My hobby .Origami

Long-term plan: Unit:Healthy bodies

School: №47

Date:23.06.17.

Teacher name:Muratova A. K.

Grade: 5

Number present:

absent:

Theme of the lesson

I’m too ill.

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.UE9 use common present simple forms (positive, negative, question) and contractions to talk about what you want and like, habits and facts, simple future timetabled events

Lesson

objectives

All learners will be able to:

• Ask and answer the question pair and group work

• Use common present simple forms with peer’ support

Most learners will be able to:

• Answer the question and give reasons in pair and group work

• Ask and answer questions using common present simple form

Some learners will be able to:

• Analyse the situation and answer the question giving advice

• Use all forms of present simple without support

Assessment

criteria

• Achieve assessment criteria

• Talk about illnesses

Languageobjectives

Present simple forms

Previous learning

Parts of body

Cross curricular links

Biology

ICT skills

PPT

Plan

Planned timings

Planned activities

Resources

5 mins

Warm up

Learners are given cards with pictures of body and in another cards names of the body. Learners who have cards with pictures have to find cards with the names. Learners are given 2 minutes to find the half. The fastest peers win the game. After finding and matching pictures and words peers read the words.

T presents the LO, the topic of the lesson

Flashcards

Middle

5 mins

5 mins

5 mins

20 mins

Pre-listening

Learners work groups of three(mixed abilities) and draw a line to match the picture and the world. Learners write down unfamiliar words into their vocabularies.

Assessment criterion: draw at least 3 correct lines out of 5.

• After the task ask leaners read the words. If they have some difficulties in pronouncing support them.

While listening:

Learners watch the video ‘I’m too ill’. They find out the names of illnesses. T makes a lot support in pronouncing new words.

Post listening

Learners are divided into 3 groups according their performance in English language.

Group A match the illness to the advice.

Group B write the missing words in the sentences

Group C work with pictures. They name what’s illness on the pictures.

https://e.mail.ru/attachment/14979889710000000330/0;1

Аssessment сriterion: find at least 3 correct answer out of 6\

https://e.mail.ru/attachment/14979889710000000330/0;1

Differentiation by task:

Speaking:

“Doctors and patients” speaking activity

Divided into 2 groups

Group A– Doctors

Group B– Patients

Put the patients in an area of the class which becomes the waiting room. The patients should either come up with their own symptoms, or T can give them a few ideas.

Set a time limit for each consultation with the doctors. Once the patients have visited each doctor – they may want to make notes of the advice given – they return to the waiting area and decide who was the best doctor, and perhaps who was the craziest! Meanwhile, the doctors all get together, because they are at a medical conference, and they have to compare the advice they’d given – and perhaps decide who was the craziest patient!

T monitors the activity and makes notes of common mistakes in grammar or pronunciation. Corrects their mistakes

Assessment criterion:

1. Grammar. Accuracy 80 %.

2. Use at least 3 facts about illnesses.

3. Use at least 4 new words or new phrases from the watched video

Worksheet

http://learnenglishkids.britishcouncil.org/en/short-stories/im-too-ill#

Worksheet

https://e.mail.ru/attachment/14979889710000000330/0;1

Role play

5 mins

Plenary:

Formative assessment:

“Draw a square”

L draw a square on the papers and colour them with:

Red if L don’t understand well

Yellow if L partly understand

Green if everything is OK

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

Support for weaker students: working in pairs/groups, phrases

Challenges for moreable students: Encouraged to do more writing; assist weaker students.

Pair work, group work

Monitoring

Teacher observation about individual progress

FA according to the set criteria

Peer assessment

Health promoting techniques

Breaks and physical activities used.

Reflection

Were the lesson objectives/learning objectives realistic? Did all 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 orachievements/difficulties of individuals that will inform my next lesson?