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lesson plans 5 grade

Материал туралы қысқаша түсінік

ұстаздарға арналған күнделікті сабақ жоспары

Уанхан Меруерт Бауржанкызы

Автор материалды ақылы түрде жариялады. Сатылымнан түскен қаражат авторға автоматты түрде аударылады. Толығырақ

16 Маусым 2018

20185

216 рет жүктелген

Шет тілі Сабақ жоспары 5 сынып

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Short term plan

Unit 1 Homes and awayUnit of a long term plan unit1	School:
Date:	Teacher name:
CLASS: 5	Number present:	absent:
Lesson title	Homes 1
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)	L1. Understanding sequence of supported classroom instructionsS7. Use appropriate subject- specific vocabulary and syntax to talk about a limited range of general topicsUE3. Use a growing variety of adjectives and regular and irregular comparative and superlative adjectives an a limited range of familiar general and curricular topicsW3 write with support factual descriptions at text level which describe people, places and objects
Lesson objectives	All learners will be able to:Name parts of yurt, understand vocabulary, describe placesMost of learners will be able to:Understand specific vocabulary
Assessment criteria	Say topic words with clear pronunciation. Say expressions clearly describe places and objects use adjectives in degrees
Language objective	Yurt , shanyrak uwyk a carcass
Values links	To keep ,to increase and to hand down traditions and friendship between people
Cross-curricular links	art
Previous learning	Review
Plan
Planned timings	Planned activities (replace the notes below with your 9planned activities)	Resources
Start	Greetings,Good morning pupils! Who is on duty today? Who is absent? Teacher divides pupils in 2 groups with cards: “ Yurts’, “ Homes
Middle	L1 Task 1 Listen to and repeat attentively after teacher : a bedroom, a dining room, bathroom, a living room, a toilet, a study, a round-shaped , a shanyrak , a kerege ,a uwykL 1 Task 2 Match the pictures with the wordsYurt is a round-shaped, it consists of three main parts and many other smaller parts. Three main parts include Shanyrak – top of the Yurt, Kerege – walls carcass and Uwyk – a carcass part from Kerege to the Shanyrak. Yurt usually does not have rooms in it, and it was a common practice to have a separate YuYrt as a bedroom, separate one as a kitchen, guesthouse, etc as long as people could afford that. Task 2 Find out which of these adjectives in positive degree, in comparative degree, in superlative degree 1 A building is bigger than yurt. 2. Yurt is smaller than a building.3. A house is modern.4. A living room is the most comfortable room in the house.5.Yurt is the oldest house.Descriptor: Learners find degrees of adjectivesW3 Task 4 Write things you remember from the textsYurt, kerege ,house ,shanurak .small ,beautiful ,modernBedroom, living-room ,comfortableDescriptor: Pupils write names of rooms ,describe of house
End	Answer the question “ How can be a modern house?”
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 olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).	Use this section to record the techniques that you will use to assess what the learners have learned during the lesson.	Health saving technologies.Using physical exercises and active activities.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?

Short term plan

Unit of a long term plan Unit 1	School: B.Momyshuly
Date:	Teacher name: Akhmetova A
CLASS: 5	Number present:	absent:
Lesson title	Homes 2
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)	S1. Provide basic information about themselves and others at sentence level on an increasing range of general topics.S4. Respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics.W1. Plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics. UE14. Use prepositions to talk about and location: use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curriculum topics.
Lesson objectives	All learners will be able to: Understand specific information related to the target. Pronounce and name some words, according to the topic. Recognize the theme and grammar material; Most learners will be able to: To write short sentences in a paragraph. Answer the questions. Do exercises with grammar material; Some learners will be able to: Use prepositions to make sentences. Speak about things in a room.
Assessment criteria	To ask simple questions to get information about rooms To develop the learners’ correct pronunciation of active vocabulary To put prepositions of directions in right order.To write and complete the sentences by putting names of the room
Values links	To respect each others opinion, to awake of their patriotic senses. To teach pupil to love our motherland.
Cross-curricular Links	Kazakh and Russian
Previous learning	Learners have an information about rooms. New vocabulary according to the previous lesson. Define comparative and superlative adjectives.Can compare yurts with modern houses.
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)	Resources
Start	Greeting. Teacher greets learners; learners respond to greeting and take their places. Happiness circle. Teacher greets and invites to stand in a circle and to greet each other. The teacher divided the class with the method of mosaic. S1 Brainstorming. Revision the previous lesson. Scrambled letters. You must make up some words and translate them into Kazakh.t, l, a, f –e, r, u, t, c, i, p –b, e, l, a, t –c, r, e, o, o, k –e, g, f, r, i, d –k, s, i, n –m, p, a, l –r, a, i, c, h –i, o, r, d, a –r, o, d, o –	FlashcardsPPT (slide – 1-2) Pictures
Middle	IV.S4. Working with new vocabulary. Prepositions: UE14. Task 1. Practice Use prepositions. Complete the description of Sadie’s room.The bed’s on the left and there’s small wardrobe on the right. There are some posters …… the wall …… the bed. There is a table …… the bed, and there is a lamp and clock …… the table. There is a chest of drawers …… the table, and there are some shelves …… the chest of drawers. There is a desk …… the door, …… the window. There is a chair in the corner and another chair ….. the desk. You can see Sadie’s tennis racket …… the desk. Descriptor A learner: Works cooperatively in a group; Read the clause and put the precedent in the appropriate places. S4. 1 Task 2. Group work Read the puzzles and guess what rooms they are.I - group1. We have breakfast, lunch, dinner, supper there.We eat in it. What room is it?2. We cook dinner, wash up dishes there. There is cooker a fridge, a dishwasher there. There are plates, cups, cupboards there.What room is it?3. There is a bed, a picture, a window, a curtain, a toilet table in it.What room is it?II - group4. There is a towel, a bath, a soap, a mirror, a sink, a shelf in it.What room is it?5. There is VCR, a sofa, a fire, a carpet, an armchair, a picture, a television in it. What room is it?6. There is a computer, a desk, a bookshelf, a chair, a lamp, a flower, a plant, a clock in it. What room is it? Descriptor A learner: Read and translate Define rooms and furniture’s Answer the questions W1. Task 3. Complete the sentences:1. We cook in the …2. We sleep in the …3. We wash in the …4. We watch TV in the …5. We eat in the …6. We read books in the … Descriptor A learner: Read and translate Filling in the gaps	PPT (slide – 3) Student’s book, Picture, dictionariesPPT (slide – 4) PPT (slide – 5) PPT (slide – 6)
End	Assessment. Traffic light. Feedback. The teacher gives comments about learners work and awards learner. Students will choose one and put on the board their stickers. Home task: Writing and speaking “My room” Use what you knowDraw your room and furniture’s in the paper. Make a dialogue with your partner about your room.	Stickers PPT (slide – 7)
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
Task –completing the description All learners will understand specific information related to the target, pronounce and name some words, according to the topic. Most learners will answer the questions, do exercises with grammar material; Some learners will use prepositions to make sentences.Speak about things in a room	I will assess the learners works by praise orally and will give pictures for active pupils.	To pay attentions to learners safety during the doing activates, be careful in moving to places, in dividing to groups
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. Use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curriculum topics. All learners achieve the lesson objectives and learning objectives.
	The lesson was exciting. The atmosphere was very positive.
Summary evaluationWhat two things went really well (consider both teaching and learning)?1: Group work.2: The method “Mosaic” What two things would have improved the lesson (consider both teaching and learning)?1: Some interesting facts. 2: Be more active students What have I learned from this lesson about the class orindividuals that will inform my next lesson?Today’s lesson was very interesting for me. The students were very active and very well done work with new material. They well prepared homework and well learnt a new lesson because all my questions, could make short sentences for new words. But I think the listening was difficult for students. I will consider it my next lesson.

Short term plan

Unit of a long term plan	School:
Date:	Teacher name:
CLASS: 5	Number present:	absent:
Lesson title	Homes 2
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)	5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges5.S7 and use appropriate subject-specific vocabulary syntax to talk about a limited range of general topics5.W3 write with support factual descriptions at text level which describe people, places and objects5. 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: ask simple questions to get information and answer it use appropriate subject-specific vocabulary syntax to talk aboutMost learners will be able to: write with support factual descriptions use prepositions to talk about locationSome learners will be able to: communicate meaning clearly at sentence level during, pair, group and whole class exchanges organise and present information
Assessment criteria	Ask and answer the questions using subject specific vocabularyDescribe your room with the given objectsfill in the correct pronouns and quantitative pronouns some, any, something, nothing anything Describe the given home
Language objective	Bedroom, living room, bathroom, kitchen, dining room, upstairs and downstairs, sofa, bed, TV, armchair, table, chair, carpet, curtain.
Values links	National unity and peace and harmony in our society to teach learners to love their home and protect it.
Cross-curricular links	Kazakh, Russian languages
Previous learning	Homes (bedroom, bathroom, living room, kitchen)They know all the objects belonging to the house and vocabularyThey introduced with the construction there is / there are
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)	Resources
Start10min	T-S.Greetings: Good afternoon dear children How are you? What is the weather like today?Is it hot or warm? Is it rainy or sunny?What is the weekday today?What is the season now? Org moment: T-S. Dividing learners into three groups by the names of roomsLivingroom bathroom kitchenT-S .After dividing each groups should tell about the rooms and describe it what they can do in that room. Checking homework: “Moving questions” This is the activity for asking homework all of you stand up make a circle and round the rope and stop there are sticker on the rope with the given questions according to the previous lesson take a sticker opposite of you and answer the questions. What do we do in the living room? What mother does in the kitchen? Where do we sleep? Where do we wash our face? How many rooms are there in your house? T. Introducing the lesson objectives. Today we are going to talk about our homes and objects in it and will describe and talk about it.T-S. Teacher will put some questions according to the theme. Why should we need a home? Do we need rooms? What would we do if we have no rooms? Learners will answer to the given questions.	Cards flashcards of rooms A rope with stickers
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