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Поурочный план английского языка

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Theme of the lesson: Homes and away. Type  of the lesson: new lesson. Lesson objectives..

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«Поурочный план английского языка»

Согасовано

_____________

Short term plan

Unit 1 Homes and away

Unit of a long term plan unit1

School: secondary school named after A.Moldagulova

Date:

Teacher name: Zholdasova N.A.

CLASS: 5

Number present:

absent:

Lesson title

Homes 1

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

L1. Understanding sequence of supported classroom instructions

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

UE3. Use a growing variety of adjectives and regular and irregular comparative and superlative adjectives an a limited range of familiar general and curricular topics

W3 write with support factual descriptions at text level which describe people, places and objects

Lesson objectives

All learners will be able to:

Name parts of yurt, understand vocabulary, describe places

Most of learners will be able to:

Understand specific vocabulary

Assessment criteria

Say topic words with clear pronunciation. Say expressions clearly

describe places and objects use adjectives in degrees

Language objective

Yurt , shanyrak uwyk a carcass

Values links

To keep ,to increase and to hand down traditions and friendship between people

Cross-curricular links

art

Previous learning

Review

Plan

Planned timings

Planned activities (replace the notes below with your 9planned activities)

Resources

Start


Greetings! Good morning pupils! Who is on duty today? Who is absent?

Teacher divides pupils in 2 groups with cards: “ Yurts’, “ Home


Middle

L1 Task 1 Listen to and repeat attentively after teacher : a bedroom, a dining room, bathroom, a living room, a toilet, a study, a round-shaped , a shanyrak , a kerege ,a uwyk

L 1 Task 2 Match the pictures with the words

Yurt is a round-shaped, it consists of three main parts and many other smaller parts. Three main 
parts include Shanyrak – top of the Yurt, Kerege – walls carcass and Uwyk – a carcass 
part from Kerege to the Shanyrak. 

Yurt usually does not have rooms in it, and it was a common practice to have a separate 
YuYrt as a bedroom, separate one as a kitchen, guesthouse, etc as long as people could 
afford that.



Task 2 Find out which of these adjectives in positive degree, in comparative degree, in superlative degree

1 A building is bigger than yurt.

2. Yurt is smaller than a building.

3. A house is modern.

4. A living room is the most comfortable room in the house.

5.Yurt is the oldest house.

Descriptor: Learners find degrees of adjectives

W3 Task 4 Write things you remember from the texts

Yurt, kerege ,house ,shanurak .small ,beautiful ,modern

Bedroom, living-room ,comfortable

Descriptor: Pupils write names of rooms ,describe of house


End

Answer the question “ How can be a modern house?


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


Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

Use this section to record the techniques that you will use to assess what the learners have learned during the lesson.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Reflection



Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?




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 would have improved the lesson (consider both teaching and learning)?



1:



2:



What have I learned from this lesson about the class or individuals that will inform my next lesson?












Согласовано

_________________

Short term plan

Unit of a long term plan: Living things

School: secondary school named after A.Moldagulova

Date:

Teacher name: Zholdasova N.A.

Class: 5 Number present: Absent:
Lesson title: Animals 1
Learning objectives:

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

5.R4 Read with some support a limited range of short fiction and non-fiction texts.

5.UE1 Use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics.

5.W3 Write with support factual descriptions at text level which describe people, places and objects.

Lesson objectives

All learners will be able to:

Listen, repeat the new word follow the instruction according the new words;

Most learners will be able to:

Read and answer the true or false questions of a given topic.

Some learners will be able to:

Make sentences, using of countable and uncountable nouns.

Assessment criteria use appropriate limited range of general topics;
  • read some support a limited range of short texts;

  • use appropriate countable and uncountable nouns in the sentences;

  • To define countable and uncountable nouns from the text

Values links to bring up pupils to protect animals;

to save it to our future generation

ICT skills: slides and videos
Cross-curricular links Communicate with biology and geography
Previous learning


Plants 2 Finding out and writing about parts of plants and trees

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Start



10 min

Greeting. Warm up

  • Good morning, children !

  • How are you?

  • I am fine, thank you.

  • Who is on duty today?

  • Who is absent today?

  • What month is it now?

  • What date is it today?

Now, it’s time to play now. One pupil say sea animals name one word. Another pupil will name one word. Another repeat it and add his word for example: a sea horse. A sea horse and a shark. A sea horse, a shark and a fish. A sea horse, a shark, a fish and a whale.

So, Today we are going to talk about sea animals. I will divide you into two group. I give you dolphin’s pictures. And you are take them.

Method: ‘Mosaic’

1st group: blue dolphin



2nd group: grey dolphin.










Cards of animals


Middle

25min

5.S7 Task 1

Children catch at the picture and find the new words.

The method: “ Catch a fish”

Sea - теңіз Whale – кит

Jelly-fish - медуза Shark –акула

Island – арал boat – қайық

Mammal – сүт қоректі жануарлар Ocean – мұхит

Find the missing letter and connect with pictures.

S_a dolphin_ _hale jellyfi_h mam_ al s_ark b_at oc_an

Descriptor: a learner

Read and repeat the words;

Find the pictures;

Full the missing letter.



The method: Brainstorming

Do you know about this animal?

Have you ever seen a dolphin?

Where? Do you like this animal?

5.R4 Task 2

Read the text “Dolphins – The dogs of the Sea

Dolphins are sometimes thought of as the dogs of the sea because they are usually playful and friendly. They’re also among the smartest animals on Earth. Dolphins are water mammals. Scientists believe they’re as smart as chimpanzees or dogs. Dolphins live in rivers and oceans, but the fun thing all about dolphins is that they must come up to breathe air.

Are the sentences True or False? Circle the correct answer.

1. Dolphins are smart animals. True False

2. Dolphins live in Lakes True False

3. Dolphins are related to whales. True False

4. Dolphins can live without air. True False

Descriptor: A learner

reads the text;

reads the statements;

circles the correct answer according to the text.



5.UE1 Task 3

Write two forms of nouns. Make sentences with nouns.

Water

Air

Sea

Milk

rice

Dog

Dolphin

Chimpanzee

River

animal



animal

Countable

Uncountable

For example: I have got a dog. Dolphins live in the rivers and oceans. Chimpanzee is smart animal. I drink water. Cats like milk.

Descriptor: a learner

Compare two forms of noun;

Use countable and uncountable noun

Make sentences with noun





























http://easyscienceforkids.com

/all-about-dolphins/


End

10 min


In summary section use method:

Sailor”

Sea – I can read new words;

Ship – I can read and say new words;

Sail – I know countable and uncountable nouns;

Flag – I can make up short sentences.


They build ship because clarify their level

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


Task is working with a pictures in this task. Learners will work with 3 types of skills. Such as speaking, reading and writing. They will work individually and collaborative form.

All learners will find the new words from the picture

Most learners will difine countable and uncountable nouns

Some learners will make up short sentences about sea animals

I will evaluate the learners works by praise orally and I will give them sea animals

for active pupils ( smart dolphin)

for good participators ( starfish)

for satisfied pupils ( carefree turtle)

To pay attentions to learners safety during the doing activates be careful in moving to places in dividing to groups

Reflection



Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

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 would have improved the lesson (consider both teaching and learning)?


1:


2:


What have I learned from this lesson about the class or individuals that will inform my next lesson?





Short term plan















































Согасовано

_____________

Short term plan

Long term plan unit:

Communication and Technology

School: secondary school named after A.Moldagulova

Date:


Teacher name: Zholdasova N.A.

Grade: 7

Number present:

Absent:

Theme of the lesson: Holding a debate about technology

Learning objectives (s) that this lesson is contributing to




7.R2 understand specific information and detail in texts on a range of familiar general and curricular topics

7.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

C3 respect different points of view

Level of thinking skills

1.Analysis.

2.Synthesis.

3.Assessment.

Lesson objectives

All learners will be able to:

-demonstrate knowledge about information and details from texts about technology with support

-remember and use vocabulary and makes sentences to talk about technology with support

-accept different points of view on the topic technology

Most learners will be able to:

-analyze the text and answer the questions on the text

Some learners will be able to:

-analyze the content of the text and compare the houses of nowadays and future

Assessment criteria




Use specific information and details from the text.

Speak fluently on the topic using vocabulary about Technology

Express his own point of view and discusses it with peers.

Value links

Economic growth based on industrialization and innovation

Cross curricular links

Physics, selfknowledge, History

ICT skills


Previous learning

Social Network Profile

Plan

Time

Planned activities

Resources

Beginning



5 min






















The teacher greets students; students respond to greeting and take their places.

Lead-up:

Now we’ll watch some episodes of film. Answer the questions:











1.What do you see on the video?

2.Do we use it in our everyday life?

3.Is it useful for people?



4.What are we going to talk about?

Video material

Middle

30 min



3 nim





































10 min































































2 min





































7 min









































8 min

(Students guessed about the theme)

As you guessed, today we’ll talk about technology and we’ll discuss the advantages and disadvantages of its usage



Read the title and the first paragraph of the text. How do you think what is this text about. Give your ideas.

Task 1.

Read the text correctly and carry out the following tasks:

Less able learners :

Find out in the text and write down words and phrases about new technologies.

More able learners :

Answer the questions about the text.

1.What type of new technology will help protect your house?

2 What role will the Internet play in smart houses

3. Would you like to live in such a home? Give reasons.

4 Do you think there are disadvantages to this technology?

The most able learners:

Give the description of house in future . Explain the difference between the houses of nowadays and future.

Write down few sentences.



Smarter that the other houses.

The next generation of fridges will use the Internet to make sure your food stays fresh and they’ll get in touch with the supermarket to order some more. The money will come straight out of your bank account and you’ll never run out of milk again.

Imagine you’re on the bus home after a hard day’s work and feel like a warm bath when you get back. All it takes in the house of the future is a quick text

message to the heating system. The heating

system warms the water and even runs the bath so that as soon as you walk through the front door, you can jump in and relax. And what about the doorknob? Scientists say that a doorknob with a computer could see someone walking up the path with bags of groceries and open the door for them. At the same time, it could lock all doors and contact the police in case of burglary. And the best thing about all this is that it will soon be part of our daily routine. Welcome to the future!

Concept checking: What should you do?

Descriptors:

  1. Read the title and the first paragraph of the text correctly

  2. Explain their ideas about the text.

  3. Find out words with specific vocabulary.

  4. 4.Answer the questions( with some support)

5.Give description of house in future. Explains the difference between house of nowadays and future.Write down few sentences.



Regrouping: Take pictures. Form two groups.

  1. Group 1.

  1. Group two.

T

Task 2.

Now look at the pictures and answer the questions.

  1. What do you see on these pictures?

  2. What’s the difference in these pictures?

Concept checking: What should you do?

Descriptor:

  1. Answer the questions (with picture support)







Team 1. Discuss in group. Why are new technologies helpful and useful for our life?

Concept checking: What should you do?

Descriptors:

1. Discuss in groups the advantages of new technologies.

Team 2. Discuss in group. Why are new technologies harmful for our life and people?

Descriptors:

1. Discuss in groups the disadvantages of new technologies.

One volunteer of each group represents the arguments for and against new technologies.

Descriptors:

  1. gives arguments for and against of usage of new technologies, discussed in the group using vocabulary of the theme.

Assessment:

Team 1-

Team 2-



Task 3. Make up a cluster about the advantages and disadvantages of new technologies.

Work in groups.

Team 1.

Discuss in group and make a cluster about advantages of new technologies.

Team 2.

Discuss in group and make a cluster about disadvantages of new technologies.

Two volunteers protect the clusters of the group.

Concept checking: What should you do?

Descriptors:

1.Draw a cluster with advantages and disadvantages on usage of new technologies.

More able learners make presentation of clusters.

Puzzles of cards







































Text

Cards with tasks









































































Cards with pictures



























Pictures









































Paper, water based markers

End

5 min












Reflection.

Ladder of success”. Learners should put himself/herself on one of three steps they feel at the end of the lesson.

In order to motivate learners ,after each answer of learners ,the teacher should assess them in oral form (-Very well.-Nice of you !-Let’s try again!)

Home task for the next lesson.

Write an essay about advantages and disadvantages of new technologies.

Saying goodbye

Dismissal

Water based markers




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
ICT links

More support:

Less able students – greater

support by means of prompts,

visuals or writing difficult words

on the cards.

More able students –

independent work on definite

tasks with little/no support.

Reflexion is carried out with the help of strategy “Stairs of success”.

Learners are given sheets of paper with the picture of three steps. Each step is labeled:

1 low step-“I couldn’t do anything.;2 middle step-I had some problems.;3 I’ve done everything well. Learners should put himself/herself on the step they feel at the end of the lesson.


  • Work with the SMART board not more than 10 minutes

  • Monitor classroom space when students start moving around

  • Use water based markers

Reflection

Were the lesson objectives/learning objectives realistic?

Did the learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?


Summary evaluation

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



1:



2:

What two things would have improved the lesson (consider both teaching and learning)?



1:



2:



What have I learned from this lesson about the class or achievements/ difficulties of individuals that will inform my next lesson?









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Предмет: Английский язык

Категория: Планирование

Целевая аудитория: 5 класс

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Поурочный план английского языка

Автор: Жолдасова Нурайна Ардаковна

Дата: 12.11.2018

Номер свидетельства: 485267

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