesson Warming-up 5 min. |
Organization moment : 1.Greeting. 2. Organization moment. . Put students in pairs and ask them to play the game Student 1 read the instructions Student 2 do them then they swap. Stand up! Jump! Dance! Do exercise! Clap your hands! Turn around! Sit down! |
Ss follow the instruction of pairs. Aim: break barriers between Ss and keep friendly atmosphere. Efficiency: practice to give constructively instruction. Differentiation You may encourage more able students to say their own instructions. |
Feedback: «The Praise» method to assess Ss. like: “Good job! Well done!” “Very well” “Great” “Good” “Try again” |
PPP-2 |
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Pre-learning Pair work work. “Think, Pair, Share” 15 min. |
Teacher divides SS into 2 groups by colored paper. Red color – 1 group, Green color – 2 group. Teacher gives a topic to each group.
What can the animals in the pictures do?
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Ss work in groups. Answer the questions making a mind map, define true/false sentences, present to the class. Aim:search for simple information,learn to skim quickly. Efficiency: paying attention to the text structure. Differentiation: This task differentiated by the level of Ss. In general comprehension all learners say ideas but some of them write the ideas on the poster. |
Feedback: “Two stars, a wish” Well done! You can say your ideas clearly, accurately, but there is a mistake on writing, next be very attentive for writing tasks.. Descriptor: -read the text -answer the questions -define true/false -present to the class. 1 point. |
Worksheet 1 Excel 5 grade Student’s book Page 93, Ex. 1-2. |
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Middle of the lesson Group work “Completing” 8 min |
Complete the gaps. Use the phrases to say or write sentences about each mythical creature.
Differentiation: Divide students so that in each group were less able and more able students. |
Each group complete the sentences. And check each other. Aim:remember main ideas and details of the text. Efficiency: rereading and checking general comprehension. |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. like: “Good job! Well done!”
Descriptor; -complete the gaps -use the phrases 1 point. |
PPP-3 Excel 5 grade Student’s book Page 93, Ex. 3. |
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Pair work. 8 min. |
In groups, find information and pictures about another mythical creature. Write a short text about it. Write: where it is from – what it looks like – what it can do. Present it to the class. |
Ss choose a creature and write information to describe the creature. And present to the class. Another group will ask questions. Aim: develop ideas and ensure with completely information about creature. Efficiency: express thoughts intelligibly and accuracy. |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. Like: “Good job! Well done!”
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PPP-4 Excel 5 grade Student’s book Page 93, Ex. 4. |
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End of the lesson. Reflection Individual work 4 min |
Teacher asks concept checking question: Where is it from the Australia’s Bunyip? What is there in national emblem of Kazakhsatn? |
Ss answer the questions clearly and accurately. Aim:sum up the lesson using questions. Efficiency: develop speaking skills. |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. Like: “Good job! Well done!” |
PPP-5 |
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|
DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
||||
|
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners understand the main idea of the author Most learners define true/false sentences definitely Some learners present the features of creatures clearly. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. «Thumbs up, thumbs down» method to evaluate Ss. Like: “Good job! Well done!” “Two stars, a wish” Well done! You can say your ideas clearly, accurately, but there is a mistake on writing, next be very attentive for writing tasks. |
Provide some physical exercises for learners |
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|
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
|
|||||
|
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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Lesson Plan 30
Theme of the lesson.
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Unit:7 |
Fantasy world |
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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: |
World 2 Learning a song about helping the environment and writing a recipe to make an ideal world. |
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Learning objectives(s) that this lesson is contributing to: |
5.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics |
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Lesson objectives: |
All learners will be able to: find out the basic question’s answer Most learners will be able to: replace the words correctly Some learners will be able to: respond to the questions about favorite film. |
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Assessment criteria |
Answer the questions, reorder the words correctly. |
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Value links |
Respect and Cooperation |
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Cross curricular links |
Real life |
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ICT skills |
PPT, Video, the use of whiteboard |
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Previous learning |
Learning a song about helping the environment and writing a recipe to make an ideal world. |
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 3 min. |
Organization moment : 1.Greeting. 2. Organization moment. Teacher shows a video dance to energize Ss. |
Ss follow the instruction of guys. Aim: improves a child's physical health, it also offers cognitive and emotional benefits such as improving attention span and mental well-being. Efficiency: an important part of overall health, especially for growing children. |
Feedback: «The Praise» method to assess Ss. like: “Good job! Well done!” “Very well” “Great” “Good” “Try again” |
PPP-2 |
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Pre-learning Pair work work. “Think, Pair, Share” 5 min. |
In one minute, write down as many films with animals as possible. Check with your partner. |
Ss write animal films as possible, and compare with pairs, then share to the class. Aim:develop remembering skills. Efficiency: learn to define the types of films. |
Feedback: «The Praise» method to assess Ss. like: “Good job! Well done!” “Very well” “Great” “Good” “Try again” |
Worksheet 1 Excel 5 grade Student’s book Page 95, Ex. 1. |
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Middle of the lesson Group work 8 min |
Check these words. Jungle, director, feature, evil, protect. What is the Jungle book about? Listen and read it to find out. Then answer the questions.
Differentiation: Divide students so that in each group were less able and more able students. |
Each group will present with own ideas. And present to the class. Aim: remember main ideas and details of the text. Efficiency: rereading and checking general comprehension. |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. like: “Good job! Well done!” Descriptor; -read the text -answer the questions 1 point. |
PPP-3 Excel 5 grade Student’s book Page 95, Ex. 2. |
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Individual work. “Scrambled task” 5 min. |
Put the words in the correct order. Mind the punctuation. |
Ss reorder the sentences and mind the pronunciation. Aim: memorize the structure of sentences correctly. Efficiency: develop logical and critical thinking skills. |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. Like: “Good job! Well done!”
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Excel 5 grade Student’s book Page 95, Ex. 3 |
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Group work. “Think” 8 min. |
In groups, think about a fantasy film with animals. Choose one and answer the questions. |
Ss work in groups. Choose one film and answer the questions about that films. Aim: learn to express ideas correctly. Efficiency: develop logical and critical thinking skills. |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. Like: “Good job! Well done!” |
Excel 5 grade Student’s book Page 95, Ex. 4 |
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Group work. “Review” 10 min |
Write a short review about a fantasy film with animals (50-70 words). Use your answers from Ex 4. Use appropriate linkers. Follow the plan.
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Ss work in groups and assess each other according to the descriptor. Aim: ensure personal development, both socially and cognitively Efficiency:select and write about what is meaningful to them. Differentiation: All Ss engaged to the task and share ideas, but more able SS present the main points. |
Feedback: “Peer assessment” Method is used to evaluate each other. Descriptor: -write a short review -follow the plan 1 point. |
PPP-4 Excel 5 grade Student’s book Page 95, Ex. 5 |
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End of the lesson. Reflection Individual work 1 min |
Teacher asks concept checking question: What kind of film the “Jungle Book”? |
Ss answer the questions clearly and accurately. Aim:sum up the lesson using questions. Efficiency: develop speaking skills. |
Feedback: «Thumbs up, thumbs down» method to evaluate Ss. Like: “Good job! Well done!” |
PPP-5 |
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DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? |
ASSESSMENT – how are you planning to check learners’ learning? |
Health and safety
rules |
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During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners find out the basic question’s answer Most learners replace the words correctly Some learners respond to the questions about favorite film. |
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. «Thumbs up, thumbs down» method to evaluate Ss. Like: “Good job! Well done!” “Peer assessment” Method is used to evaluate each other. «The Praise» method to assess Ss. like: “Good job! Well done!” “Very well” “Great” “Good” “Try again” |
Provide some physical exercises for learners |
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Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
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Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson? |
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