Size and shape

Unit of a long term plan : Communication

School: №6 with boarding school

Date:23.06.2017

Teacher name: Murumbayeva Aliya

CLASS: 5

Number present:

absent:

Lesson title

Communicating around the world

Learning objectives(s) that this lesson is contributing to

5.S1 make basic statements which provide personal information on a limited range of general topics

5.R5 understand the main points of short, simple texts on a limited range of familiar general and some curricular topics using contextual clues

Lesson objectives

All learners will be able to:

- identify specific topic vocabulary studied in class with

some support;

- speak on the theme including 3-4 sentences with peers` some support.

Most learners will be able to:

- identify specific topic vocabulary studied in class without

any support;

- speak on the theme including 5-6 sentences with peers` some support.

Some learners will be able to:

- analyze specific topic vocabulary studied in class;

- speak on the theme and justify their answers without any support.

Assessment criteria

-Talk about a target topic giving personal information

-Define the main ideas of the reading paragraph by using key words

Language objective

Vocabulary related to the topic

Values links

Respect for their own and others` culture and languages, working cooperatively

Cross-curricular links

Geography, Kazakh, Russian

Previous learning

Body language

Plan

Planned timings

Planned activities

Resources

Start

5 min-s

Warm up

Translator game

(W) Teacher finds out learners who can speak very well and say some words in Kazakh, Russian and English language(trilingual policy). Given prompts: I speak well…/ I say some words…

(P) In pairs learners say which language they want to learn next. Teacher writes sentence starter on the board: I want to learn __________. Teacher encourages learners to give a reason and put support on the board, for example: I want to learn ____ because I want to go to _________/because I like _____/ because I can______/because I have got_____.

Then learners are divided into two groups by means of joining cut pictures of Kazakh yurt and English houses.

Teacher identifies lesson objectives and the topic of the lesson with the learners.

Differentiation by teacher`s support

Less able learners can be given starter sentences.

Pictures of houses (puzzles)

Middle

30-35 min s

Pre - reading :

(I) Learners do predictions using true or false statements.

The task is evaluated by assessment criteria.

While – reading stage:

(W,I) They read the text and check their answers and correct false ones.

Post –reading stage:

(G) Learners identify the best title for the text by multiple choice elimination (Answer: Japanese)

Differentiation by outcome

Learners work in mixed-ability group and their answers can be different according to their abilities.

Speaking

(W,I) Would you like to learn Japanese/ Chinese/ French etc.? Why/Why not?

(G) “Reciprocal Questioning” strategy

The instructor provides question stems, such as the following:

Comprehension Question Stems

Describe...in your own words.

What does...mean?

Why is...important?

How could...be used to...?

Connector Question Stems

Explain why...and how...

How are...and...similar?

How are...and...different?

How does...tie in with...that we learned before?

Learners then develop specific questions from the given stems and provide answers. They can work individually, with a partner, or in a small group.

Differentiation by task

Learners are given A and B level tasks

Differentiation by peer`s support

More able learners assist weaker learners.

Plenary

(G,W)“Buzz groups” strategy

Break class into small groups. Each group discusses the topic or question on their own for a few minutes to generate arguments, answers, or ideas.

Once time is up, have each small group share one idea, answer, or argument with the class. Record ideas on the board.es

foll Formative assessment: 3-2-1 format

3 key words

2 main ideas

1 thiought to think after owing class. (e.g. concDiffer

Handout 1

1. .Japanese speak mainly English.

2. The Japanese also use several alphabets.

3. English is used at home.

4. Japanese books are read from “back” to “front.”

5. The first page of a Japanese book is what Americans consider the last page.

Handout 2

Slide

Handout 3

Japanese is the language spoken by people from Japan. English is taught in all secondary schools and is often used in business.

The first page of a Japanese book is what Americans consider the last page. In other words, Japanese books are read from “back” to “front.” Japanese is written in a line from right to left and from the top of the page to the bottom.

The Japanese also use several alphabets. Japanese people place great worth on nonverbal language or communication—much can be said with a bow.

Handout 4

Criteria –based assessment

• asks an appropriate question;

• answers a question;

• uses appropriate topical vocabulary;

• pronounces words, phrases and sentences intelligibly;

• talks coherently;

• talks with grammar accuracy.

Handout 5

Comprehension Question Stems

Describe...in your own words.

What does...mean?

Why is...important?

How could...be used to...?

Connector Question Stems

Explain why...and how...

How are...and...similar?

How are...and...different?

How does...tie in with...that we learned before?

End

Reflection

“1-minute paper”

1. Provide students with one question for brief Provide students with one question for brief reflection. Emphasize that responses should be concise.

2. Each student then records and submits their answers.

3. As needed, follow up on comments. Be sure to summarize and respond to any important questions or issues that arise in the students’ responses the following class. (e.g. concepts that did not seem clear to study.

1. What was the most important thing you learned during the class today? OROROrOr

2.How do you think will you use what we learned today in your everyday life?

Stickers

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
ICT links

More support

• Provide less able learners with sentence starters on the board so they can use them in an activity

• Allow thinking time

• Create mixed-ability group

More able learners:

• Summarise the group`s findings

• Encourage them to justify their answers

Pair work, group work

• Monitoring learners` discussion and offer differentiation by support

• Monitor for correct spelling of specific vocabulary

• Observe learners when participating in discussion.

Social net working

Health promoting techniques

Respecting diversity of opinion

Breaks and physical activities used.

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?

Assessment criteria

Task

Descriptor

Mark

A learner

Recognise detailed information in a short text with some support

5

1) writes “F”

1

1

1

1

2) writes “T”

1

3) writes “F”

1

4) writes “T”

1

5) writes “F”

1

Total marks

5