Жұмысқа кері байланыс беру, 5-сыныпқа арналған мақала

LESSON:

School: Kosshy school №1

Date: 02.04.2021

Teacher name: Torekul R.

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.L1understand a sequence of supported classroom instructions

5.L2 understand an increasing range of unsupported basic questions which ask for personal information ( Ex.1-3 p.12 )

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

Lesson objectives

All learners will be able to:

read and understand most of the events in the story

present ideas clearly in a pair, group and whole class conversation

Most learners will be able to:

use visual support to understand the events in the story

read and understand event of a story without support

plan and write sentences related to the topic without support

Some learners will be able to:

understand most of the language on the story

spell topic-related words correctly

Language objectives

Use adverbs of frequency and adverbs of definite time;

Use modal verbs of obligation and necessity to talk about sport rules.

Value links

Respect, Support, Trust

Cross curricular links link

PE, Psychology

ICT skills

Projector or Smart board,

Kazakh culture

Students will be able to differentiate the significance of respect and rules obedience in Kazakh culture

Pastoral Care

Students will be able to understand the importance of respecting values

Previous learning

Learners will know a range of sports from previous grades. They know about the Olympic Games from G4. Learners should know numbers up to 1000 and be able to add and subtract, double and halve numbers in English.

Plan

Planned timings

Planned activities

Resources

Beginning

0-2 min

2-6 min

6-15 min

15-20 min

Class organisation

Learning and lesson objectives are introduced.

Pre-learning (W, P, W, f): Teacher writes on board: Keep our classroom clean. Don’t drop rubbish in the classroom. Explain these are rules. As the next step learners read these two rules on board and say which is positive and which is negative. Learners say two further examples of classroom rules, then with a partner, write down three positive and three negative rules for the school.

Differentiation: High-performing students can freely identify positive and negative rules. Low-performing students might need support from their peers. It is advisable to pair up students accordingly.

Formative assessment (I): T explains learners will see things people do that are dangerous on each day of the week. As the next step of this teaching activity Ss read the text and do post-reading tasks. They are as follows:

Watch the story. Write the days of the week under the pictures;

Now match what Dino did to the road safety rule;

Read the article again. Decide whether the statements are True (T) or False (F).

Differentiation: There is a task that is designed for early finishers. Low-performing students might need language support.

Always, never, remember (G, P): T writes on the board: always, never, remember. Learners listen and read what is written on the slide and say a rule for each situation: Remember, always look and listen; Don’t get angry. Never walk on the road. Always wear a seat belt. Don’t drive and speak on your mobile phone.

Worksheet for reading

Middle

20-23 min

23-28 min

28-36 min

Vocabulary pre-teaching (I, P, f)

Firstly, teacher provides Ss with small cards red and green. As the next step, teacher pre-teaches or elicits the following words: serve a ball, safety helmet, blow a whistle, hockey stick and pass the ball.

Don’t kick the ball until the game starts. (Football)

Hit the ball carefully. (Golf, tennis)

Don’t hit the player with the stick. (Hockey)