Ашық сабақ: "Human beings"

Unit2: Living things

School: I.Zhansugirov

Date:15.10.2018y

Teacher name: Skenderova Bizhamal

CLASS: 5 «а ә»

Number present:

absent:

Lesson title

Human beings

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

5.L3 understand an increasing range of unsupported basic questions on general and curricular topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.UE9 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

• Pronounce and name parts of body according to the title “Human beings” with support

Most learners will be able to:

• Recognize an increasing range of unsupported basic questions to the theme: “Human being” with some support

Some learners will be able to:

• Apply simple present and past regular and irregular forms to the according to the topic “Human being” without support

Assessment criteria

• Interact with each other delivering content clearly to others

• Recognize basic general questions without support

• Apply simple present and simple past regular and irregular forms to describe routines, habits and states

Values links

The Patriotic Act “Mangilik Yel” 3^rd value: A secular society with high spirituality

Cross-curricular links

Biology, PE

Previous learning

Learners know all the names of animals

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

3 min

3min

Greeting. The teacher greets the learners and creates the positive learning atmosphere.

I divide class into two groups by method “With sentences”. I am going to give children several cards is written mixed sentences according to the Present and past tenses. Learners choose one card for dividing groups.

- Present Simple

- Past Simple

Checking up the home task. Activity -“Picture prompt”

• Students will choose one picture . They should talk about it.

Picture of animal

Middle

5 мин

10 min

7 min

5 min

Pre- Listening task by methods “Remember the words”

Differentiation by group ability

More able learners can spell words correctly and recognize meaning of the text and help to less able learners put the right place

Teacher says to learners different words according to the “human beings” then learners listen and write the hearing words. They should clean the writing words and try this again.

Learners work in pairs and take turns on computer to do spelling task in website. How many words can they spell correctly?[10 words]

Leg, arm, hand, eyes, ears, mouth, nose, hair, foot, shoulder

They change round and spell the other five words. How many can they spell correctly a second time?

Learners in small groups take turns to define a body part for others in their group to guess. Group learners and hand out to each group a set of body cards to be defined.

Descriptor: A learners

• - read the words

• - put the words in right place.

AFL: Yes or No cards

While – listening task

Differentiation by scaffolding (with pause)

More able learners listen to the text and fill in the gaps with missing words without support by CD1Tapescript12. During to do the task less able students listen to the text twice and pause.

My favorite thing has to be my new tablet. It’s really light and quite _____________, so I take it with me everywhere. I always write messages to friends and it’s big enough to do college work on it too. It takes really good _____________, and I play games and listen to _____________ on it as well, of course. I often download _____________ onto it, and watch them in _____________. My mum says I’m _____________, because I’m always on it. I even read things on it at breakfast time. I’m not allowed to use it at _____________ time, though. I have to be _____________ and talk to people then. “Welcome back to real life,” my mum says.

Descriptor: A learner

• listens and reads the text;

• writes the missing words while listening;

Post- listening task. (PW)

All learners count the numbers 1-6 and find their partner. Ask and answer the following questions:

1. What is the favorite thing of the author?

2. Does the author use it only at home?

3. Who write the message to friend?

Descriptor: A learners

• Ask and answer the question

• Work in pairs

AFL: peers assessment

Differentiation by type of task

Less able learners match the pictures with present simple phrases. Complete the sentences with help pictures and teachers support.

More able learners change the tense in each of the following sentences. Use the tense given in brackets.

1. My father loves seafood. (change to past simple)

My father --------------- seafood.

2. Do you like films? (change to past simple)

Did you like the film?

3. My sister doesn’t have a job. (change to past simple)

My sister didn’t had a job a year ago.

Descriptor: A learner

• - changes the tense in each of the sentences;

• - uses the tense given in brackets correctly

• -make up sentences

• describe the picture

Speaking task. Use the information to speak Sarah’s blog.

Before Now

 short hair  long hair

 like ice-cream  don’t like ice-cream

 believe in ghosts  don’t believe in ghosts

 don’t like pasta  love bread and pasta

 live in Birmingham  live by the sea in Bournemouth

Look at this picture! That’s me when I was a baby. I used to have

short hair, but now …___________________________________

Descriptor A learner

• writes Sarah’s blog;

• describes Sarah’s life;

• uses topical vocabulary;

• writes words and phrases accurately.

AFL: Teachers assessment in oral form

Worksheets

CD1Tapescript12

flashcards

Cards

A collection of tasks

for Formative Assessment

A collection of tasks

for Formative Assessment

End

5 min

Feedback “Image of man”

What they have What remained What they need to

learned for them continue working on

Teacher gives them comments about students work and ask students write “All you know activity”. Students write down everything they know about “Body”

Home task. Make up sentences using Present and Past Simples according to the “My Body”

Stickers

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?

Health and safety check
ICT Links

Differentiation by group ability

More able learners can spell words correctly and recognize meaning of the text and help to less able learners put the right place

Differentiation by scaffolding (with pause)

More able learners listen to the text and fill in the gaps with missing words without support by CD1Tapescript12. During to do the task less able students listen to the text twice and pause.

Differentiation by type of task

Less able learners match the pictures with present simple phrases. Complete the sentences with help pictures and teachers support. More able learners change the tense in each of the following sentences. Use the tense given in brackets.

I will use to inspiriting my learners using various formative assessment strategies to motivate them by doing monitoring, checking the task, giving feedback orally by peers and orally by me after every task. And at end of the lesson I will use strategy

Feedback “Image of man”

What they have What remained What they need to

Learned for them continue working on

CD1Tapescript12

Health saving technologies.

Rules from the Safety Rules book

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

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?