Тема урока Home and away

School: NIS Kokshetau

Long term plan unit: Unit 1. Home and away

Date: 05-06.09.18

Teacher‘s name:

Grade: 5 ABC

Number present:

absent:

Lesson 5-6

Topic of the lesson: Rooms and Furniture

Learning objective(s) that this lesson is contributing to

5.S1 make basic statements which provide information on an increasing range of general and some curricular topics

5.W3 write with support short sentences which describe people, places and objects

5.UE1 use singular nouns, plural nouns – including some common irregular plural and uncountable nouns, possessive ‘s/s’ to name, describe and label things

5.UE4 use determiners a, an, the, zero article, some, any, this, these, that , those to refer to things on a growing range of general and some curricular topics

Lesson objectives

All learners will be able to:

• Make up 3-4 sentences to describe bedroom using there is/are

• Provide an example for each type of sentences (Aff, Negative, interrog)

Most learners will be able to:

• Make up 4-5 sentences to describe bedroom using there is/are

• Provide a few examples for each type of sentences (Aff, Negative, interrog)

Some learners will be able to:

• Make up more than 6 sentences to describe bedroom using there is/are

• Provide a number of examples for each type of sentences (Aff, Negative, interrog)

• Help others to make up interrogative and negative sentences

Assessment Criteria

The student has achieved the objectives if:

They make describe a room in 3 sentences using There is/are

They formulate 3 types of sentences

Value links

Life-long learning, Cooperation, Appreciation of shared resources, Exploration

Previous learning

Rooms and Furniture (vocabulary+ use of English)

Cross – curricular links

Science

Use of ICT

Projector

Global Citizenship (incl. intercultural awareness)

Respect, collaboration

Kazakh culture

-

Pastoral Care

The teacher will support the students’ development in a holistic manner – mentally, socially, cognitively, emotionally

Health and safety

The teacher will do a safety check to eliminate potential hazards before the lesson starts. The teacher will be familiar with the emergency procedures.

Time

Planned activities

Resources

Beginning

(W/I)

5 min

Middle

15 min

Period 1

Greeting & Objectives

Greet learners and ask about their previous learnings (Rooms and furniture, Construction There is /there are).

Ask some warm up questions (How many pupils are there in the room? How many computers are there on the teacher’s table?)

• Draw learners’ attention to the lesson objectives and make sure they all understand them

Rooms and Furniture

Vocabulary (Part II)

Provide students with “Excel” course book copies (pp/11-12)

1. Students listen to Track 10 and repeat the words from the picture (W).

2. Students write unknown words into vocabulary copybooks (I). T. makes sure they pronounce the words correctly (T, W).

Speaking

1. Students look at the picture at page 11 and practice THERE IS /THERE ARE by making up sentences verbally in pairs (P), then they can share their sentences with others (I, W). An example can be written on the board in advance (T)

PPT slides 1-3

p.11

Tracks 10

PPT slides 4-6

15-20 min

Writing

1. Ask students in 5-7 min write 3-4 sentences about their ideal bedroom, using THERE IS/ARE. As scaffolding, write on the board “My ideal bedroom has got … . There is … in my bedroom. My bedroom is fantastic!”

2. Once students finish writing, they swap copybooks to find similarities/ differences of their bedrooms. Along with that, they check each other’s accuracy.

PPT Slide 7

15 min

20 min

Period 2

Use of English

1.Rule I: Students read the rules (ex.1) (T, W). Make sure students understand the words: AFFIRMATIVE, NEGATIVE, INTERROGATIVE, SHORT ANSWERS. Students complete the last column of the rules handout. (Answers: 1.there is, 2. There are, 3. Is there/are there)

2. Practice: Students do ex 2. They complete the gaps with correct answers referring to the picture.

3. Rule II: Provide students with the rules (ex. 4). Make sure they read and understand the rules. THEY STICK THE RULES INTO THE COPYBOOKS.

4. Practice: Students do ex. 5. They fill in SOME and ANY in the exercise.

5. Practice: Students make up affirmative, negative, interrogative sentences in copybooks.

p. 12

PPT slide 8-10

End

(W/I)

5 min

Reflect, Revisit Learning Goals & Check with Questions

• Ask students to reflect on if they feel they have achieved the learning goals & what they liked/didn’t like about the lesson

PPT slide 11

Home task

• Provide students with pictures to make up 3 types of sentences (Aff., Neg., Interr.)

copybooks

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?

***See in text notes about specific differentiation techniques

In general:

• Allow for flexible groupings and cooperative learning, depending on the appropriateness to the task

• Allow for extra time for students needing it, when appropriate

• Give extra task or visual support to students needing extra English support

• Create small learning groups for students needing extra support or enrichment with the co-teacher, when appropriate

• Encourage high-preforming students to lead activities and support others during challenging tasks

• Provide interesting puzzles, texts etc. to those students who finish early

• Use open-ended tasks and questions so students may take their learning in their own directions

• When possible, allow for student choice of task

Informally throughout the lesson and specifically through:

Peer- checking

Whole class assessment

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?