Unit 3 Values

School: 46

Date:

Teacher’s name: Merkhanova N.K.

Lesson title:

A friend in need is a friend indeed

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.L8 Understand supported narratives, including some extended talk, on an increasing range of general and curricular topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.C9 use imagination to express thoughts, ideas, experiences and feelings

Lesson objectives

All learners will be able to:

develop listening skills through watching a story about “Lion and mouse”

improve speaking skills by working in pairs, groups and whole class

express their ideas including emotions and senses

portray various characters as role playing a story with a help of the text

Most learners will be able to:

give their thoughts using the new vocabulary

portray various characters as role playing a story with a help of key phrases from the text

Some learners will be able to:

portray various characters as role playing a story without the text

Value links

Respect, Support the friends

Cross curricular links

Psychology

ICT skills

Smart board for presenting a video

Plan

Planned timings

Planned activities

Resources

Beginning

5-min

Class organisation

Warm-up and lesson objectives presentation

Warm-up (W, I) Truth telling

Learners are organized into the circle to write two things about themselves, one is true and the other is false. Other students have to guess the author of the paper.

Teacher introduces the lesson objectives.

PPT

Middle

3-min

3-min

7-min

18-min

Lead-in (W, I)

Pre - listening

Teacher asks students if a lion and a mouse can be friends. Why yes or no?

Vocabulary (W)

Teacher asks learners to put the words into correct group and check as a whole class.

While - listening (I)

Task 1. Listen to the story and choose the right answers. “The lion and the mouse”

A lion was a sleep in the sun one day. A little mouse came out to play. The little mouse ran up the lion’s neck and slid down his back. The lion caught him with a great big smack! ‘I’m going to eat you!’ the lion roared, his mouth open wide. ‘No, no, please don’t!’ the little mouse cried. ‘Be kind to me and one day I’ll help you.’ ‘I’m a lion! You’re a mouse! What can you do?’ The lion laughed, very hard, and the mouse ran away. But the mouse was out walking the very next day. He heard a big roar, and squeaked when he saw the king of the jungle tied to a tree. But the mouse had a plan to set him free. The mouse worked quickly and chewed through the rope. The lion said, ‘Oh little mouse, I had no hope. You were right, little mouse – thank you, I’m free. You’re the best friend there ever could be!’

Task 2. Write your answers to the questions.

1. What animal does the lion catch?

2. What does the lion want to do with the mouse?

3. What does the mouse promise the lion?

4. Does the lion think the mouse can help him?

5. What happens to the lion the next day?

6. How does the mouse help the lion?

Post- listening

Learners think of a think is the moral of the story (give arguments)

Role play (G)

Learners in 3 (narrator, lion, mouse) role-play the story.

Differentiation

Less able students are let to read the roles from the text

PPT

PPT

https://learnenglishkids.britishcouncil.org/ru/short-stories/the-lion-and-the-mouse

End

4-min

Reflection

Task. Listen to the story and choose the right answer.

1. What animal does the lion catch?

a) A mouse b) A cat c) A rat

2. What does the lion want to do with the mouse?

a) To play with him b) To eat him c) To have fun with him

3. What does the mouse promise the lion?

a) To cheer him b) To give him food c) To help him one day

4. Does the lion think the mouse can help him?

a) Yes, he does b) No, he does not

5. What happens to the lion the next day?

a) He is tied to a tree b) He gets lost c) He loses his food

6. How does the mouse help the lion?

a) He chews through the rope to free the lion.

b) He brings keys

c) He calls other animals for help

Two stars and a wish

Students identify two positive aspects of the work of a peer and then express a wish about what the peer might do next time in order to improve another aspect of the work. 'I want to give you a star for the start of your story and a star for the way you described the house. I wish that you will tell us more about Billy.'

PPT

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?

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

More support can be given at the start and in middle of lesson by providing less-able learners with story vocabulary in a word list so they can read examples of words seen or heard.

Learners who are less confident at making up dialogue, can be given copies of parts of the dialogue from the story to read aloud.

More-able learners can be encouraged to use the full range of language from the video when they practise the role-play.

Monitor how much vocabulary learners can recall from images on the video without sound and then from video with sound.

Monitor learners as they reorder events from the story. Can they read and understand each event and can they sort them into chronological order? Notice any sentences which are difficult for learners to understand and adapt for a future lesson.

Monitor groups of learners as they agree on and practise dialogue for the role-play activity. Do they take turns to speak? Do they contribute appropriate language for the role-play?

Links to the L8: Do learners know this story in the L8 and do they know any other Aesop’s fables?

Make sure learners have sufficient space to act out the role-play.

As the unit is on the topic of values, it is very important to leave time to discuss the end two questions with the whole class.

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

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?

Task. Listen to the story and choose the right answer.

1. What animal does the lion catch?

a) A mouse

b) A cat

c) A rat

2. What does the lion want to do with the mouse?

a) To play with him

b) To eat him

c) To have fun with him

3. What does the mouse promise the lion?

a) To cheer him

b) To give him food

c) To help him one day

4. Does the lion think the mouse can help him?

a) Yes, he does

b) No, he does not

5. What happens to the lion the next day?

a) He is tied to a tree

b) He gets lost

c) He loses his food

6. How does the mouse help the lion?

a) He chews through the rope to free the lion.

b) He brings keys

c) He calls other animals for help

Differentiation:

Task. Listen to the story and answer the questions.

A learner

comprehends information while listening;

writes the correct information;

completes the task

Long-term plan unit: Values

School: NIS of Physics and Mathematics, Almaty

Date:

Teacher name: Tolegenova A.K.

Grade: 5

Number present:

absent:

Theme of the lesson

Family relationships

Learning objectives(s) that this lesson is contributing to

5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

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

5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics

5.C6 organise and present information clearly to others

5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

5.L1understand a sequence of supported classroom instructions

Lesson objectives

All learners will be able to

• develop their critical thinking skills by drawing family tree with some support

• practice writing skills using Present Simple Tense with some support

• practice speaking skills using comparative and superlative adjectives while working in pairs with some support

• practice asking questions while finding more information about other’s members of family

Most learners will be able to

• develop their critical thinking skills by drawing family tree with a little support

• practice writing skills using Present Simple Tense with a little support

• practice speaking skills using comparative and superlative adjectives while working in pairs with a little support

• practice asking questions while finding more information about other’s members of family with a little support

Some students will be able to

• develop their critical thinking skills by drawing family tree with a little or no support

• practice writing skills using Present Simple Tense with a little or no support

• practice speaking skills using comparative and superlative adjectives while working in pairs with a little or no support

• practice asking questions while finding more information about other’s members of family with a little or no support

Language objectives

Use simple present tenses, comparative and superlative adjectives

Value links

Respect, responsibility, honesty, trust, creativity.

Cross curricular links

Self-knowledge, Psychology and Art

ICT skills

Projector or Smart board

Intercultural awareness

Students will be able to understand that every person, family and country has their own values.

Kazakh culture

Students will be able to differentiate family values in Kazakh culture

Pastoral Care

Students will be able to understand the importance of family and relationships

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords

Previous learning

Human beings

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Beginning

5mins

Warm-up

Hangman

T. thinks of a word from previous lesson and writes the number of letters on the board using dashes to show many letters there are. Then asks learners to suggest a letter. If it appears in the word, T. writes it in all of the correct spaces. If the letter does not appear in the word, T. writes it off to the side and begins drawing the image of a hanging man.

The game is continued until the learners guess the word correctly (they win) or T. completes the picture of a hangman (T. wins). (T. can watch the video with instructions https://www.youtube.com/watch?v=ywzCUesB61s)

WB, markers

Middle

5mins

10mins

5mins

20mins

1min

10mins

10mins

10mins

Lead-in

• T. shows the picture of a family and learners call out any names of people in a family.

• T. asks learners about the topic of the lesson and introduces the lesson objectives

Main part

• T. shows the presentation or flashcards with the members of family to introduce and learners write the words on their vocabulary: dad, son, uncle, grandson, grandfather, mum, daughter, granddaughter, grandmother, aunt, brother, sister, niece, nephew

Activity 1: T. shows the flashcards and learners put right hand up if the word is a female family member, left hand up if the word is a male family member.

Activity 2: T. shows the picture of a tree, elicits ‘tree’, and explains that learners can also draw a family tree. T. asks learners to draw what they think a family tree looks like. T. asks why it’s called a family tree – there are roots and the family grows. Learners draw their family tree with the names of his/her family members and write 5 or 6 sentences about their family members, e.g. It’s my mum. Her name is _______. She is _____ years old. She is ________ (profession). She is ________ (adjective to describe her appearance or character)

T. can choose 2-3 learners to present their family tree but learners should choose only one member of their family to tell about

Physical activity

Families
Some families are large. (spread arms out wide)
Some families are small (bring arms close together)
But I love my family (cross arms over chest) best of all!

2^nd lesson

• T. shows the picture of two members of the family and says the sentence by using gestures My father is taller than my mother and example of superlative adjectives My brother is the tallest asks what she says and shows. T. explains comparative and superlative adjectives and gives more examples

• Learners are given the handout “Read & find” (FA) Learners should find the comparatives and superlative adjectives and write them in the boxes.

Activity 3: Pair work

T. asks learners to secretly choose five of the following categories and write a name for each one on a piece of paper.

• The oldest person in my family

• The youngest person in my family

• The tallest person in my family

• The kindest person in my family, etc. (You can think of other categories.)

T. puts students in pairs and tells each student to ask questions about the other’s list of names and find out more information.

Is Johann the oldest person in your family?

No, he isn’t. He’s the youngest!

How old is he?

He’s my nephew. He’s only two years old.

PPT or picture of a family

PPT or flashcards with the members of family

flashcards with the members of family

PPT or picture of ‘Family tree’

PPT

Handout FA

PPT

End

5 minutes

Name 3 things:

I have learnt…

I still want to know…

I didn’t understand …

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?

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

• More support can be given in Activity 2 when they write about their family members by providing less-able learners with examples or words to make up the sentence and in Activity 3 while asking questions also less-able learners can be given the model of a question so that they can just put appropriate name and adjective

• Learners who are less confident at drawing the family tree, can be given a picture of a tree

• More-able learners can be encouraged to write more sentences and ask more Wh questions.

• Monitor when you show the flashcards of family members in Activity 1

• Monitor when learners write their sentences about family members in Activity 2

• Assessment criteria of R2

• Monitor when they ask questions in Activity 3

• Self-knowledge, Psychology and Art: when learners draw their family tree and make a presentation in Activity 2 and Activity 3 they develop their creativity, love and respect to their family

• Make sure learners have sufficient space to do physical activity.

• Use of Smart board or projector while presenting the words and tasks

• Develop learners’ love, respect to their family, a sense of responsibility and concern for the family.

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

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?