Unit of a long term plan: Values

School:

Teacher name:

Date: 07.11.

Grade: 5

Number present:

absent:

Lesson title

Language Focus: Present Simple

Learning objectives

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

5.4.1.1 understand the main points in a limited range of short simple texts on general and curricular topics

5.6.7.1 use simple present to express the activities on special days

Lesson objectives

Learners will be able to:

• • Learn and practise using the present simple in the affirmative.

• • Use the present simple to describe what people do.

• • Practise talking about special days at home.

Value links

Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment

1.Greeting.

Ask about the weather.

*We use the present simple to talk about facts, habits and routines. For example: He goes to football on Mondays. *We form the negative of the present simple with subject + don’t/ doesn’t + infinitive They don’t speak English. She doesn’t eat eggs. *We form present simple Yes/ No questions with

Lead – In

I go to school every day.

She goes to school every day.

I don’t go to school every day.

She doesn’t go to school every day.

Do you go to school every day?

Does she go to school every day?

Greets with the teacher

Presented with the new theme and objectives of the lesson

Students say about daily routines

At the organization moment T tries to award active Ss.

Good job!

Well done!

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex: 1 P: 57

• Draw students’ attention to the examples and to the verbs. Allow them a couple of minutes to read through them.

• Tell students to identify which of the sentences have a subject in the third person singular. Elicit that Fernando, My dad, Heidi and Clara are all in the third person singular.

Ex: 2 P:57

Allow students some time to read the sentences. Ask them to underline the subject in each case to help them focus on whether they need to add -s or not.

Ex:3 P: 57

• Explain that students need to follow the lines from the different people to find out what their activities are in order to make the sentences. Do the first one together as an example.

• Students do the activity in pairs. Monitor, helping where necessary and reminding students to add -s to the verb when using the third person singular. Check answers as a class.

Students look at the verbs in examples.

ANSWERS:

The verbs for he, she and it are different in the present simple because they end in -s.

Students choose the correct words.

ANSWERS:

1 make

2 eats

3 wear

4 plays

5 dance

Students look at the puzzle and make sentences about the people.

ANSWERS:

1 Curtis sings in a band. 2 Dee and Susan make cakes.

3 Patrick eats hot dogs. 4 Dee and Patrick play an instrument.

5 Altynay and Boris dance salsa

Assessment criteria

- Learn and practise using the present simple in the affirmative.

Descriptor:

-use the present simple

Descriptor:

-look at the puzzle and make sentences about the people.

pupils are evaluated by collecting pencils

-Make CCQ questions

Cards

Worksheets

End of the lesson

5 min

Home task:

Ex: 2 P: 35 WB

Students use their stickers to show their knowledge according to the lesson.

Poster

KWL chart