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 exchanges

5S3 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 support

Understand the main points of short, simple text about professions with support

Most 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 support

Some 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

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

Beginning

8 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.

1^st group: Regular verbs

2^nd 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

Middle

27

1.Pre-listening task: listening to the rhyme

What 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 False

2. His mother is a dog groomer True or False

3. His sister works with dolphins True or False

4. He is going to be a scientist True or False

Differentation 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 task

More- able learners make a dialogue about their future profession according to the listening of topic

Less-able learners write True or False.

Descriptor:

Task 1: A learner follows instructions accordingly

Task 2: listen to the topic attentively and writes down the missing words

Task 3: chooses True or False

Task 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.

End

5 min

Giving home task: writing essay about your profession

AFL: 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 simple

Basket : I have to repeat again

Meat grinder: It’s not all clear

Pictures of different transports

Pictures of a suitcase, basket and meat grinder

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.

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 or individuals that will inform my next lesson?