| Unit of a long term plan: The World of work | School: T.Bigeldinov
gggggggggymnasium» |
| Date: | Teacher name: G.Muldasheva |
| CLASS: 5 | Number present: 1111 | absent: |
| Lesson title | Professions |
| Learning objectives(s) that this lesson is contributing to (link to the Subject programme) | 5L1 Understand a sequence of supported classroom instructions 5 S6 communicate meaning clearly at sentence level during group and whole class exchanges5S3 give an opinion at sentence level on a limited range general and curricular topics |
| Lesson objectives | All learners will be able to: Identify the kinds of professions with supportUnderstand the main points of short, simple text about professions with supportMost learners will be able to: Describe the needs of professions with some support. Understand the main points and specific information of short simple text about professions with some supportSome learners will be able to: express their ideas in a dialogue about professions without support. |
| Assessment criteria | Follow classroom instructions. Recognize detailed information in a short text with some support. Demonstrate the correct answers. |
| Level of thinking skills |
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| Values links | Mangilik Yel 3. Secular society with spirituality |
| Cross-curricular links | Kazakh, Russian languages |
| Previous learning | Vocabulary related to the topic about «Professions» |
| Plan |
| Planned timings | Planned activities | Resources |
Beginning8 min
| Teacher greets learners; students respond to greeting and take their places.Positive reinforcement: « A merry circle». All students stand in the circle and say the compliments to each other.Teacher checks up the homework. Strategy «Red ball». Teacher revise the adjectives using the Red ball. Students should throw the red ball to each other. And that student who catch the ball says the comparative and superlative forms of adjective.Dividing into groups. 1st group: Regular verbs2nd group: Irregular verbs
Introductory the new lesson: Strategy «Who I am?». Teacher shows a picture in half and asks what they can see. Teacher can give the key phrases: I work in a school. I like to teach children. I like my job. |
A ball
Active board, picture |
| Middle27 | 1.Pre-listening task: listening to the rhymeWhat are you going to be?What are you going to be?I’ll be a teacher,That’s the life for me.What are you going to be?What are you going to be?I shall be a fireman,That’s the life for me. Presentation and practise new vocabulary:Teacher-мұғалім, doctor-дәрігер, tailor-тігінші, cooker-аспазшы, singer-әнші, waiter-даяшы , vet-мал дәрігері, painter-суретші, fireman-өрт сөндіруші
2. Listen to the topic about profession and write the missing words.Tapescript CD
3. While-reading task:
Listen again and choose the right answer True or False.1. His brother is a teacher True or False2. His mother is a dog groomer True or False3. His sister works with dolphins True or False4. He is going to be a scientist True or FalseDifferentation by scaffolding (with key words and pause)More-able learners listen to the text individually.Less-able learners listen to the text about profession with pause and teacher’s support.
4. Past-listening task: differentiation by type of taskMore- able learners make a dialogue about their future profession according to the listening of topicLess-able learners write True or False.
Descriptor: Task 1: A learner follows instructions accordinglyTask 2: listen to the topic attentively and writes down the missing wordsTask 3: chooses True or FalseTask 4: make a dialogue on the theme professions. Key words: what do you want to be, my favourite subject is …, because, I want to be a…, it’s interesting, easy, kind, can earn more money.
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| End5 min | Giving home task: writing essay about your professionAFL: Peer’s assessment. You are excellent. Good job.
Self-assessment: «A ticket to Astana». A learner who has an excellent work he/she will travel to Astana by plane, who has a good work will travel by train and who has a bad work and will travel by bus.
Reflection: basket , suitcase, meat grinder.Suitcase: Everything is easy and simpleBasket : I have to repeat againMeat grinder: It’s not all clear |
Pictures of different transports
Pictures of a suitcase, basket and meat grinder |
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| 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 |
| Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner). | Use this section to record the techniques that you will use to assess what the learners have learned during the lesson. | Health saving technologies.Using physical exercises and active activities.Rules from the Safety Rules book which can be applied in this lesson. |
Reflection
Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why?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. |
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Summary evaluation
What two things went really well (consider both teaching and learning)?
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What two things would have improved the lesson (consider both teaching and learning)?
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2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?
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28 Қаңтар 2019
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