қмж, 5 сынып ағылшын 7 модул 1-12

Lesson plan for the 5th Grades

Module 7 Lesson 1

Teacher’s name:

Date:

Grade: 5

Number of people present

Number of people absent

The Theme of the lesson

Places in a town 1

Objectives according to the Curriculum

5.1.4.1- evaluate and respond constructively to feedback from others;

5.1.7.1- develop and sustain a consistent argument when speaking or writing;

5.2.1.1- understand a sequence of supported classroom instructions;

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

• learn vocabulary for places in a town

• ask and answer questions about my favourite place in town.

Some learners will be able to:

Evaluation criteria

Read and identify the main idea in the text

Identify details in a text with little support

Provide a point of view in connected 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. Ask: What places are there in your town?

• Elicit places from the class, e.g. cinemas and sports centres, and write the words on the board.

students respond to greeting and take their places.

Students answer the questions and talk on a topic

students respond to greeting and take their places.

Students answer the questions and talk on a topic

1 point for each correct answer

The middle of the lesson – 35 min

Ask students to open their books at page 69.

• Students describe what the people in the photos are doing, e.g. watching a football game, looking at bags. Then they work in pairs to do the matching exercise.

• Play the recording.

• Students listen to it and check their answers.

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

Pay particular attention to the pronunciation of museum which is /mjuː'zɪəm/ rather than /mjuː'zeɪəm/.

2 2.11 Play the recording.

• Students identify the sounds and match them with the places pictured.

• Students compare answers in pairs before you check answers with the class.

• To extend the work on the vocabulary, you could askstudents to divide the places into the following three groups: places where we buy things (shopping centre, market), places where we do or watch sports (sports stadium, bowling alley, sports centre, skate park) and cultural centres (museum, cinema). Students could also add some words in each category.

• Write icon on the board and explain that it is a picture or symbol used on a computer screen to represent something, e.g. the play icon represents a video player.

• Put students in pairs to design icons for the different places in Exercise 1, e.g. using this website: http://makeappicon.com/

• Students show their icons to another pair and test them on what their icons represent by asking What’s this?

3 • Read out each of the four questions in the chart and write your own answers to them on the board. Write notes rather than full sentences, e.g. every Saturday, with my friends, go to the cinema.

• Give students a couple of minutes to copy and complete the chart with their own information.

Students can turn to the Vocabulary bank on page 121 and do the Jog your memory! activity.

4 • Put students in pairs so that they can ask and answer the questions in the chart in Exercise 4.

• Monitor and check that students are completing the chart with their partner’s information.

• Tell students about a famous place that you would like to go to, e.g. I really want to go to the Grand Bazaar in Istanbul because I love visiting markets.

• Put students in pairs.

• Ask students to use their smartphones to show each other a photo of a famous place that they would like to go to, e.g. The Maracana Stadium in Rio or the Dubai Mall in the United Arab Emirates.

• Students tell each other why they want to go the famous place, e.g. I really want to go to the Louvre because I love beautiful paintings.

• Students work in pairs to write a profile of a famous place in their city, e.g. a market.

• Students should include the following information: the name of the place, how old it is, what people can see and do there.

• Give students three or four minutes to write their profiles.

• Students can read out their profile to another pair.

Students work with photos and describe people

Students listen and check the answers

Students listen to the recording and compare answers in pairs.

Students work in pairs and design icons for different places.

Students answer the questions and copy and complete the chart.

Students work with vocabulary bank and complete the sentences

Students use their smartphones and show each other a photo of famous place they would like to go.

Students work with photos and describe people

Students listen and check the answers

Students listen to the recording and compare answers in pairs.

Students work in pairs and design icons for different places.

Students answer the questions and copy and complete the chart.

Students work with vocabulary bank and complete the sentences

Students use their smartphones and show each other a photo of famous place they would like to go.

1 point for each correct answer

Teacher evaluates and guides students

1 point for each correct answer

Book, slide

Book, slide, audio

Audio, book, slide

Book, slide

Internet resources

The end of the lesson – 5 min

Homework (5 min)

Set Exercises 1, 2, 3 and 4 on page 49 of the for homework. You could also ask

students to do the following vocabulary exercises: http://learnenglishteens.britishcouncil.org/grammarvocabulary/ vocabulary-exercises/places-town

Module 7 Lesson 2

Teacher’s name:

Date:

Grade: 5

Number of people present

Number of people absent

The Theme of the lesson

Fantazy or reality?

Objectives according to the Curriculum

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

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

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;

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

• read a text about fantasy or reality.

• learn extreme adjectives.

• talk about historic places in my country.

Some learners will be able to:

Evaluation criteria

Read and identify the main idea in the text

Identify details in a text with little support

Provide a point of view in connected 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. Write Lord of the Rings on the board. Ask: What do you know about Lord of the Rings?

• Elicit students’ ideas and write them on the board.

students respond to greeting and take their places.

Students answer the questions and check their answers

students respond to greeting and take their places.

Students answer the questions and check their answers

1 point for each correct answer

The middle of the lesson – 35 min

1 • Students open their books at page 70, look at the photos and the title and say whether they think the places are real or from a film. Encourage all students to express their opinions.

• Make sure students understand the meaning of the title and the difference between fantasy and reality.

2 • Give students a few minutes to read the text to check their answers to Exercise 1.

• Check students’ understanding of the words introduced in the text by going through the text and asking questions,

e.g. What is enormous? What place in your country is ancient? What is rocky? If necessary, teach the phrase on the coast of, e.g. on the coast of north-west France.

• Encourage students to use context to help them work out the meaning of new words.

3 • Check weaker students’ understanding of the following words from the text: enormous, ancient, levels, model, and rocky. Stronger students should be able to work out the meanings of the words from context.

• Read out the four sentences.

• Give students time to read the text again.

• Put students into small groups to do the exercise. Remind students they must correct the false sentences.

• Check answers.

• Refer students to the information in the FACT! box.