S1 Provide basic information about themselves and others at sentence level on an increasing range of general topics
W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics
UE14. Use prepositions to talk about time and location: use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics
S1 Provide basic information about themselves and others at sentence level on an increasing range of general topics
W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics
UE14. Use prepositions to talk about time and location: use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics
S1 Provide basic information about themselves and others at sentence level on an increasing range of general topics
W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics
UE14. Use prepositions to talk about time and location: use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics
S1 Provide basic information about themselves and others at sentence level on an increasing range of general topics
W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics
UE14. Use prepositions to talk about time and location: use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics
S1 Provide basic information about themselves and others at sentence level on an increasing range of general topics
W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics
UE14. Use prepositions to talk about time and location: use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics
S1 Provide basic information about themselves and others at sentence level on an increasing range of general topics
W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics
UE14. Use prepositions to talk about time and location: use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics
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«Rooms and furniture»
Ualikhanov secondary school №10Sembayeva L.A.5thgrade Unit 1 home and away theme: Rooms and furniture
S1 Provide basic information about themselves and others at sentence level on an increasing range of general topics
W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics
UE14. Use prepositions to talk about time and location: use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics.
Learning objectives
All learners will be able to:
-Provide basic information about themselves and others at sentence level
Most learners will be able to:
-Use prepositions to describe places
-write with support a sequence of short sentences in a limited range of familiar topics
Some learners will be able to:
Use prepositions to describe places in sentence level using appropriate vocabulary
Lesson objectives
One of the most obvious ways to increase classroom ability is to increase the amount
of active learning in your class. In my lesson plan I use variety of strategies for different skills.
Warm-up “Phonetic drill” for developing pronounciation
“ Brainstorming” for developing critical thinking
“ Poster” (GW)
Active learning strategies
“ What is it?” (GW)
“ QAs” for paying attention on a topic
“ Matching”
The most creative and active strategy is making a poster. It’s such kind of activity, where all members of group can find themselves useful. All types of activities are involved here(in poster).
Speaking, writing, drawing, imagination and working quickly in lack of time.
Teacher can identify different learning abilities and adapt their vocal explanations and support to a different academic levels. Using targeted questioning can produce different responses in pupils of different learning profiles.
Teacher can identify different learning abilities and adapt their vocal explanations and support to a different academic levels. Using targeted questioning can produce different responses in pupils of different learning profiles.
More able group Less able group
More able group
Less able group
Ask questions Tell details
Ask questions
Tell details
In order to make learning easy and comfortable for all learners teacher should differentiate task by different criteria. In my lesson plan there were such types of differentiation as:
“ by verbal support”
“ Group ability”
By teacher support
Spokesperson Painter
Spokesperson
Painter
“ by roles within groups”
In order to motivate learners, teacher should always provide F.A. after each task. In my lesson plan I use some types of F.A. which are suitable for their age, thinking skills.
Descriptor
A learner:
-Reads proverbs
-Translates them
-Matches it with equivalents
Formative Assessment
By thumbs
Peer assessment: By whish
Group assessment: Traffic lights
By claps”
Descriptor
A learner:
-Draws a poster
-Works in group
-Presents it in sentence level with appropriate vocabulary.
By stars
Orally: By compliments
Micro-teaching
During micro-teaching I’ve learned a lot of teaching strategies, methods from other teachers. They also gave me feedback for my own micro-teaching.
My future development
Feedback
of the lesson planning are to search more information about different methods, to continue using this knowledge in practice.
-According to the feedback from my trainer and colleagues I should be more confident, give clear, distinct instructions and make more motivating feedback.
