Long-term
plan Unit 5: Creativity
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School: 102
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Date: 10.01.2019
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Teacher name: Almas
Ulzhan
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Grade: 5
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Number
present:12
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absent:
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Theme of the
lesson:
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Vocabulary. Mythical
creatures
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Learning
objectives(s)
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5.L10 understand a sequence of
supported classroom instructions
5.S6 give an opinion at
sentence level on a limited range of general and curricular
topics
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Lesson objectives
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All learners will be able
to:
Understand and answer the questions; they can
do exercises.
Most learners will be able
to:
ask questions and give an
opinion at a sentence level;
Some learners will be able
to
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Success criteria
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Leaners will practise and
revise most topics from Unit 4
Learners can answer the
question
Learners can use prepositions
and some new words
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Value links
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Respect, responsibility, honesty, trust, creativity
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Cross curricular
links
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Kazakh,
Self-knowledge, Psychology and
Art
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ICT skills
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Worksheets
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Previous learning
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Across
culture
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Plan
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Plan
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Planned
activities
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Resources
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Greeting with the
class
Vocabulary
To present some mythical
creatures
Draw Ss’ attention to the
pictures and ask various Ss to read out the name of the creature
each one shows.
2.To present new
vocabulary
Go through the features in the
list and explain/elicit the meanings of any unknown words.Ss listen
and repeat chorally or individually and point to each feature as it
is mentioned.
3.To relate mythical
creatures to animals
Elicit which creatures look
,like the animals in the list.
4.To describe the mythical
creatures
Read out the example and ask
various Ss around the class to describe the creatures using the
phrases given earlier.
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Book
Worksheets
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Exercise 1, page 57. Look at
the pictures.
Exercise 2,.
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Listen,repeat amd point to :a
Thick mane,a single eye,a horn,a long tail,sharp claws,a beak,big
wings ,sharp teeth ,long feathers.
Exercise 3, page 57. Which of
the creatures looks like:A horse? A huge snake ? A Giant? An
eagle?
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Learners give feedback to each
other. This might be done in oral
form.
Learners reflect on their
learning:
Homework
Exercise 4,
page57.
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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?
Support for weaker students:
working in pairs/groups, phrases
Challenges for moreable
students:
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Assessment – how are you
planning to check learners’
learning?
Checking the
task
Feedback on the
work
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Health and safety check
ICT links PPT,
Video
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Differentiation can be by
task, by outcome, by individual support, by selection of teaching
materials and resources taking into account individual abilities of
learners (Theory of Multiple Intelligences by
Gardner).
Differentiation can be used at
any stage of the lesson keeping time management in
mind
Pair work, group work
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Use this section to record the
methods you will use to assess what students have learned during
the lesson
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Health promoting techniques
Breaks and physical activities
used.
Points from Safety rules used
at this lesson.
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Reflection
Were the lesson
objectives/learning objectives realistic? Did all learners achieve
the LO?
If not,
why?
Did my planned differentiation
work well?
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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)?
1:
2:
What two things would have
improved the lesson (consider both teaching and
learning)?
1:
2:
What have I learned from this
lesson about the class orachievements/difficulties of individuals
that will inform my next lesson?
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