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Unit 3
Values
Term
2
LESSON: Friendship
1
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School: Kazakh
Secondary
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Date:
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Teacher
name:
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CLASS:
5
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Number
present:
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absent:
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Learning objectives(s) that
this lesson is contributing to
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5.S5 keep interaction going in
basic exchanges on a growing range of general and curricular
topics
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
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Lesson
objectives
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All learners will be able
to:
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improve oral communication
skills by a whole class
interaction
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work in groups to exchange
your viewpoints
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practise describing friends
using adjectives
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Most learners will be able
to:
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-
improve oral communication
skills by a whole class
interaction
-
work in groups to exchange
your viewpoints
-
practise describing friends
using adjectives
|
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Some learners will be able
to:
|
-
improve oral communication
skills by a whole class
interaction
-
work in groups to exchange
your viewpoints
-
practise describing friends
using adjectives
|
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Language
objectives
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Use simple present,
past and future tenses
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Value
links
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Respect, Support the
friends
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Cross curricular links
lin
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Psychology
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ICT
skills
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Smart board for presenting a
video
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Intercultural
awareness
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Students will be able to
understand that significance of friends role
in the human life
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Kazakh
culture
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Students will be able to value
the work in Kazakh culture
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Pastoral
Care
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Students will be able to
understand the importance of respecting
values
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Health and
Safety
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Everyday classroom precautions will ensure
that safety measures are provided to prevent the exposure of
electrical power cords
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Previous
learning
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Family
relationships
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Plan
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Planned
timings
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Planned
activities
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Resources
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Lesson
1
Beginning
3-min
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Class
organisation
Warm-up and lesson
objectives presentation
Warm-up (W,
I)
Watching the video the
learners are asked to predict the topic of the
lesson.
Teacher introduces the lesson
objectives.
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PPT
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Middle
5-min
5-min
15-min
12-min
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Lead-in (W,
I)
To revise the previous topic
students are asked to write 3 adjectives to
describe how they see themselves, how
their friends see them, and who they really
are.
Vocabulary
(W)
Teacher asks learners to match
the words with their definitions and check as a whole
class.
Writing
(I)
Learners think of a friend.
They draw a gingerbread figure in middle of A4 paper. They write
adjectives, adjective phrases and verbs + nouns around the
gingerbread figure to describe a friend e.g.
short, dark hair, blue
eyes, quite tall, friendly, helpful, kind, likes swimming, doesn’t
like football, can play the guitar, can’t play a
recorder
Speaking
(G)
Learners in 3s share
descriptions of their friends. They answer:
What’s the same and what’s
different in their pictures and descriptions?
Why are friends
important?
Differentiation
Less able students are
given a word bank or let them use
a picture dictionary.
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PPT
Handout
1
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End
5-min
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Reflection
(W)
Teacher asks learners to
answer the questions to give feedback:
Why do we pay so much
attention to friendship? Why is it so interesting to spend free
time with our friends?
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PPT
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Additional
information
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Differentiation – how do
you plan to give more support? How do you plan to challenge the
more able learners?
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Assessment – how are you
planning to check learners’ learning?
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Cross-curricular links
Health and safety check
ICT links
Values links
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More support can be given at
the start and in middle of lesson by providing less-able learners
with story vocabulary in a word list so they can read examples of
words seen or heard.
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Learners who are less
confident at making up dialogue, can be given copies of parts of
the dialogue from the story to read aloud.
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More-able learners can be
encouraged to use the full range of language from the video when
they practise the role-play.
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Monitor learners as they
reorder events from the story. Can they read and understand each
event and can they sort them into chronological order? Notice any
sentences which are difficult for learners to understand and adapt
for a future lesson.
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Monitor groups of learners as
they agree on and practise dialogue for the role-play activity. Do
they take turns to speak? Do they contribute appropriate language
for the role-play?
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Links to the L1: Do learners
know this story in the L1 and do they know any other Aesop’s
fables?
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Make sure learners have
sufficient space to act out the role-play.
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As the unit is on the topic of
values, it is very important to leave time to discuss the end two
questions with the whole class.
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Reflection
Were 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?
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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
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?
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21 Желтоқсан 2017
424
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