Unit 1 Home and away

School:

Date:

Teacher name:

CLASS: 5

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absent:

Lesson title

Cities and countries

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

5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

5.W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics

5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

5.UE8 use future forms will for predictions and be going to to talk about already decided plans on a limited range of familiar general and curricular topics

Lesson objectives

• understand the main points in the text

• write differences and similarities of the city

• express their own opinion about the future of Astana

Assessment criteria

• identify the main point of the text

• make up Venn diagram about differences and similarities between old and new Astana

• tell their opinion about the future city

Level of thinking skills

Knowledge and comprehension

Application

Values links

The independence of Kazakhstan and Astana.

Cross-curricular links

Geography.

Previous learning

Home

Plan

Planned timings

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

Resources

Start

5 min

Greetings:

Brainstorming. Learner identify the city and country according to the suggest landmarks.

e .g. Baiterek Astana Kazakhstan

London Eye London Great Britain

Introduce lesson objectives.

Worksheet 1

PPT slide

Middle

30 min

Grouping work.

Method: ‘Mosaic’

1^st group: Baiterek 2^nd group: Khan-Shatyr

Task-1. Read the text and then answer the questions.

   Astana - Астана

Astana is the capital of the Republic of Kazakhstan. It is the third largest city in the country with population over 800 000. In 1999 Astana was awarded the title of the City of Peace by UNESCO.

Geographical position and climate

Astana is the northernmost capital of Asia. The city is situated in the central Kazakhstan on the banks of the Ishim River. It is located in steppe and has an extreme continental climate - summers here are hot, while winters are very dry and cold. Astana is the second coldest capital city in the world.

History of the city

The city was founded in 1830 and its first name was Akmolinsk, then in 1961 it was renamed Tselinograd. In 1992 the city's name was changed to Akmola. Akmola became the capital of Kazakhstan in 1997 and in 1998 the city received its present name Astana.

Architecture and sights

Astana is a beautiful modern city. The author of the Master Plan of Astana is the famous Japanese architect Kisho Kurokawa. There are a lot of modern futuristic buildings, skyscrapers and monuments. "Baiterek" memorial is the symbol of Astana; it is also the geographical centre of all Eurasia.

There are a lot of beautiful parks and fountains in Astana, the most famous of which is "Tree of Life" fountain. In the city there are also some theatres and museums, concert halls and trading and entertainment centres. As Astana is the capital of the country there are government buildings and the residence of the president.

 Answer the questions.

1. How many people live in Astana?

2. Which river is there in Astana?

3. When did it become a town?

4. When did it get its name “Astana”?

Descriptor A learner:

reads the text

gives full answers to the questions

Task 2. Look at the pictures and make up Venn diagram between old Astana and new Astana.

Astana now Astana before

Compare the city according to the following: (inside two circles differences, and in the middle similarities)

1. Buildings;

2. Streets;

3. Vegetation (trees and plans);

4. Extra.

Descriptor A learner:

• makes Venn diagram

• writes correctly words

Task 3. Make up presentation about the future Astana.

Talk to your group and give opinions about what could be Astana in the future.

Descriptor A learner:

• uses future forms;

• makes the future Astana;

• expresses their opinion;

Differentiation:

Less able learners: read the text and answer the questions

More able learners: analyze and discuss about Astana now and before

Most able learners: express their opinion about the city

Task 4.

Look at the pictures and match them to their descriptions.

Descriptor A learner:

• matches descriptions with their pictures correctly.

Work with text

Worksheet 2 (Venn diagram)

Worksheet 2

End

5 min

Feedback: Learners reflect on their learning coloring the boat

№1- If you liked the lesson and did all tasks very well, color the sail in green and answer why?

№2- If you met some difficulties in the lesson, color the sail in yellow

№3—If the lesson was very difficult to you can’t do the tasks without supporting teacher color the sail red.

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 peer support and task

Differentiation by teacher support

Monitoring

Safety regulations are taken into account when planning and conducting the lesson.

There are types of activities that meet the needs of learners with different learning styles and level.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

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.

In this lesson plan I use several activities/tasks to improve learner’s skills through differentiation and some approaches and strategies such as Brainstorming (to develop their listening skills). Also learners work individually and in groups. I think, I achieve the goals, because I see the results.

Осы сабақ жоспарында мен оқушылардың дағдыларын дифференциациялау арқылы жақсарту үшін бірнеше іс-әрекеттер мен тапсырмаларды және Ми Штурм (тыңдау дағдыларын дамыту) сияқты кейбір тәсілдер мен стратегияларды қолданамын. Сонымен қатар, оқушылар жеке және топтарда жұмыс істейді. Менің ойымша, мен мақсаттарға қол жеткіздім, өйткені мен нәтижелерді көрдім