Unit 3: Values

School: №103

Date: 8.11.2019.

Teacher's name: Kulbabaeva Saule

Grade: 5

Number present:

absent:

The topic of the lesson:

Family relationship

Learning objectives(s) that this lesson is contributing to

5.1.6.1organise and present information clearly to others

5.1.9.1use imagination to express thoughts, ideas, experiences and feelings

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

5.3.7.1use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

Lesson objectives

Students will be able to:

• develop critical thinking skills by drawing a family tree

• make up simple sentences during, pair, group and whole class exchanges

• use appropriate subject-specific vocabulary connected with family relationships

Assessment criteria

Learners have met 5.3.6.1and 5.3.7.1if they can use appropriate subject-specific vocabulary connected with family relationshipsduring, pair, group and whole class exchanges

Learners have met 5.1.6.1if they can organise and present information clearly to others on a given topic.

Value links

Respect, creativity

Cross curricular links

History of Kazakhstan

ICT skills

Active Board, Digital Resources to check meaning

Previous learning

Jety-ata

Plan

Planned lesson stages

Planned activities

Resources

Beginning

7 min

3 min

Middle

5 min

10min

10 min

Warm-up:

(W) Students listen to a Family Tree song and predict the lesson theme. T asks what family relationships are met in the song. Students sing the song.

Teacher presents learning and lesson objectives

Word search:

Students complete the word search task. They should find the names of SEVEN grandfathers/ancestors in Kazakh.

Project time:

(I) Students should prepare a poster about their Family Tree. They should draw a Family Tree with seven grandfathers and present some information about them. Teacher monitors and facilitates when it is necessary.

Teacher introduces the Assessment criteria for poster presentation:

Students present their posters one by one. While one student is presenting the poster, the rest of them is assessing according to the given criteria.

*Teacher may divide the class into small groups and assign them to assess one skill, e.g., one group is assessing the content, the second group is assessing vocabulary, etc.

The end of the lesson

5 min

Learners complete the reflection card:

• I have learnt…

• I still want to know…

• I didn’t understand …

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

Differentiation

By support - Teacher can support less-abled classes with the list of unknown words from the text with their definitions.

While presentation, less-abled students work with stronger ones when they assess each other.

Assessment

Informal FA – Speaking

Health and safety check links.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

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:

What two things would have improved the lesson (consider both teaching and learning)?

1:

What have I learned from the lesson about the class or individuals that will inform my next lesson?