A big family

Long-term plan: Unit: 3.3C Values (Content with language)

School:

Date:

Teacher name: Rakhimova A

Grade: 5

Number present:

absent:

Theme of the lesson

A big family

Learning objectives(s) that this lesson is contributing to

5.S4 respond to questions on a limited range of general and some curricular topics

5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

Lesson

objectives

All learners will be able to:3

• Identify some specific information with considerable support

• Tell about personal information

Most learners will be able to:

• Explain some specific information with general and some curricular topics with support

• Define more complex supported questions with support

Some learners will be able to:5

• Give some examples to the specific information from the text without support

• Organise and present information clearly to others

Assessment

criteria

• Achieve assessment criteria

• Talk about family

Language objectives

• read an article about a big family

• compare my own family with the one in the article

Previous learning

Human beings

Cross curricular links

Self- knowledge, Psychology

ICT skills

PPT

Plan

Planned timings

Planned activities

Resources

3 mins

7 mins

Warm up

Find out who in the class has got the biggest

family by asking individual students:

- How many brothers and sisters have you got?

- Whose family is large?

- OK

- Today we are going to speak about a big family .

Pre-reading:

T divides learners into 2 groups.

Learners work in groups of 2 (mixed abilities)

Teacher shows some words on the board.

Teacher asks: “Who wants to make up sentences with these words?”

Mother – cousin – grandfather – uncle – son – nephew – grandmother – singer – father – niece – aunt

Assessment criterion:

Learner makes up 3 sentences correctly, pronunciation is good-3 points,

Learner makes up 2 sentences correctly is 2 points,

Learner makes up 1 sentences correctly is 1 points.

Table

Slide 1

Words on a flipchart

Middle

10 mins

8 mins

10 mins

While-reading:

-Ask students to read the text.

1.“Mind map Activity Whole class

Teacher divides into two groups.

Differentiation by support: peer’s support

Teacher creates mixed ability group. Gifted learners support ungifted learners.

Assessment criteria:

-write some key words

-draw pictures

-opens the content the texts

-appealing mind map

Post-reading:

Task3

-Correcting false statements. Whole class

Descriptors

A learner

• Reads the text

• Identifies true sentences

• Identifies false sentences and corrects them

Differentiation by outcome:

Teacher gives the same task and resources, learners tackle it at their own level and produce outcomes that reflect their understanding of the task and ability to carry it out. 

Task 4

«Venn diagram». Give students a couple of minutes to make notes on the differences between their family and Damien’s family.

Descriptors:

Draws and writes with support.

Draws and uses the learnt words without support.

Explains and compares his work.

Analyzes and evaluates his work

Students’ book “Eyes Open”

page 12

Slide 2

End

5 mins

Reflection

2 stars and a wish

For reflection and feedback ask learner to give 2 stars and one wish concerning the lesson

Two stars = 2 things that they understand

about the lesson

A wish = something they can improve

to make it even better

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?

Health and safety check
ICT links

Support for weaker students: working in pairs/groups, phrases

Challenges for moreable students: Encouraged to do more writing; assist weaker students.

Pair work, group work

Monitoring

Teacher observation about individual progress

FA according to the set criteria

Peer assessment

Health promoting techniques

Breaks and physical activities used.

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?