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Short term plan
Unit 1 Homes and away Unit of a long term plan unit1 |
School: |
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Date: |
Teacher name: |
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CLASS: 5 |
Number present: |
absent: |
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Lesson title |
Homes 1 |
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Learning objectives(s) that this lesson is contributing to (link to the Subject programme) |
L1. Understanding sequence of supported classroom instructions S7. Use appropriate subject- specific vocabulary and syntax to talk about a limited range of general topics UE3. Use a growing variety of adjectives and regular and irregular comparative and superlative adjectives an a limited range of familiar general and curricular topics W3 write with support factual descriptions at text level which describe people, places and objects |
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Lesson objectives |
All learners will be able to: Name parts of yurt, understand vocabulary, describe places Most of learners will be able to: Understand specific vocabulary |
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Assessment criteria |
Say topic words with clear pronunciation. Say expressions clearly describe places and objects use adjectives in degrees |
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Language objective |
Yurt , shanyrak uwyk a carcass |
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Values links |
To keep ,to increase and to hand down traditions and friendship between people |
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Cross-curricular links |
art |
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Previous learning |
Review |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your 9planned activities) |
Resources |
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Start |
Greetings, Good morning pupils! Who is on duty today? Who is absent? Teacher divides pupils in 2 groups with cards: “ Yurts’, “ Homes”
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Middle |
L1 Task 1 Listen to and repeat attentively after teacher : a bedroom, a dining room, bathroom, a living room, a toilet, a study, a round-shaped , a shanyrak , a kerege ,a uwyk L 1 Task 2 Match the pictures with the words Yurt is a round-shaped,
it consists of three main parts and many other smaller parts. Three
main Yurt usually does not
have rooms in it, and it was a common practice to have a
separate
Task 2 Find out which of these adjectives in positive degree, in comparative degree, in superlative degree 1 A building is bigger than yurt. 2. Yurt is smaller than a building. 3. A house is modern. 4. A living room is the most comfortable room in the house. 5.Yurt is the oldest house. Descriptor: Learners find degrees of adjectives W3 Task 4 Write things you remember from the texts Yurt, kerege ,house ,shanurak .small ,beautiful ,modern Bedroom, living-room ,comfortable Descriptor: Pupils write names of rooms ,describe of house |
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End |
Answer the question “ How can be a modern house?”
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Additional information
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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 |
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Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner). |
Use this section to record the techniques that you will use to assess what the learners have learned during the lesson. |
Health saving technologies. Using physical exercises and active activities. Rules from the Safety Rules book which can be applied in this lesson. |
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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?
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Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. |
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Summary evaluation
What two things went really well (consider both teaching and learning)?
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2:
What two things would have improved the lesson (consider both teaching and learning)?
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2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?
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Short term plan
Unit of a long term plan Unit 1 |
School: B.Momyshuly |
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Date: |
Teacher name: Akhmetova A |
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CLASS: 5 |
Number present: |
absent: |
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Lesson title |
Homes 2 |
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Learning objectives(s) that this lesson is contributing to (link to the Subject programme) |
S1. Provide basic information about themselves and others at sentence level on an increasing range of general topics. S4. Respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics. W1. Plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics. UE14. Use prepositions to talk about and location: use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curriculum topics. |
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Lesson objectives |
All learners will be able to:
Most learners will be able to:
Some learners will be able to:
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Assessment criteria |
To ask simple questions to get information about rooms To develop the learners’ correct pronunciation of active vocabulary To put prepositions of directions in right order. To write and complete the sentences by putting names of the room |
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Values links |
To respect each others opinion, to awake of their patriotic senses. To teach pupil to love our motherland. |
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Cross-curricular Links |
Kazakh and Russian |
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Previous learning |
Learners have an information about rooms. New vocabulary according to the previous lesson. Define comparative and superlative adjectives. Can compare yurts with modern houses. |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start |
Teacher greets and invites to stand in a circle and to greet each other. The teacher divided the class with the method of mosaic.
Revision the previous lesson. Scrambled
letters. You must make up some words and translate them into
Kazakh.
t, l, a, f
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Flashcards PPT (slide – 1-2)
Pictures
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Middle |
IV.S4. Working with new vocabulary.
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