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19 Мамыр 2021
807
Giving personal information 5 grade
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Unit: 2 |
VIII. Sports |
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Teacher name: |
Ukenova Symbat |
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Date: |
13.04.2021 |
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Grade: 5 «V» |
Number present: |
Number absent: |
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Theme of the lesson: |
Giving personal information p.18 |
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Learning objectives(s) that this lesson is contributing to |
5.2.1.1-understand a sequence of supported classroom instructions 5.2.2.1 - understand an increasing range of unsupported basic questions which ask for personal information 5.3.1.1- provide basic information about themselves and others at sentence level on an increasing range of general topics |
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Lessonobjectives |
understand a sequence of supported classroom instructions, understand an increasing range of unsupported basic questions which ask for personal information, provide basic information about themselves and others at sentence level on an increasing range of general topics |
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The procedure of the lesson |
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Planned timings |
Teacher’s actions |
Pupil’s actions |
Ass-t |
Resources |
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10 |
Organization moment: Greeting: Checking the attendance. Checking the home task. Warm-up (2–3 minutes) • Books closed. Say to the class: My name’s (your name). Then turn to the student closest to you and say What’s your name? That student says My name’s (name) and then turns to the next student asking What’s your name? • Students continue around the classroom saying their name and asking the next student what their name is. • You could repeat the activity with another question, e.g. I’m from (Madrid). Where are you from? |
Learners greet the teacher, as a class they check their home work
In turns learners answer the question and ask the next learner |
Formative ass-t |
SB Chain game |
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20 |
Main part Exercise 2 CD 1.20 • Students follow the dialogue as they listen. • In a weaker class, you could pause the recording after each line and ask students to repeat. • Ask the class what Tom is doing. Elicit that Tom is joining the club. Exercise 3 • Refer students to the key phrases. Explain the task. • Students work individually. Check answers as a class. • In a weaker class, translate the key phrases together. Ask stronger students to translate the sentences by themselves into their own language. • Divide students into pairs to practise the dialogue. You might like to play the recording once more for them to help them. Monitor, helping out with pronunciation issues where necessary. Answers: Can you spell that, please? What’s your phone number? Welcome to the club! Exercise 4 CD 1.21 • Focus on the table and on the left-hand column. Students may not be familiar with phonetic script, so model each vowel sound for them. If you think it would be useful, ask them to write down the vowel sound as they would in their own language. • Explain how the table works. Play the recording and ask students to repeat. • Give the students more practise pronouncing the letters of the alphabet by having them say one letter each in the correct order around the classroom. Exercise 5 • Ask students to work individually to find six words they have recently learned in this unit or in the Starter unit. • In pairs, they do the task. Circulate and monitor, listening out for correct pronunciation and correct spelling. • Draw the activity to a close by asking students to close their books and then asking each student to spell a word from the unit or from the Starter unit. |
Learners listen to the dialogue, follow it and repeat it.
Learners work individually, check answers as a class
Students write down the phonetic script, listen to it and practice the pronunciation
Learners answer the questions in pairs then listen and check their answers
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Formative ass-t |
SB TapescriptCD 1.20 See Teacher’s Book page 114. SB Phonetic table TapescriptCD 1.21 See Teacher’s Book page 114.
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10 |
Ending the lesson Concluding. Exercise 6. Play “Hangman” follow your teacher’s instructions Home task: ex.7.p.18. SB |
Learners follow the teacher’s instructions and play the game |
oral |
Blackboard, chalk or interactive online “Hangman” game |
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|
Unit: 2 |
VIII. Sports |
||||
|
Teacher name: |
Ukenova Symbat |
||||
|
Date: |
13.04.2021 |
||||
|
Grade: 5 «V» |
Number present: |
Number absent: |
|||
|
Theme of the lesson: |
Giving personal information p.18 |
||||
|
Learning objectives(s) that this lesson is contributing to |
5.2.1.1-understand a sequence of supported classroom instructions 5.2.2.1 - understand an increasing range of unsupported basic questions which ask for personal information 5.3.1.1- provide basic information about themselves and others at sentence level on an increasing range of general topics |
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|
Lessonobjectives |
understand a sequence of supported classroom instructions, understand an increasing range of unsupported basic questions which ask for personal information, provide basic information about themselves and others at sentence level on an increasing range of general topics |
||||
|
The procedure of the lesson |
|||||
|
Planned timings |
Teacher’s actions |
Pupil’s actions |
Ass-t |
Resources |
|
|
10 |
Organization moment: Greeting: Checking the attendance. Checking the home task. Warm-up (2–3 minutes) • Books closed. Say to the class: My name’s (your name). Then turn to the student closest to you and say What’s your name? That student says My name’s (name) and then turns to the next student asking What’s your name? • Students continue around the classroom saying their name and asking the next student what their name is. • You could repeat the activity with another question, e.g. I’m from (Madrid). Where are you from? |
Learners greet the teacher, as a class they check their home work
In turns learners answer the question and ask the next learner |
Formative ass-t |
SB Chain game |
|
|
20 |
Main part Exercise 2 CD 1.20 • Students follow the dialogue as they listen. • In a weaker class, you could pause the recording after each line and ask students to repeat. • Ask the class what Tom is doing. Elicit that Tom is joining the club. Exercise 3 • Refer students to the key phrases. Explain the task. • Students work individually. Check answers as a class. • In a weaker class, translate the key phrases together. Ask stronger students to translate the sentences by themselves into their own language. • Divide students into pairs to practise the dialogue. You might like to play the recording once more for them to help them. Monitor, helping out with pronunciation issues where necessary. Answers: Can you spell that, please? What’s your phone number? Welcome to the club! Exercise 4 CD 1.21 • Focus on the table and on the left-hand column. Students may not be familiar with phonetic script, so model each vowel sound for them. If you think it would be useful, ask them to write down the vowel sound as they would in their own language. • Explain how the table works. Play the recording and ask students to repeat. • Give the students more practise pronouncing the letters of the alphabet by having them say one letter each in the correct order around the classroom. Exercise 5 • Ask students to work individually to find six words they have recently learned in this unit or in the Starter unit. • In pairs, they do the task. Circulate and monitor, listening out for correct pronunciation and correct spelling. • Draw the activity to a close by asking students to close their books and then asking each student to spell a word from the unit or from the Starter unit. |
Learners listen to the dialogue, follow it and repeat it.
Learners work individually, check answers as a class
Students write down the
phonetic script, listen to it and practice the
pronunciation | |||
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