5 сыныпқа арналған сабақ жоспары

Unit 1: Home and away

Term 1, Lesson 1: Home and away

School: A Alimbetov

Date:03.09.18

Teacher name: Romankulova A

CLASS: 5 ә,б

Number present:

absent:

Learning objective(s) that this lesson is contributing to

5.C9 use imagination to express thoughts, ideas, experiences and feelings

5.L1understand a sequence of supported classroom instructions

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

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

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

Lesson objectives

All learners will be able to:

• Choose the correct words and practice the dialogue

Most learners will be able to:

• Choose the correct words and practice the dialogue

• Ask and answer questions

Some learners will be able to:

• Choose the correct words and practice the dialogue

• Ask and answer questions

• Make up a dialogue

Language objectives

Use numbers

Value links

Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.

Cross curricular links

Geography

ICT skills

Projector

Previous learning

Plan

Planned timings

Planned activities

Resources

Beginning

2 min

3min

Greeting.

Setting the aim of the lesson

Pre-learning

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

PPT

Middle

10 min

12 min

8 min

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

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

What is this in English?

It’s a book.

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

Audio CDs

SB p.4

End

3 min

Feedback: Learners give their own opinion on the learnt material

Homework: WB p. 4

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links

More-abled students support less-abled students

More-abled learners can make up a dialogue.

Feedback on the work

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

Geography

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

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

Summary evaluation

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

1:

2:

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

1:

2:

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

Unit 1: Home and away

Term 1, Lesson 2: Homes

School №3

Date:05.09.17- 5 «G»

07.09.17 – 5 «V»

Teacher name: Gofman I.A.

CLASS: 5 G,V

Number present:

absent:

Learning objective(s) that this lesson is contributing to

5.C9 use imagination to express thoughts, ideas, experiences and feelings

5.L1understand a sequence of supported classroom instructions

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

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

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

Lesson objectives

All learners will be able to:

• Choose the correct words and practice the dialogue

Most learners will be able to:

• Choose the correct words and practice the dialogue

• Ask and answer questions

Some learners will be able to:

• Choose the correct words and practice the dialogue

• Ask and answer questions

• Make up a dialogue

Language objectives

Use numbers

Value links

Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.

Cross curricular links

Geography

ICT skills

Projector

Previous learning

Home and away

Plan

Planned timings

Planned activities

Resources

Beginning

2 min

3min

Greeting.

Setting the aim of the lesson

Pre-learning

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

PPT

Middle

10 min

12 min

8 min

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

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

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

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

Audio CDs

Internet material

End

3 min

Feedback: Learners give their own opinion on the learnt material

Homework: Draw your bedroom

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links

More-abled students support less-abled students

More-abled learners can make up a dialogue.

Feedback on the work

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

Geography

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

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

Summary evaluation

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

1:

2:

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

1:

2:

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

Unit 1: Home and away

Term 1, Lesson 3: Language Focus. Meeting people

School : A Alimbetov.