Term 3

LESSON: Past Simple: irregular verbs

School: Taldybulak school

Date:

Teacher name: Zhunis Nazken

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

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

5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics

Lesson objectives

All learners will be able to:

• work in groups to exchange your viewpoints

• practise describing friends using adjectives

• recognise reggular and irregular verbs

Most learners will be able to:

• work in groups to exchange your viewpoints

• use correctly regular and irregular verbs

Some learners will be able to:

• improve oral communication skills by a whole class interaction

Language objectives

Use past simple tense

Value links

Respect, Support the friends

Cross curricular links lin

Psychology

ICT skills

Smart board for presenting a video

Kazakh culture

Students will be able to value the work in Kazakh culture

Pastoral Care

Students will be able to understand the importance of respecting values

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords

Previous learning

Past Simple regular verbs

Plan

Planned timings

Planned activities

Resources

Lesson 1

Beginning

5-min

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.

Teacher divide into two groups by with marks regular and irregular verbs.

Middle

Task 1. Read the table.

Affirmative : I/You/ he/she/it/we/they went to the cinema

Negative : I/ you/ he/she/ it/ we/you/they didn’t go to the cinema

Interrogative : Did I/you/ he/she/ it/ we/ you/they go to the cinema yesterday?

Short answers : Yes, I/ you/ he/ she etc. did.

No, I/you/he/she etc. didn’t

Task 2. Learners should using baloon with irregular verbs and should match the verbs.

1 eat - ate

2 -make - made

3-wear - wore

4-take- took

5-do- did

6- be- was/were

7-go- went

8- have- had

9- meet- met

10-come- came

11- become- became

12- write- wrote

13- buy- bought

14- sing- sang

15- drink-drank

16- begin- began

17- fight- fought

FA. Teacher give for each students by assyks.

Pre-reading .

Give for each groups pictures by puzzles and complete one picture about J.R.R . Tolkien .

Who is J.R.R Tolkien ?

Did you watch the film ‘’ The Lord of the Rings’’?

While- reading .

Task 3. Read the biography and put the verbs into the past simple. Which are irregular?

J.R.R. Tolkien 1. was born in South Africa but he went to school in Birmingham, England. Tolkien loved languages as a child. In his lifetime , Tolkien created 15 new fantasy languages! Tolkien fought in World War I. In 1916 , he had married Editt Bratt and they had four children. In 1925, he became a proffessor at Oxford University . Tolkien began writing The Hobbit in 1936. It made Tolkien very famous. Later, he wrote The Lord of the Rings. It took him about ten years to write this book. Tolkien died on 2^nd September,1973.

Post -reading .

Read the text again and mark the sentences True/ False

1.J.R.R Tolkien was born in America .. /F/

2. He went to school in Birmingham…./ T/

3. Tolkien created 10 new fantasy languages./ F/

4. His wife was Edith Piaff / F/

5. He wrote ‘’ The Lord of the Rings’’ / T/

6. Tolkien died on 2nd September, 1993 / F/

Writing (I)

Learners should write questions and answer them, as in the example.

1. Where did Tolkien go to school?

2. How many fantasy languages did Tolkien create?

3. Which war did he fight in ?

4. Who did he marry ?

5. When did he marry her?

6. How many children did they have ?

7. When did Tolkien become professor?

8. What did he begin writing in 1936?

9. How long did he take to write ‘’ The Lord of the Rongs’’?

10. When did Tolkien die?

Relax time . ‘’Who has it ?’’ one learner should stands with his back to the class. One learner pronounce one word about irregular verbs and learner who stand on the blackboard should identify who say this word.

Differentiation

Less able students are given a word bank or let them use a picture dictionary.

PPT

Flashcards

Pictures

Worksheets

Flashcards

End

5-min

Reflection (W)

Teacher asks learners to answer the questions to give feedback: ‘’ My word’’ each students give feedback by one word.

PPT

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
Health and safety check
ICT links
Values links

• 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.

Teacher evaluate each student by the assyks at the end identify who has more assyks.

• As the unit is on the topic of values, it is very important to leave time to discuss the end questions with the whole class.

Reflection

Were the lesson objectives/learning objectives realistic?

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: different strategies

2: feedback

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

1: time keeping

2:

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