Number games lesson plan

Long-term plan: Unit 9 “Holidays”

pleasure”

School: №20, Oral

Date: 18.05.2018

Teacher name: Malyukova Gulzhikhan Shamuratovna

Grade: 5

Number present:

absent:

Lesson title: Holiday activities

Holidays

Learning objectives

5.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

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

5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information

Lesson objectives

• listen and visualize the words and phrases concerning to the theme

• read and demonstrate own opinion

• define right ideas of the text and writes True or False

• express their own opinion about the activities

• determine holiday activities using the connecting extended phrases on the table

• create and design the ideas

Assessment criteria

• communicates with the theme words and phrases

• defines right ideas of the text and writes True or False next to the statements

• provides a point of view in connected phrases of table correctly

• learns to collaborate the ideas

• draws dream holiday and speaks about it

Value links

• Learners are taught to be literacy

“The world community perceives our country as a positive example of a spiritual world and consent. A secular image of the state and public life is the most important condition for improvement of the economy, successful development of the national education system, health care and culture”

A secular society with high spirituality, (“Mangilik Yel”, 3)

Cross curricular links

Physical Education

ICT skills

Active board

Previous learning

The main holidays of the country

Plan

Planned timings

Start

2 min

Planned activities

(W) Greetings

T: Good morning, students! I’m glad to see you! How are you? Are you well today? Are you ready to start our lesson? OK.

Then I ask students to make a circle and say wishes to each other, to create a friendly atmosphere in class.

e.g: S1: Dilnaz, I wish you good day!

S2: Thanks! I wish you health! .....

Resources

4 min

(W) Warm-up

Listening and speaking (watch the video)

T: -What can you say about video? (name the holiday activities)

OK! As you see, today we are going to speak about holiday activities.

T: Label the pictures. Classify the words to the seasons on the blackboard and answer the questions according to the following pictures.

• What holiday activities in spring (summer, winter, autumn)?

summer

winter

spring

autumn

Video: Holiday activities

https://www.youtube.com/watch?v=aHdnopEFbAg

4 min

5 min

Middle

15 min

5 min

3 min

2 min

Puzzle.

Construct the picture from the shapes! Right! You’ve divided into three groups. Tell some information about your pictures.

(W) Pre-reading.

Read the Text: My holiday

My name is Asan. I like my summer holidays. Every year we go to Almaty. We stay at a hotel . The weather in Almaty is not hot sometimes it rains. I take my documents, warm clothes, camera, netbook, tooth brush and my little backpack. In the morning I go to Shymbulak with my family. We go to Medeo and climb to Shymbulak. We have barbecue at the open air café. It’s great! In the afternoon my father and I go to the zoo. I like to see different animals . My mother and my sister go to shopping. They buy souvenirs and presents for our friends. In the evening we go the cinema. We watch very interesting 3D comedy. Sometimes I roller skate in the street. We have wonderful holiday.

Task: Name the holiday activities.

• What activities do you prefer if you are in Almaty?e

Differentiation by tasks

(G)While-reading

Group 1 True or False

1. Asan likes my summer holidays ______

2. The weather is rainy. _______

3. In the morning he goes to Khan-Shatyr ______

4. They buy souvenirs for our friends. _______

5.He doesn’t roller skate in the street. ______

Descriptor: A learner

• defines right ideas of the text and writes True or False next to the statements

Group 2 Classification. If they do these activities and do tick “*” then tell about them.

Descriptor: A learner

• gives some information about someone’s activities using the connecting extended phrases on the table

Group 3 “Backronym”

Choose one of the picture and speak about holiday activities using the following questions:

- Do you prefer to have a single holiday or with family/group? Why?

- What activities do you like?

- In what season do you go?

- Is it interesting to have such holidays?

Family holiday activities Single holiday activities

Group holiday activities

Descriptor: A learner

• learns to collaborate the ideas

• describes dream holiday using the questions

(W) Post –reading.

Poster. ”Dream holiday” Imagine your dream holiday activities and draw on the poster and tell about them.

T: Give the assessment to each other. The students show thumbs.

(F) Feedback “Fan”

Students write the questions on the fan branches and pass another group, they may write answers and continue in this way.

- What words have you learnt at the lesson?

- Can you tell me the holiday activities?

- Do you like the lesson?

-What have you learnt at the lesson? and etc.

Evaluation Final Self-Assessment:

I give the cards with the following phrases and the students underlined the verbs in order to show what have they learnt at the lesson.

Generates

Selects

I Outlines

can

Determines

Reviews

Memorizes

Cards

pictures

Shapes of pictures

Cards

Poster

Colour pencils

Pictures

ADDITIONAL INFORMATION

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

• More support can be given in the speaking activity when learners work in group

• More able learners can be appraised with providing them a kind of creative work to express their opinions

• Facilitate and structure discussions, check students’ understanding through procedural questions

• Through estimating written tasks

• Through formative assessment

• Learners will be safely seated at a comfortable distance away from electrical outlets and cables, monitors and recorders.

Reflection

Were the lesson objectives/learning objectives realistic?

Did my planned activities work well?

Did I stick to timings?

What changes and differentiation should I make next time?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things canimprove the lesson (consider both teaching and learning)?

1:

2:

What have I learned from the reflection of the learners? (difficulties of individuals or all the learners)