School-lyceum No53

UNIT TWO “Living Things”

Grade: 5

Teacher’s name: Kussepova G.T.

Theme of the lesson:

Have got p.23-24

Learning objectives(s) that this lesson is contributing to

5.UE 3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

• learn the verb ‘have got’, possessive adjectives/pronouns, plurals, this-these/that/those

• write about things they have got (teacher’s support)

Most learners will be able to:

• learn the verb ‘have got’, possessive adjectives/pronouns, plurals, this-these/that/those

• to write about things they have got (slight teacher’s support)

Some learners will be able to:

• To learn the verb ‘have got’, possessive adjectives/pronouns, plurals, this-these/that/those

• to write about things they have got

AssessmentCriteria

The students achieve the lesson objectives if they

• learn the verb ‘have got’, possessive adjectives/pronouns, plurals, this-these/that//those

• write about things they have got

Level of thinking skills

Higher order thinking skills

Value links

To bring up being responsible for care of environment and people

Cross curricular links

Environment

ICT skills

Bilim Land

Intercultural awareness

Students will be able to differentiate ‘have got/ has got’ and understand the differences between cartoon characters and people

Kazakh culture

Students will be able to differentiate values in Kazakh culture and traditions related to the nature

Pastoral Care

Students will be able to understand the importance of respecting values

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords

Previous learning

Parts of Body.

Planned timings

Planned activities

Resources

Beginning

2-3 minutes

Brainstorming

2-3 minutes

Class organisation

Teacher introduces learning and lesson objectives

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

Game

Match the sentences with pictures

1. He’s big and fat with green skin.

2. She’s short and plump with long red hair.

3. She’s tall and thin with very long fair hair.

4. He’s old and thin, quite bald with a moustache and a long white beard.

5. He’s young, tall and thin with short fair hair.

Pictures

Middle

30 minutes

5-7 min

18-20 min

5 min

To present the verb ‘have got’

• Ss close their books. Present the verb have got.

Ss click the link and open BilimLand, where they have tasks from Presentation till Lesson to take away.

Point to the first button and ask students to get introduced with the information.

Then write it on the board. Repeat using the the affirmative forms.

She has got a temperature.

She has got a cold.

She has got a headache.

Drill Ss. Give prompts. Ss make negative form using above-mentioned sentences.

She hasn’t got a temperature.

She hasn’t got a cold.

She hasn’t got a headache.

Point to the sentence structure and ‘n’t’, explain that ‘n’t’ is the shortened form of not.

Write the interrogative form on the board and underline Have …got?

Give examples in all forms. Point to a S and ask

Has she got a temperature?

Yes, she has / No, she hasn’t

To practise the verb ‘have got’

Explain the task and point out the rules and tasks. Allow time for Ss to complete the task. Check Ss’ answers. Ss watch, read and listen to consolidate the material.

Practice

To practise speaking

Explain the task. Ss compile a dialogue. Monitor the activity around the class and then ask some Ss to share their sentences with the rest of the class.

Consolidation

Ss. Consolidate their knowledge and check how well they acquire the lesson and grammar rules. Teacher can note their mistakes on report cards of the learners.

https://bilimland.kz/ru/courses/english-language/core-curriculum-for-english/year-5/lesson/033-she-hasn-t-got-a-temperature

https://bilimland.kz/ru/courses/english-language/mskills-english/elementary-level-grammar/lesson/002-have-and-have-got

End

5 minutes

Homework: W&GB ex 1-2

• Reflection (W)

Teacher asks learners

1) Can you write what you have got?

2) Can you write what you haven’t got?

3) Can you ask what your friend has got?

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 “I have got …”

• Monitor how much vocabulary learners can recall from dialogue

• Monitor the process of learning the rules of ‘have got/has got’

• Monitor as the learners consolidate learnt material at the end of the lesson

• Note their results on report card of each student

• 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.

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?