Unit 1. There is/ There are p. 12

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 they

• Understand 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

Planned timings

Planned activities

Resources

Beginning

2-3 minutes

Brainstorming

7-8 minutes

Class organisation

Teacher introduces learning and lesson objectives

Students write the date, day and lesson objectives into their copybooks.

Aim: Tо present vocabulary for household insects

• Direct Ss' attention to the pictures.

• Play the recording with pauses for Ss to repeatchorally or individually.

• Elicit the LI equivalents.

(Ss' own answers)

Pictures

Middle

27 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 Key

1there is/there isn't

2 there are/there aren't

3 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 personalisation

• Explain the task and allow Ss time to complete the sentences about their own bedrooms.

• Check Ss' answers around the class.

Suggested Answer Key

1. there is 5 there aren't

2. there is 6 there is

3. there aren't 7 there aren't

4. there is 8 there 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.

https://bilimland.kz/en/courses/english-language/mskills-english/elementary-level-grammar/lesson/003-there-is-there-are-place-prepositions

Excel for 5^th grade students

Express publishing

End

5 minutes

Homework: Work Book ex/s of 1b

• Reflection (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 links
Health and safety check
ICT 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 images

• Monitor 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 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?