Unit 9: Holidays

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Everyday English: Buying souvenirs

Learning objectives

5.3.6.1 communicate meaning clearly at sentence level during, pair, group and whole class exchanges;

5.4.1.1 understand the main points in a limited range of short simple texts on general and curricular topics;

5.2.8.1 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics;

Lesson objectives

Learners will be able to:

- present the situational language of buying things

- read for specific information

- consolidate situational language through translation

Value links

Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min.

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

What is the weather like today?

What month is it now?

What day of the week today?

Lead – in:

What do you see in the picture?

-What would you like to buy ?

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Learners remember previous lesson vocabulary

Students say different words from the picture

Learners answer the questions

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Assessment criteria

make basic statements related to personal information, people and objects on familiar topics

Descriptor:

- answer the question

Total: 2 point

Picture

Middle of the lesson

Presentation part.

30 min

Ex:1a P: 116

• Play the recording with pauses. Ss listen and repeat chorally or individually.

Focus Ss' attention on the stressed words/syllables.

Check Ss' pronunciation and intonation.

Ex:1b P: 116

• Read the rubric aloud and elicit who says what.

Play the recording. Ss listen and follow the dialogue in their books and check.

Ex: 2 P: 116

• Allow Ss some time to read the dialogue again and find the answer.

Check Ss' answers.

Ex:3 P: 116

• Сonsolidate situational language through translation

Elicit the L1 equivalents from various Ss around the class

Ex:4 P: 116

• Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

• Learners listen and repeat. Which words are stressed

ANSWERS

What can I do for you? I want to buy a souvenir.

What about this cop?

How much is it?

It's $15.00.

Here you are

• Learners The sentences above are from a dialogue at a shop. Who says each sentence: the shop assistant? or the customer?

Listen, read and check

ANSWERS

Shop assistant: What can I do for you? - What about this cap? - It's $15.00.

Customer: I want to buy a souvenir. - How much is it? - Here you are

• Learners read again. Answer the question.

ANSWERS

a cap

• Learners say the sentences in Ex. 1a in your language.

ANSWERS

Student’s own answer.

• Learners find phrases in the dialogue which mean:

ANSWERS

1 How can I help you? - What can I do for you?

2 How much does it cost? - How much is it?

3 How about this cap? - What about this cap?

4 Of course. - Sure

Descriptor:

- listen and repeat.

- check pronunciation and intonation

Total: 2 point

Descriptor:

- read the rubric aloud

- answer the question.

Total: 2 point

Descriptor:

- read the dialogue again

- find the answer.

Total: 2 point

Descriptor:

- find phrases in the dialogue

Total: 2 point

Students book

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.