План урока по английскому языку на тему "Homes and away"

Unit of a long term plan: Unit 1 Home and away

School: Akkudyk school

Date:

Teacher name: Tuleubi Zamzagul

CLASS: 5

Number present:

Absent:

Lesson title

Cities and countries 1

Learning objectives

5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

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

Lesson objectives

All learners will be able to:

Talk about their favourite cities in 4-5 sentences with some mistake with support

Most learners will be able to:

Talk about their favourite cities without any mistake with a little support

use comparative and superlative adjectives with support

Some learners will be able to:

Make 7-9 sentences using adjectives about their favourite cities without any support

Assessment criteria

recognize specific information and write factual descriptions

use comparative and superlative adjectives

Values links

To teach learners to love their country and society, protect them.

Cross-curricular links

Geography

Previous learning

Learners know types of homes, materials of homes, make sentences about objects in classroom using prepositions.

Plan

Planned timings

Planned activities

Resources

Start

5 minutes

Brainstorming. Learners answer the questions.

• What is the name of our country?

• What is the name of your favourite city?

• What other countries do you know?

Questions on the Active board

Middle

(group work)

8 minutes

5 minutes

(group work)

7 minutes

(individual work)

5minutes

5 minutes

Learners look at the map of cities of Kazakhstan. Teacher highlights “Atyrau is a large city, Aktobe is larger than Atyrau, Karaganda is the largest city”.

Guided discovery

Task – 1

Learners read the text and discuss in their small groups the highlighted adjectives.

Kazakhstan

In area, the Republic of Kazakhstan is the ninth largest country in the world. In population, the Republic of Kazakhstan is the sixty third largest country in the world. The biggest city in Kazakhstan in population is Almaty. It has about 2 million people. The tallest building in Kazakhstan is the Abu-dabi Plaza, in Astana (382 meters). The Almaty Towers 1 in Almaty, is shorter than the Abu-dabi Plaza. Zhem is the smallest town in our Republic (2,013population). The town Temir is larger than Zhem (2,513). There are nine lakes in the Kazakhstan. The biggest is Caspian Sea. The oldest city of our homeland is Taraz. The coldest area of Kazakhstan is the northern part of the country, The North Kazakhstan Oblast, including 13 regions and 1 regional center-the city of Petropavlovsk, the warmest area is the southern part of the country. The east part is warmer than the northern part.

Learners get grammatical explanation with the help of demonstrating graphic organizer to distinct differences between the two forms.

After the two forms are conveyed through the graphic organizer, teacher gives some examples to convey the forms in a sentence.

• Almaty is the biggest city in Kazakhstan.

• The town Temir is larger than Zhem.

The explanation is:

“We use the superlative form to point out the number-one item of the group of three or more. We often put a prepositional phrase at the end of a superlative sentence. Just like the previous examples given above. The prepositional phrase is underlined.”

“We use the comparative form to determine the number-one item between two specific things”. We add the word “than” after the comparative form of the word as demonstrated and underlined in the second example.”

Controlled practice

Task - 2

For each sentence below, circle the correct form of the word from the multiple choice options below the sentence, to complete it. Question number one has been completed as an example.

1. London is one of the ______ cities in the world.

(a. large b. larger c. largest )

2. The City is the _____ part of London, its financial and business centre.

(a. old b. older c. oldest)

3. With a population of 8,6 million people, London is _________ than New York City, which has 8 million people.

(a. big b. bigger c. biggest)

4. London has many _______ parks, such as, Royal Parks, Green space.

(a. great b. greater c. greatest )

5. Burabay National Park is________ than Kokshetau Park.

(a. big b. bigger c. biggest)

6. North Kazakhstan’s weather is ________ than South Kazakhstan.

(a. cold b. colder c. coldest)

Freer practice

Task – 3

• Ls compare their home city with London using superlatives and comparatives.

• Make up 7 sentences using target language. The teacher monitors.

• Learners walk around the class and present the works during 10 minutes. Take notes of things they learned from their peers’ papers.

• Share things they learned about the different cities using the target language.

Differentiation by the task

Less able learners:

Choose the correct form of the adjectives in brackets.

1. Petropavlovsk is one of the ______ cities in Kazakhstan. (small)

2. With a population of 200 000 people, Petropavlovsk is _________ than Kokshetau, which has people. (big)

3. Petropavlovsk has many _______ parks, such as, Park of culture, Park of Victory. (great)

4. Park of culture is________ than Park of Victory. (big)

5. London’s weather is ________ than Petropavlovsk. (cold)

More able learners:

Make up sentences using comparative and superlative forms of the adjectives then put the words in correct order.

1.(Petropavlovsk/is one of /large/cities/in Kazakhstan).

2. (London/Petropavlovsk/big).

3.(Petropavlovsk/many/has/large/parks).

4.(Big/Park of culture/ than/Park of Victory).

5.(weather/London/than/warm/Petropavlovsk/weather).

Most able learners:

Learners do the task according to the 1-2 tasks.

Formative assessment task

Assessment criteria:

• Recognize general specific questions without support

• Provide unprepared speech to answer a variety of questions at sentence level with limited flexibility

Look at the map and tell where the main cities are. Use ‘south, east, north, west’.

Example: Where is Almaty?

Almaty is in the north-east of Kazakhstan?

1. Is Astana in the centre of Kazakhstan?

2. Where is Aktau? Is it in the east?

3. Is Shymkent in the north of Kazakhstan?

4. Where is Astana?

5. Where is Pavlodar?

Descriptor: a learner

• Tells the location of cities correctly.

A map of the cities of the Republic of Kazakhstan on the Active Board.

Papers with the text “Kazakhstan”

Graphic organizer

Cards with tasks, cue cards

Posters

End

5 minutes

Reflection

“No hands up” (learners’ names are written on lollipop sticks.) Teacher asks the question to the class then one learner chooses a lollipop stick at random. Answers the question that learner whose name was written on lollipop stick.

1) When do we use the comparative form of adjective?

2) When do we use the superlative form of adjective?

3) What do you know about Northern part of our country?

4) Tell me the superlative form of the adjective ‘great’?

5) Tell me the comparative form of the adjective ‘small’?

Descriptor:

1. Listen to the teacher’s question.

2. Prepare your answer.

3. Give your answer to the class if the teacher calls your name.

Lollipop sticks

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 by grouping:

Learners work in mixed-ability groups. This gives an advantage to the low er learners to receive different and additional information from peers, while higher-level learners get the opportunity to develop and express their thoughts for the benefit of the whole group.

Differentiation by support: less able learners work with cue cards. Cue cards with grammar rules enabling shy learners to participate more confidently in group work;

more able students recognize the meaning of the cities and countries vocabulary and learn the usage them in sentences.

Differentiation by task:

Less able learners choose a correct form of the words and make up sentences about their home cities according to the given examples.

More able learners make up sentences using comparative and superlative forms of the adjectives then put the words in correct order.

Scaffolding by modeling: Ls do the third task according to the text ‘Kazakhstan’(1 task).

Doing the first one together.

Sentence level support with Cue cards

Types of questions such as:

Thinking time questions,

Conscripts and Volunteers,

No hands questioning.

Error corrections such as:

Delayed correction,

Peer correction,

Echo correcting of common pronunciation mistakes, incorrect word usage done in a whole class setting. (Correction works will be based on monitoring of teacher throughout entire lesson).

During the lesson, learners can move freely around the class.

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?