Cities and countries 1 класс 5

Unit :1 HOME AWAY

School:

Date:

Teacher’s name: Bolysbek Ulbosyn

CLASS: 5

Numberpresent:

absent:

Lesson title

Cities and countries 1

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

5.L1understand a sequence of supported classroom instructions

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

5. UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:understand a sequence of supported classroom instructions with support.

give basic information about themselves and others at sentence level on topic cities and countries. With support.

Apply adjectives regular and irregular, comparative and superlative on a topics cities and coutries with support

Most learners will be able to: understand a sequence of supported classroom instructions with some support.

give basic information about themselves and others at sentence level on topic cities and countries. With some support.

Apply adjectives regular and irregular, comparative and superlative on a topics cities and coutries with some support

Some learners will be able to: understand a sequence of supported classroom instructions without support.

give basic information about themselves and others at sentence level on topic cities and countries. Withouy support.

Apply adjectives regular and irregular, comparative and superlative on a topics cities and coutries without support

Assessment criteria

Perform classroom instructions on theme cities and countries

Provide basic information about themselves and others using adjectives (regular, irregular, comparative and superlative ) on theme cities and coumtries

Value links

Economic growth based on industrislization and innovation

Cross-curricular

Geography, country study

Previous learning

Homes (dining room, hall, bedroom, bathroom, livingroom, kitchen)

Learners know all the names of rooms belonging to the house

Learners introduced with the construction there is / there are and direction prepositions on, under, behind, next to, in front of , between

Plan

Plannedtimings

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

Resources

Start

5min

I.Greeting: Good day, dear learners! Nice to meet you

How are you? Thank you, sit down.

Are you ready for today’s lesson?

Who is absent today?

Who is on duty today?

What is the weather like today?

II. “Brainstorming” sing the song “In my country” singing this song we open the theme of the lesson

T-S. Dividing learners into two groups by “magic box” there will be some words choose one of them. Who choose word city sit to the first group and who choose word coutry sit to the second group.

Box

Middle

8min

8min

10min

3min

3min

III. Presentation of the grammatical materials

Use the picture I explain the new grammar task

Teacher gives more examples, then learners give their own examples.

Writing

IV. Task 1. Method: “Think. Share. Integrate”. Complete the table with the right form of adjectives.

Pair assessment.

Descriptors:

1. Complete the table.

2. Read the adjectives.

With the help of this task I’ll know the pupils level

V. Listening

Task 2 Listen the text.

Now I’ll give the task to the pupils according their levels about the text.

1. Find the adjectives 2. Put the missing adjectives 3. Jumbled the

sentences

Descriptors:

1.Weaker learners find the adjectives.

2.More able learners put the missing adjectives.

3.Most able learners do jumbled sentences.

VI. Comprehension checking test. “Needle”

• In 1830 it was a small …… .

A. Town. B. city. C. village.

• It became a town in …… .

a. 1830 b. 1832. C. 1828.

• Astana got its present name in …… .

a.1991. b. 1997. C. 1998.

• Later the name was changed to …… .

a. Akmola b. Tselinograd. c. Astana

• It means ‘………’ in Kazakh.

a.Capital b. Akordo. C. Akmola

I’ll give the test for checking how pupils understand the text. After that I gather their works and check it with the help of the needle.

Descriptor: Find the correct answer

VII. Speaking

Task3 With the help these pictures I want to develop speaking abilities. Pupils describe the pictures using adjectives.

Astana

Shymkent

Almaty

Descriptors:

1.Describe the pictures.

2.Make sentences with adjectives.

Use interactive board.

English book.

English book.

Cards

test

.

pictures

End

3 min

V III. Reflection “Five fingers”

k

Which task did you like the most?

What was easy for you?

What was difficult for you?

Show on your fingers your opinion about the lesson

1-the lesson was difficult

2-you liked the most

3- your mood glad, sad, bad

4- Activities you have done

5- I learnt today

Reflection through “Five fingers”

1 finger – difficulties during the lesson

2 finger – what do you like during the lesson

3 finger – your mood

4 finger – what do you do today?

5 finger – what do you learn today?

Learners draw the shape of their hands and write on each finger.

Home work: Look for from internet and find information about language population capital the weather and best places of your favourite country.

Additionalinformation

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?

Healthandsafetycheck

I think I did challenge in my lesson plan using different tasks I used more resources and gave more difficult tasks to the more able learners. I motivated the students for the following work I said good , very good. When low level students do not understand the task I give them synonyms and more able learners support them.

I’ll give the task to the pupils according their levels about the text.

1.Find the adjectives

2. Put the missing adjectives 3. Jumbled the sentences

In order to motivate learners after each their answer a teacher gives formative assessment by the

Sun-the best

star -good

cloud-need work.

Reflection through “Five fingers”

1 finger – difficulties during the lesson

2 finger – what do you like during the lesson

3 finger – your mood

4 finger – what do you do today?

5 finger – what do you learn today?

Learners draw the shape of their hands and write on each finger.

During the lesson moving activities will be used.

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.