Үй және бақ тақырыбындағы шет тілі сабағының жоспары, 5 сынып

Lesson plan

LESSON: Unit 7: Fantasy World

Home and Garden 2

School: NIS PM Shymkent

Date:

Teacher name: Buzmakova V.V.

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

5.UE14 use prepositions to talk about time and location

use prepositions like to describe things and about to denote topic

use prepositions of direction to, into, out of, from, towards

on a limited range of familiar general and curricular topics

5. C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

5.W8 spell most high-frequency words accurately for a limited range of general topics

Lesson objectives

All learners will be able to:

name at least 5 objects in the garden

contribute some language in order to talk about the garden

understand and draw most of the objects in the garden

Most learners will be able to:

communicate the main points in the description activity

write the descriptive sentences without support

Some learners will be able to:

understand most of the language used by the teacher at the lesson

communicate a range of language from the lesson expressively during the presentation

Language objectives

Use prepositions of place

Value links

Respect, Cooperation

Cross curricular links link

Art, Biology

ICT skills

Projector or Smart board for presenting a PPT

Previous learning

Learners learned the objects in the house (rooms, furniture etc.)

Plan

Planned timings

Planned activities

Resources

Lesson I

8 min

3 min

Pre-learning (G)

Divide the students in groups of 3-4 so that there were at least 1 more able learner. Ask students to look at images of gardens from around the world and from Kazakhstan on IWB and name what’s in them e.g. Group 1 has to name only nouns e.g.: trees, plants, flowers, grass, seat, wall, gate, water, bird house, fountain, stones, stairs, bridge, bush, path.

Group 2 has to name only adjectives e.g.: nice, beautiful, tall, low, big, green, airy etc.

Group 3 has to name only verbs e.g.: to walk, to plant, to have a rest, to pick, to hear, to paint, to smell etc.

Pre-teach or elicit: gate, grass, fountain, stones, stairs, bridge, bush, path. (Students can write the words on the board with pictures, so all the words you need for the lesson will be in front of the students or you can show them on PPT with pictures)

Differentiation

In the group less able students can name the words while more able learners can categorized them in groups

Explain a sycamore is the most common tree in Britain. What’s the most common tree/trees in Kazakhstan? (e.g.: elm, populous, privet)

An image of gardens projected on IWB

PPT slides 3-10

PPT slide 11

Middle

5 min

10 min

2 min

Teacher pre-teaches then prepositions of place. Show students the picture with prepositions and drill the pronunciation. (W) Ask some students about the objects in the class to clarify that they understand them.

Prepare a dictation called ’take your pencil for a walk’

Draw a garden path across the centre of the page. Draw a large apple tree on the left of the picture. Draw a small pear tree on the right of the picture. Take your pencil and draw grass below the path. Put three flowers in the grass. Now take your pencil and draw a garden seat between the two trees. Draw a pond at the back of the picture. Put a fountain in it. Now draw a bird sitting on the seat.

(I) Learners use a large piece of paper – landscape. They listen to instructions and take their pencil for a walk.

(P) When finished, they compare picture with a partner. Do they look the same? What’s different?

(I) Learners imagine a fantasy garden and write five things in it.

(P) With a partner, they take turns to dictate five sentences for partner to draw their fantasy garden. Swap and check.

Monitor how clearly learners pronounce words and sentences.

(F) Formative assessment (P) (Peer assessment)

Assessment criteria

Students can understand and use preposition of place correctly.

Students clearly pronounce the sentences

(Students check and correct if necessary)

Differentiation

More support can be given at the start and in middle of lesson by providing less-able learners with some vocabulary in a word list so they can read examples of words seen or heard.