LESSON:
|
School:
Kosshy school №1
|
Date: 02.04.2021
|
Teacher
name: Torekul
R.
|
CLASS:
5
|
Number
present:
|
absent:
|
Learning
objectives(s) that this lesson is contributing
to
|
5.L1understand a sequence
of supported classroom instructions
5.L2 understand an
increasing range of unsupported basic questions which ask for
personal information ( Ex.1-3 p.12 )
5.S6 communicate
meaning clearly at sentence level during, pair, group and whole
class exchanges
|
Lesson
objectives
|
All learners will be
able to:
|
-
read and understand
most of the events in the story
-
present ideas clearly
in a pair, group and whole class conversation
|
Most learners will
be able to:
|
-
use visual support to
understand the events in the story
-
read and understand
event of a story without support
-
plan and write
sentences related to the topic without support
|
Some learners will
be able to:
|
|
Language
objectives
|
Use adverbs of
frequency and adverbs of definite time;
Use modal verbs of obligation and necessity to talk about
sport rules.
|
Value
links
|
Respect, Support, Trust
|
Cross
curricular links link
|
PE, Psychology
|
ICT
skills
|
Projector or Smart board,
|
Kazakh
culture
|
Students will be able to
differentiate the significance of respect and rules obedience in
Kazakh culture
|
Pastoral
Care
|
Students will be able to
understand the importance of respecting
values
|
Previous
learning
|
Learners will know a
range of sports from previous grades. They know about the Olympic
Games from G4. Learners should know numbers up to 1000 and be able
to add and subtract, double and halve numbers in
English.
|
Plan
|
Planned
timings
|
Planned
activities
|
Resources
|
Beginning
0-2
min
2-6
min
6-15
min
15-20
min
|
Class
organisation
Learning and lesson
objectives are introduced.
Pre-learning
(W, P, W, f): Teacher writes on
board: Keep our classroom
clean. Don’t drop rubbish in the classroom.
Explain
these are rules. As the next step learners read these two rules on
board and say which is positive and which is negative. Learners say
two further examples of classroom rules, then with a partner, write
down three positive and three negative rules for the
school.
Differentiation: High-performing
students can freely identify positive and negative rules.
Low-performing students might need support from their peers. It is
advisable to pair up students accordingly.
Formative
assessment (I):
T
explains
learners will see things people do that are dangerous on each day
of the week. As the next step of this teaching activity
Ss read the text and do
post-reading tasks. They are as follows:
-
Watch the story. Write the
days of the week under the pictures;
-
Now match what Dino did to the
road safety rule;
-
Read the article again. Decide
whether the statements are True (T) or False
(F).
Differentiation: There is a task that
is designed for early finishers. Low-performing students might need
language support.
Always, never, remember (G,
P): T writes on the
board: always, never,
remember. Learners listen and read what
is written on the slide and say a rule for each
situation: Remember, always
look and listen; Don’t get angry. Never walk on the road. Always
wear a seat belt. Don’t drive and speak on your mobile
phone.
|
Worksheet for
reading
|
Middle
20-23
min
23-28
min
28-36
min
|
Vocabulary pre-teaching (I, P,
f)
Firstly,
teacher provides Ss with small cards red and green. As the next
step, teacher pre-teaches or elicits the following
words: serve a ball, safety
helmet, blow a whistle, hockey stick and pass the
ball.
-
Don’t kick the ball
until the game starts. (Football)
-
Hit the ball
carefully. (Golf, tennis)
-
Don’t hit the player
with the stick. (Hockey)
Sport
rules (I, P) Teacher
explains
that some rules can be for more than one sport. With a partner,
learners read rules from different sports on worksheet and decide
which sport they apply to. The answers are
displayed on the board for students to check. As the next
step learners write two rules from a sport for another pair to
guess.
Differentiation: Low-performing
students are given some help from peers. For instance, they may
clarify some words. Moreover there is a hint: the first letter of a
sport is given.
Storyboard: (G,
f) Teacher
writes on
board, Rules for sport. It is necessary to pre-teach “to cheat”
using examples from sport. Teacher demonstrates how a storyboard
works:
Rule
1
|
Rule
2
|
Rule
3
|
Rule
4
|
Rule
6
|
Rule
6
|
Teacher
explains we can use a storyboard to say rules as well as tell
stories. In each box they draw a cartoon animal and a speech bubble
with the rule. They draw details of sport in background e.g. tennis
net, a football, an ice hockey stick.
Learners in
small groups brainstorm general rules for sports: three positive,
three negative e.g. Remember! Always
wear sports shoes. Help your team. You have to know the rules of
the sport. Don’t push. Don’t hurt anyone. Don’t
cheat.
|
Red and Green
cards
Worksheet
“Which sport has these rules?”
Storyboard
template
Crayons
|
End
36-40
min
|
Reflection (W): Teacher asks
learners:
1) Why is it
important to respect each other?
2) Why do we
need rules and regulations?
Plenary
60 seconds (I): Teacher nominates a
student to sum up what has been learned in today’s
lesson.
|
PPT
Slide
9
|
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 beginning and in the middle of lesson by
providing low-performing learners with topic-related vocabulary in
a word list so they can read examples of words seen or
heard.
-
Learners,
who are less confident at making up their own rules, can be given
examples to follow.
-
High-performing learners can be encouraged to use a wide
range of vocabulary from the text when discuss general rules for
sport.
|
-
Monitor how
much vocabulary learners can recall from images on the
slide.
-
Monitor
learners as they match the rules with the events from the story.
Can they read and understand each event? Notice any sentences which
are difficult for learners to understand and adapt for a future
lesson.
-
Monitor
groups of learners as they discuss general sport rules (positive
and negative ones). Do they take turns to speak? Do they contribute
appropriate language for creating storyboard?
|
-
Links to the
L1: Do learners know this story in the L1?
-
Make sure
learners have sufficient space to create
storyboard.
-
As the unit
is on the topic of respect, 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?
|