қмж, 5 сынып 4 модул 1-12

Lesson plan for the 5th Grades

Module 4 Lesson 1

Teacher’s name:

Date:

Grade: 5

Number of people present

Number of people absent

The Theme of the lesson

Jobs

Objectives according to the Curriculum

5.1.2.1- use speaking and listening skills to provide sensitive feedback to peers;

5.2.5.1- understand most specific information and detail of short, supported talk on a wide range of familiar topics;

5.3.2.1- ask simple questions to get information 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 jobs.

• categorise jobs.

• talk about jobs I would like.

Some learners will be able to:

Evaluation criteria

Give feedback to others orally

Recognize detailed information in a short conversation with some support

Make up basic interrogative sentences and get information about the topic

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)

Be curious

• Books closed. Ask: What would be your perfect job?

• Elicit students’ ideas. Ask them to think about enjoying the job, salary, hours, working conditions, and so on.

• Ask students to open their books at page 38.

• Refer students to the photograph and ask them to describe what they can see. To help students with this, check understanding of the following vocabulary and write it on the board: buttons, ribbon, drawings, plans.

• Put students into pairs. Give them a minute to answer the three questions.

• Check answers.

• Tell students that the theme of Unit 4 is work and jobs.

students respond to greeting and take their places.

Students answer the question and work with photos

students respond to greeting and take their places.

Students answer the question and work with photos

The middle of the lesson – 35 min

• Books closed. Introduce the topic by eliciting any jobs you think that students may already know the English for, e.g. teacher, doctor.

• Write them on the board.

1. 1.29 Ask students to open their books at page 39. Read out the word jobs and check that students understand its meaning.

• Elicit brief descriptions of the photos and then ask students to work in pairs to do the matching exercise. Encourage weaker students to translate the words in Exercise 1 into their own language. You could also encourage students to write example sentences in their notebooks using the new vocabulary.

• Play the recording.

• Students listen to it and check their answers.

Fast finishers

Students can turn to the Vocabulary bank on page 119 and do the Jog your memory! activity.

2 • Put students into small groups.

• Ask them to look at the photos.

• Ask students to read and answer the questions. Encourage them to agree on their answers as a group rather than come up with a long list of alternatives.

• One member from each group reads out the group’s guesses.

3 • Read out the questions and check that students understand them.

• Put students in pairs to ask and answer the questions.

• Ask a few students to report back to the class.

Play Mime game using the words in Exercise 1.

• See Games Bank on page 28.

4 • Give students a few minutes to write a couple of sentences about two jobs they think they are the best and why.

• Monitor while students do this task. Help as necessary.

Students share their ideas and complete the task

Students work with book and photos.

They work in pairs with weaker students and do matching

Students work in small groups. They read and answer the questions.

Students read and answer the questions in pairs.

Students follow the instructions and play a game

Students make sentences and share with the class

Students share their ideas and complete the task

Students work with book and photos.

They work in pairs with stronger students and do matching

Students work in small groups. They read and answer the questions.

Students read and answer the questions in pairs.

Students follow the instructions and play a game

Students make sentences and share with the class

Teacher evaluates and guides students

1 point for each correct answer

Book, slide

Book

The end of the lesson – 5 min

Homework (5 min)

Set Exercises 1, 2, 3 and 4 on page 27 of the Workbook for homework.

Module 4 Lesson 2

Teacher’s name:

Date:

Grade: 5

Number of people present

Number of people absent

The Theme of the lesson

Times around the world

Objectives according to the Curriculum

5.4.4.1- read with some support a limited range of short fiction and non-fiction texts;

5.4.5.1- deduce meaning from context in short texts on a limited range of familiar general and curricular topics;

5.5.6.1- link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics;

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

• read an article about time zones around the world.

• learn prepositions of time.

• talk about when I do certain activities.

• talk about time zones.

Some learners will be able to:

Evaluation criteria

Read the given fiction or non-fiction text and identify the general information

Figure out the content of a short text with some support

Link sentences into coherent paragraphs

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. Put a map of the world on the interactive

whiteboard and show how the world is broken up into different time zones.

students respond to greeting and take their places.

The middle of the lesson – 35 min

1 • Ask students to look at the map on page 40.

• Show how the time in Sydney and Dubai is ahead of that in London, whereas the time in Rio is behind.

• Write When it’s 12 pm in London, it’s in my town on the board.

• Put students in pairs to work out the time in their town.

• Elicit the correct answer and complete the gapped sentence you put on the board.

2 • Ask students to work alone to complete the exercise.

• Check answers.

• Read out the information in the FACT! box. Ask: Do you know the last inhabited place in the world to see a new day? (Answer: American Samoa in the Pacific Ocean)

3 • Read out the first answer given as an example, and ask students how we know this. (We all stay at school at lunchtime.)

• Ask students to refer back to the text to complete the exercise.

• Put students in pairs to compare their answers.

• Ask students to tell you what information in the text gave them the answer as you check the answers with the class.

4. Explore prepositions of time

• Read out the example. Explain that at is a preposition of time, which we use when talking about when we do things.

• Students work alone to find examples of prepositions of time in the text.

• Check answers.

5 • Students work in pairs to complete the first part of the sentences with the correct preposition.

• Check answers.

• Students work alone to complete the sentences with the activities they do at those moments in the day.

• To extend work on the vocabulary, ask students to turn to the Vocabulary bank on page 119.

6 • Tell students that am stands for ante meridiem (meaning from midnight to noon) and pm for post meridiem (meaning

from noon to midnight).

• Read out the example sentence.

• Students work out the times by finding the city on the map, locating Kazakhstan, and then using the + and - numbers at the bottom of the map, e.g. if a student is in Almaty, he or she will see that Almaty is eight hours ahead of Rio (Rio is in the -3 zone, Almaty in the +5). Therefore, when it is 3 am in Rio, it will be 11 am in Almaty.

• Discuss the different time zones in Kazakhstan so that students know if they are in the + 4 or + 5 zone.

• Ask students to work alone to complete the exercise.

VIDEO