Homes

Unit of a long term plan Home and away

School:

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Lesson title

Homes

Learning objectives

5L6 deduce meaning from context in short , supported talk on an increasing range of general and curricular topics

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

5W1 plan,write,edit and proofread work at text level with support on a limited range of general and curricular topics

Lesson objectives

5L6 All students will be able to: identify the main idea of the text

Most students will be able: identify the main points of the text

Some students will be able:identify the specific information from the text

5S7 All students will be able to: use topic words and make up sentences on the topic with support

Most students will be able to:use topic words with little support

All students will be able to:talk on the topic without support

5W1 All students will be able to: plan and write about his house with support

Most students will be able to:plan and write about his house with little support

Some students will be able to:plan and write about his house

Assessment criteria

Learners achieve learning objectives if they:deduce meaning from context in short,use appropriate subject vocabulary , talk on the topic write about his house

Language objective

Topic vocabulary(living room,bedroom, kitchen,study,cottage detached

house, semidetached house)

Questions on the text:What kind of houses do you know?How many roomsare there upstairs?What can you see in the kitchen

Values links

Respect traditions and customsof the people

Cross-curricular links

Design and technology

Previous learning

Revision of colors, numbers, lexics of covered materials

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

- The teacher greets pupils and introduces with the

objectives of the lesson

Lead in

Teacher shows the picture and asks the learners to guess What room it is Whole class

Pre- teach Teacher shows the words on the board and pupils repeat the words after the teacher (cottage,detached house,semidetached house,big house small house )

Middle

Teacher asks to guess the theme of the lesson

that the learners are going to watch video

What are you going to listen about?

Listening the learners listen to the part of the video

Teacher asks gist questions What video is about

Teacher gives instructions to listen attentively

First listening to the text

Teacher checks answers to gist questions

Teacher gives detailed questions on a sheet of papers

After listening the pupils should answer the detailed questions:

How many rooms are there upstairs?How many rooms are there downstairs?What can you see in the kitchen?What is Mrs Robinson doing in the kitchen?

Pair work

Language analysis and reaction to the text:teacher gives tasks to learners to make a dialogue

Writing individually

Teacher gives cards with tasks

For all pupils: according to the picture write numbers of words:

The bathroom

The bedroom

The living room

The balcony

The table

The hall

Theterrace t

The kitchen

The toilet

For most to fill in gaps with words given in brackets

There is in the living room.There is in the kitchen

There is in the bedroom. Thereplaces is in study. There is on the wall. There is in the kitche

(sofa, fridge,bed, computer,picture, cooker

For some make up sentences about your house

Criteria assessment.

Self - assessment. Criteria:

No mistake – well done!

One mistake – good!

More than one mistake – try to do it again.

Formative assessment

Learning objective:plan,write,edit and proofread work at text level with support on a limited range of general and curriculartopics.

Assessment criteria: use the information to write sentences which describe people,places and objects.

Level of thinking: higher order thinking skills

Task: write 3-4 sentences which describe your room

Descriptor: a learner describes his/her room in 3-4 sentences.

End

Plenary

Do you like the lesson? What did you learn?What kind of rooms do you know?Whatojects in the rooms do you know?What types of houses did you learn?

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 can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners. For e.g.

For all pupils: write numbers of words according to the picture.

For most to fill in gaps with words given in brackets

For some make up sentences

About his house

Self assessment learners correct their mistakes.

Assessment criteria:

Write words without mistakes

Handwriting

Watch video no more than twice

Using physical exercises

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?