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21 Мамыр 2021
648
The Diwali Festival. Grade 5
Lesson plan
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Unit of a long term plan: Values |
School: Linguistic school gymnasium 24 |
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Date: 20.11.2017 |
Teacher: Zhakina Diana Gabitovna |
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CLASS: 5 V |
Number present: |
absent: |
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Lesson title |
The Diwali Festival |
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Learning objectives(s) that this lesson is contributing to (link to the Subject programme) |
5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics |
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Lesson objectives |
All learners will be able: read a text about Diwali, learn how to form adjectives with the suffix -ful. Most learners will be able: Ask and answer the question according to the text. Some learners will be able: talk about festivals in their own country |
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Assessment criteria |
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Values links |
Respect, responsibility, honesty, trust, creativity. |
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Cross-curricular links |
Self-knowledge, Psychology and Art |
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Previous learning |
Topical vocabulary, adjectives |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 5 min |
Greeting. “Mosaic” Teacher divides class into 3 groups by assembling a mosaic. Open-ended questions. What can you say about these pictures? Lead in. “What’s the difference” Books closed. Distribute the photos around the class, • Ask: What can you see? Encourage students to describe the photos in as much detail as they are able to provide, • Explain that the photos show festivals and that people around the world celebrate festivals and that these celebrations are important in people's lives. Check students' understanding of these key words, T: What do you think what will be our lesson about? |
Photos of famous festivals from around the world, e.g. Hogmany in Scotland, the Rio Carnival in Brazil or La Tomatina in Spain |
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Middle 7 min 8 min 5 min 10 min
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Pre-teach. Vocabulary. festival [ ˈfestɪvl ] фестиваль celebration [ ˌselɪˈbreɪʃn ] мереке, салтанат celebrate [ ˈselɪbreɪt ] мерекелеу, тойлау victory [ ˈvɪktəri ] жеңіс candle [ ˈkæn.dl̩ ] майшам special lights [ ˈspeʃl laɪt ] арнайы шамдар traditional [ trəˈdɪʃənl ] дәстүрлі international [ ˌɪntəˈnæʃnəl ] халықаралық population [ ˌpɒpjuˈleɪʃn ] халық саны Hindu [ ˈhɪn.duː ] үнді Drilling. (CH), (I), (P), (G) Verbal assessment.(Good job, Excellent, Brilliant, Well done) “Word Scramble” Unscramble the words. tioterinannal cispale ghslit lapotionpu nhiud breltecea cytvoir adnlec altditionra vaesflti ercionlebat Lips reading Fireworks Pre-reading Ask students to open their books at page 17. Focus attention on the photo. • Elicit ideas about what is happening in the photo and where the people are. Do not accept or reject any ideas at this stage Where is Raj from? What is Diwali?
Answers Raj is from India. Diwali is an important family festival in Indian culture. While-reading Read out the title to the interview and the short introduction. • Ask students to work alone to read about Diwali and then match the questions to the paragraphs. • Students can compare answers in pairs, Answers 1 d What is Diwali? 2 b When is it? 3 a Where is it? 4 c What's important in Diwali? Complete the sentences. Students can work in pairs to do the task, exercise 4 • Ask students to underline the parts of the text which helped them complete the exercise, • Read out the information in the FACT! box. Ask: How many festivals are there in your country? • Ask students to name some festivals, say what they celebrate and where they take place, Answers 1 good 2 lights 3 five days 4 People all over the world 5
clothes Ask students to display a designated hand signal to indicate their understanding of a specific concept, principal, or process: - I understand___________ and can explain it (e.g., thumbs up). – I do not yet understand ___________ (e.g., thumbs down). – I’m not completely sure about __________ (e.g., wave hand). Adjective suffixes -ful • Ask students to work alone to find two adjectives in the interview which have the -ful suffix. • Check answers. Make sure that students understand that the -ful suffix means full of, e.g. colourful = full of colour. Giving individual tasks Group 1.
• Students can compare answers in pairs before you check answers with the class, Answers 1 wonderful 2 colourful Group 2. • Read out the two words and ask the class to turn them into adjectives using the suffix -ful. • To extend work on the vocabulary, ask students to turn to the Vocabulary bank on page 107, Answers beautiful, useful Group 3. Look at the words in the box, write the words in the right column. beauty colour lucky usual care happy use wonder
Optional activity • Put students into small groups, • Give each group a festival to research, e.g. the Lantern Festival in Pingxi, Taiwan; Queen's Day in the Netherlands; the Ice and Snow Festival in Harbin, China, • Assign different roles to students in their groups (or ask the students to decide roles for themselves), e.g. one does the writing, one looks for information online, one communicates the results of the search to the class, • Students do an Internet search about the festival, • Students should provide the name of the festival, say where it takes place, what it celebrates, how long it lasts and what people do during the festival, • Each group tells the class about what it has found out, “Two stars and a wish” Which group made the research? |
PPP
SB “Eyes Open 1”
SB “Eyes Open 1” PPP
SB “Eyes Open 1”
Worksheets
laptops, posters, markers |
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End 5 min |
KWL chart |
Worksheets, posters, markers |
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Additional information |
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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 |
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There are several types of differentiation in this lesson:
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(Good job, Excellent, Brilliant, Well done)
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