Ашық сабақ "Family relationships" 5 сынып

Unit of a long term plan 3 Values. Family relationships

School: Surgan secondary school.

Date:

Teacher name:Mukanova Aigerim Zhumartovna

CLASS: 5

Number present:

absent:

Lesson title

Family relationships

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

5.3.5.1 keep interaction going in basic exchanges on a growing range of general and curricular topics;

5.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

5.4.1.1 understand the main points in a limited range of short simple texts on general and curricular topics;

Lesson objectives

• Interact in basic exchanges when speaking about topic

• Apply topical vocabulary appropriately in speech

• Skim the short simple text

Assessment criteria

• Support a talk on a given general topic

• Use topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

• Read and identify the main idea in the text.

Values links

The Patriotic act ‘Mangilik Yel’, National unity, peace and harmony in our society

Cross-curricular links

Self-study

Previous learning

Values

Plan

Planned timings

Planned activities

Resources

Beginning

1-7 min

Middle

7-35

End

5 min

CLASS ROUTINE:

Teacher and learners greet with each other. Then the learners take their seats.

STARTER:

MODELLING

(D, W) Warm up activity. Song technique. TPR method.

Learners will be shown a video song and they will sing together and repeat the movements.

Finger family song

INTRODUCTION:

Teacher asks learners to guess the theme of the lesson by asking questions.

T. What song did we sing?

L. about family

T. well done! Right you are.

What do you think what are we going to speak about?

L. Family.

T. Well done.

After the learners guess the theme of the lesson teacher introduces learners with lesson objectives.

DEVELOPMENT:

(D) Introduction in new theme.

DRILLIUNG

Father, mother, sister, brother, aunt, uncle, grandparents, grandfather, grandmother,

Random grouping.

Teacher divides learners into two groups with the help of coloured papers.

P) “Find someone who”

Groups will be given worksheets, according to that sheet they will mingle in the classroom and try to find out the family members.

Interaction pattern: Ss-Ss

Descriptor: A learner

- asks questions;

- answers the questions

- presents the partner’s family members

(f) Oral assessment: Well done! A good job!, Try better!

Differentiation by success criteria.

During the activity, the less able learners will asks and answer the questions, more able learners will be challenged to present the partner’s family members to the whole class.

Activity

(I, W) Skim the text. ‘Read and identify’. Learners read the rext and identify the family members.

Hi! My name is Samal and I’m twelve years old. I’m from Kazakhstan and live in Astana with my family. Maira and Serik are my parents. My mother is 41 and my father is 42. I have got a sister and a brother – Ayala and Sultan. Ayala is 8 and my brother is 6 years old. Maira and Tolegen are my grandparents. My grandmother is 82 and my grandfather is 85. I’ve got a pet my cat – Topsic. My brother got a pet too, his dog – Reks.

Interaction pattern: I,

Differentiation by scaffolding (visuals and realia, use L1).( Less able learners will be given visuals or they will be allowed to use L1 to fulfil the task and understand.)

(f) Group assessment. Learners will fill in the table after they will exchange with their sheets and check.

(P, W) Double circle Activity.. Teacher divides the learners into two groups and they make inner and outer circle. First they will prepare questions about family members, secondly they will interact with each other asking and answering the questions. Each learner participates at the same time; they start according to the teachers signal and stop or change partners.

Interaction pattern: S-S, Ss-Ss

Descriptor: a learner

• formulates questions about family members

• asks questions

• answers questions

• uses the topical vocabulary

• interacts with each other

Differentiation by support. Less able learners will be supported by more able learners to formulate questions and answer.

Differentiation by scaffolding. Less able learners will be given sentence structures to formulate their questions.

E.g. Do you have got a …..? (mother, farther, uncle, aunt ect)

(f) Applauses assessment. After the activity learners applause each other.

PLENARY:

Learners will be given ‘Can Do’ assessment sheet.

CLASS ROUTINE:

Teacher thanks the learners for their being, gives the homework.

Teacher and learners say good bye to each other.

https://ok.ru/video/1595609428

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 students’ learning?

Health and safety check
ICT links

Differentiation by success criteria.

During the activity, the less able learners will asks and answer the questions, more able learners will be challenged to present the partner’s family members to the whole class.

Differentiation by scaffolding (visuals and realia, use L1).( Less able learners will be given visuals or they will be allowed to use L1 to fulfil the task and understand.)

Differentiation by support. Less able learners will be supported by more able learners to formulate questions and answer.

Differentiation by scaffolding. Less able learners will be given sentence structures to formulate their questions.

E.g. Do you have got a …..? (mother, farther, uncle, aunt ect)

Oral assessment: Well done! A good job!, Try better!

Group assessment.

Applauses assessment

‘Can Do’ assessment.

Learners will be given different stirring activities and the interactive board will be used according to the requirements.

PPT, video