Үй және туған өлке бөлімі, 5-сынып ашық сабағы

Unit 1: Home and away

School named after B. Begaliev

Date: 3.09.2018

Teacher name: Zhanar Baktigereyeva

Grade: 5

Number present:

absent:

Theme of the lesson:

Home and away. Describing and writing about traditional and contemporary Kazakh homes and rooms

Learning objectives(s) that this lesson is contributing to

L5.3 understand without any support simple questions on an increasing range of general and some curricular topics

S5.1 make basic statements which provide information on an increasing range of general and some curricular topics

R5.1 understand the main points in a limited range of short simple texts on general and curricular topics

W5.6 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics

Lesson objectives

All learners will be able to:

Listen their peers during, pair, group and whole class work;

Learn at least 6 new words.

Choose the picture and answer some questions

Most learners will be able to:

Describe houses (shape, materials);

Answer questions when describing the picture

Some learners will be able to:

Complete the table, writing a short description of houses;

Tell about their choice using examples and details to support the answers.

Success criteria

Use topical vocabulary during the speaking task;

Talk on the topic using learned vocabulary.

Identify details in a text with little support

Discuss a problem in groups and suggest a solution to this problem

Pastoral care

Learners are taught to be tolerant and respect each other

Value links

Learners will discuss and express their thoughts about the differences of homes

Kazakh culture

This lesson focuses on: Different types of houses that are popular in Kazakhstan

Cross curricular links

The Arts, Kazakh, Math

Previous learning

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Beginning

10 min

[W, I] “Back to screen” activity. I invite one of the students to the board and to sit back to the screen. To the other learners I show the picture of the house with the garden etc.

I ask them what do they see or to name the things shown on the screen.

ex: a house, flowers, three windows, a garden etc.

The student sitting back to the screen draw the picture and elicit the target theme of the lesson.

Entrance page. Introduce lesson objectives.

Revise vocabulary

- parts of the house;

- types of houses;

2. Write a description of the house;

- to read text and search for detailed information;

3. Speaking

describe the pictures using topic vocabulary;

uses be made of when speaking about materials;

Hang up three different pictures (example - one of a flat, one of a skyscraper, one of a cottage) in the three corners of the classroom. Tell students to choose one corner to stand in, and talk about why they chose that poster. Then students divided into 2 groups. (A flat and a skyscraper)

[P] In pairs, learners discuss the following questions:

Why do you choose this house?

What do you like about it?

Would you like to live in? Why? (not)

Why do people use different houses?

Elicit learners to explain their choice.

PPT (slide 1)

PPT (slide 2)

PPT (slide 3)

Middle

5 min

Speaking.

[W, I, P] I ask the students to draw a house. Brainstorm words learners know about houses. How many words do learners know? (rooms, garden, garage) then each student stick their picture to the walls of the classroom.

Task 1. Describe your house to your partner.

Descriptor

A learner

• draws a picture of his/her house;

• describes their pictures using topic vocabulary;

• listen their peers

If it necessary I can support less able learners by giving them a word bank. (differentiation by teacher support) (FA “Thumb tool”)

Pictures of houses

PPT (slide 4)

PPT

25 min

Pre- reading tasks:

[G] Writing. I ask pre-writing questions: (W)

- Would you like to know more about the house?

What materials do people use to make houses? Let’s remember. (wood, metal, glass, stone, brick, felt, twigs)

Ask learners about yurts.

What is Kazakh traditional house?

In what houses did people live many years ago? (Yurts)

Tell learners: what yurts are made of; their shape; the different types; and show pictures. (I provide learners with some words related to yurts: room with a fireplace, hole in the roof, warm in winter and cool in summer.) FA “Traffic lights ”

[I] Reading:

Kazakh yurt is a product of traditional Kazakhstan culture based on the ecological balance. It keeps the cool air inside during hot summer days, protects from cold piercing winds in winter and does not get wet from pouring autumn rains. Yurt is a round-shaped, sophisticated construction with a dome. If explain its structure in simple words, it consists of three main parts and many other smaller parts. One of three main parts include Shanyrak – top of the Yurt. Traditional yurts consist of an expanding wooden circular frame carrying a felt cover. The felt is made from the wool of the flocks of sheep that accompany the pastoralists. Yurt is made of wood. It looks comfortable. It smells wool.

Post- reading tasks.

Tasks - for group “A flat” I give following tasks

(G) (FA) What’s the difference? Demonstrate two pictures of a yurt and a house. Elicit learners point to and say the materials. Then ask to speak about differences of shape and material.

Ex: The yurt is a circle shape but the house is a square shape. The yurt has felt walls but the new house has stone walls.

Differentiation by task.

Descriptor

A learner

Make sentences 2-3 about differences of shape and material

Compare a yurt and a house in pair or in a group work

For less able students: writes the missing words from the text

Kazakh ___is a product of traditional Kazakhstan culture based on the ecological balance. It keeps the __ air inside during hot summer days, protects from ___ piercing winds in winter and does not get wet from pouring autumn rains. Yurt is a ___, ____ construction with a dome.

Descriptor

A learner