Ашық сабақ "Friendship" 5 сынып

Unit 3 Values

LESSON: Friendship 3

School: 180

Date: 15.11.17

Teacher name: Zhumabekova l.M.

CLASS: 5 H

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics

5.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics

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

5.R1 understand the main points in a limited range of short simple texts on general and curricular topics

5.R6 recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics

5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

• develop listening skills through watching a story about “Lion and mouse”

• improve speaking skills by working in pairs, groups and whole class

• portray various characters as roleplaying a story with a help of the text (tapescript)

Most learners will be able to:

• give their thoughts using the new vocabulary

• portray various characters as roleplaying a story with a help of key phrases from the text (tapescript)

Some learners will be able to:

• portray various characters as roleplaying a story without the text (tapescript)

Language objectives

Use simple present, past and future tenses

Value links

Respect, Support the friends

Cross curricular links

Kazakh language

ICT skills

White board for presenting a video, slides

Intercultural awareness

Students will be able to understand that significance of friends role in the human life

Kazakh culture

Students will be able to value the work in Kazakh 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

Friendship 2

Plan

Planned timings

Planned activities

Resources

Beginning

10-min

Class organisation. Greeting.

Warm-up and lesson objectives presentation

Watching the video the learners are asked to predict the topic of the lesson.

Teacher uses colour stickers to divide learners into two colour groups. Group leaders will evaluate students’ answers with smiles. After dividing each group should tell about their best friends.

Checking homework: “My best friend.”

Introducing the lesson objectives.

Pupil’s CD

PPT

Middle

3-min

5-min

7-min

3-min

8-min

Lead-in

Pre - listening

Teacher asks students if a lion and a mouse can be friends. Why yes or no?

Vocabulary

Teacher asks learners from the groups to read the words and they write the words into the vocabulary.

While - listening

Task 1. Listen to the story and write the number

of the sentences.

Task 2. Write the number of the pictures.

Task 3. Answer the questions.

Post- listening

Learners think of a think is the moral of the story(give arguments)

Physical training.

T: - Pupils, let’s have rest, stand up please.

Role play

Learners in 3 (narrator, lion, mouse) role-play the story.

PPT

PPT

Handout 1

https://learnenglishkids.britishcouncil.org/ru/short-stories/the-lion-and-the-mouse

Handout 2

End

4-min

Reflection

Assessment. Traffic light.

Feedback. The teacher gives comments about learners work and awards learner. Learners will choose one and put on the board their stickers.

Home task: to learn the words for the dictation.

Stickers

PPT

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

• More support can be given at the start and in middle of lesson by providing less-able learners with story vocabulary in a word list so they can read examples of words seen or heard.

• Learners who are less confident at making up dialogue, can be given copies of parts of the dialogue from the story to read aloud.

• More-able learners can be encouraged to use the full range of language from the video when they practise the role-play.

• Monitor how much vocabulary learners can recall from images on the video without sound and then from video with sound.

• Monitor learners as they reorder events from the story. Can they read and understand each event and can they sort them into chronological order? Notice any sentences which are difficult for learners to understand and adapt for a future lesson.

• Monitor groups of learners as they agree on and practise dialogue for the role-play activity. Do they take turns to speak? Do they contribute appropriate language for the role-play?

• Links to the L1: Do learners know this story in the L1 and do they know any other Aesop’s fables?

• Make sure learners have sufficient space to act out the role-play.

• As the unit is on the topic of values, it is very important to leave time to discuss the end two questions with the whole class.

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?