THE THEME OF THE LESSON:

Families

School: # 271

Date: 29.11.2018

*10.2018

Teacher name: Palvanova D

CLASS: 5^th а,б,в,г

Number present: 14

absent:

Learning objectives(s) that this lesson is contributing to

5.L1understand a sequence of supported classroom instructions

5.L3 understand an increasing range of unsupported basic questions on general and curricular topics ( Ex 1 - 3 p.40).

5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics ( Mitchel's Family p.40)

5.C4 evaluate and respond constructively to feedback from others

5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics ( p.41)

Lesson objectives

All learners will be able to:

Name the members of a family

Most learners will be able to:

Use the possessive ‘s

Some learners will be able to:

Ask and answer to questions

Language objectives

Possessive ‘s

Success criteria

Name the members of a family

Use the possessive ‘s

Ask and answer to questions

Cross curricular links

Literature

ICT skills

Projector or Smart board for presenting a video

Previous learning

Unit revision

Plan

Planned timings

Planned activities

Resources

Start

5 min

Teacher greets pupils and devides into 2 groups:

Teacher gives individually work, from previous lesson.

Pictures

Middle

5 min

5 min

5 min

5 min

5 min

5 min

2 min

Teacher introduces with new words

1 husband - күйеу

2 son - ұлы

3 grandson - немере ұлы

4 niece – жиен қыз

5 grandfather- ата

6 aunt - тәте

7 mother - ана

8 cousin – немере аға

Teacher gives whole class work

1 1.46 Look at the puzzle and the photo of the Mitchell family on page 33. Write the names. Then listen and check.

Teacher gives individuaaly work

2 Match words 1–8 with the opposite gender words in blue in the puzzle. Male ♂ Female ♀ brother sister

1 husband 3 son 5 grandson 7 niece 2 grandfather 4 aunt 6 mother 8 cousin

Teacher gives group work

3 Match the photos to the sentences. 1 His son’s name is Harry. 2 Their father is a president. 3 I’ve got 120 brothers and sisters. 4 Our grandfather is two years old. 5 Her sister’s name is Venus.

Language point: Possessive s 4 Look at the examples and complete the rules with singular and plural. Emily is David’s sister. Their parents’ names are William and Fiona.

RULES 1 We use ’s for possession with words. 2 We use s’ for possession with words.

Teacher gives pair work

5 Write sentences about the people in the Mitchell family. Use the possessive s. David ➔ Emily David is Emily’s brother. 1 Fiona ➔ William 4 Sophie ➔ Becky 2 Matt ➔ Becky 5 Emily ➔ Sophie 3 David ➔ Paul 6 William and Fiona ➔ Emily

Teacher gives worksheets for homework

New words

Pictures

CD 1.46

Student’s book

Grammar table

Student’s book

worksheets

End

3 min

Feedback: Learners give their own opinion on the learnt material The teacher asks pupils what have they learnt from the lesson, if they have known any new words. Also the teacher comments the work of every child.

What did you like in the lesson?

What was the most interesting for you?

What was difficult for you today?

Who was the best pupil today?

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
Health and safety check
ICT links
Values links

• More support can be given at the start and in middle of lesson by providing less-able learners with vocabulary in a word list so they can read examples of words seen or heard.

• Learners who are less confident at telling about the animal are shown questions to answer

• More-able learners can be encouraged to use more complicated sentences

Monitor learners as they read and make notes about the animals. Which learners have difficulties reading, making notes, and reporting information to group orally?

• Notice any sentences which are difficult for learners to understand and adapt for a future lesson.

• Monitor learners as they prepare the fact file about the animal. Help with the vocabulary

• Links to the biology: Do they know about the animals form the websites?

• Check if students have a comfortable class layout to work in groups

Learners use computers to locate information, report back to group and record in fact files using some of own words.

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?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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?