|
Long term
plan unit: Homes
|
School: #20
|
|
Date:
|
Teacher
name: Zobnina
N.I.
|
|
Grade:5
|
Number
present:
|
Absent:
|
|
|
|
Learning objectives (s) that this
lesson is contributing to
|
5.S6 communicate
meaning clearly at sentence level during, pair, group and whole
class exchanges
5.W3 write with support
factual descriptions at text level which describe people, places
and objects
5.L4 understand the main points of
supported extended talk on a range of general and curricular
topics
|
|
Lesson
objectives
|
All
learners will be able to:
- discuss meaning clearly at sentence level during, pair, group and
whole class exchanges with support;
- write with
support factual descriptions at text level which describe people,
places and objects of traditional and contemporary
Kazakh homes and rooms with
support;
-
show the main points of supported extended talk
about traditional and contemporary
Kazakh homes and rooms with
support.
Most learners will
be able to:
- discuss meaning clearly at sentence level during, pair, group and
whole class exchanges some support;
- write with support factual descriptions at text level which
describe people, places and objects traditional and contemporary
Kazakh homes and rooms some
support;
-
show the main points of supported extended talk
about traditional and contemporary
Kazakh homes and rooms some
support.
-
Some
learners will be able to:
-discuss meaning clearly at sentence level during, pair, group and
whole class exchanges without support;
-write with
support factual descriptions at text level which describe people,
places and objects of traditional and contemporary
Kazakh homes and rooms without
support;
- understand the main points of supported
extended talk about traditional and contemporary
Kazakh homes and rooms without
support.
|
|
Assessment criteria
|
-Discuss
meaning clearly about traditional and contemporary
Kazakh homes and rooms at sentence level
during, pair, group and whole class exchanges
-write with support
factual descriptions at text level which describe people, places
and objects in traditional and contemporary
Kazakh homes and rooms
|
|
Value links
|
Respect ,openness, Kazakh patriotism and
civil responsibility
|
|
Cross curricular links
|
Grammar. Kazakh
language
|
|
ICT skills
|
CD.
DVD
|
|
Previous learning
|
Review
|
|
Plan
|
|
Time
|
Planned
activities
|
Resources
|
|
Beginning
7min
6 min
|
-
Setting the aims.
-
Say slogan together
-
Checking up their
home-task
-
 Quote of
the day:
Descriptor
1Translate new words
2 Tell the differences between modern homes and traditional
homes.
3Write
a letter to your friend
4 Describe your room.
Teacher introduces the
process of the lesson and gives them
materials.
Skills: Speaking and
Writing
Teacher shows the figures with
new words and checks their pronunciations.
Teacher introduce students
vocabulary with the method of «Shapes»
C ircle - country,
home, village, yurt
 Triangle
– Chest pillow carpet bed
table jug
Square – house kitchen me room
play every day
|
Shapes of
paper.
|
|
Middle
15 min
5 min
8min
|
 
B
Teacher : make up dialogue using pictures.
Dialogue for example;
-Hello!
- Hi
-How are you?
-Fine, And you?
-Fine What is your name?
- My name is ….
-And what is your name?
-My name is…
-Where do you live?
-I live …
-Is your house big?
-No, my house isn’t very big
Task 2
Listening
T
house kitchen me room
play every day
eacher says to students that they are going to
hear the «My
house»
song.
Students will listen twice and complete the sentences using the
words in the box.
Let's go to my …..
Let's go
today.
I'll show you all the
rooms
Where we work and
…..
Here is the ……
Where Mother cooks for me.
Here is the living
room
Where I watch
TV.
Here is the dining
room.
We eat here
…….
And this room is my
…..
Where I sleep and
play.
Students listening to music and remembering new words they
rearrange the word. At the end
they will sing.
Task 3 Writing a
letter.
Teacher give this task students according their levels.
A Match the
pictures with words
B Give picture
and according
information answer the questions .
I live in
the flat. It is not big and not small. My flat is comfortable. It
is on the third floor. I like it very much and my family is happy
here. There are two rooms in my flat – a living room, a bedroom and
a kitchen. My bedroom is my favorite. It is rather big ad light.
There are two windows in this room. There is a bed with a beautiful
bedside table near the wall. There is a desk and a chair in front
of the windows. There is a green carpet on the floor. We can also
see two brown arm-chairs in my bedroom. Above the desk there are
several book-shelves.
What about your flat and favorite
room?
 Students will read
the text and answering the questions, they describe their home and
room orally.
Chest pillow carpet bed
table jug
C
1
Address and date
2 Begin your letter( Dear+ the name of the person)
3 Endings(With best wishes
from)
Students
describe the house they write each other
letter. |
Students
book.
Pictures
Internet
Interactive
Copybook
pen, book
pictures
Internet, CD, pen,
copybook
Card,
picture
copybook
Students book.
Internet
|
|
End
3 min
2 min
|
«Psychology
game»
To give
paper for students should
draw their mood.
At the end of the lesson, learners reflect on their
learning:
|
|
I can describe where
I live
|
|
|
I can ask short
question about home
|
|
|
I can
write short answer
|
|
|
I can
listen and understand
|
|
|
I can
write a letter
|
.They should
stick stickers where it is written words.
T-Do you like your work
at the lesson?
- Lets’ s write down
your home work: Exercise 3 and learn words
|
Paper, pen
Stickers
|
|
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
ICT links
|
|
More
support: give pictures and
answer to the questions according to the given
information.
More able
learners : writing a letter to
your friends.
|
I’m planning to check
learners learning by self assessment. It is stimulations
assessment. It creates favorable conditions for achievement of
expected outcomes and successful progress.
They assess themselves using stickers.
They should stick stickers where it is written words;
I can
describe where I live
I can ask short question about home
I can write short answer
I can listen and understand
I can write a letter
|
Pictures, stickers CD
/DVD Internet
|
|
Reflection
Were the lesson objectives/learning objectives
realistic?
Did
the learners achieve the LO?
If
not, why?
Did
my planned differentiation work well?
Did
I stick to timings?
What changes did I make from my plan and
why?
|
|
|
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 achievements/ difficulties of individuals
that will inform my next lesson?
|
ЖИ көмекші
21 Желтоқсан 2017
1403
