Unit 5 Creativity

School: 130

Date: 10.01.2025

Teacher name: Imashova M

Class: 5  a

Number present:

Absent:

Lesson title

Art 1

Learning objectives(s)  that this lesson is contributing to (link to the Subject programme)

5.2.1.1understand a sequence of supported classroom instructions

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

5.5.7.1 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics

Lesson objectives

All learners will be able to use the main points of supported advanced communication on a range of general and curricular topics

Most learners will be able to explain and compare using vocabulary of general topic

Some learners will be able to explain and evaluate, using appropriate subject-specific vocabulary a limited range of general topics in making sentences

Plan

Planned timings

Teacher’s activity

Student’s activity

Assessment

Resources

Start

5 min

Org. moment: Greeting learners

Warm-up: The aim of this warm-up repeat name of thing around us.

What is it?

Teacher chooses some pictures of object that are familiar to learners.  Teacher shows learners a small portion of the picture. Get them to guess what the picture might be.

Dividing into subgroups using difference shapes  and color of figure

The aim: To develop pupils speaking skills and create friendly atmosphere 

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Determines the topic and purpose of the lesson

The teacher to assess learners for their ability. 

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- know daily routines vocabulary

- know

Point 1

Assessment criteria

- Learners see small portion of the picture in order to guess what the picture might be.

Middle

5 min

10  min

10 min

5 min

5 min

Learners will listen in audio about the wonder of the world and their forms (circle, rectangle, square, semicircle and triangle).

Task 1 Work in groups(S+S)

After listening learners are asked to fill the gaps to complete the sentences.

1^st group makes up the  questions

2^nd group complete the sentence by sticking shapes

Wake-up

Inner Circle, Outer Circle

This a variation on Think Pair Share. Rather than keeping the same partner for each topic, pairings change with each question. Divide the class in half and form two circles, one inside the other. Learners in the inner circle talk with learners in the outer circle. After a question has been answered and shared, have the inner circle rotate so that everyone gets a new partner.

Task 2 Work in pairs (S+S)

Make up a dialogue using comparative and superlative adjectives in pairs.

Values:UNIT AND SOLIDARITY

10) Willingness to help each other in completing tasks and solving problems.

Task 3 Work in groups

Look at the picture on the whiteboard and make up sentences using comparative adjectives of general topic.

Task 4 Work in groups

Two groups will be given colored and different shapes of figures to make up something and protect their creation.

Learners

Make up closed questions

Make up open questions

Answer closed questions

Answer open questions

Speak the name of shapes

learners

make up sentences using comparative adjectives

make up sentences using superlative adjectives

learners

use the different shapes of figure

make up something

protect work

Descriptor: learners

Make up closed questions

Make up open questions

Answer closed questions

Answer open questions

Speak the name of shapes

Descriptor: a learners

make up sentences using comparative adjectives

make up sentences using superlative adjectives

Descriptor: learners

use the different shapes of figure

make up something

protect work

PowerPoint

CD-ROM

Sheets of paper

Shapes of figures

Hand signals

End ofthelesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Home task:

Ex25

Students evaluate each other and encourage classmate with phrases like:

Well done!

Poster

Differentiation

How will you provide additional support?

What tasks do you set for bright students?

Assessment

How do you plan to check students’ mastery of the material?

Comply with occupational health and safety regulations

1. Taking into account the level of the students, I differentiated the purpose of the lesson.

2. In pair and group work, students work on the same task according to the general educational goal, but I expect different results from each child.

3. When working in groups, I spend extra time taking into account the pace of work.

I compare the speed of work with time.

4. I recognize the expected outcome when completing a task.

1. Oral feedback is provided under the guidance of the teacher.

2. There are two types of assessing: peer assessment and group assessment.

1. I pay more attention to the health of students during the lesson. I cover the safety rules used in this lesson.

2. In classes I use active types of work. All tasks are designed taking into account the age of children.