Unit of a long term plan: Unit 8 Creativity

Lesson 50

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Making plans.

Learning objectives

5.3.6.1 communicate meaning clearly at sentence level during, pair, group and whole class exchanges;

5.4.3.1 understand the detail of an argument on a limited range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• Learn and practise verbs to talk about plans.

• Understand text messages about plans

Value links

Loyalty – Loyalty might be a core personal value to you if you highly prize friends that are reliable and trustworthy. You might put your friends or chosen family first, always being there for them when they need you.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• Books closed. Ask the class what they like doing when they visit another city or country. Get students to think of two categories – things to do inside and outside.

• Make a list on the board. Ask students to give details about places they have visited and what they liked doing.

Lead – In

Making Friday plans on a Thursday afternoon may work 4 times out of 10, but so does going outside without an umbrella in April. It's risky AF. Planning a week or more in advance is not!

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .

Students say about different questions

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 98

• Ask students to read the two text messages and the Tours of Astana text.

• Discuss the question with the class. Encourage students to also think about information from the quiz.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P:98

Play the recording for students to check their answers and compare them with Samat’s ideas. In a weaker class, pause the recording after each place is mentioned.

Ex: 3 P:98

• Tell students to read all three texts again and answer the questions. Circulate and monitor. Check that weaker students can follow which text has the relevant information.

Students read the text message and the text about places in Astana

ANSWERS:

Students’ own answer

Students listen and check your answers. Which places does Samat choose?

ANSWERS:

Bayterek Tower,

Khan Shtyr and Hazret Sultan.

Students read the text again write true or false

ANSWERS:

1 true

2 false

3 false

4 true

5 false

6 true

Assessment criteria

- Learn and practise verbs to talk about plans.

Descriptor:

- read the text message and the text about places in Astana

Peer assessment: answer key

Assessment criteria:

- Understand text messages about plans

Descriptor:

- listen and check your answers.

Make CCQ questions

Yes / No

Cards

Worksheets

End of the lesson

5 min

Home task:

Ex: 1 P: 58 WB

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

Poster

KWL chart