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LESSON: Module 5 Lesson 7 J.R.R. Tolkein. Irregular verbs

School: # 60

Date: 25.01

Teacher name: Mukanova K.U

CLASS: 5 К

Number present: 10

absent:

Learning objectives(s) that this lesson is contributing to

5.S1 Explain that we use Did I/you/he/she/it/we/they/ to form questions in the past simple. Focus Ss’ attention on the position of did

5.L8 Ss open their books. Read the table aloud and elicit the missing words.

5.S8 Allow Ss some time to complete the task and then check Ss’ answers.

5.UE16 Explain the task and read out the example.

5.W4 Ss work in closed pairs and complete the task. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class.

Lesson objectives

All learners will be able to:

use some target structure and pronounce some contractions correctly and use some correct question intonation

Most learners will be able to:

use a range of target structure including appropriate short answers and pronounce most contractions correctly and use some correct question intonation

Some learners will be able to:

use a range of target structure including appropriate short answers and pronounce most contractions correctly and use good question intonation

Previous learning

past simple including negative and interrogative forms

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

To present the past simple interrogative and short answers

• Ss close their books. Write on the board: Did I play tennis yesterday? No, I didn’t and Did you play tennis yesterday? No, you didn’t. Explain that we use Did I/you/he/she/it/we/they/ to form questions in the past simple. Focus Ss’ attention on the position of did (before the personal pronoun). The main verb is used in its base form. We answer in the short form with Yes/No, I/you/he/she/it/we/they did/didn’t.

• Ask Ss questions to check their understanding.

T: Did you walk to school yesterday?

S1:Yes, I did./No, I didn’t.

T: Did your mum go to work yesterday?

S2: Yes, she did./No she didn’t. etc

• Ss open their books. Read the table aloud and elicit the missing words.

CD

Middle lesson

To practise using the past simple affirmative

Allow Ss some time to complete the task and then check Ss’ answers.

To practise using the past simple interrogative and short answers

• Explain the task and read out the example.

• Ss do the task. Check Ss’ answers.

• Play the video for Ss and elicit their comments at the end.

Video

To practise using the past simple interrogative to talk about the past

• Explain the task and read out the example exchange.

• Ss work in closed pairs and complete the task. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class.

Tas

Task for inclusive learning

handout

Ending the lesson

To write about past events

Allow Ss time to do the task. Then ask them to check their answers with other Ss around the class to find someone who can match their sentences.

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?

Cross-curricular links
Health and safety check
ICT links
Values links

monitor less able groups in controlled tasks and highlight any errors in spelling for learners to self-correct

monitor pair sentence completion tasks and encourage learners to give feedback to each other onanswers

cross-curricular links: History [historical leaders]

provide challenge to more able learners by asking them to say which facts are related to Kazakhstan

LESSON: Module 5 Lesson 8 Describing a Past Event. Famous People

School: # 60

Date: 27.01

Teacher name: Mukanova K.U.

CLASS: 5 К

Number present: 10

absent:

Learning objectives(s) that this lesson is contributing to

5.S1 Elicit what Ss know about Atlantis. Read out the title and subheadings in the text as well as the words in the list.

5.S8 Play the recording. Ss listen and follow the text in their books to find out how the words are related to Atlantis.

5.R1 Draw Ss attention to the Study Skill box and read it aloud. Give an example of key words and then explain the task.

5.R2 Explain the task and ask two Ss to read the example exchange aloud.

5.W4 Ss do the task in closed pairs, then ask some pairs to ask and answer in front of the class.

5.UE16 Evaluate Ss’ performance. Check for:inclusion of all points, correct word order, spelling mistakes

Lesson objectives

All learners will be able to:

identify some specific information in the text correctly and use some target language correctly in oral summary task with support

Most learners will be able to:

identify most specific information in the text correctly and use a range of target language correctly in oral summary task with support

Some learners will be able to:

identify all specific information in the text correctly and use a range of target language correctly in oral summary task with little support

Previous learning

use of regular past simple forms and basic narrative linkers and language of ‘years’

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

To introduce the topic and predict the content of the text

• Elicit what Ss know about Atlantis. Read out the title and subheadings in the text as well as the words in the list.

• Play the recording. Ss listen and follow the text in their books to find out how the words are related to Atlantis.

Class CD

Video

Middle Lesson

To read for comprehension

• Draw Ss attention to the Study Skill box and read it aloud. Give an example of key words and then explain the task.

• Allow Ss some time to read the text and answer the questions. Then direct Ss to the Word List to look up the meanings of the words in the Check these words box.

• Check Ss’ answers around the class.

To practise the past simple and revise question words

• Explain the task and ask two Ss to read the example exchange aloud.

• Ss do the task in closed pairs, then ask some pairs to ask and answer in front of the class.

Task for inclusive studing

handouts

Ending the lesson

To give a summary of a text

• Explain the task and go through the verbs in the rubric explaining any unknown ones.

• Allow Ss two minutes to read the text again and then ask various Ss to give their summary to the class using as many of the verbs in the list as they can.

• Evaluate Ss’ performance. Check for: inclusion of all points, correct word order, spelling mistakes (if written), grammar (syntax mistakes), pace (if spoken), rapport (if spoken)

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?

Cross-curricular links
Health and safety check
ICT links
Values links

support less able learners with supportive questioning and prompting in eliciting oral summary

use thumbs up and down technique and follow up questions to check comprehension

cross-curricular links: Literature [myths and legends]

provide challenge to more able learners by pairing them with less able learners in text comprehension and telling them to guide less able learners where to look in text for answers

monitor pronunciation of target words in oral summary task and highlight to board and redrill