Lesson Plan
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LESSON: Unit 3: ValuesCelebrations and special
days
| School: |
| Date: | Teacher name: |
| CLASS: 5 | Number present: | absent: |
| Learning objectives(s) that this lesson is contributing to | 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics5.W3 write with support factual descriptions at text level which describe people, places and objects
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| Level of thinking of skills | Knowledge, understanding, application |
| Assessment criteria | To identify main idea of the textUse questions and talk about special days and celebrations.
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| Value links | Respect for customs and traditions |
| Cross curricularlinks | Geography, Kazakh, History |
| Previous learning | Present Simple |
| Plan |
| Planned timings | Planned activities | Resources |
Beginning0-5 minutes
5-10 | Warm-up (3–5 minutes)• Books closed. Write school holidays on the board.• Explain that students in different countries have differentschool holidays. In the UK, for example, students have 13 weeks of school holidays per year (6 weeks of summer holidays, 1 week for Christmas, 1 week for Easter, 3 weeks of half term holidays, bank holidays and 5 additional days). • Ask students to work in groups to calculate how many weeks of holidays they have in a year.• Write the correct answer on the board. Do they have more holidays than students in the UK?
“Brainstorming”The teacher shows the pictures about celebrations.The students will watch slideshow at the active board and find the theme of the lesson. |
PPT slides |
Middle10-18
18-22
22-32
32-40
| ReadingW. Read and complete the text with the verbs. Then listen and check.
Writing.Write sentences using the present simple affirmative.The teacher will explain forms of the Present Simple
1 my mum / cook / special food___________________________2 we / sing / songs___________________________3 our grandfather / visit / our house_____________________________4 my brother and sister / open / presents_______________________________5 I / go / to the shop / with my friends_______________________________6 my dog / play / outside_______________________________
LISTENINGF. Listen and read the story. Then answer the questions.1 Where are Bob and Betty?2 What’s the name of Bob’s new invention?3 Which button does Betty press first?4 Which button does Betty press next?
Listen to the story about Bob and Betty again. Then work in groups. Act out the story in the comic (activity “show casing”)
Descriptors:Answers the questionsListens to the story and acts out the story in the comic. |
Student’s book
Work book
ICT |
| End40-45 | Reflection Come back to the lesson objectives and summarize with students if they met the lesson objectives. Ask them to give the VAK feedback.VAK- Visual, auditory, kinaesthetic.What have you learnt with your eyes this lesson?What have you learnt with your ears?What have you learnt with your body? |
PPT slides 8,9 |
| 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 linksValues links
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| more able students are given a word bank less able students use a picture dictionary creativity and artistic skills | VAK - Visual, auditory, kinaesthetic. | Projector or Active board for presenting videos, PPT. Students use IWB for matching exercises |
ReflectionWere the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? 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. |
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31 Қаңтар 2019
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