Қысқа мерзімді жоспар

Unit of a long term plan:Living things

The theme of the lesson:Plants

SCHOOL: №14

Date:

Teacher name: Хожабаева Курултай

Class:5

Present:

Absent:

Learning objectives

S7.Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

L6. Deduce meaning from context in short, supported talk on an increasing range of general and curricular topics.

W2.Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics.

Lesson objectives

All leaners will be able to:

-Spell the topical new words correctly

Most leaners will be able to:

Understand. the main point of the topic by listening

Some leaners will be able to:

Write and speak about plants using topical vocabulary

Language objectives

Key words:

Useful classroom language for dialogue:Seed leaf ,roots,plant,soil

Level of thinking skills:

Analyzing and creating

Assessment criteria

• Apply topical vocabulary to talk about the plants

• Listen and deduce the meaning from context

• Write short sentences about plants which grow in our country

Value links

Respect and cooperation

Cross curricular links:

Biology

Previous learning:

Learners were introduced the topic of weather and climate on the previous lesson

PLAN

Planned timings

Planned activities/replace the notes below with your planned activities

Resources

5 min

10 min

5 min

1. Organization moment: Greeting, the duties’ report.

2. Divide class into two groups by giving pupils flowers

1 roses

2 tulips

Activity “Odd one out”

Say which one out one does not belong with the rest and give a reason why.

Rain, snow, leaf, cloud

Sun, flower, wind, fog

T: How do you think what are

We going to talk today?

III. Active vocabulary.

Introduction of new vocabulary

Students watch a presentation of the words on the topic and repeat the new words after the teacher.

Seed-тұқым

Leaf-жапырақ

Roots-түбір

Plant-өсімдік

Tree-ағаш

Soil-топырақ

To conclude the new words teacher use the method

What is missing from the sequence?

Seed-тұқым

Leaf-жапырақ

? -түбір

Plant-өсімдік

? -ағаш

Soil-топырақ

Feedback smiles

Task1 Writing (gw) . Write the word under the pictures and spell the word

Descriptor

• Match the words with pictures and spell the words correctly.

Formative assessment giving smiles

Pictures

Ss: Plants

Slide 1

Worksheet1

Middle

10min

5 min

10 min

End

Listening: Task-2 A (I w) Listen to the story and put the sentences in order

It started to rain, and the next morning the seed had a little green shoot. The next day it had its first leaf. This helped it to catch sunlight and grow.

Many years of sunshine and rain passed.

One day, a seed fell out of a bag and onto the hot, dry ground.

A buffalo walked on the seed and pushed it into the ground

Now it is big and strong and makes seeds of its own

The seed became a plant and then the plant became a tree.

One day, a bird tried to eat it. But the seed had roots to help it stay in the ground.

Task-B (I w)

Put the missing words

It started to rain, and the next morning the seed had a little green______. The next day it had its first leaf. This helped it to catch sunlight and grow.

Many years of sunshine and rain passed.

One day, a _____ fell out of a bag and onto the hot, dry ground.

A buffalo walked on the seed and pushed it into the ground

Now it is big and strong and makes seeds of its own

The seed became a _____ and then the plant became a______.

One day, a bird tried to eat it. But the seed had roots to help it stay in the ground.

Task-C ( I w)

Listen and put the missing letters

It started to rain, and the next morning the s_ed had a little green shoot. The next day it had its first le_f. This helped it to catch sunlight and grow.

Many years of sunshine and rain passed.

One day, a seed fell out of a bag and onto the

hot dry ground

A buffalo walked on the seed and pushed it into the gr_und

Now it is big and strong and makes seeds of its own

The seed became a plant and then the plant became a tree.

One day, a _ird tried to eat it. But the seed had roots to help it stay in the g_ound.

Descriptor: A learner

Writes missing letters

Descriptor:

A learner listens to the story and put the sentences in order

A learner writes the missing words

A learner writes the missing letters

Assessment: Giving Smiles

Task 3 Tick the things plants need to grow.(Iw)

Descriptor

• To select the words which are necessary for plants to grow

Assessment: Giving smiles

Task-4 (g w) Writing and speaking What plants, flowers and trees grow in your country.

Draw a picture and write about them.

Make a poster and present it to the class.

Descriptor:

• Write about plants which grow in our country.

Feed back: Pop corning. Teacher says one of the topical vocabulary, if the students know the word they pop up or respond.

Giving homework: make up sentences using topical vocabulary

Differentiation task

Luckyseed

www.britishcouncil.com

Worksheet 2

A -3 marker

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 students’ learning?

Cross –curricular links Health and safety check ICT links Values links

Listening task

Most support:

Put the missing letters

Some support:

Put the missing words

Minimal support:

Listen to the story and put the sentences in order

Self-assessment. Students tick where they are on the success ladder.

Biology

Vаlue оf environment tеam work learners will work together in groups showing respеct each

other

Reflection

Were the lesson objectives

Learning objectives

Realistic?

Did all the learners

Achieve the 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 collaborated.

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 preparing a poster

I did not make any changes

Summary evaluation

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

Consider both teaching and learning

• Watching video and do listening tasks

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

1. Learners conclude the new words by method “What is missing from the sequence “

2. Do tasks by levels

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

lesson?

• Students’ listening skills should be improved.

• All the students are eager to learn