| Unit 1 | School-lyceum No53 |
| Date: | Teacher’s name: Kussepova Gulzat |
| Theme of the lesson: | There is/ There are p. 12 |
| Learning objectives(s) that this lesson is contributing to | 5.UE11 use be/look/sound/feel/taste/smell like and use be made of on a limited range of familiar general and curricular topics |
| Lesson objectives | All learners will be able to:Learn how to use affirmative and negative form of “there is” and “there are”Make sentences using “There is/ isn’t” and “There are/aren’t” as possible as they can.Most learners will be able to:Learn how to use affirmative and negative form of “there is” and “there are”Make sentences using “There is/ isn’t” and “There are/aren’t”.Some learners will be able to:Learn how to use affirmative and negative form of “there is” and “there are”Make sentences using “There is/ isn’t” and “There are/aren’t”and help others. |
| AssessmentCriteria | Students achieve the lesson objectives if theyUnderstand how to use the sentence structure “There is” and “There are”. |
| Level of thinking skills | Higher order thinking skills |
| Value links | To bring up being responsible for care of classmates |
| Cross curricular links | Cross-curricular links are made with geography and science. |
| ICT skills | Video; CD; DVD |
| Intercultural awareness | The topic of home focuses on learners’ knowledge of their homes, their city, their country and its weather. |
| Kazakh culture | There is a strong focus on being able to communicate accurate facts about Kazakhstan. |
| Pastoral Care | Students will be able to understand the importance of respecting values |
| Health and Safety | For learners’ safety teachers should pay attention to Disaster Risk Reduction and prepare some lessons on the theme” Home and away” , using the sites or Safety instruction rules |
| Previous learning | Unusual Buildings. Furniture and Appliances p. 10-11 |
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| Planned timings | Planned activities | Resources |
Beginning2-3 minutes
Brainstorming 7-8 minutes
| Class organisationTeacher introduces learning and lesson objectives Students write the date, day and lesson objectives into their copybooks.
Aim: Tо present vocabulary for household insectsDirect Ss' attention to the pictures.Play the recording with pauses for Ss to repeatchorally or individually.Elicit the LI equivalents.(Ss' own answers) |
Pictures |
| Middle27 minutes | Aim: То present there is/there are• Explain that we use there is to talk about the existence of sth in the singular and there are in the plural.• Read the examples in the table aloud and then elicit the answers to complete the rules from Ss around the class.
Answer Key1there is/there isn't2 there are/there aren't3 Is there/Are there
Aim: To practise there is/there are Explain the task and read the example aloud.Ss complete the task.Check Ss' answers.
Aim: To practise there is/there are through personalisationExplain the task and allow Ss time to complete the sentences about their own bedrooms.Check Ss' answers around the class.Suggested Answer Keythere is5there aren'tthere is6there isthere aren't7there aren'tthere is8there are
Aim: To consolidate there is/ there are and place prepositions.Review prepositions and there is/there are. Ask different Ss to read the sentences aloud, then elicit when each is used to.
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https://bilimland.kz/en/courses/english-language/mskills-english/elementary-level-grammar/lesson/003-there-is-there-are-place-prepositions
Excel for 5th grade students Express publishing |
End5 minutes
| Homework: Work Book ex/s of 1bReflection (W)Teacher asks learners 1) What was difficult to do at the lesson?2) What do you need to work on?Feedback (I) |
Evaluation sheet |
| 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 linksHealth and safety checkICT links/ Values links |
| More support can be given at the start and in middle of lesson by providing less-able learners with vocabulary in a word list so they can read examples of words seen or heard.Learners who are less confident at making up sentences, can be given copies of words. More-able learners can be encouraged to use the full range of language to make sentences using “there is” and “there are”. | Monitor how much vocabulary learners can recall from imagesMonitor learners as they speak about pictures. Can they make sentences using “there is” and “there are”?
| Links to the L1: Do learners know words in their native language? Make sure learners have sufficient space to work in groups or pairs. As one of the main grammar rules T. explains the rule of sentence structure “There is” and “There are”. |
Summary evaluationWhat 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?
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ҚР Білім және Ғылым министірлігінің стандартымен жасалған
30 Қазан 2018
1052
1 рет жүктелген
