Homes and away

Unit of a long term plan

School:

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Lesson title

Homes 2

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

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

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

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

5. UE6 use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to: ask simple questions to get information and answer it use appropriate subject-specific vocabulary syntax to talk about

Most learners will be able to: write with support factual descriptions use prepositions to talk about location

Some learners will be able to: communicate meaning clearly at sentence level during, pair, group and whole class exchanges organise and present information

Assessment criteria

Ask and answer the questions using subject specific vocabulary

Describe your room with the given objects

fill in the correct pronouns and quantitative pronouns some, any, something, nothing anything

Describe the given home

Language objective

Bedroom, living room, bathroom, kitchen, dining room, upstairs and downstairs, sofa, bed, TV, armchair, table, chair, carpet, curtain.

Values links

National unity and peace and harmony in our society to teach learners to love their home and protect it.

Cross-curricular links

Kazakh, Russian languages

Previous learning

Homes (bedroom, bathroom, living room, kitchen)

They know all the objects belonging to the house and vocabulary

They introduced with the construction there is / there are

Plan

Planned timings

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

Resources

Start

10min

T-S.Greetings: Good afternoon dear children

How are you? What is the weather like today?

Is it hot or warm? Is it rainy or sunny?

What is the weekday today?

What is the season now?

Org moment: T-S. Dividing learners into three groups by the names of rooms

Livingroom bathroom kitchen

T-S .After dividing each groups should tell about the rooms and describe it what they can do in that room.

Checking homework: “Moving questions” This is the activity for asking homework all of you stand up make a circle and round the rope and stop there are sticker on the rope with the given questions according to the previous lesson take a sticker opposite of you and answer the questions.

1. What do we do in the living room?

2. What mother does in the kitchen?

3. Where do we sleep?

4. Where do we wash our face?

5. How many rooms are there in your house?

T. Introducing the lesson objectives. Today we are going to talk about our homes and objects in it and will describe and talk about it.

T-S. Teacher will put some questions according to the theme. Why should we need a home? Do we need rooms? What would we do if we have no rooms? Learners will answer to the given questions.

Cards flashcards of rooms

A rope with stickers

Middle

30min

Task-1.

W3. Describe your house with the given vocabulary

Bedroom, living room, bathroom, kitchen, dining room, upstairs and downstairs, sofa, bed, TV, armchair, table, chair, carpet, curtain.

Draw your ideal bedroom. In three minutes

write a few sentences about it. Compare your room with your partner’s. What is similar/different? Tell the class My ideal bedroom has got ... . There’s a ... in my bedroom. ...There is a ………. My bedroom is cool!

Descriptor: Describe your house with the given vocabulary

UE6. In general we use some in positive sentences and any in questions and negative sentences .We also use any with the meaning ‘it doesn’t matter which’:

• You can catch any bus. They all go to the centre.

Task-2.

UE6Complete the sentences with some or any.

1 .We didn’t buy ...any... flowers.

2 .This evening I’m going out with............................. friends of mine.

3.‘Have you seen............................. good films recently?’ ‘No, I haven’t been to the cinema

for ages.’

4. I didn’t have money, so I had to borrow.............................

5 .Can I have............................milk in my coffee, please?

6 .I was too tired to d o ............................work.

2)B. Make up your own sentences with the some ,any

There is a nothing between two beds

3) C. Describe your room with the some ,any

There is some flowers in the kitchen.

Descriptor:fill in the correct pronouns

Make up sentences using given pronouns

Describe one room using pronouns

Task-3

S6. Say the suitable sentences in pair work two learners in pair should say three sentences two sentences must be according to the theme one sentence must be the odd one and neighbours should recognize which is the odd one out.

Living room is the place where we can sit and watch TV.

Kitchen is the place where we can cook meals.

Gym is the place where we can play volleyball with our friends

Descriptor: give two clear sentences and one odd sentence during pair work

Task-4

S7. Complete the grapes with the given vocabulary and talk about it.

Bedroom, living room, bathroom, kitchen, dining room

S-S. For the conclusion of the lesson teacher takes the activity “branches of grapes” there will be drawn branch of grapes and learners should put the names of rooms on the grapes and pronouns which relates to a house on branches learners will show and discuss about rooms and describe one room of their house using pronouns.

Descriptor: Complete the grapes with the given vocabulary and describe one room of your house.

A cheet of paper pencil

pictures of preposition

cards

Flipchart marker cards

A list of descriptor

Flipchart

End

5min

For the feedback we will talk about “Traffic lights”

-Green The lesson is clear for me

-Yellow I have got some question

-Red I don’t understand anything

Home work: Make up a story about your friend’s house using prepositions

Figures of traffic lights

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 of learning 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).

Teacher assesses learners achievements with formative assessment by gests and by traffic lights

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.