Ашық сабақ The Present Continuous tense

Lesson:

Unit 9 Holidays

School: №3

Date: 30..04.2019

Teacher’s name: ZhanibekovaAkerke

Grade: 5

Number present: 12

absent: -

Theme: Present Continuous

Learning objectives that this lesson is contributing to

5.3.2.1 ask simple questions to get information about a limited range of

general topics;

5.5.3.1 write with support factual descriptions at text level which

describe people, places and objects;

5.6.10.1 use present continuous forms with present and future meaning

on a limited range of familiar general and curricular topics;

Lessonobjectives

All learners will be able to:

• ask questions about holiday with SOME support

• answer the questions

• describe people and places with prompts

• make sentences in present continuous WITH modeling

Most learners will be able to:

• ask questions about holiday with LITTLE support

• describe people and places without prompts

• make sentences in present continuous WITHOUT modeling

Some learners will be able to:

• ask questions about holiday without support

• describe pictures in present continuous

Assessment criteria

Learners achieve this Learning Objective, if they can:

• Put questions according to the picture

• Describe people and places

• Make sentences with S+am/is/are+Ving

Valuelinks

A secular society with high spirituality, Respect each other.

Cross-curricularlinks

Physical education and geography.

ICT skills

Speakers.

Previouslearning

Words related to weather, the four seasons.

Plan

Plannedtiming

Plannedactivities

Resources

Start

3 min

[T-S] I. Greeting.

[T-S] II. Brainstorming. Teacher starts the lesson with the game “Basketball questioning”. T uses a ball to get answer from learners. Learners ask questions according to the topic, they ask questions randomly. Possible questions:

- Do you usually go skiing?

- Do you always play computer games?

- Do you usually go skiing?

- Do you always go camping?

- Do you usually play bowling?

- Do you always do a snowman?

- Do you usually play basketball?

- Do you always do gymnastics?

Ball

Flashcards

Middle

10 min

8 min

8 min

8 min

[D][W] [T-S]Teacher explains Present Continuous Tense with forms (S+am/is/are+Ving) gives examples using body language (TPR).

Task 1

[ G] [S-S] Learners work in groups and ask questions about pictures using the strategy “Picture description”where learners look at the picture and ask questions. Ls use “S+am/is/are+Ving” to answer the question. Teacher uses modeling and gives an example.

Picture p112,ex5

E.g.: What is Maira doing? Maira is eating

POSSIBLE ANSWERS from LEARNERS:

What is Zhenya doing? Zhenya is reading a book.

What is Zhandos doing? Zhandos is swimming in the sea.

What is Svetlana doing? Svetlana is eating.

What is Aidos doing? Aidos is sunbathing.

AfL: Thumbs up, thumbs down.

Task 2.

[ P][S-S]Learners use the strategy “Walking dictation” in this activity. They work in pairs, one of them is reader and the other is writer. Learner A walks and reads the questions from the worksheet on the wall and comes up to dictate, Leaner B writes the question. After writing 3 questions, they answer the questions together according to the picture.

Any Picture

QUESTIONS ON THE WALL:

1. What are grandparents doing?

2. What are boys doing?

3. What is mother doing?

AfL:“Smiles”

Task 3

[I][S-T]Learners work individually, they make sentences with S+am/is/are+Ving.

1. Dad/swim. Dad’s swimming.

2. They/sunbathe.

3. Erbol/read a book.

4. Nurgul/take/photographs.

5. Mum/eat/an ice-cream.

6. Aida and Azat/play football.

7. Nurlan/shop/for souvenirs.

8. I/make/a sandcastle.

AfL:Self-assessment “Blob tree”

Board

Chalks

Flashcards

Papers

Picture

Worksheet

Picture

Worksheet

Picture

End

3 min

Plenary “Just a minute”

Learners take it in turns to speak for one minute about ‘Holiday’ without repetition, pause and mistake.

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?

Value links

Cross-curricular links

ICT skills

Some support:

In task 1, when they work in groups and discuss, by providing less-able learners with examples of questions.

More support:

In task 2, when they write sentences in pairs by providing less-able learners with some prompts.

More-able learners can be encouraged to write more sentences and comment friends.

Students will be assessed in each task with formative assessment.

• Group work will be assessed by

“Thumbs up, thumbs down”

• Pair work will be assessed by“Stars”

• Individual task will be assessed by ‘self-assessment-Blob tree’

• Teacher evaluates the student with descriptors.

A secular society with high spirituality,

Respect each other.

Physical Education and Geography.

Speakers.

Make sure learners have sufficient space to do physical activity.

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?