LESSON: Unit 3. Values. Friendship 1.

.LESSON: Unit 3. Values. Friendship 1.

School: 22

Date:19/02/2018

Teacher name: Nazgul Yerakhmetkyzy

Lesson title

Describing and writing about friends.

CLASS: 5

Number present: 12

absent:

Learning objectives(s) that this lesson is contributing to

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

5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

5.W3 write with support factual descriptions at text level which describe people, places and objects

Lesson objectives

All learners will be able to:

• Describe a photo of a friend using new adjectives to pairs

• Describe classmates using adjectives and tell it to pairs.

• Describe a friend using adjectives which describe people on the gingerbread’s siluet.

Most learners will be able to:

• Describe two friends using adjectives which describe people on the gingerbread’s siluet.

Some learners will be able to:

• Describe a peer’s friend using adjectives which describe people on the gingerbread’s siluet in addition to his or her two friends.

Assessment criteria

• Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

• Provide unprepared speech to answer a variety of questions at sentence level with limited flexibility

• Use the information to write sentences which describe people, places and objects

Value links

Respect and support the friends, responsibility, honesty, trust, creativity.

Cross-curricular links

Self-knowledge, Psychology

Previous learning

Family relationships. Vocabulary connected with adjectives that describe person’s appearance.

Plan

Planned timings

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

Resources

Start

0-5 min

Class organisation

Warm-up and lesson objectives presentation

Warm-up (W)

Brainstorming

Teacher shows the pictures and the learners are asked to predict the topic of the lesson.

Teacher introduces the lesson objectives.

The picture is on the board:

Middle

5-10

min

10-20 min

20-25 min

25-37 min

Pre-learning (W, I).

Vocabulary.

Students study the definitions of words that are used to describe persons.

Strategy «Matching words»

Shy, brave, cheerful, kind, friendly, generous.

Learners read the definitions.

Teacher asks learners to match the words with their definitions and check as a whole class

Before moving to the next task, learners are asked to divide into 2 groups by finding the another part of the given picture.

Pre-speaking(W, I, P, f)

Modelling

Before this activity, learners are asked to bring to school a photograph of their friends and family, or be ready to show a photograph on phones. It should be a photograph with friends and family members most other learners don’t know.

Teacher projects photo of her (his) own friends and say e.g. This is my friend ____.. These are my friends on my birthday.. Learners look at photographs of teacher’s friends on IWB and listen to teacher’s sentences.

While-speaking

Teacher gives out worksheet so that learners can read and follow examples and explanations on left side of worksheet then complete right side of worksheet with own examples from photographs they have of their friends and family. Learners work with a partner who doesn’t know their friends and family, in turn, they point to their photo and say who the people are using: this and these.

Feedback. Teacher gives a constructive feedback saying the progress and mistakes of students. If students have problem, teacher can suggest how students have problem, teacher can suggest how students can improve their mistakes.

Descriptor .A learner

• describes her his photo to peer

• Uses this, that, these, those with accuracy

• uses topical vocabulary;

Physical activity. (W, P)

«Mingling activity»

Teacher asks learners to stick a white paper on their backs. The learners have to write the adjective describing each classmate individually. Then they read the descriptions in pairs. After that each student tries to repeat all the adjectives that is written on his (her) back.

Descriptor .A learner

• describes classmate using adjectives and word combinations

• uses topical vocabulary;

Writing.

Teacher asks learner to think of a friend and write adjectives , word combinations around the gingerbread figure to describe a friend. For example: Dauren is cheerful. He has dark hair. He plays football every weekend.

Differentiation.

For less students teacher gives a bank of words.

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.

If some gifted students finish this task, teacher gives them task to describe one more friend. One more additional task is to write a letter about the best friend to a pen-friend.

Post-writing

Learners share descriptions of their friends. They answer:

What are the names of friends?

What adjectives describe them?

What clothes are they wearing?

What’s the same and what’s different?

Why are friends important?

Descriptor A learner

• draws a friend;

• starts each sentence with “he” or “she”;

• uses the appropriate auxiliary, «have got», «can/can’t» verbs

• uses a topical vocabulary

• compares the description of the friend with others’ descriptions.

Teacher gives feedback for students’ answers.

Feedback. As the learners are assessing each other, then they give a feedback . Teacher monitors learners. If students have problem, teacher can suggest how students can improve their mistakes. Teacher gives feedback saying the progress and mistakes of progress.

PPT

English Course Plan

2017-2018 academic year

Grade 5. Page 53-54

End

37-40 min

Teacher asks learners: Why are friends important?

Name 3 things:

I have learnt…

I still want to know…

I didn’t understand …

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

More support can be given in middle of lesson by providing less-able learners with a bank of words to describe a friend.

The gifted students can be encouraged to use the full range of language when they describe a friend making own sentences and writing a letter about the best friend about a pen-friend.

Assessment – how are you planning to check learners’ learning?

Students are given feedback by their classmates.

In addition teacher gives feedback in writing task.

Cross-curricular links Self-knowledge
Health and safety check
ICT links PPT, Video film
Values links

Make sure learners have been advised about safety arrangements when using computers and similar equipment

Everyday classroom precautions

Students they get aware of their friends

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.

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?

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?