Long-term plan Unit 5: Creativity

School: 102

Date: 10.01.2019

Teacher name: Almas Ulzhan

Grade: 5 

Number present:12

absent:

Theme of the lesson:

Vocabulary. Mythical creatures

Learning objectives(s)

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

Lesson objectives

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

• give an opinion at discourse level, communicate and give feedback.

Success criteria

Leaners will practise and revise most topics from Unit 4

Learners can answer the question

Learners can use prepositions and some new words

Value links

Respect, responsibility, honesty, trust, creativity

Cross curricular links

Kazakh, Self-knowledge, Psychology and Art

ICT skills

Worksheets

Previous learning

Across culture

Plan

Plan

Planned activities

Resources

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.

Book

Worksheets

Exercise 1, page 57. Look at the pictures.

Exercise 2,.

1. 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?

Learners give feedback to each other. This might be done in oral form.

Learners reflect on their learning:

• What has been learned

• What remained unclear

• What is necessary to work on

Homework

Exercise 4, page57.

Additional information

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:

Assessment – how are you planning to check learners’ learning?

Checking the task

Feedback on the work

Health and safety check
ICT links
PPT, Video

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

Use this section to record the methods you will use to assess what students have learned during the lesson

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

Reflection

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

If not, why?

Did my planned differentiation work well?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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?