| LESSON: Unit 2. Sports. Writing. An email | School: Atameken secondary school
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| Date: .10.2018 | Teacher’s name: |
| CLASS: 5 | Number present: | absent: |
| Learning objectives(s) that this lesson is contributing to | 5.W3 write with support factual descriptions at text level which describe people, places and objects5.L4 understand the main points of supported extended talk on a range of general and curricular topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges5.R2 read and understand with some support short simple fiction and non-fiction texts |
| Lesson objectives | All learners will be able to: |
| Use different characteristics talking about various sport activities. present ideas clearly in a pair, group and whole class conversation |
| Most learners will be able to: |
| use visual support to name the places, where people do sports listen, understand and complete the tasks without teacher’s supportcompare and contrast the given kinds of sport |
| Some learners will be able to:
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| create extended speech talking about differences and similarities of the suggested sport activities spell topic-related words correctly |
| Language objectives | Use a and an articles, be: negative, be: questions and short answers.Use Capital letters . |
| Value links | Respect, Support, Trust, academic honesty |
| Cross curricular links link | Literature, PE, Psychology |
| ICT skills | PPT teacher’s use |
| Intercultural awareness | Students will better able to understand that people should respect each other. Every person should go in for sports to be healthy.. |
| Kazakh culture | Students will better aware of the significance of healthy lifestyle in the local context, i.e. the Kazakhstan culture |
| Pastoral Care | Students will be able to understand the importance of respecting values |
| Health and Safety | Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords |
| Previous learning | Learners are expected to know use there is, there are, some, a lot of. They know use numbers and say what’s in their classroom |
| Plan |
| Planned timings | Planned activities | Resources |
2-3 minutes
Beginning
10 min. | Class organisationTeacher introduces learning and lesson objectives Students write the date, day and lesson objectives into their copybooks. 1. Read the model text and choose the correct photo of Matthew from A and BHi DilnazMy name’s Matthew and I’m eleven years old. I’m from Newcastle in England. I like music, and my favourite bands are Alabama Shakes and Django Django. I also like films and are football. I’m a Newcastle United fan. They’re great team. |
Worksheet 1
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Middle
5 min.
5 min.
| 2. Complete the key phrases. Then look at the model text and check your answers. Key phrases. I ________ music. I ________ like films and football. I’m a Newcastle United ________Are you _____ in music?______ write soon.
3. Find words in the text that start with capital letters. Match the words to description. 1-6. 1. The name of a person 2. The name of a country. 3. The name of a team. 4. The name of a city. 5. The name of a language or nationality6. The first word of a sentence. | Worksheet 2
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End5 min.
5 min. | Reflection (W)Teacher asks learners 1) What was difficult to do at the lesson?2) What do you need to work on?Feedback (I)Learners complete an evaluation sheet of what they did during the lesson writing a number in each statement or circling one word:Where we use Capital letter?Include capital letters? Evaluation sheet is given to all learners to fill in and all sheets should be collected for teacher’s reflection and further work on shortages.Home task: Ex 5. Activate. Follow the steps in the writing guide |
Evaluation sheet |
| 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 linksHealth and safety checkICT linksValues links
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| Learners, who are less confident are given more prompts. High-performing learners can be encouraged to use more kinds of sports in the task for comparison and contrasting. | Monitor groups of learners as they discuss the given tasks). Do they take turns to speak? Do they contribute appropriate language for talking about sports? | Links to the L1: Do learners know these kinds of sport in the L1? Make sure models are provided. |
| ReflectionWere 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. |
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| Summary evaluationWhat 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? |
ҚР Білім және Ғылым министірлігінің стандартымен жасалған
10 Қараша 2018
529
1 рет жүктелген
