қмж, 5 сынып 3 модул 1-12 сабақ

Lesson plan for the 5th Grades

Module 3 Lesson 1

Teacher’s name:

Date:

Grade: 5

Number of people present

Number of people absent

The Theme of the lesson

Family and friends

Objectives according to the Curriculum

5.1.5.1-use feedback to set personal learning objectives;

5.1.6.1- organize and present information clearly to others

5.2.6.1 - deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

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

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

• learn vocabulary for friends and family.

• talk about my own family.

• draw and describe my family tree.

Some learners will be able to:

Evaluation criteria

Consider classmates' feedback and set personal learning objectives based on their feedback

Organize information logically. Express ideas clearly

Figure out the content of a short conversation with some support

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

Level of thinking skills

Low order thinking

During the lesson:

The stage of the lesson/timing

Actions of the teacher:

Actions of the pupils:

Student actions with special educational needs

Assessment

Resources

The beginning of the lesson/

min

Greetings (1 min)

The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up (4 min)

• Distribute photos of your own friends and family around the classroom and ask students to work in pairs to guess the identities of the people in them, e.g. I think this is your mum.

• Alternatively, introduce the topic by asking students if they have a collection of photos of their friends and family online and which photo websites (e.g. Instagram, Flickr) they use.

• If students have such accounts, they can use their phones to briefly show each other some of the photos they have there.

students respond to greeting and take their places.

Students work with the topic and make examples.

students respond to greeting and take their places.

Students work with the topic and make examples.

The middle of the lesson – 35 min

• Books closed. Ask: Who are the important people in your life? Elicit students’ answers to this question, e.g. my mum, mybrother, my best friend.

• Ask students to open their books, look at the picture and say what they can see in it.

• Put students into small groups. Give them a minute to answer the three questions. Point out that only the first of the three questions has an obvious answer.

• Check answers. You could introduce the word probably, which students can then use when giving their answers to the second and third questions. If you do, explain that the word is used to say that something is very likely, e.g. I’m probably going to the cinema this afternoon.

• Tell students that the theme of Unit 3 is family and friends.

1 • Ask students to open their books at page 27 and look at Sarah Wood’s family tree. Make sure they identify Sarah (with caption ‘Me!’ middle left).

LISTENING

2. 1.23 Ask students to work in small groups to complete this exercise. You could turn this task into a game by asking groups to compete to be the first to complete the text correctly.

• Ask stronger students to complete the text without checking the meaning of the words in a dictionary. Allow weaker students to use dictionaries.

• Play the recording.

• Students listen to it, check their answers to Exercise 1 and repeat the words. Encourage students to mimic the pronunciation they hear.

Fast finishers:

Students can turn to the Vocabulary bank on page 118 and do the Family and friends activities.

3 • Read out the example and then ask students to work in pairs to match the remaining words in pairs of opposites.

• Then ask them to look at the example sentence and complete the remaining ones.

4 • Before students do this exercise make sure they understand the difference between male and female.

• Ask students to copy the circles into their notebooks.

• Students can work alone or in pairs to complete the circles with the words in Exercise 2.

• Ask students to compare their answers with a partner before you check answers with the class.

5 • Divide students into pairs (A and B).

• Give students two minutes to draw their own family tree. Explain that they can use the example in Exercise 1 as a guide.

• Read out the example sentences and ask Student As to tell their partner about the people in their family tree. They should add any other information they can, e.g. age or hair colour.

• Student Bs listen and make notes.

• The pairs then swap and Student Bs describe their family tree and Student As listen and makes notes.

Students answer the questions and check in groups

Students work with the picture and answer the questions

Students do listening task and complete the text.

Students follow the instruction and play a game

Students read and complete the examples.

Student complete the exercise and complete the circle. Students compare their answers

Students work in pairs and draw their own family tree.

Students answer the questions and check in groups

Students work with the picture and answer the questions

Students do listening task and complete the text.

Weaker students may use dictionaries

Students follow the instruction and play a game

Students read and complete the examples.

Student complete the exercise and complete the circle. Students compare their answers

Students work in pairs and draw their own family tree.

1 point for each correct answer

Students evaluate each other

1 point for each correct answer

Book, sldie

Book, slide

Book, audio

Book, slide

Internet resources, book, slide

The end of the lesson – 5 min

Homework (5 min)

Set Exercises 1, 2, 3, 4 and 5 on page 17 of the Workbook for homework.

Module 3 Lesson 2

Teacher’s name:

Date:

Grade: 5

Number of people present

Number of people absent

The Theme of the lesson

A big Family

Objectives according to the Curriculum

5.5.3.1- write with support factual descriptions at text level which describe people, places and objects;

5.4.2.1- understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics;

5.3.5.1- keep interaction going in basic exchanges on a growing range of general and curricular topics;

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

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

• read an article about a big family.

• learn adjective opposites.

• compare my own family with the one in the article.

Some learners will be able to:

Evaluation criteria

write factual descriptions at text level

Identify details in a text with little support

Support a talk on a given general topic

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

Level of thinking skills

Low order thinking

During the lesson:

The stage of the lesson/timing

Actions of the teacher:

Actions of the pupils:

Student actions with special educational needs

Assessment

Resources

The beginning of the lesson/

min

Greetings (1 min)

The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up (4 min)

• Books closed. Find out who in the class has got the biggest family by asking individual students: How many brothers and sisters have you got?

• Alternatively, tell the class how many brothers and sisters you have got.

students respond to greeting and take their places.

Students answer the questions and tell the class about their family.

students respond to greeting and take their places.

Students answer the questions and tell the class about their family.

The middle of the lesson – 35 min

1 • Ask students to open their books at page 28.

• Focus their attention on the photos. Encourage students to make predictions about what the text is about using the images and title to help them.

• Read out the title and the question.

• Elicit answers from the class.

2 • Check students’ understanding of the following vocabulary from the article: noisy, busy and kids. Teach noisy by opening and closing drawers loudly in your desk, dropping things on the floor, singing and generally making a noise. Teach busy by doing lots of different things one after another, e.g. read, write, take things out of your bag, and keep checking the time on your watch or phone. Tell students that kids is an informal word for children.

• Ask students to read the article.

• Students can compare their answers in pairs before you check answers with the class. Ask students to say which part of the text gave them…