қмж, Home and away 5 класс 1 модул 1-12

Lesson plan for the 5th Grades

Module 1 Lesson 1

Teacher’s name:

Date:

Grade: 5

Number of people present

Number of people absent

The Theme of the lesson

Home and away

Objectives according to the Curriculum

5.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups

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

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

great each other and ask how they are, count from 1 to 50

use greetings, the alphabet, numbers 1–50, time in speech correctly

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

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)

• Students can work in pairs to complete gapped conversation. Play the recording for students to check their answers.

• Put students in pairs so they can practice reading the conversation.

students respond to greeting and take their places.

Students work in pairs and complete the conversation.

students respond to greeting and take their places.

Students work in pairs and complete the conversation.

The middle of the lesson – 35 min

Optional activity (2 min)

• Students can write a short conversation based on the one in Exercise 1, using their own names.

The alphabet (3 min)

Say A, B, C, D and then ask: What is this? Elicit the alphabet and write the phrase on the board.

• Tell students they are going to listen to the alphabet in English. If any students are confident enough to say it before you play the recording, ask them to do so.

• Play the recording for students to repeat the alphabet.

Ask two students to read out the example and then spell your name out for the class.

• Put students in small groups to ask and answer the question.

• To extend this exercise, you could then ask students to work in pairs and test each other on the spelling of some basic words in English, e.g. cat, name.

Numbers (5 min)

• Before students do the exercise, revise numbers 1–20 and check students’ understanding of the following vocabulary: plus (+), minus (-), divided by (÷) and multiplied by (×).

• Students can then work in pairs to do the calculations and write the numbers as words.

Fast finishers (5 min)

Students can write four calculations like the ones in Exercise 5. Collect these and then put them on the board for further practice after students have checked their answers to Exercise 5.

Play the recording for students to check their answers to Exercise 5.

Individual work (5 min)

Students work alone to order the results of their calculations in Exercise 5.

Play the recording for students to check their answers to Exercise 7.

Practice (5 min)

Read out the question and ask students to repeat it after you.

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

• Ask two or three students to report back to the class on what their partner said, e.g. Mario is 12 years old.

Time (5 min)

• Draw a clock on the board, point to it, and ask: What time is it?

• Refer students to the clocks in Exercise 10. Do the first one as an example and then ask students to work in small groups to complete the exercise.

• Check answers, then remind students of the difference in meaning between clock and watch.

Group work (5 min)

Put students into groups of three (A, B and C).

• Student A draws a clock face in their notebook showing a particular time. Student B then asks Student C: What’s the time?

• Student C says the time he or she can see.

• Students continue like this until every member of the group has had a chance to draw a clock face, ask a question and answer a question at least once.

Students write the conversation and complete the task

Students listen to the alphabet and repeat it. Students read the examples and test each other

Students do a revision and work in pairs to do a calculation

Students write four calculations and check their answers

Students work alone and order the task.

Students read the questions and answer them.

Students work with clocks and complete the sentences

Students work in groups and complete the task

Students write the conversation and complete the task

Students listen to the alphabet and repeat it. Students read the examples and test each other

Students do a revision and work in pairs to do a calculation

Students write four calculations and check their answers

Students work alone and order the task.

Students read the questions and answer them.

Students work with clocks and complete the sentences

Students work in groups and complete the task

1 point for each correct answer

Teacher evaluates and guides students

1 point for each correct answer

Book

Book, slide, audio

Book, slide

Book, audio

Book, slide

Book, watches, slide

Book, slide

The end of the lesson – 5 min

Homework (5 min)

Set Exercises 1, 2, on page 3 of the Workbook for homework

Module 1 Lesson 2

Teacher’s name:

Date:

Grade: 5

Number of people present

Number of people absent

The Theme of the lesson

Diagnostic test

Objectives according to the Curriculum

5.1.9.1- use imagination to express thoughts, ideas, experiences and feelings

5.6.1.1- use some abstract nouns and complex noun phrases on a limited range of familiar general and curricular topics

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Evaluation criteria

• identification of levels for later work

• reinforcement of learning and pupil motivation

• identification of problem areas

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)

• Elicit other phrases that we use when meeting and greeting people and write them on the board, e.g. Good morning,

How are you?

• Students can work in pairs to complete gapped conversation.

students respond to greeting and take their places.

The middle of the lesson – 35 min

Diagnostic test (35 min)

For identification of levels for later work, reinforcement of learning and pupil motivation, identification of problem areas students have diagnostic test.

Students work individually, they complete the tasks and check each other

1 point for each correct answer

Book, handouts

The end of the lesson – 5 min

Homework (5 min)

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

Module 1 Lesson 3

Teacher’s name:

Date:

Grade: 5

Number of people present

Number of people absent

The Theme of the lesson

Prepositions

Objectives according to the Curriculum

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

5.5.8.1-spell most high-frequency words accurately for a limited range of general topics

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

ask questions about classroom objects name classroom objects, use this, that, these and those.

Some learners will be able to:

Evaluation criteria

write with support factual descriptions at text level

spell most high-frequency words accurately

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)

1 Using objects in the classroom, e.g. a book or a pen, elicit the prepositions in the box. Put the object in various places around the room and then ask: Where is it? Students say it’s on the floor, it’s in the bag, it’s next to the window, etc.

• Students work in pairs to do the matching exercise.

• Check answers.

students respond to greeting and take their places.

The middle of the lesson – 35 min

Classroom objects (10 min)

2 • Read out the words in the box. Ask students to repeat them after you.

• Check that students understand the words.