Open lesson "Reading for pleasure: A poem"

LESSON: English plus/ Unit: 2 Reading for pleasure: A poem

School: Gymnasuim of Shetpe

DATE

Teacher’s name: Amankosova Zaira Bayankulkyzy

CLASS: 5

Number present: 10

absent:0

Learning objectives(s)
that this lesson is
contributing to

5.L8 understand short, supported narratives on an increasing range of general and some curricular topics

5.S5 pronounce an increasing range of words, short phrases and simple sentences intelligibly

5.W1 write and check words with support on a range of basic personal, general and some curricular topics

Lesson objectives

All learners: Learners use adjectives to the pictures

Most learners: Read and understand the poem and find mistakes. Express opinions, describe pictures and compare objects using a good lexical.

Some learners: Ask and answer. Say the tongue twister.

Language objective

Learners can:
 By using the adjectives can describe the pictures and can filling the gaps by listening to the CD disk

Key words and phrases: Sloppy writing – Neat writing, Noisy- Quiet, Sad- Happy

Useful classroom language for dialogue/writing:

 Using adjectives to describe the nouns

Discussion points:

Is the boy bad? Is the girl happy? Is the writing neat ? Is the writing sloppy?

Can you say why…?

Why we use adjectives?

Writing prompts:

Picture tickets

Previous learning

Numbers

Plan

Planned
timings

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

Resources

Start

The organization moment

Greeting. Talking about previous lesson and find five favourite things from the line of letters and the extra letters are theme of our today`s lesson. FAILMSTEAMPFOODOSINGERETEAMM Warm-up

In pairs, students have two minutes to prepare a very short description of a zebra. Ask a few students to read out their descriptions

An active board, some letters,

picture of zebra.

Middle

Active vocabulary. Read new words and find translation.

Task 1

The first group

Bad-жаман

Sloppy writing –ұқыпсыз жазу

Noisy-шулы

Sad- көңілсіз

The second group

Good-Жақсы

Neat writing –ұқыпты жазу

Quiet-тыныш

Happy-көңілді

After finding translations one member from each group must explain meanings to the next group.

Task 2

Match opposites from 1-4 and a-d. Then match the adjectives to the pictures. Who`s quicker? It`s a group work

1.Happy a. noisy

2.Good b. bad

3.Sloopy writing c. neat writing

4.Quiet d. sad

Task 3

Pupils take one picture ticket and must present adjectives by actions. The others must guess this adjectives. Group work

Task 4.

Listen 1/27. Complete the poem with words from exercise. Then listen and check. ( The Zebra question) Individual work. Pupils check themselves from the active board where was written right answers.

The Zebra question by Shel Silversten

I asked the zebra,

Are you black with white stripes?

Or white with white black stripes?

And the zebra asked me ,

Are you good with bad habits? .........

Task 5

Listen 1/28.Then read the tongue twisters and try to memorize. Now if you have finished we will play a game `` Zebra hat``. If wear a hat you must continue the tongue twister by saying only one words. Sloppy……..noisy…….

1. Sloppy, happy, noisy, bad, happy, sloppy, noisy, sad.

2. Good books, bad pens, bad pens, good books.

3. There are six sad, sloppy sisters in the zoo with zebra.

4. There are ten good black pens on the noisy boys` tables

Worksheet

Pictures of actions

Picture ticket

End

Feedback. In what stage are you?

Assessment

I know match the adjectives

I understand be: questions and short answers.

I can use be: questions and short answers.

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 links
ICT links
Values links Health and safety check

More support can be given during working in groups and individually. More able students will be challenged by saying tongue twisters

Self assessment sheet which each group leader fills and pupil`s reflections

Health saving technologies.

Using physical exercises and active activities. Literature

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 & why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

1.Purpose and objectives have been fully implemented.

2.Today, my students have learned how to use the adjectives and answer the question.

3.The atmosphere was interesting in my lesson for pupils because of doing tasks about adjectives.

4. The assignments were executed according to themes. But some exercises were unclear to the students.

5. I obeyed the time. All the tasks was done in time

6. At the next lesson I`ll give the tasks according to the level of the pupils.

Summary evaluation

What two things really well?

1 Translating new word by speaking

2 Listening to the CD and complete the missing words.

What two things would have improved the lesson (consider both teaching and learning)?

Give tasks according to the level of the pupils

Next time I try to evaluate pupils myself

What have I learned from this lesson about the class or individuals that will inform my next lesson?

At the next lesson students more speak in adjectives with nouns. Can doing the own tasks.