Ашық сабақ "The world of professions and jobs"

LESSON: Unit 4 The world of work

Topic: Professions

School: KGU “Razdol’nenskaja osnovnaja shkola”

Date: 21.12.2017

Teacher name: Urustimova Aigerim Muhamedzhanovna

CLASS: 5

Number present: 4

absent:0

Learning objectives(s) that this lesson is contributing to

5.L1 understand a sequence of supported classroom instructions

понять последовательность поддерживаемых инструкций в классе

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

четко понимать смысл предложения во время, парных, групповых и индивидуальных работ в классе

5.W3 write with support factual descriptions at text level which describe people’s professions

писать с поддержкой фактических описаний на уровне предложения, которые описывают профессии людей

5.UE9 use simple Future and regular and irregular forms to describe, habits and Future profession

Использовать утверждение и негативную форму будущего времени для выражения действий и будущей профессии

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

Выражать мысль понятно во время парной, групповой и классной работы

Lesson objectives

All learners will be able to: Все ученики должны будут

• know the different types of jobs

знать разные виды профессии

• describe what people of various occupations dо

уметь говорить что делают люди разных профессии

• ask and answer to the questions about jobs

задавать вопросы и отвечать на вопросы о работе

Most learners will be able to: Многие из них должны будут

• predict the answers to the questions about jobs

находить ответы на вопросы о профессии

• think critically about the different aspects of jobs by generating questions

критический мыслить о разных аспектах работы задавая и отвечая на вопросы

Some learners will be able to:Некоторые из них будут

• understand the features of jobs that are not given the at the lesson

Понимать другие виды работы и профессии которые не проходили во время урока

• ask complex questions

Задавать сложные вопросы

Language objectives

Use Future simple and simple tenses

Value links

Collaboration, helping others

Cross curricular links link

World around us

ICT skills

Projector or Smart board for presenting a video

Intercultural awareness

Students will be able to explain what people of different occupations do

Kazakh culture

Students will be able to differentiate common jobs in Kazakhstan

Pastoral Care

Students will be able to understand the importance of doing job and helping people

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords

Previous learning

Learners know the names of some jobs and can use present continuous forms to describe what is happening now.

Plan

Planned timings

Planned activities

Resources

0-3 minutes

3-10

Class organisation

Learning and lesson objectives presentation

Warm-up (W, I) Make a circle and wish to each other good luck

• Vocabulary work (W, G)

Tailor-швея , doctor-доктор, farmer-фермер, baby sitter-няня, , plumber-сантехник, dentist-зубной врачь,

teach-учить –teacher учитель, sing-петь-singer-певец-певица, dance-танцевать-dancer-танцор, drive-водить-drive-водитель, paint-красить-painter-маляр

Learners listen to song in first web link. They say jobs they heard then listen again to add others. Record jobs learners remember on board.

Match the people from the song and the job.

Learners do first worksheet task: match workers’ names with jobs. Listen to song again to check.

Formative assessment (I)

Differentiation

Less able students are given some help from peers. For instance, they may clarify some words.

Students fill in gaps with the appropriate words that have been learned before

Students have two gaps to fill in themselves about jobs apart from mentioned at the lesson

• Learners peer assess each other against suggested criteria.

PPT slides

Handout 1

http://learnenglishkids.britishcouncil.org/en/songs/people-work

Formative assessment

Middle

10-19

20-35

Teacher pre-teaches then adds to grammar list on board

Как образуется время Future Simple

Утверждение

Для того чтобы образовать Future Simple, нам нужен вспомогательный глагол will. На первом месте будет подлежащее, за ним следует will, на третьем месте – основной глагол без частицы to.

В утвердительном предложении will объединяется с местоимением и образует сокращенную форму:

• I’ll come.

• She’ll understand.

• They’ll agree.

Отрицание

В отрицательном предложении между вспомогательным глаголом и основным появляется частица not.

В отрицательном предложении will объединяется с частицей not, образуя сокращенную форму. Но здесь есть одна особенность – изменение формы слова: will + not = won’t. Например:

• It won’t break.

• We won’t find.

• You won’t see.

Вопрос

Вопрос в Future Simple начинается со вспомогательного глагола will, за которым следуют подлежащее и основной глагол.

Physical training activity

Learners will take a card with profession but do not show each other they asked each other question using future simple tense

What will you do?

They answered for example I will teach, I will drive, I will sing I will dance e.c.t.

At the end they must to gues who they will be

Cards

http://learnenglishkids.britishcouncil.org/en/grammar-videos/kittys-dream-job

End

36-40

• Plenary

Learners must to take a pictures doctor’s team and teacher’s team

They must to make up deologue using future simple tense

Home task writing an essay My future profession

Reflection They must to choose one of the pictures

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.