| LESSON: Unit 3. Fantasy world. Vocabulary and listening. Shops. | School: Atameken secondary school
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| Date: 23.10.2017 | Teacher’s name: Madenova Zhanar |
| CLASS: 5 | Number present: | absent: |
| Learning objectives(s) that this lesson is contributing to | 5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics (Ex. 1 - 3 p.30)5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics (Ex.4)5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges (Ex.5)5.W8 spell most high-frequency words accurately for a limited range of general topics (Ex.1,2)5.UE8 use there is / there are to find out people's favourite shops (Ex.6) |
| Lesson objectives | All learners will be able to: |
| Use different characteristics talking about people and places present ideas clearly in a pair, group and whole class conversation |
| Most learners will be able to: |
| use visual support to name the places and people , understand and complete the tasks without teacher’s supportcompare and describe about places |
| Some learners will be able to:
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| create extended speech talking about differences and write numberscan complete the list with plural forms. |
| Language objectives | Use a and an articles, use adjectives |
| Value links | Respect, Support, Trust, academic honesty |
| Cross curricular links link | Literature, PE, Psychology |
| ICT skills | PPT teacher’s use |
| Intercultural awareness | Students will better able to understand that people should respect each other. Every person should go in for sports to be healthy.. |
| Kazakh culture | Students will better aware of the significance of healthy lifestyle in the local context, i.e. the Kazakhstan culture |
| Pastoral Care | Students will be able to understand the importance of respecting values |
| Health and Safety | Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords |
| Previous learning | Learners are expected to know use grammar revisions |
| Plan |
| Planned timings | Planned activities | Resources |
2-3 minutes
Beginning10 min. | Class organisationTeacher introduces learning and lesson objectives Students write the date, day and lesson objectives into their copybooks. |
Worksheet 1 |
Middle
5 min.
5 min.
| Ex: 1. Match pictures 1-10 with the shops in the box.
Newagent’s chemist’s computer shop supermarket clothes shopShoe shop spoorts shop pet shop games shop book shop
Ex2. What shops are the objects in the box from? Think of more objects from each shop?A cat, food, a T-shirt, a newspaper, a pair of shoes, a computer game
Ex1. Complete the questions in the table with words from exercise 5. On page 26.
Is there a cinema? Yes, there is./No, there isn’t.Are there any cafes and restaurants? Yes, there are. /No there aren’t
Ex2. Choose the correct words. Then write short answers. 1. Is there a bus from you school to your house?2. Is there a shopping centre in your town?3. Are there any famous people at your school?4. How many teachers are there at your school?5. Is there a park near your house?6. Is there a café in your school?7. Is there a pet shop?8. How many games shops are there in your town? | Worksheet 2
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End5 min.
5 min. | Reflection (W)Teacher asks learners 1) What was difficult to do at the lesson?2) What do you need to work on?Feedback (I)Learners complete an evaluation sheet of what they did during the lesson writing a number in each statement or circling one word:What time is it?What activities are popular?Evaluation sheet is given to all learners to fill in and all sheets should be collected for teacher’s reflection and further work on shortages.Review |
Evaluation sheet |
| 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 linksHealth and safety checkICT linksValues links
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| Learners, who are less confident are given more prompts. High-performing learners can be encouraged to use more kinds of sports in the task for comparison and contrasting. | Monitor groups of learners as they discuss the given tasks). Do they take turns to speak? Do they contribute appropriate language for talking about sports? | Links to the L1: Do learners know these kinds of sport in the L1? Make sure models are provided. |
| ReflectionWere the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? 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. |
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| Summary evaluationWhat 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? |
ҚР Білім және Ғылым министірлігінің стандартымен жасалған
10 Қараша 2018
1711
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