Ашық сабақ 5 сынып Homes and Away Unit Revision

LESSON: Unit 1 Homes and Away

Unit revision

School:

Date: 27.09.2018

Teacher name:

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

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

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

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:

• enhance and practise vocabulary (homes/weather) learnt in Unit 1: Home and away with support

• find specific information and details in the text to complete the task with support

Most learners will be able to:

• use vocabulary (homes/weather) related to the topic during the speaking practice with some support

• find specific information and details in the text to complete the task with some support

Some learners will be able to:

• practise their speaking skills by using vocabulary (homes/weather) related to the topic with no support

• find specific information and details in the text to complete the task with no support

Language objectives

Revise and practise lexis related to the topics learnt (homes, cities and countries, weather )

Value links

To discuss the importance of homes to people

Cross curricular links

Geography

ICT skills

Projector or Smart board for presenting a reading activity

Previous learning

Learners learnt about homes, cities, countries, and weather

Plan

Planned timings

Planned activities

Resources

5-7

Warm-up: Stations

In order to revise vocabulary, learners are asked to work in pairs (Stronger learners with struggling ones). There are five stations with different tasks hang on the walls. Teacher assigns pairs and asks each pair to go to one of the stations and complete the task given there in their copybooks. They are given about 1 minute to complete each task. While learners are completing the tasks, teacher monitors and supports if necessary or writes down any errors/problems that learners have (differentiation by support and task).

Whole class feedback – teacher elicits the answers and addresses the problems that learners had while completing the tasks.

Learners are presented the lesson objectives.

Handout 1

PPT slides 2-6

Middle

7-12

12-13

13-20

20-33

33-36

Pre-reading

In pairs, learners describe what they can see in the pictures and say where a person who they are going to read about lives.

While-reading

Reading for gist: Learners quickly read the text to check their answers.

Whole class feedback.

Reading for specific information:

Learners work individually. Each learner is given an individual white board/paper and marker. Teacher shows 1 question and learners have to find the answer and write it on the board. Then learners show their answers to their teacher. Teacher takes notes if learners got the answers right or wrong (Formative Assessment informal). Whole class feedback should be done after each question.

Post-reading: Inner-outer speaking activity

Learners are divided into the groups. They are told that they are going to practise speaking skills and should try to use at least 5 words related to the topics.

One group of learners sit in the inner-circle and their task is to ask the questions (teacher provides them with questions). Learners from the outer circle are given 1 minute to answer these questions. After each learners from the outer-circle change their seats clockwise. Then learners from different circles change their roles. Teacher monitors and takes notes of the errors learners make but does not interfere (Formative Assessment informal).

Error correction

Teacher writes down some errors (most common) that learners made during the speaking activity on the board.

In pairs, learners correct the errors.

Whole class feedback.

PPT slide 7

Handout 2 – text

PPT slide 8

Individual whiteboards/papers,

Markers

Handout 3

End

36-40

Plenary

Learners write down what they have learnt in this topic and what problems they still have.

Post-its

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

• Differentiation by support and outcome – teacher might decide on the number of words used by an individual learner during the speaking activity.

• Monitor how much vocabulary learners can use in their speaking.

• Monitor how learners find the answers during the reading for specific information activity

• Monitor how learners complete the vocabulary tasks

• Safety regulations are taken into account when planning and conducting the lesson.

• There are types of activities that meet the needs of learners with different learning styles and level.

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?