Әңгімелер мен өлеңдер тақырыбына сабақ жоспары

LESSON PLAN

LESSON: Unit 5. Creativity. Stories and poems

SCHOOL: №17

DATE: 06.04.2018

TEACHER NAME: Bespayeva Meruert

Grade: 5

NUMBER PRESENT:

ABSENT:

Learning objectives that this lesson is contributing to:

5. L1 understands a sequence of supported classroom instructions.

5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

5. R1 understands the main points in a limited range of short simple texts on general and curricular topics.

Lesson objectives:

All learners will be able to:

Memorize classroom instructions and recognize the name of creatures.

Employ basic information about the creatures and others at sentence level.

Identify the main part of text about mythical creatures.

Most learners will be able to:

Relate and describe the creatures in range of topical vocabulary.

Сompose sentences grammatically correct.

Some learners will be able to:

Recognize the legend by pictures.

Assessment criteria:

Identify common classroom commands with support

Give basic information about themselves and others at sentence level

Identify the main idea of the text

Value links:

Respect, Cooperation.

Cross curricular links:

Kazakh literature,

Russian literature,

History

ICT skills:

Projector or Smart Board, pictures

Previous learning

Grade 2 they had reading time in term 3.

Grade 4. Unit 7 lesson 1.

Intercultural awareness

Mythical creatures in the world

Kazakh culture

The Kazakh’s creatures

Pastoral care

To create friendly atmosphere for collaborative work.

PLAN

Planned timings

Planned activities

Resources

Beginning

0-2 min

2-5 min

Middle

5-11 min

Greeting the students.

Warm-up (Mind –map)

First teacher asks learners questions “What is the Creature?” Who knows about creatures? What thoughts come to mind when you hear the word “Creature”? Learners say several variants. Then teacher explains learners the meaning of the word “Creatures”.

“Creature”- it is any large or small living thing that can move independently or used to refer to a life form that is unusual or imaginary.

Teacher explains to the learners the instructions of strategy “Mind-map”.

Teacher: there is a circle with the word “Creatures” on the board, and you should choose the right pictures among all and stick them around the word given. You can say own example. (Teacher hangs different pictures on the board such as unicorn, guitar, hippogriff, desk, pen, phoenix, car, dragon, plane, bridge…). This technique helps to develop thinking, creativity, self-management skills. Through this method they improve visual recognition. This approach will help students to use two hemisphere of the brain.

Pre-learning:

Activity 1. Then teacher explain new words. These new words on the board can helps to explain new theme and Teacher displays pictures with words on the SMART board. Then teacher read and translate these words and say that these words related to stories. For example: unicorn - единорог, hippogriff-гиппогриф, beak-клюв, claw-коготь, cyclop-циклоп, feather-перо, horn-рог, phoenix-феникс, sharp-острый, burst-взрываться-, wild-дикий, breathe fire- дышать огнём, mythical creature- мифические существо, beasts-зверь, животное.

Teacher asks learner’s favourite stories. What stories do they like? Learners answer, for example: fairy, ghost, adventure, horror, science fiction and so on and say why. I like fairy tale, I like horror etc.

I like ______ stories because I can _______.

Afterwards, teacher gives constructive feedback.

Example: Damir answered well but should learn the names of the creatures and etc.

Pictures, photos (Appendix 1)

Smart Board

11-17min

17-27 min

27- 33 min

min

Activity 2. To repeat the words learners listen to audio about creatures. For example: Unicorn, Samruk, Cyclops, Dragon, Phoenix, Hippogriff etc. Then learners recognize the new words, repeat and they say these words in the L1. (Whole class)

Teacher again shows pictures on the board: Samruk, Cyclops, phoenix, unicorn etc. Learners watch the pictures and choose one picture and describe in pairs the creatures. For example: A unicorn looks like a horse. It has got a horn, a thick mane and long tail. (Pairs work)

Afterwards, teacher gives constructive feedback.

Example: Arman remembered the words well but should learn the names of creatures in L1 and etc.

Activity 3. Using “Five fingers” strategy we will work with text.

All learners:

Teacher divides students into three groups by pictures according to the theme. (In the box will be 15 pictures: 5 of them are Centaurs, 5 Phoenix and 5 Chimera. Each learner chooses one pictures and sit down on the table where his pictures is indicated.) The three groups will read three texts about mythical creatures and have to understand the meaning of the material. The first group’s text is about Centaurs. The second group’s text is about Phoenix and third group’s text is about Chimera. Then students of the first group read one sentence with a loud…