5 сынып Шет тілінен төртінші тоқсандық қысқа жоспар

Тексердім:

Long term plan module:

Unit 2

School: Zhambyl

Date:04.04.2018

English teacher:

Class: 5

Number of present:

Absent: -

Learning objective(s) that this lesson is contributing to:

Read about people hobbies

Lesson objectives:

All learners will be able

Read about peoples hobbies

Most learners will be able to:

Learn new vocabulary

Some learners will be able to:

Practice giving opinions about different hobbies

Language objectives:

Learners can:

By the end of the lesson learners will be able to

- talk about clubs and free time activities

- understand a text about clubs and peoples hobbies

Key words and phrases:

Boring , cheap , easy , expensive , great , interesting , popular , terrible , unpopular

Useful classroom language for dialogue/writing: oral

Writing prompts:

Assessment for Teaching

Criteria based assessment

Assessment criteria:

Talk about pollution using new words

Descriptor:

A learner

Reading the text, open the meaning

They can work with a small group

pronounces the topic words intelligibly

How to overcome barriers in learning English

-Challenge and extend learners through carefully scaffolding

assignments and activities

-Smile, create a favorable atmosphere in class

-Help learners into activities by ranking what to listen for each time

Previous learning

Lesson Plan

Planned timing

Planned activities (replace the notes below with your planned activities)

What will the pupils learn? How will they learn it?

Suggested Teaching Activities

Active Learning activities

Resources

Start (Beginning of the lesson)

Greeting

Warm-up (3-4 min)

Books closed. Mine a simple everyday hobby to the class , e.g reading. Ask the class to tell you what you are doing . Elicit that you reading and write reading on the board.

Do the same for three hobbies , e.g running , photography and listening to the music. Write the activity on the board each time and model for pronunciation

Middle (of the lesson)

Exercise1

Focus on four picture and draw student’s attention to the headings of the paragraphs . Ask them to give you the name of these clubs in their own language

Go through the example and point out that I think (that) is one way in wich we can give an opinions

In pairs , students discuss the different clubs , giving thir opinions Remind them to use adjectives from pages 12 and 13 .

Exercise 2

Play the recording for students to listen to as they read. In a weaker class , pause the recording after each club and check for new vocabulary

Explain the task . Encourage students to underline the text where they get their answer . In a stronger class , students can do the task alone. In a weaker class, do the first one together as an example and then let them continue in pairs.

Check answers as a class . You could ask Fast finishers to rank the four clubs of their preference .

Answers :1 d 2e 3 b 4 a 5 c

Exercise 4

Ask students how many adjectives are in the question and elicit that there are seven . Explain the task

Circulate and monitor . Check that weaker students are forming their sentences correctly

When they have finished , students compare their sentences in pairs. Do they agree with each other?

Answers : Student’s own answers

Optional activity: Reading

Dictate the following sentences for students to write

down. Ask students to decide if the sentences they have

written are true or false. In a stronger class, you could ask

students to do this first without looking at the book. They

then check the text to decide if they are true or false.

1 Dance classes are cheap.

2 The chess teacher is interesting.

3 Drama is unpopular.

4 Climbing is boring.

5 The music at the dance club is terrible.

6 Chess is on Tuesday at five o’clock.

7 The climbing club is on Saturday morning.

8 The drama club is difficult.

ANSWERS

1 True 2 True 3 False 4 False 5 False 6 False

7 True 8 False

End (of the lesson)

Reflection Self-assessment: Hand signals Oral comments

Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.

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

Reflection

Were 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 books on the left about your lesson.

Summary evaluation What two things went really well (consider both teaching and learning)? 1.

What two things would have improved the lessons (consider both teachings and learning)?

What have learned from his lesson about this lesson about the class or individuals that will inform my next lesson?

Тексерілді : Оқу ісінің меңгерушісі : Тоқбердиева Н

Long term plan unit : Unit

Lesson №3 Free Time Activities

School:Zhambyl

Date:

English teacher:

Class: 5

Number of present:

Absent: -

Learning objective(s) that this lesson is contributing to:

5.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics

5.4.1.1 understand the main points in a limited range of short simple texts on general and curricular topics

5.6.2.1 use quantifiers many , much , a lot of ,a few on a limited range of familiar general and curricular topics;

5.3.2.1 ask simple questions to get information about a limited range of general topics

5.3.4.1 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

5.3.7.1 use appropriate subject-specific vocabulary to talk about a limited range of general topics

5.1.3.1 respect differing points of view

5.6.3.1 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:

To learn new vocabulary and read the text

Most learners will be able to:

ask simple questions to get information about a limited range of general topics

Some learners will be able to:

use quantifiers many , much , a lot of ,a few on a limited range of familiar general and curricular topics

Lesson objectives:

Learners can:

By the end of the lesson learners will be able to

- ask simple questions to get information about a limited range of general topics

- use quantifiers many , much , a lot of ,a few on a limited range of familiar general and curricular topic

Key words and phrases:

Nouns :uncle ,secret, smile , the past , the puture

Verbs : travel , sell

Useful classroom language for dialogue/writing: oral

Discussion points:

Can you say why children like toys?

Writing prompts:

Assessment criteria

Learn and practise the negative form of the verb be.

• Learn to use on and at to talk about time.

• Practise talking about clubs.

How to overcome barriers in learning English

-Challenge and extend learners through carefully scaffolding

assignments and activities

-Smile, create a favorable atmosphere in class

-Help learners into activities by ranking what to listen for each time

Previous learning

Objects around me

Lesson Plan

Planned timing

Planned activities (replace the notes below with your planned activities)

Resources

Start (Beginning of the lesson)

Organization moment

Greeting:

Warming up: Warm-up (2–3 minutes)

• Books closed. Say to the class I am. Point to a stronger

student and say You are. Gesture for this student to continue

with I am and that he / she should point to another student

in turn and continue with you are, and so on. Continue

around the class, adding he is, she is, we are and they are.

Get students in turn to point to appropriate individuals or

groups and say the correct form of the verb be.

• Try to go faster as you move from student to student to

make it more fun and competitive.

Middle (of the lesson)

Exercise 1

• Focus students on the left-hand column of the table and

ask what they can see. Elicit that these are the affirmative

forms of the verb be. Ask them what else they notice about

these verbs and elicit that they are in the short form.

• Point out that the right-hand column contains verbs that

are negative. We form the negative by using the word

not after the verb be. Read each long form out and ask

students to repeat after you.

• Explain that we can also use the short form in the

negative. Ask students to find and underline the negative

short forms in the text on page 14. Then tell them to