Short term plan. My Family and relationship 2

Unit of a long term plan Values

School:

Date:

Teacher name: Nishantaeva D.

CLASS: 5

Number present:

absent:

Lesson title

My Family and relationship 2

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

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

5.S3 give an opinion at sentence level on a limited range of general and curricular topics

Lesson objectives

All students will be able to:

Talk about their family members with a lot of teacher supporting

Most of the students will be able

Talk about their family members without any supporting.

Some of the students will be able to:

Give feedback to their partners about their family and complete the worksheet then speak without teacher supporting

Assessment criteria

Read and understand the text.

Tell about their family.

Answer some questions from the text.

Values links

National unity, peace and harmony in our society. Kazakh patriotism and civil responsibility ,cooperation ,transparency.

Cross-curricular links

Uzbek and Kazakh

Previous learning

Family, grandmother, grandfather, father, mother, brother, sister uncle, aunt.

Plan

Planned timings

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

Resources

Start

3-4min

6min

Greeting

Teacher greets learners and ask some questions about date, day, weather and about their mood

-Good morning! How do you feel today?

-What date is it today? What day of the week today?

-Do you have any news?

Most learners answer to teacher’s question

Task 1

Activity “ Quiz master”

Teacher puts the cards with the picture of people with names of family members on the table and asks learners to come to table and take one of them. Learner reads their cards and says translation. They divide into two groups according to six of person from the card.

Learner`s possible answers.

-grandfather, grandmother, father, mother, aunt, uncle, brother, sister, nephew, niece parents and grandparents

Descriptor: A learner

Chooses one card and pronounces the word correctly, translates the word.

Differentiation: by scaffolding. Teacher elicits answer

AFL: Teacher’s assessment .Teacher gives smiles to the learners

..Cards, picture and teacher’s ppt

Middle

15min

10-11min

Teacher explains the using and translation of the topic.. Then teacher uses divergent questions to learners

Task 2. Pre-reading. Teacher writes new words to the board and repeats with learners.

Grandparent-ата әже

Parent- әке шеше

Great uncle-үлкен нағашы

Eldest brother- үлкен аға

Sister-in-low- жеңе

Stepsister-өгей әпке

While-reading. “Aloud reading ”(G)

Learners read the text in a group. Every learner will read and translate the text one by one. While reading the learners should remember the gist of the text.

Akmaral’s family.

Akmaral is 12 years old. She is a schoolgirl. Her family is very big. There are 9 people in her family. They are her grandparents, parents, great uncle, eldest brother, sister in low and a little sister. Her grandparents’ names are Murat and Aidana. They live in Nur-Sultan. Their house is in the centre of the city. My father’s name is Marzhan. He is a doctor. His hospital is in the centre of the city, too. My mother is a really good housewife. Her hobbies are sewing dresses and cooking meals. My eldest brother and sister in low live in our home. Their names are Anuar and Salima. They are teachers at school. My great uncle is a driver and his car is very nice. Little sister’s name is Zhibek. Her eyes are very big. I like her and all my family.

Post-reading.

Activity “Basketball questioning”

For checking the learners understanding T. will use the strategy “Basketball questioning». Learners throw the ball to each other .Who will pass the ball, that learner should answer to the question. So throw and pass the ball will continue.

-What’s the author’s name?

-What are her grandparents’ names?

-What’s her father’s job?

-What her eldest brother’s job?

-What are her hobbies?

-What’s great uncle’s job?

Descriptor: A learner

reads the text

answers the question .

Differentiation:

Teacher involves less able learners to participate in activity. Teacher uses divergent questions. Teacher supports with translation of some words.

AFL:Group assessment, teacher’s feedback

Activity “Think Pair Share” (P)

Learners think about family and share their opinions with the partner. This activity is useful to develop learners thinking and speaking

Learner: I think my family is very big and friendly. We love and respect each other. I like my big family...........

Differentiation: Teacher can show some short essay about family for less able learners.

Descriptor: A learner

-thinks about family

-says their opinions

Activity “Transforming information” (G)

Teacher gives worksheet with the gaps and asks learners to complete the worksheet about their family. Then speak about their family in a small group

Descriptor: A learner

reads and retells the text.

Differentiation:

Teacher scaffolds less able students during the speaking part. High level learners have to put the words to the sentences without support. Middle level learners have to put the words sentences with some support. Less learners have to put the words to the sentences only with more support.

AFL:

Pair assessment. Learners assess their partner with smiles.

Flashcards, teacher’s ppt

Handout

Text 1

Handout. Worksheet 1

End

4-5min

At the end of the lesson, learners reflect on:

- what they’ve learned

- what remained unclear for them

- what they need to continue working on

by the "Traffic lights"

A shee t of paper

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?

Health and safety check

. Teacher elicits answer

Teacher involves less able learners to participate in activity. Teacher uses divergent questions. Teacher supports with translation of some words.

Teacher can show some short essay about family for less able learners.

. Teacher scaffolds less able students during the speaking part. High level learners have to put the words to the sentences without support. Middle level learners have to put the words sentences with some support. Less learners have to put the words to the sentences only with more support

Teacher assesses learners. Learners with smiles.

Group assessment, teacher’s feedback

Pair assessment. Learners assess their partner with smiles.

Respect for adults, attentiveness, caring of each other.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

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?