қмж, 5 сынып ағылшын 5 модул 1-11

Lesson plan for the 5th Grades

Module 5 Lesson 1

Teacher’s name:

Date:

Grade: 5

Number of people present

Number of people absent

The Theme of the lesson

Arts

Objectives according to the Curriculum

5.1.4.1 - evaluate and respond constructively to feedback from others;

5.2.1.1 -understand a sequence of supported classroom instructions;

5.3.6.1- communicate meaning clearly at sentence level during, pair, group and whole class exchanges;

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

• learn vocabulary for different Arts activities.

• talk about what Arts activities you do.

Some learners will be able to:

Evaluation criteria

Analyze given feedback and give constructive answers to feedback

Identify common classroom commands with support

Interact with each other delivering content correctly and clearly to others

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 students into small groups and give them one minute to think of as many activities to do with the Arts as they can.

• Give them a few examples, e.g. dance, sing, paint. Write these on the board.

• Ask one member of each group to come to the board and add one item to the list.

• You could make this competitive by telling students that the group which comes up with the most correct ideas is the winner.

students respond to greeting and take their places.

Students answer the questions and share ideas.

students respond to greeting and take their places.

Students answer the questions and share ideas. They may use dictionaries

The middle of the lesson – 35 min

Be curious

• Books closed. Ask: Do you like listening to music? What type of music do you like listening to?

• Elicit students’ answers to the questions, e.g. I listen to music every day. I like hip-hop the most.

• Ask students to open their books at page 52.

• 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: drums, drumsticks, clap, clapping.

• Put students into pairs.

• Students ask and answer the questions.

• Check answers.

• Tell students that the theme of Unit 5 is creativity.

1. LISTENING

2.02 Ask students to open their books at page 53.

• Read out the activities in the box and check students’ understand them.

• Refer students to the board and tick how many of these activities they already knew.

• Ask students to match the words in the box to the pictures.

• Put students in pairs to compare their answers.

• Play the recording for students to check their answers.

• Play the recording again for students to repeat the words.

2 • Give students a minute to read through the sentences and explain they have to match them with the activities in Exercise 1.

• Read out the first sentence and the answer. Make sure that

students understand the connection and why dance is the answer.

• Students work alone to write their answers.

• Check answers.

Students can turn to the Vocabulary bank on page 120 and do the Jog your memory! activity.

3 • Ask students to copy the chart into their notebooks and add all the other activities from Exercise 1.

• Students work alone to complete the table.

• Ask individual students a question about one of the headings in the chart, e.g. Which activity do you often do? Do you like it? Do you do it at school?

4 • Put students in pairs.

• Students ask and answer questions about the activities in Exercise 3, using their charts.

• Monitor and help as necessary.

• When finished, invite two or three pairs to report back to the class what they learned about their partner.

• Put students in pairs (A and B).

• Student A describes an art activity, e.g. You do this activity when you want to make pictures.

• Student B identifies the art activity being described.

• Students swap roles.

Students answer the questions and work in pairs talking about creativity.

Students listen to the recording and do matching. they then check the answers in pairs.

Students read the text and answer the questions.

Students work on vocabulary and follow the instructions

Students copy the chart and answer the questions.

Students work in pairs and answer the questions.

Students divide into pairs and practice their speaking skills

Students answer the questions and work in pairs talking about creativity.

Students listen to the recording and do matching. they then check the answers in pairs.

Students read the text and answer the questions.

Students work on vocabulary and follow the instructions

Students copy the chart and answer the questions.

Students work in pairs and answer the questions. Teacher may help students

Students divide into pairs and practice their speaking skills

1 point for each correct answer

Teacher evaluates and guides students

Book, slide

Book, audio

Book, slide

Book, vocabulary bank

Book, slide

The end of the lesson – 5 min

Homework (5 min)

Set Exercises 1, 2, 3 and 4 on page 37 of the Workbook for homework. Students can also take photographs of different art activities they do at school. At the beginning of the next lesson, they show and describe them to their partner, e.g. We do Music at school. In this photo we sing and dance. Sometimes we play musical instruments.

Module 5 Lesson 2

Teacher’s name:

Date:

Grade: 5

Number of people present

Number of people absent

The Theme of the lesson

Kung-fu school

Objectives according to the Curriculum

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;

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

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

• read about a Kung Fu school.

• learn noun and verb forms.

• talk about learning martial arts.

Some learners will be able to:

Evaluation criteria

Identify details in a text with little support

Provide unprepared speech to answer a variety of questions at sentence level with limited flexibility

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. Distribute photos of people doing martial arts or show them on the interactive whiteboard.

• Explain that martial arts are forms of self-defence and attack, which originated in Asian countries such as Japan, China and Korea.

• Find out if any students practise a martial art. Ask them to tell the class something about it, e.g. I do judo three times a week.

students respond to greeting and take their places.

The middle of the lesson – 35 min

1 • Ask students to open their books at page 54.

• Ask students to describe the pictures. Explain that moves in Kung Fu are named after animals and three of them are shown in the book (Dragon, Frog and Snake).

• Students read the text quickly to find the answers to the three questions. Encourage them to focus on finding the answer and not to worry about any words or phrases they might not understand.

2 • Read out sentences 1–4.

• Ask students to work alone to decide whether or not the sentences are true or false. Make sure they know they have to correct the false sentences.

• Students compare their answers in pairs, before you check answers with the whole class. Invite students to volunteer to read the answers to a complete exercise. Other students say if they agree or disagree with each answer.

• Read out the information about martial arts in the FACT! box. Tell students that not all martial arts are very old. Judo, one of the most well-known martial arts, was invented in Japan in the late 19th century.

3 • Ask a student to read out the questions.

• Elicit answers from the class and then ask students to read the text again to check.

4 • Before you refer students to the chart, elicit some examples of nouns and verbs.

• Ask students to work in pairs to find the words in the article and to copy and complete the chart.