|
Lesson plan
|
Lesson plan
|
|
|
|
|
|
|
absent:
|
|
Unit of a long
term plan
|
School: 8
|
|
Date:
|
Teacher name:
Onbosynova Danagul
|
|
CLASS: 5
|
Number present:
|
absent:
|
|
Lesson title
|
Weather and climate 1
Listening, reading, writing and talking about the
weather.
|
|
Learning objectives(s) that this lesson
is contributing to (link to the Subject
programme)
|
5.L3 understand an
increasing range of unsupported basic questions on general and
curricular topics
5.S6 communicate meaning clearly at sentence
level during, pair, group and whole class
exchanges
5.W1 plan, write, edit and proofread work
at text level with support on a limited range of general and
curricular topics
|
|
Level of thinking
skills
|
Comprehension, Application,
Evaluation
|
|
Lesson objectives
|
All
learners will be able to:
Understand the meaning of topical
vocabulary
Write a at least short sentence using
them
Most learners will be able to:
Hold a communication clearly at sentence level
during pair, group and the whole class exchanges
Write a sentence correctly keeping the correct
word order
Some learners will be able to:
Interpret the whole content of the video using
phrases and topical vocabulary
|
|
Assessment
criteria
|
They will understand the content of the video
with the help of revised new vocabulary
They get involved in speaking activities at least
with one idea
They write a letter to people around the
word to invite to protect the nature
|
|
Differentiation
|
Less able learners will just write two
sentences on nature protection letter
|
|
Most able students will be able
to
make up sentences using those
words.
write a letter according to the style of
letter
|
|
More able students will be able
to
understand the meaning of the nature and
climate vocabulary and learn the usage them in
sentences
|
|
Values links
|
The
strategy “Mangilik Yel”
|
|
Cross-curricular
links
|
Geography
|
|
Previous learning
|
Weather and climate. Natural disaster new
words and word expressions
|
|
Plan
|
|
Planned timings
|
Planned activities (replace the notes
below with your planned activities)
|
Resources
|
|
Start
5mins
|
Organization moment.
Checking for their attendance and home
task.
|
|
|
5mins
10mins
5mins
10mins
8mins
|
Listening/Watching
Divide your learners into 3-4 groups with 4
students. Make sure each group has at least one the most able
student to assist others while they are doing listening activities.
In a group, there will be definitely one-two less able students who
should be supported with the transcript of the listening
track.
Video segment teaching
method
Pre-listening-
Words on the
board method
Unfamiliar words to this video are displayed on
PPT : CO2, to come out of, go up into, electricity,
to come from power station, climate change, to cause, drought,
coral reef, to die, to protect, ride a bike and so
on.
Ask one student
to come to the board and circle two words, and make a good sentence
using both. Repeat the same with others until the words are
picked.
While listening
activity
They start watching a video and try to pause when
they meet those revised new words and again repeat their meanings.
If it is important, translate into Kazakh language for better
understanding.
Post listening. Discussion through noting
method.
When they finish listening to video the following
questions to the video are given on PPT. Leader of the group
divides them into the number of the pupils. BUT, according to the
levels of pupils, the most able student may have not 1, but 2
questions to answer. Here interpretation method
will be useful in which students write on their
own words using new words above
What is climate change?
How do understand CO2?
What happens if all people use
cars?
Is it harmful to the air if we watch TV and use
electricity so often?
If the climate change what does it
cause?
What is coral reef?
What must we do to stop climate
change?
Slef- assessment
|
Descriptor
|
|
I can interpret the answer to the
question using topical vocabulary
|
|
|
I keep the rule of writing- noun first,
verb second and then other parts of speech in the
sentence
|
|
Group work.
Writing skill. Persuasive style
method
Pre-writing activity. Support your learners with
vocabulary to write a letter
in
the group. The question they need to discuss and write within the
group is: “We are schoolchildren who must take care of our nature.
What should we do?”
The following useful expressions and words
are:
“to
take care of, to plan, throw away litter, trash bin, to warn
others, ride a bike, go for a walk, clean the area where I live, to
invite other friends to protect our
environment”.
As
a teacher with less able students
try
to teach them to use those new phrases in the sentences and assist
with mistakes. More and most able
students may
start writing at once
|
Descriptor
|
|
1
|
His task achievement and linking
devices are logically connected
|
|
|
2
|
He uses at least 5 given model words
into his persuasive writing
|
|
|
https://www.youtube.com/watch?v=ko6GNA58YOA
PPT with new words
Handout with these words and
expressions
PPT with questions
Descriptor sheet
Copy books, pens and PPT with useful
words
|
|
End
2mins
|
Concluding the lesson
Assessment
Self-assessment chart
Three things I’ve
learnt.
Giving the hometask
To read the text “Saving the planet” They will
work on new words and retell to the whole class.
|
Handout
KWL chart
|
|
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?
|
Health and safety check
|
|
Less able learners will just write two sentences
on nature protection letter Most able students will be able
to
make up sentences using those
words.
write a letter according to the style of
letter
More able students will be able
to
understand the meaning of the nature and climate
vocabulary and learn the usage them in sentences
|
peer and individual assessment were used using
special assessment descriptor.
|
Health saving technologies.
Using physical exercises and active
activities.
When they were working in a group, they were
controlled attentively how they sat, what they were talking about
and so on. Physical exercise was offered after 20 minutes. They
were warned to be careful to use electronic tools during the
lesson.
|
|
|
|
|
|
|
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:
|
|
|
Unit of a long
term plan
|
School: 8
|
|
Date:
|
Teacher name:
Onbosynova Danagul
|
|
CLASS: 5
|
Number present:
|
absent:
|
|
Lesson title
|
Weather and climate 1
Listening, reading, writing and talking about the
weather.
|
|
Learning objectives(s) that this lesson
is contributing to (link to the Subject
programme)
|
5.L3 understand an
increasing range of unsupported basic questions on general and
curricular topics
5.S6 communicate meaning clearly at sentence
level during, pair, group and whole class
exchanges
5.W1 plan, write, edit and proofread work
at text level with support on a limited range of general and
curricular topics
|
|
Level of thinking
skills
|
Comprehension, Application,
Evaluation
|
|
Lesson objectives
|
All
learners will be able to:
Understand the meaning of topical
vocabulary
Write a at least short sentence using
them
Most learners will be able to:
Hold a communication clearly at sentence level
during pair, group and the whole class exchanges
Write a sentence correctly keeping the correct
word order
Some learners will be able to:
Interpret the whole content of
the video using phrases and topical
vocabulary
|
|
Assessment
criteria
|
They will understand the
content of the video with the help of revised new
vocabulary
They get involved in speaking
activities at least with one idea
They write a letter
to people around the word to invite to protect the
nature
|
|
Differentiation
|
Less able learners
will just write two sentences on nature protection
letter
|
|
Most able students will be
able to
make up sentences using those
words.
write a letter
according to the style of letter
|
|
More able students will be
able to
understand the
meaning of the nature and climate vocabulary and learn the usage
them in sentences
|
|
Values links
|
The
strategy “Mangilik Yel”
|
|
Cross-curricular
links
|
Geography
|
|
Previous
learning
|
Weather and climate.
Natural disaster new words and word
expressions
|
|
Plan
|
|
Planned
timings
|
Planned
activities (replace the notes below with your planned
activities)
|
Resources
|
|
Start
5mins
|
Organization
moment.
Checking for their attendance
and home task.
|
|
|
5mins
10mins
5mins
10mins
8mins
|
Listening/Watching
Divide your learners into 3-4
groups with 4 students. Make sure each group has at least one the
most able student to assist others while they are doing listening
activities. In a group, there will be definitely one-two less able
students who should be supported with the transcript of the
listening track.
Video segment teaching
method
Pre-listening-
Words on the board
method
Unfamiliar words to this video
are displayed on PPT :
CO2, to come out of, go up
into, electricity, to come from power station, climate change, to
cause, drought, coral reef, to die, to protect, ride a bike and so
on.
Ask one student to come to the board and
circle two words, and make a good sentence using both. Repeat the
same with others until the words are
picked.
While listening
activity
They start watching a video
and try to pause when they meet those revised new words and again
repeat their meanings. If it is important, translate into Kazakh
language for better understanding.
Post listening. Discussion
through noting method.
When they finish listening to
video the following questions to the video are given on PPT. Leader
of the group divides them into the number of the pupils. BUT,
according to the levels of pupils, the most able student may have
not 1, but 2 questions to answer.
Here interpretation
method will be useful in which
students write on their own words using new words
above
What is climate
change?
How do understand
CO2?
What happens if all people use
cars?
Is it harmful to the air if we
watch TV and use electricity so
often?
If the climate change what
does it cause?
What is coral
reef?
What must we do to stop
climate change?
Slef- assessment
|
Descriptor
|
|
I can interpret the
answer to the question using topical
vocabulary
|
|
|
I keep the rule of
writing- noun first, verb second and then other parts of speech in
the sentence
|
|
Group
work.
Writing skill. Persuasive
style method
Pre-writing activity. Support
your learners with vocabulary
to write a
letter in the group. The question
they need to discuss and write within the group is: “We are
schoolchildren who must take care of our nature. What should we
do?”
The following useful
expressions and words are:
“to take care of, to
plan, throw away litter, trash bin, to warn others, ride a bike, go
for a walk, clean the area where I live, to invite other friends to
protect our environment”.
As a teacher
with less able
students try to teach them to use those
new phrases in the sentences and assist with
mistakes. More and most able
students may
start writing at once
|
Descriptor
|
|
1
|
His task achievement
and linking devices are logically
connected
|
|
|
2
|
He uses at least 5
given model words into his persuasive
writing
|
|
|
https://www.youtube.com/watch?v=ko6GNA58YOA
PPT with new
words
Handout with these words and
expressions
PPT with
questions
Descriptor
sheet
Copy books, pens and PPT with
useful words
|
|
End
2mins
|
Concluding the
lesson
Assessment
Self-assessment
chart
Three things I’ve
learnt.
Giving the
hometask To read the text “Saving the
planet” They will work on new words and retell to the whole
class.
|
Handout
KWL
chart
|
|
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?
|
Health and safety check
|
|
Less able learners will just
write two sentences on nature protection letter Most able students
will be able to
make up sentences using those
words.
write a letter according to
the style of letter
More able students will be
able to
understand the meaning of the
nature and climate vocabulary and learn the usage them in
sentences
|
peer and individual assessment
were used using special assessment
descriptor.
|
Health saving
technologies.
Using physical exercises and
active activities.
When they were working in a
group, they were controlled attentively how they sat, what they
were talking about and so on. Physical exercise was offered after
20 minutes. They were warned to be careful to use electronic tools
during the lesson.
|
|
|
|
|
|
|
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:
|
|
|
Lesson plan
|
Lesson plan
|
|
|
|
|
|
|
|
Unit of a long term
plan
|
School: 8
|
|
Date:
|
Teacher name:
Onbosynova Danagul
|
|
CLASS: 5
|
Number present:
|
absent:
|
|
Lesson title
|
Weather and climate 1
Listening, reading, writing and talking about the
weather.
|
|
Learning objectives(s) that this lesson
is contributing to (link to the Subject
programme)
|
5.L3 understand an
increasing range of unsupported basic questions on general and
curricular topics
5.S6 communicate meaning clearly at sentence
level during, pair, group and whole class
exchanges
5.W1 plan, write, edit and proofread work
at text level with support on a limited range of general and
curricular topics
|
|
Level of thinking
skills
|
Comprehension, Application,
Evaluation
|
|
Lesson objectives
|
All
learners will be able to:
Understand the meaning of topical
vocabulary
Write a at least short sentence using
them
Most learners will be able to:
Hold a communication clearly at sentence level
during pair, group and the whole class exchanges
Write a sentence correctly keeping the correct
word order
Some learners will be able to:
Interpret the whole content of
the video using phrases and topical
vocabulary
|
|
Assessment
criteria
|
They will understand the
content of the video with the help of revised new
vocabulary
They get involved in speaking
activities at least with one idea
They write a letter
to people around the word to invite to protect the
nature
|
|
Differentiation
|
Less able learners
will just write two sentences on nature protection
letter
|
|
Most able students will be
able to
make up sentences using those
words.
write a letter according to the style of
letter
|
|
More able students will be able
to
understand the meaning of the nature and
climate vocabulary and learn the usage them in
sentences
|
|
Values links
|
The
strategy “Mangilik Yel”
|
|
Cross-curricular
links
|
Geography
|
|
Previous learning
|
Weather and climate. Natural disaster new
words and word expressions
|
|
Plan
|
|
Planned timings
|
Planned activities (replace the notes
below with your planned activities)
|
Resources
|
|
Start
5mins
|
Organization moment.
Checking for their attendance and home
task.
|
|
|
5mins
10mins
5mins
10mins
8mins
|
Listening/Watching
Divide your learners into 3-4 groups with 4
students. Make sure each group has at least one the most able
student to assist others while they are doing listening activities.
In a group, there will be definitely one-two less able students who
should be supported with the transcript of the listening
track.
Video segment teaching
method
Pre-listening-
Words on the
board method
Unfamiliar words to this video are displayed on
PPT : CO2, to come out of, go up into, electricity,
to come from power station, climate change, to cause, drought,
coral reef, to die, to protect, ride a bike and so
on.
Ask one student
to come to the board and circle two words, and make a good sentence
using both. Repeat the same with others until the words are
picked.
While listening
activity
They start watching a video and try to pause when
they meet those revised new words and again repeat their meanings.
If it is important, translate into Kazakh language for better
understanding.
Post listening. Discussion through noting
method.
When they finish listening to video the following
questions to the video are given on PPT. Leader of the group
divides them into the number of the pupils. BUT, according to the
levels of pupils, the most able student may have not 1, but 2
questions to answer. Here interpretation method
will be useful in which students write on their
own words using new words above
What is climate change?
How do understand CO2?
What happens if all people use
cars?
Is it harmful to the air if we watch TV and use
electricity so often?
If the climate change what does it
cause?
What is coral reef?
What must we do to stop climate
change?
Slef- assessment
|
Descriptor
|
|
I can interpret the answer to the
question using topical vocabulary
|
|
|
I keep the rule of writing- noun first,
verb second and then other parts of speech in the
sentence
|
|
Group work.
Writing skill. Persuasive style
method
Pre-writing activity. Support your learners with
vocabulary to write a letter
in
the group. The question they need to discuss and write within the
group is: “We are schoolchildren who must take care of our nature.
What should we do?”
The following useful expressions and words
are:
“to
take care of, to plan, throw away litter, trash bin, to warn
others, ride a bike, go for a walk, clean the area where I live, to
invite other friends to protect our
environment”.
As
a teacher with less able students
try
to teach them to use those new phrases in the sentences and assist
with mistakes. More and most able
students may
start writing at once
|
Descriptor
|
|
1
|
His task achievement and linking
devices are logically connected
|
|
|
2
|
He uses at least 5 given model words
into his persuasive writing
|
|
|
https://www.youtube.com/watch?v=ko6GNA58YOA
PPT with new words
Handout with these words and
expressions
PPT with questions
Descriptor sheet
Copy books, pens and PPT with useful
words
|
|
End
2mins
|
Concluding the lesson
Assessment
Self-assessment chart
Three things I’ve
learnt.
Giving the hometask
To read the text “Saving the planet” They will
work on new words and retell to the whole class.
|
Handout
KWL chart
|
|
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?
|
Health and safety check
|
|
Less able learners will just write two sentences
on nature protection letter Most able students will be able
to
make up sentences using those
words.
write a letter according to the style of
letter
More able students will be able
to
understand the meaning of the nature and climate
vocabulary and learn the usage them in sentences
|
peer and individual assessment were used using
special assessment descriptor.
|
Health saving technologies.
Using physical exercises and active
activities.
When they were working in a group, they were
controlled attentively how they sat, what they were talking about
and so on. Physical exercise was offered after 20 minutes. They
were warned to be careful to use electronic tools during the
lesson.
|
|
|
|
|
|
|
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:
|
|
|
Unit of a long
term plan
|
School: 8
|
|
Date:
|
Teacher name:
Onbosynova Danagul
|
|
CLASS: 5
|
Number
present:
|
absent:
|
|
Lesson title
|
Weather and climate
1
Listening, reading, writing
and talking about the weather.
|
|
Learning
objectives(s) that this lesson is contributing to (link to the
Subject programme)
|
5.L3 understand an
increasing range of unsupported basic questions on general and
curricular topics
5.S6 communicate meaning
clearly at sentence level during, pair, group and whole class
exchanges
5.W1 plan, write,
edit and proofread work at text level with support on a limited
range of general and curricular topics
|
|
Level of thinking
skills
|
Comprehension, Application,
Evaluation
|
|
Lesson
objectives
|
All learners will be able
to:
Understand the meaning of
topical vocabulary
Write a at least short
sentence using them
Most learners will be able
to:
Hold a communication clearly
at sentence level during pair, group and the whole class
exchanges
Write a sentence correctly
keeping the correct word order
Some learners will be able
to:
Interpret the whole content of
the video using phrases and topical
vocabulary
|
|
Assessment
criteria
|
They will understand the
content of the video with the help of revised new
vocabulary
They get involved in speaking
activities at least with one idea
They write a letter
to people around the word to invite to protect the
nature
|
|
Differentiation
|
Less able learners
will just write two sentences on nature protection
letter
|
|
Most able students will be
able to
make up sentences using those
words.
write a letter according to the style of
letter
|
|
More able students will be able
to
understand the meaning of the nature and
climate vocabulary and learn the usage them in
sentences
|
|
Values links
|
The
strategy “Mangilik Yel”
|
|
Cross-curricular
links
|
Geography
|
|
Previous learning
|
Weather and climate. Natural disaster new
words and word expressions
|
|
Plan
|
|
Planned timings
|
Planned activities (replace the notes
below with your planned activities)
|
Resources
|
|
Start
5mins
|
Organization moment.
Checking for their attendance and home
task.
|
|
|
5mins
10mins
5mins
10mins
8mins
|
Listening/Watching
Divide your learners into 3-4 groups with 4
students. Make sure each group has at least one the most able
student to assist others while they are doing listening activities.
In a group, there will be definitely one-two less able students who
should be supported with the transcript of the listening
track.
Video segment teaching
method
Pre-listening-
Words on the
board method
Unfamiliar words to this video are displayed on
PPT : CO2, to come out of, go up into, electricity,
to come from power station, climate change, to cause, drought,
coral reef, to die, to protect, ride a bike and so
on.
Ask one student
to come to the board and circle two words, and make a good sentence
using both. Repeat the same with others until the words are
picked.
While listening
activity
They start watching a video and try to pause when
they meet those revised new words and again repeat their meanings.
If it is important, translate into Kazakh language for better
understanding.
Post listening. Discussion through noting
method.
When they finish listening to video the following
questions to the video are given on PPT. Leader of the group
divides them into the number of the pupils. BUT, according to the
levels of pupils, the most able student may have not 1, but 2
questions to answer. Here interpretation method
will be useful in which students write on their
own words using new words above
What is climate change?
How do understand CO2?
What happens if all people use
cars?
Is it harmful to the air if we watch TV and use
electricity so often?
If the climate change what does it
cause?
What is coral reef?
What must we do to stop climate
change?
Slef- assessment
|
Descriptor
|
|
I can interpret the answer to the
question using topical vocabulary
|
|
|
I keep the rule of writing- noun first,
verb second and then other parts of speech in the
sentence
|
|
Group work.
Writing skill. Persuasive style
method
Pre-writing activity. Support your learners with
vocabulary to write a letter
in
the group. The question they need to discuss and write within the
group is: “We are schoolchildren who must take care of our nature.
What should we do?”
The following useful expressions and words
are:
“to
take care of, to plan, throw away litter, trash bin, to warn
others, ride a bike, go for a walk, clean the area where I live, to
invite other friends to protect our
environment”.
As a teacher
with less able
students try to teach them to use those
new phrases in the sentences and assist with
mistakes. More and most able
students may
start writing at once
|
Descriptor
|
|
1
|
His task achievement and
linking devices are logically
connected
|
|
|
2
|
He uses at least 5 given model
words into his persuasive
writing
|
|
|
https://www.youtube.com/watch?v=ko6GNA58YOA
PPT with new
words
Handout with these words and
expressions
PPT with
questions
Descriptor
sheet
Copy books, pens and PPT with
useful words
|
|
End
2mins
|
Concluding the
lesson
Assessment
Self-assessment
chart
Three things I’ve
learnt.
Giving the
hometask To read the text “Saving the
planet” They will work on new words and retell to the whole
class.
|
Handout
KWL
chart
|
|
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?
|
Health and safety check
|
|
Less able learners will just
write two sentences on nature protection letter Most able students
will be able to
make up sentences using those
words.
write a letter according to
the style of letter
More able students will be
able to
understand the meaning of the
nature and climate vocabulary and learn the usage them in
sentences
|
peer and individual assessment
were used using special assessment
descriptor.
|
Health saving
technologies.
Using physical exercises and
active activities.
When they were working in a
group, they were controlled attentively how they sat, what they
were talking about and so on. Physical exercise was offered after
20 minutes. They were warned to be careful to use electronic tools
during the lesson.
|
|
|
|
|
|
|
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:
|
|
|
Lesson plan
|
Lesson plan
|
|
|
|
|
|
|
|
Unit of a long term
plan
|
School: 8
|
|
Date:
|
Teacher name:
Onbosynova Danagul
|
|
CLASS: 5
|
Number present:
|
absent:
|
|
Lesson title
|
Weather and climate 1
Listening, reading, writing and talking about the
weather.
|
|
Learning objectives(s) that this lesson
is contributing to (link to the Subject
programme)
|
5.L3 understand an
increasing range of unsupported basic questions on general and
curricular topics
5.S6 communicate meaning clearly at sentence
level during, pair, group and whole class
exchanges
5.W1 plan, write, edit and proofread work
at text level with support on a limited range of general and
curricular topics
|
|
Level of thinking
skills
|
Comprehension, Application,
Evaluation
|
|
Lesson objectives
|
All
learners will be able to:
Understand the meaning of topical
vocabulary
Write a at least short sentence using
them
Most learners will be able to:
Hold a communication clearly at sentence level
during pair, group and the whole class exchanges
Write a sentence correctly keeping the correct
word order
Some learners will be able to:
Interpret the whole content of the video using
phrases and topical vocabulary
|
|
Assessment
criteria
|
They will understand the content of the video
with the help of revised new vocabulary
They get involved in speaking activities at least
with one idea
They write a letter to people around the
word to invite to protect the nature
|
|
Differentiation
|
Less able learners will just write two
sentences on nature protection letter
|
|
Most able students will be able
to
make up sentences using those
words.
write a letter according to the style of
letter
|
|
More able students will be able
to
understand the meaning of the nature and
climate vocabulary and learn the usage them in
sentences
|
|
Values links
|
The
strategy “Mangilik Yel”
|
|
Cross-curricular
links
|
Geography
|
|
Previous learning
|
Weather and climate. Natural disaster new
words and word expressions
|
|
Plan
|
|
Planned timings
|
Planned activities (replace the notes
below with your planned activities)
|
Resources
|
|
Start
5mins
|
Organization moment.
Checking for their attendance and home
task.
|
|
|
5mins
10mins
5mins
10mins
8mins
|
Listening/Watching
Divide your learners into 3-4 groups with 4
students. Make sure each group has at least one the most able
student to assist others while they are doing listening activities.
In a group, there will be definitely one-two less able students who
should be supported with the transcript of the listening
track.
Video segment teaching
method
Pre-listening-
Words on the
board method
Unfamiliar words to this video are displayed on
PPT : CO2, to come out of, go up into, electricity,
to come from power station, climate change, to cause, drought,
coral reef, to die, to protect, ride a bike and so
on.
Ask one student
to come to the board and circle two words, and make a good sentence
using both. Repeat the same with others until the words are
picked.
While listening
activity
They start watching a video and try to pause when
they meet those revised new words and again repeat their meanings.
If it is important, translate into Kazakh language for better
understanding.
Post listening. Discussion through noting
method.
When they finish listening to video the following
questions to the video are given on PPT. Leader of the group
divides them into the number of the pupils. BUT, according to the
levels of pupils, the most able student may have not 1, but 2
questions to answer. Here interpretation method
will be useful in which students write on their
own words using new words above
What is climate change?
How do understand CO2?
What happens if all people use
cars?
Is it harmful to the air if we watch TV and use
electricity so often?
If the climate change what does it
cause?
What is coral reef?
What must we do to stop climate
change?
Slef- assessment
|
Descriptor
|
|
I can interpret the answer to the
question using topical vocabulary
|
|
|
I keep the rule of writing- noun first,
verb second and then other parts of speech in the
sentence
|
|
Group work.
Writing skill. Persuasive style
method
Pre-writing activity. Support your learners with
vocabulary to write a letter
in
the group. The question they need to discuss and write within the
group is: “We are schoolchildren who must take care of our nature.
What should we do?”
The following useful expressions and words
are:
“to
take care of, to plan, throw away litter, trash bin, to warn
others, ride a bike, go for a walk, clean the area where I live, to
invite other friends to protect our
environment”.
As a teacher
with less able
students try to teach them to use those
new phrases in the sentences and assist with
mistakes. More and most able
students may
start writing at once
|
Descriptor
|
|
1
|
His task achievement
and linking devices are logically
connected
|
|
|
2
|
He uses at least 5
given model words into his persuasive
writing
|
|
|
https://www.youtube.com/watch?v=ko6GNA58YOA
PPT with new
words
Handout with these words and
expressions
PPT with
questions
Descriptor
sheet
Copy books, pens and PPT with
useful words
|
|
End
2mins
|
Concluding the
lesson
Assessment
Self-assessment
chart
Three things I’ve
learnt.
Giving the hometask
To read the text “Saving the planet” They will
work on new words and retell to the whole class.
|
Handout
KWL chart
|
|
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?
|
Health and safety check
|
|
Less able learners will just write two sentences
on nature protection letter Most able students will be able
to
make up sentences using those
words.
write a letter according to the style of
letter
More able students will be able
to
understand the meaning of the nature and climate
vocabulary and learn the usage them in sentences
|
peer and individual assessment were used using
special assessment descriptor.
|
Health saving technologies.
Using physical exercises and active
activities.
When they were working in a group, they were
controlled attentively how they sat, what they were talking about
and so on. Physical exercise was offered after 20 minutes. They
were warned to be careful to use electronic tools during the
lesson.
|
|
|
|
|
|
|
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:
|
|
|
Lesson plan
|
Lesson plan
|
Resources
|
|
|
|
Picture of souvenirs
|
|
|
|
English plus (pictures of six
words)
The
picture of the map
|
|
Unit of a long term
plan
|
School: 8
|
|
Date:
|
Teacher name:
Onbosynova Danagul
|
|
CLASS: 5
|
Number present:
|
absent:
|
|
Lesson title
|
Weather and climate 1
Listening, reading, writing and talking about the
weather.
|
|
Learning objectives(s) that this lesson
is contributing to (link to the Subject
programme)
|
5.L3 understand an
increasing range of unsupported basic questions on general and
curricular topics
5.S6 communicate meaning clearly at sentence
level during, pair, group and whole class
exchanges
5.W1 plan, write, edit and proofread work
at text level with support on a limited range of general and
curricular topics
|
|
Level of thinking
skills
|
Comprehension, Application,
Evaluation
|
|
Lesson objectives
|
All
learners will be able to:
Understand the meaning of topical
vocabulary
Write a at least short sentence using
them
Most learners will be able to:
Hold a communication clearly at sentence level
during pair, group and the whole class exchanges
Write a sentence correctly keeping the correct
word order
Some learners will be able to:
Interpret the whole content of the video using
phrases and topical vocabulary
|
|
Assessment
criteria
|
They will understand the content of the video
with the help of revised new vocabulary
They get involved in speaking activities at least
with one idea
They write a letter to people around the
word to invite to protect the nature
|
|
Differentiation
|
Less able learners will just write two
sentences on nature protection letter
|
|
Most able students will be able
to
make up sentences using those
words.
write a letter according to the style of
letter
|
|
More able students will be able
to
understand the meaning of the nature and
climate vocabulary and learn the usage them in
sentences
|
|
Values links
|
The
strategy “Mangilik Yel”
|
|
Cross-curricular
links
|
Geography
|
|
Previous learning
|
Weather and climate. Natural disaster new
words and word expressions
|
|
Plan
|
|
Planned timings
|
Planned activities (replace the notes
below with your planned activities)
|
Resources
|
|
Start
5mins
|
Organization moment.
Checking for their attendance and home
task.
|
|
|
5mins
10mins
5mins
10mins
8mins
|
Listening/Watching
Divide your learners into 3-4 groups with 4
students. Make sure each group has at least one the most able
student to assist others while they are doing listening activities.
In a group, there will be definitely one-two less able students who
should be supported with the transcript of the listening
track.
Video segment teaching
method
Pre-listening-
Words on the
board method
Unfamiliar words to this video are displayed on
PPT : CO2, to come out of, go up into, electricity,
to come from power station, climate change, to cause, drought,
coral reef, to die, to protect, ride a bike and so
on.
Ask one student
to come to the board and circle two words, and make a good sentence
using both. Repeat the same with others until the words are
picked.
While listening
activity
They start watching a video and try to pause when
they meet those revised new words and again repeat their meanings.
If it is important, translate into Kazakh language for better
understanding.
Post listening. Discussion through noting
method.
When they finish listening to video the following
questions to the video are given on PPT. Leader of the group
divides them into the number of the pupils. BUT, according to the
levels of pupils, the most able student may have not 1, but 2
questions to answer. Here interpretation method
will be useful in which students write on their
own words using new words above
What is climate change?
How do understand CO2?
What happens if all people use
cars?
Is it harmful to the air if we watch TV and use
electricity so often?
If the climate change what does it
cause?
What is coral reef?
What must we do to stop climate
change?
Slef- assessment
|
Descriptor
|
|
I can interpret the answer to the
question using topical vocabulary
|
|
|
I keep the rule of writing- noun first,
verb second and then other parts of speech in the
sentence
|
|
Group work.
Writing skill. Persuasive style
method
Pre-writing activity. Support your learners with
vocabulary to write a letter
in
the group. The question they need to discuss and write within the
group is: “We are schoolchildren who must take care of our nature.
What should we do?”
The following useful expressions and words
are:
“to
take care of, to plan, throw away litter, trash bin, to warn
others, ride a bike, go for a walk, clean the area where I live, to
invite other friends to protect our
environment”.
As
a teacher with less able students
try
to teach them to use those new phrases in the sentences and assist
with mistakes. More and most able
students may
start writing at once
|
Descriptor
|
|
1
|
His task achievement and linking
devices are logically connected
|
|
|
2
|
He uses at least 5 given model words
into his persuasive writing
|
|
|
https://www.youtube.com/watch?v=ko6GNA58YOA
PPT with new words
Handout with these words and
expressions
PPT with questions
Descriptor sheet
Copy books, pens and PPT with useful
words
|
|
End
2mins
|
Concluding the lesson
Assessment
Self-assessment chart
Three things I’ve
learnt.
Giving the hometask
To read the text “Saving the planet” They will
work on new words and retell to the whole class.
|
Handout
KWL
chart
|
|
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?
|
Health and safety check
|
|
Less able learners will just write two sentences
on nature protection letter Most able students will be able
to
make up sentences using those
words.
write a letter according to the style of
letter
More able students will be able
to
understand the meaning of the nature and climate
vocabulary and learn the usage them in sentences
|
peer and individual assessment were used using
special assessment descriptor.
|
Health saving technologies.
Using physical exercises and active
activities.
When they were working in a group, they were
controlled attentively how they sat, what they were talking about
and so on. Physical exercise was offered after 20 minutes. They
were warned to be careful to use electronic tools during the
lesson.
|
|
|
|
|
|
|
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:
|
|
|
Unit of a long term
plan
|
School: 8
|
|
Date:
|
Teacher name:
Onbosynova Danagul
|
|
CLASS: 5
|
Number present:
|
absent:
|
|
Lesson title
|
Weather and climate 1
Listening, reading, writing and talking about the
weather.
|
|
Learning objectives(s) that this lesson
is contributing to (link to the Subject
programme)
|
5.L3 understand an
increasing range of unsupported basic questions on general and
curricular topics
5.S6 communicate meaning clearly at sentence
level during, pair, group and whole class
exchanges
5.W1 plan, write, edit and proofread work
at text level with support on a limited range of general and
curricular topics
|
|
Level of thinking
skills
|
Comprehension, Application,
Evaluation
|
|
Lesson objectives
|
All
learners will be able to:
Understand the meaning of topical
vocabulary
Write a at least short sentence using
them
Most learners will be able to:
Hold a communication clearly at sentence level
during pair, group and the whole class exchanges
Write a sentence correctly keeping the correct
word order
Some learners will be able to:
Interpret the whole content of the video using
phrases and topical vocabulary
|
|
Assessment
criteria
|
They will understand the content of the video
with the help of revised new vocabulary
They get involved in speaking activities at least
with one idea
They write a letter to people around the
word to invite to protect the nature
|
|
Differentiation
|
Less able learners will just write two
sentences on nature protection letter
|
|
Most able students will be able
to
make up sentences using those
words.
write a letter according to the style of
letter
|
|
More able students will be able
to
understand the meaning of the nature and
climate vocabulary and learn the usage them in
sentences
|
|
Values links
|
The
strategy “Mangilik Yel”
|
|
Cross-curricular
links
|
Geography
|
|
Previous learning
|
Weather and climate. Natural disaster new
words and word expressions
|
|
Plan
|
|
Planned timings
|
Planned activities (replace the notes
below with your planned activities)
|
Resources
|
|
Start
5mins
|
Organization moment.
Checking for their attendance and home
task.
|
|
|
5mins
10mins
5mins
10mins
8mins
|
Listening/Watching
Divide your learners into 3-4 groups with 4
students. Make sure each group has at least one the most able
student to assist others while they are doing listening activities.
In a group, there will be definitely one-two less able students who
should be supported with the transcript of the listening
track.
Video segment teaching
method
Pre-listening-
Words on the
board method
Unfamiliar words to this video are displayed on
PPT : CO2, to come out of, go up into, electricity,
to come from power station, climate change, to cause, drought,
coral reef, to die, to protect, ride a bike and so
on.
Ask one student
to come to the board and circle two words, and make a good sentence
using both. Repeat the same with others until the words are
picked.
While listening
activity
They start watching a video and try to pause when
they meet those revised new words and again repeat their meanings.
If it is important, translate into Kazakh language for better
understanding.
Post listening. Discussion through noting
method.
When they finish listening to video the following
questions to the video are given on PPT. Leader of the group
divides them into the number of the pupils. BUT, according to the
levels of pupils, the most able student may have not 1, but 2
questions to answer. Here interpretation method
will be useful in which students write on their
own words using new words above
What is climate change?
How do understand CO2?
What happens if all people use
cars?
Is it harmful to the air if we watch TV and use
electricity so often?
If the climate change what does it
cause?
What is coral reef?
What must we do to stop climate
change?
Slef- assessment
|
Descriptor
|
|
I can interpret the answer to the
question using topical vocabulary
|
|
|
I keep the rule of writing- noun first,
verb second and then other parts of speech in the
sentence
|
|
Group work.
Writing skill. Persuasive style
method
Pre-writing activity. Support your learners with
vocabulary to write a letter
in
the group. The question they need to discuss and write within the
group is: “We are schoolchildren who must take care of our nature.
What should we do?”
The following useful expressions and words
are:
“to
take care of, to plan, throw away litter, trash bin, to warn
others, ride a bike, go for a walk, clean the area where I live, to
invite other friends to protect our
environment”.
As
a teacher with less able students
try
to teach them to use those new phrases in the sentences and assist
with mistakes. More and most able
students may
start writing at once
|
Descriptor
|
|
1
|
His task achievement and linking
devices are logically connected
|
|
|
2
|
He uses at least 5 given model words
into his persuasive writing
|
|
|
https://www.youtube.com/watch?v=ko6GNA58YOA
PPT with new words
Handout with these words and
expressions
PPT with questions
Descriptor sheet
Copy books, pens and PPT with useful
words
|
|
End
2mins
|
Concluding the lesson
Assessment
Self-assessment chart
Three things I’ve
learnt.
Giving the hometask
To read the text “Saving the planet” They will
work on new words and retell to the whole class.
|
Handout
KWL chart
|
|
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?
|
Health and safety check
|
|
Less able learners will just write two sentences
on nature protection letter Most able students will be able
to
make up sentences using those
words.
write a letter according to the style of
letter
More able students will be able
to
understand the meaning of the nature and climate
vocabulary and learn the usage them in sentences
|
peer and individual assessment were used using
special assessment descriptor.
|
Health saving technologies.
Using physical exercises and active
activities.
When they were working in a group, they were
controlled attentively how they sat, what they were talking about
and so on. Physical exercise was offered after 20 minutes. They
were warned to be careful to use electronic tools during the
lesson.
|
|
|
|
|
|
|
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:
|
|
|
|
Lesson plan
|
|
|
|
Health and safety check
|
|
|
|
Health saving technologies.
Using physical exercises and active
activities.
Rules from the Safety Rules book
which can be applied in this
lesson.
|
|
Unit of a long term
plan
|
School: 8
|
|
Date:
|
Teacher name:
Onbosynova Danagul
|
|
CLASS: 5
|
Number
present:
|
absent:
|
|
Lesson title
|
Weather and climate 1
Listening, reading, writing and talking about the
weather.
|
|
Learning objectives(s) that this
lesson is contributing to (link to the Subject
programme)
|
5.L3 understand an increasing range of
unsupported basic questions on general and curricular
topics
5.S6 communicate meaning clearly at sentence
level during, pair, group and whole class
exchanges
5.W1 plan, write, edit and proofread
work at text level with support on a limited range of general and
curricular topics
|
|
Level of thinking
skills
|
Comprehension, Application,
Evaluation
|
|
Lesson
objectives
|
All
learners will be able to:
Understand the meaning of topical
vocabulary
Write a at least short sentence using
them
Most learners will be able to:
Hold a communication clearly at sentence level
during pair, group and the whole class exchanges
Write a sentence correctly keeping the correct
word order
Some learners will be able to:
Interpret the whole content of the video using
phrases and topical vocabulary
|
|
Assessment
criteria
|
They will understand the content of the video
with the help of revised new vocabulary
They get involved in speaking activities at least
with one idea
They write a letter to people around
the word to invite to protect the nature
|
|
Differentiation
|
Less able learners will just write two
sentences on nature protection letter
|
|
Most able students will be able
to
make up sentences using those
words.
write a letter according to the style
of letter
|
|
More able students will be able
to
understand the meaning of the nature
and climate vocabulary and learn the usage them in
sentences
|
|
Values links
|
The
strategy “Mangilik Yel”
|
|
Cross-curricular
links
|
Geography
|
|
Previous
learning
|
Weather and climate. Natural disaster new
words and word expressions
|
|
Plan
|
|
Planned
timings
|
Planned activities (replace the
notes below with your planned activities)
|
Resources
|
|
Start
5mins
|
Organization moment.
Checking for their attendance and home
task.
|
|
|
5mins
10mins
5mins
10mins
8mins
|
Listening/Watching
Divide your learners into 3-4 groups with 4
students. Make sure each group has at least one the most able
student to assist others while they are doing listening activities.
In a group, there will be definitely one-two less able students who
should be supported with the transcript of the listening
track.
Video segment teaching
method
Pre-listening-
Words on the
board method
Unfamiliar words to this video are displayed on
PPT : CO2, to come out of, go up into, electricity,
to come from power station, climate change, to cause, drought,
coral reef, to die, to protect, ride a bike and so
on.
Ask one student
to come to the board and circle two words, and make a good sentence
using both. Repeat the same with others until the words are
picked.
While listening
activity
They start watching a video and try to pause when
they meet those revised new words and again repeat their meanings.
If it is important, translate into Kazakh language for better
understanding.
Post listening. Discussion through noting
method.
When they finish listening to video the following
questions to the video are given on PPT. Leader of the group
divides them into the number of the pupils. BUT, according to the
levels of pupils, the most able student may have not 1, but 2
questions to answer. Here interpretation method
will be useful in which students write on their
own words using new words above
What is climate change?
How do understand CO2?
What happens if all people use
cars?
Is it harmful to the air if we watch TV and use
electricity so often?
If the climate change what does it
cause?
What is coral reef?
What must we do to stop climate
change?
Slef- assessment
|
Descriptor
|
|
I can interpret the answer to the
question using topical vocabulary
|
|
|
I keep the rule of writing- noun first,
verb second and then other parts of speech in the
sentence
|
|
Group work.
Writing skill. Persuasive style
method
Pre-writing activity. Support your learners with
vocabulary to write a letter
in
the group. The question they need to discuss and write within the
group is: “We are schoolchildren who must take care of our nature.
What should we do?”
The following useful expressions and words
are:
“to take care of, to plan, throw away
litter, trash bin, to warn others, ride a bike, go for a walk,
clean the area where I live, to invite other friends to protect our
environment”.
As a teacher with
less able students
try
to teach them to use those new phrases in the sentences and assist
with mistakes. More and most able
students may
start writing at once
|
Descriptor
|
|
1
|
His task achievement and linking
devices are logically connected
|
|
|
2
|
He uses at least 5 given model words
into his persuasive writing
|
|
|
https://www.youtube.com/watch?v=ko6GNA58YOA
PPT
with new words
Handout with these words and
expressions
PPT
with questions
Descriptor sheet
Copy books, pens and PPT with useful
words
|
|
End
2mins
|
Concluding the lesson
Assessment
Self-assessment chart
Three things I’ve
learnt.
Giving the hometask
To read the text “Saving the planet” They will
work on new words and retell to the whole class.
|
Handout
KWL
chart
|
|
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?
|
Health and safety check
|
|
Less able learners will just write two sentences
on nature protection letter Most able students will be able
to
make up sentences using those
words.
write a letter according to the style of
letter
More able students will be able
to
understand the meaning of the nature and climate
vocabulary and learn the usage them in sentences
|
peer and individual assessment were used using
special assessment descriptor.
|
Health saving technologies.
Using physical exercises and active
activities.
When they were working in a group, they were
controlled attentively how they sat, what they were talking about
and so on. Physical exercise was offered after 20 minutes. They
were warned to be careful to use electronic tools during the
lesson.
|
|
|
|
|
|
|
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:
|
Lesson plan
|
|
Unit of a long term
plan
|
School: 8
|
|
Date:
|
Teacher name:
Onbosynova Danagul
|
|
CLASS: 5
|
Number present:
|
absent:
|
|
Lesson title
|
Weather and climate 1
Listening, reading, writing and talking about the
weather.
|
|
Learning objectives(s) that this lesson
is contributing to (link to the Subject
programme)
|
5.L3 understand an
increasing range of unsupported basic questions on general and
curricular topics
5.S6 communicate meaning clearly at sentence
level during, pair, group and whole class
exchanges
5.W1 plan, write, edit and proofread work
at text level with support on a limited range of general and
curricular topics
|
|
Level of thinking
skills
|
Comprehension, Application,
Evaluation
|
|
Lesson objectives
|
All
learners will be able to:
Understand the meaning of topical
vocabulary
Write a at least short sentence using
them
Most learners will be able to:
Hold a communication clearly at sentence level
during pair, group and the whole class exchanges
Write a sentence correctly keeping the correct
word order
Some learners will be able to:
Interpret the whole content of the video using
phrases and topical vocabulary
|
|
Assessment
criteria
|
They will understand the content of the video
with the help of revised new vocabulary
They get involved in speaking activities at least
with one idea
They write a letter to people around the
word to invite to protect the nature
|
|
Differentiation
|
Less able learners will just write two
sentences on nature protection letter
|
|
Most able students will be able
to
make up sentences using those
words.
write a letter according to the style of
letter
|
|
More able students will be able
to
understand the meaning of the nature and
climate vocabulary and learn the usage them in
sentences
|
|
Values links
|
The
strategy “Mangilik Yel”
|
|
Cross-curricular
links
|
Geography
|
|
Previous learning
|
Weather and climate. Natural disaster new
words and word expressions
|
|
Plan
|
|
Planned timings
|
Planned activities (replace the notes
below with your planned activities)
|
Resources
|
|
Start
5mins
|
Organization moment.
Checking for their attendance and home
task.
|
|
|
5mins
10mins
5mins
10mins
8mins
|
Listening/Watching
Divide your learners into 3-4 groups with 4
students. Make sure each group has at least one the most able
student to assist others while they are doing listening activities.
In a group, there will be definitely one-two less able students who
should be supported with the transcript of the listening
track.
Video segment teaching
method
Pre-listening-
Words on the
board method
Unfamiliar words to this video are displayed on
PPT : CO2, to come out of, go up into, electricity,
to come from power station, climate change, to cause, drought,
coral reef, to die, to protect, ride a bike and so
on.
Ask one student
to come to the board and circle two words, and make a good sentence
using both. Repeat the same with others until the words are
picked.
While listening
activity
They start watching a video and try to pause when
they meet those revised new words and again repeat their meanings.
If it is important, translate into Kazakh language for better
understanding.
Post listening. Discussion through noting
method.
When they finish listening to video the following
questions to the video are given on PPT. Leader of the group
divides them into the number of the pupils. BUT, according to the
levels of pupils, the most able student may have not 1, but 2
questions to answer. Here interpretation method
will be useful in which students write on their
own words using new words above
What is climate change?
How do understand CO2?
What happens if all people use
cars?
Is it harmful to the air if we watch TV and use
electricity so often?
If the climate change what does it
cause?
What is coral reef?
What must we do to stop climate
change?
Slef- assessment
|
Descriptor
|
|
I can interpret the answer to the
question using topical vocabulary
|
|
|
I keep the rule of writing- noun first,
verb second and then other parts of speech in the
sentence
|
|
Group work.
Writing skill. Persuasive style
method
Pre-writing activity. Support your learners with
vocabulary to write a letter
in
the group. The question they need to discuss and write within the
group is: “We are schoolchildren who must take care of our nature.
What should we do?”
The following useful expressions and words
are:
“to
take care of, to plan, throw away litter, trash bin, to warn
others, ride a bike, go for a walk, clean the area where I live, to
invite other friends to protect our
environment”.
As
a teacher with less able students
try
to teach them to use those new phrases in the sentences and assist
with mistakes. More and most able
students may
start writing at once
|
Descriptor
|
|
1
|
His task achievement and linking
devices are logically connected
|
|
|
2
|
He uses at least 5 given model words
into his persuasive writing
|
|
|
https://www.youtube.com/watch?v=ko6GNA58YOA
PPT with new words
Handout with these words and
expressions
PPT with questions
Descriptor sheet
Copy books, pens and PPT with useful
words
|
|
End
2mins
|
Concluding the lesson
Assessment
Self-assessment chart
Three things I’ve
learnt.
Giving the hometask
To read the text “Saving the planet” They will
work on new words and retell to the whole class.
|
Handout
KWL chart
|
|
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?
|
Health and safety check
|
|
Less able learners will just write two sentences
on nature protection letter Most able students will be able
to
make up sentences using those
words.
write a letter according to the style of
letter
More able students will be able
to
understand the meaning of the nature and climate
vocabulary and learn the usage them in sentences
|
peer and individual assessment were used using
special assessment descriptor.
|
Health saving technologies.
Using physical exercises and active
activities.
When they were working in a group, they were
controlled attentively how they sat, what they were talking about
and so on. Physical exercise was offered after 20 minutes. They
were warned to be careful to use electronic tools during the
lesson.
|
|
|
|
|
|
|
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:
|
|
|
Lesson plan
|
|
|
19 Қараша 2018
646
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