Unit: 7 Fantasy world

School:

Date:

Teacher name:

CLASS: 5A

Number present: 10

absent: -

Lesson title

Home and Garden 1

Learning objectives

5.L4 understand the main points of supported extended talk on a range of general and curricular topics

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

5. UE6 use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing, anything on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

• recognise the main points using demonstrative pronouns and quantitative pronouns some\any including subject-specific vocabulary according to the theme ‘‘Home and Garden1’’ with support

Most learners will be able to:

• understand the main points using demonstrative pronounce and quantitative pronouns some\any including subject-specific vocabulary according to the theme ‘‘Home and Garden1’’ with little support

Some learners will be able to:

• identify basic information and express their ideas, thoughts using demonstrative pronounce and quantitative pronouns some\any including subject-specific vocabulary according to the theme ‘‘Home and Garden1’’ without support

Assessment criteria

• Students can do common classroom commands with support

• Support a talk on a given topic

• Draws and present their posters by using the new vocabulary and the pronouns in the sentences

• Students clearly pronounce and write the sentences

Values links

The Patriotic Act “Mangilik Yel” 5th: Universal Labour Society

Cross-curricular

links

Ecology, Art

Previous learning

Students learned the objects in the house (furniture)

Plan

Planned timings

Planned activities

Resources

Start

2 min

3 min

3 min

Greeting and the organization moment.

The teacher greets the students and creates the positive learning atmosphere by encouraging everyone to actively participate in the lesson.

Students listens and repeat the poem “Good Morning”.

I’m calling good morning,

Good morning to you.

This bright sunny morning.

How are you?

I’m calling good morning,

Good morning to you.

This bright sunny morning,

Quite well, and you?

The teacher elicits the topical vocabulary of the lesson by asking different questions. Method “Rapid-fire questions”

1. Do you live in a flat or a house?

2. What is your address?

3. What kind of rooms have you got?

4. Have you got a flower-garden in front of your house and a kitchen-garden?

5. Is your living –room light?

6. What is there in your bedroom?

7. What is your kitchen like?

Dividing the group into two groups as “Furniture” (sofa, table, chair, wardrobe, bookcase) and “Garden equipments” (spade, rake, pail, watering-can, mattock) using the pictures.

Presentation of the new theme.

The teacher shows some pictures of rooms and garden objects and the students have to guess their names.

Assessment for learning

Teacher’s oral assessment. Teacher says: “Good for you!” “Good job!” “Well done!” to active students.

Pictures

cards

Pictures

Middle

10 min

15 min

7 min

Differentiation by scaffolding (with dictionary)

More able students can give examples on the topic

Less able students can use the basic vocabulary in speech with support

Make a poster “Project of my dream house” using the method “Market”.

The teacher gives out the artificial money, so that the students can pay for the poster that liked them and explain why he or she chose that project.

Grammar: personal, demonstrative and quantitative pronouns.

• Meaning

• Using

• Examples

e.g. This is my dream house. It is big and modern. It has all the necessary facilities for living. My house has two floors. All the bedrooms are on the first floor. The hall, the kitchen and the library room are on the ground floor. All the rooms are light and cozy.

In front of the house there is a flower garden. There grows a lot of beautiful flowers there. They are: roses, daffodils, primroses, tulips and iris. And there is a fruit-garden at the back of the house. There is also a kitchen-garden with beds of vegetables such as tomatoes, cucumbers, egg plants, sweat peppers, green dill and parsley. Etc.

Complete the conversation with some, any or no.

A: I am making ------- coffee. Would you like -------- ?

B: No, thanks. I am going shopping. What do we need?

A: Well. We haven’t got ------ bread.

B: Have we got ------- cheese?

A: No, we haven’t. And there aren’t ------ eggs.

B: Is there ------- tea left?

A: No, there’s ------ tea. And we haven’t got ----- rice.

B: Well, bread, cheese, eggs, tea and rice.

A: Have you got enough money?

B: I have got ------- , but not much. Can you lend me ------ ?

Descriptor: students

• use more new vocabulary

• Task achievement

• Feedback for poster

• Fill in the gaps

Assessment for learning.

Group assessment. One group evaluates the other one.

Pre-reading task. Vocabulary.

Look at the board, listen to me, repeat and write down these words in your dictionaries.

Kitchen-garden – огород

A fence – қорған

Spade – күрек, күрекпен қазу

Bed – жүйек

Root out – тамырымен қазып алу

Sow seeds – дәндер себу

Nutritious –құнарлы

Remains - қалады

Differentiation by type of task

More able students ask questions by the text and answer them.

Example: 1. What kind of garden do you know?

2. What do people usually do in the garden?

3. Why do people have gardens? Etc.

Less able students do True or False sentences

1. Every garden has a fence around it.

2. People keep their gardens dirty and in disorder.

3. They work in their gardens during the night.

4. Gardening is very helpful.

Read the text “Garden” and do the task.

There are many kinds of garden, such as flower-garden, fruit-garden and vegetable garden or kitchen garden.

Every garden has a fence around it. This fence is generally made of wood or iron. Sometimes green fence is raised round the garden.

People spade the gardens, root out grasses, prepare beds, sow seeds, plant trees and water the plants. They keep the garden neat and clean. They work, generally in the morning and evening.

People get fresh vegetables and fresh greens from their gardens. These are very nutritious for them. People work in their gardens and thereby do physical exercise. So, their health remains well.

Gardening is very helpful, no doubt. So, every family should raise a garden close to the house.

Descriptor: students

• use the subject-specific vocabulary individually

• write and remember the material practically

Assessment for learning

Peer assessment. Students evaluate each other orally.

Differentiation by success criteria

Prepare a dictation called “Take your pencil for a walk”

,,Draw a garden path across the centre of the page. Draw a large apple tree on the left. Draw a small pear tree on the right. Take your pencil and draw grass below the path. Put four flowers in the grass. Now take your pencil and draw a garden bench between the two trees. Draw a pond with a duck at the back of the picture. Now draw a cat sitting on the seat.”

Descriptor: students

• use a large piece of paper. They listen to the instructions and take their pencils for a walk.

• compare their pictures with a partner. Do they look the same? What’s different?

• imagine a fantasy garden and write five things in it.

Paper

Flitch markers

Artificial money

PPT slide

Stickers

Pictures

PPT slide

End

Giving a hometask.

Writing. Describe your house and garden.

Teacher assessment.

Monitoring learners to check they can write correct words.

Eaves dropping

Descriptors

Feedback.

Students have to choose one of these figures (star, square, triangle) from the 3 boxes and express their opinion about the lesson.

“I know the theme very well”

“I know basic information about the theme”

“I have some mistakes in comprehension the theme.”

Posters

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?

Health and safety check

• Differentiation by dividing the students with different abilities in groups.

• More support can be given at the start and in the middle,

• Monitor how clearly the students pronounce words and sentences.

• Monitor how the students write the sentences and questions. Notice any sentences which are difficult for learners to understand.

• Using physical exercises and active activities.

• Attentiveness during the work with scissors glue in the tasks.

• Rules from the Safety Rules book which can be applied in this lesson.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

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 or individuals that will inform my next lesson?