Қысқа мерзімді жоспар

Long term plan unit: Values

School: №14

Date:

Teacher name: Хожабаева Курултай

Grade: 5

Number present:

absent:

Lesson title: Family relationships

Learning

objective(s) that

this lesson is

contributing to

5. W4 write with support a sequence of extended sentences in a paragraph to give basic personal information.

5. R3 understand the detail of an argument on a limited range of familiar general and curricular topics.

5.C6 organise and present information clearly to others

Lesson objectives

All learners will be able to:

• Name the members of family

Most learners will be able to:

• Understand the main idea and specific details of the text

Some learners will be able to:

• Write and speak about own family

Level of thinking

Understanding and application

Assessment criteria

Assessment criteria:

• Write sentences applying topical vocabulary to give basic personal information

• Recognize factual details in a given argument related to the topic.

• Organise information logically;

Language objectives

Skills development:

To speak about family members

Key words: • granddad – grandma • dad – mum

• brother – sister • uncle – aunt

• niece – nephew • son – daughter

• father-in-law – mother-in-law

• husband – wife • cousin – cousin

Discussion points:

-How many people are there in your family?

-What is your ………..’s name?

Vаlue links

Kazakh patriotism and civil responsibility, respect, cooperation, transparency

Cross curricular links

Kazakh, Self-knowledge

Previous learning

Find pairs that have similar meanings:

Amazing, people, die out, nature around us, make, unhealthy food, forecast, to damage, pollute, disappear, predict, environment, create, junk food, human beings, wonderful

Key:

Amazing - Wonderful

People - Human beings

Die out - Disappear

Nature around us - Environment

Make - Create

Unhealthy food - Junk food

Forecast - Predict

To damage - Pollute

Plan

Planned timing

Planned activities

Resources

Start

10 min

I. Organization moment

Teacher greets with the students and check their attendance.

Warming up: “Telephone game”. Teacher whispers a sentence to the first learner in a line. Learners must then repeat the sentence to the next learner in line and on down the line. The last learner in line will say out loud the sentence as he/she heard it. The first learner in line will either agree or disagree with the sentence.

II. Divide the students into two groups.

Students count one to three.

1^st group

2^nd group

3^rd group

III. Brainstorming.

Solve the rebus and get the word. Learners solve this rebus.

ʻ ˙ ˙ ˙ ˙ ʻ ˙ ʻ ˙ ˙ ˙ ˙ ˙ ʻ ˙ ˙ ʻ ˙ ˙ ˙ ˙ ʻ ˙ ˙

6

T: - What kind of words is this?

Ss: - This word is “FAMILY”

T: - Yes, you are right our word is “family”. Today we will talk about family relationship.

IV. Active vocabulary. Play the game “Echo”. (Teacher reads new words, one learner repeat after the teacher, then the all class repeat after the first learner and only one learner the last)

• What are these words in your language?

• granddad – grandma

• dad – mum

• brother – sister

• uncle – aunt

• niece – nephew

• son – daughter

• father-in-law – mother-in-law

• husband – wife

• cousin – cousin

PPT

PPT

PPT

Middle

30 min

10 min

10 min

10 min

I. Task 1. What’s missing from the sentences? (IW)

Direct Ss’ attention to the family tree and explain

the task. Ss complete the task.

1 Mark is Sue’s dad. He’s her dad.

2 Claire is Sue’s ..................... . She’s ..................... .

3 John is Mary and Mark’s ............... . He’s ............... .

4 Ann is Sue’s ..................... . She’s ..................... .

5 Helen is Sue’s ..................... . She’s ..................... .

6 John is Sam’s ..................... . He’s ..................... .

7 Ann is Sam and Mary’s .............. . She’s ................ .

8 Steve is Mark’s ..................... . He’s ..................... .

Answer Key

2 cousin, her cousin

3 son, their son

4 grandma, her grandma

5 aunt, her aunt

6 nephew, his nephew

7 mum, their mum

8 father-in-law, his father-in-law

Descriptor A learner

• Applies new words to complete the sentences.

Self assessment

I have a good I still have some questions. I need help!

understanding

II. Task 2. “Partners” (Teacher gives each learner a piece of paper with sentences. Students will circulate the room and find their corresponding halves of sentences. Learners could do this in silence.)

Ss reads the text then matches the halves of the sentences. (PW).

Descriptor A learner

• Understand the main point of the text

• Matches the halves of the sentence

I have a good I still have some questions. I need help!

understanding

1. III. Task 3. (IW)

The Simpson Family

Abraham is the father of Homer, and Mona is mother of Homer. Herb is the brother of Homer. Marge is the wife of Homer. Her father is Clancy and her mother is Jackie. Marge has 2 sisters, Patty and Selma. Selma has a daughter called Ling. Homer and Marge have 3 children. The son is Bart and the two daughters are Lisa and Maggie.

1. Task-C. Read the text. “True” or “false”.

The Simpsons family is small.
Marge has one brother and one sister
Ling is the daughter of Selma.
Homer and Marge have 3 children.
Homer and Marge have 2 sons and 1 daughter.

3. Task-B. Complete the sentences

1. Jackie is the ___________ of Lisa

2. Ling is the ____________ of Bart of Lisa

3. Maggie is a ____________.

4. Herb is the ____________ of Lisa.

5. Homer is the ____________ of Marge.

4. Task-A. Write about you and your family

_________________________________________

_________________________________________

_________________________________________

• Descriptor A learner

• reads the text

• chooses true or false

• makes up sentences using topic vocabulary

• writes about himself/herself family

PPT

Book sheet

http://forum.englishgu.ru/viewtopic.php?f=17&t=977

Differentiation task

https://en.islcollective.com/resources/printables/worksheets_doc_docx/the_simpsons_family_-_exercises/have-gothas-got/28447

End

7 min

Feedback. I. Sinquain method. (Group work)

Ss choose one noun with connect of theme.

1. 1. Noun:

2. 2. Adjectives:

3. 3. Phrase:

4. 4. Synonym:

Descriptor A learner

• Each group uses different words

II. Giving homework: Draw your family tree. Write sentences about your family.

III. Reflection.

At the end of the lesson, learners reflect on their learning:

What has been learned.

What remained unclear.

What is necessary to work on.

Stickers

Additional information

Assessment – how are you planning to check learners’ learning?

Health and safety check ICT links

Card sort

Most support:

A learner reads the text and chooses “true” or “false”

Some support:

A learner reads the text and complete the sentences

Minimal support:

A learner writes about himself/herself family using topic vocabulary

Assessment with thumb

After presenting a lesson, or part of a lesson, the teacher asks students to use their hand to signal their depth of understanding. A thumb up means “I have a good understanding.” A thumb to the side means “I still have some questions.” A thumb down means “I need help!”

Peer Assessment

Students read over partner's work and evaluate by criteria.

• Monitor classroom space when students moving around

• Make short breaks while writing

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve lesson objectives/learning objectives?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

The lesson objectives/learning objectives were realistic. All students were involved in the learning process.

Students achieved lesson and learning objectives.

Differentiated tasks helped to involve all learners to the lesson.

I stuck on explaining new words. Students took more time on making sentences with Family tree.

I did not make any changes.

Summary evaluation

What two things went really well (consider both teaching and learning)?

• The game “Echo” was interesting to begin lesson

• Using Sinquain method to conclude the theme.

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

• To my mind I should improve grammar exercises.

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

• Students vocabulary should be enlarged