Cities and countries

Unit 1: Home and away

School: №1 Kuryk village

Date:

Teacher name: Igniyazova Aigul

Grade: 5

Number present: 12

absent: 0

Theme of the lesson:

Cities and countries

Learning objectives(s) that this lesson is contributing to

5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics

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

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

Level of thinking skills

Higher order of thinking levels

Assessment Criteria

• Apply the rule of comparative and superlative adjectives

• Interact with each other delivering content correctly and clearly to others

• Use the information to write sentences, which describe people, place and objects.

Lesson objectives

All learners will be able to:

• work in pairs and answer to the simple questions.

Most learners will be able to:

• make up sentences using a variety of adjectives

Some learners will be able to:

• pronounce words/phrases intelligibly and make up dialogues

Language objectives

Use simple present tenses

Value links

Respect, trust, support

Previous learning

Checking homework “Odd one out” Show learners either a set of pictures or words (with a link to the lesson content). They should explain which one does not belong with the rest and give a reason why.

Cross curricular links

Geography

Plan

Planned timings

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

Resources

Start

5 min

I. Organizing moment

Greetings

Dialogue with the duty

Divide the students into 3 groups by assembling pieces of pictures.

There are three pictures of Baiterek, the monument Altyn adam and the Eternal light. Learners should put each piece in correct order. After responding the questions “Where’s the Baiterek?”, “Where’s the monument Altyn adam?”, “Where’s the Eternal light?” learners find their groups.

Group I – Astana

Group II – Almaty

Group III – Aktau

II. If this is the answer, what’s the question?

Each group has a statement and they should identify what the original question was that would generate that answer.

Group I – Almaty is the biggest city in Kazakhstan. (sample question: What is Almaty like?)

Group II – The largest sea Caspian is in the west of Kazakhtan. (sample question: Where’s the largest sea situated?)

Group III – There’s the youngest capital city of the world in our country. (samle question: What’s the capital of Kazakhstan?)

Handout 3 Strategies for language lesson planning. “If this is the answer, what’s the question?”

Middle

30 min

5 UE3 “Adjectives”

Describe pictures with one word. What differences can you see?

An adjective can exist in three forms – positive, comparative and superlative. The positive form is the base form of the adjective. The comparative form expresses a higher degree of some quality. The superlative form expresses the highest degree.

Differentiation practice

Task A level

Fill in the gaps with the comparatives or superlative form of the adjectives in brackets, adding any necessary words.

1. Which is the coldest (cold) planet in our solar system?

2. Is the Gobi desert … (large) the Sahara desert?

3. Which is … (heavy) animal in the world?

4. Which is … (long) wall in the world?

5. Is Mount Everest … high Kilimanjaro?

6. Which is … (small) continent in the world?

7. Does the cheetah run … (fast) the lion?

8. Does the blue whale make a … (loud) sound … the polar bear?

9. Which are … (tall) buildings in the world?

10. Has a falcon got … (good) eyesight … a human?

Task B level Task C level

Descriptor A learner

• uses adjectives in the comparative and superlative forms;

• uses topic vocabulary;

Assessment

Task 2. Pair work. Speak about the pictures using adjectives.

Group 1

Group 2

Group 3

Descriptor A learner

• pronounces words and phrases intelligibly

• works in a pair;

• discusses the objects on the pictures.

Assessment

“Grammarway”

Jenny Dooley-Virginia Evans

Express Publishing

http://www.k5learning.com/free-grammar-worksheets/adjectives

End

10 min

Conclusion: Strategy: “What’s missing from the sequence?”

Show learners a sequence of words with one missing and ask them to identify what missing word is. For example: 1. Boiling-Hot-Warm-?-Freezing. 2. Best-Better-?-Bad-Worse-Worst

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Home task: To write about sightseeing of three cities (Atyrau, Kostanai, Shymkent)

Handout 3 Strategies for language lesson planning

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

Most support: Use only positive adjectives.

Some support: use comparative and superlative forms of adjectives.

Minimal support: use all kinds of adjectives.

Self-assessment

Geography

Reflection

Were the lesson objectives/learning objectives realistic? Did all 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?

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

Learners managed to use a variety form of adjectives.

Learners could apply the present simple tense doing asks.

All learners used comparative form of short adjectives. Most learners applied comparative and superlative forms of adjectives. Some learners could differentiate all forms of adjectives.

Summary evaluation

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

1: pair work on making a dialogue

2: information about cities of Kazakhstan

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

1: speaking comprehension

2: grammar skills

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

I should more pay attention on grammar difficulties.