Поурочный план английского языка

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

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«Поурочный план английского языка»

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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’ 1^st group: blue dolphin 2^nd 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: Read the title and the first paragraph of the text correctly Explain their ideas about the text. Find out words with specific vocabulary. 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. Group 1. Group two. T Task 2. Now look at the pictures and answer the questions. What do you see on these pictures? What’s the difference in these pictures? Concept checking: What should you do? Descriptor: 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: 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?