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| Teacher name: Sultanova B.G | School: № 4 named after Keiki batyr |
| Date: |
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| Grade: 5 | Number present: | absent: |
| The theme: | The world of work. My fun job. |
| Learning objectives(s) that this lesson is contributing to | 5.L7 recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics |
| Lesson objectives | All learners will be able to: to identify professions through listening to the specific information Most learners will be able to: to ask and answer the questions about jobs Some learners will be able to: give personal information within the job interview |
| Success criteria | After listening the text students will be able to identify the author's opinion and give arguments according to the job's interview correctly without any mistakes |
| Value links | Academic honesty, respect |
| Cross curricular links | P.E |
| ICT skills | Interactive board, Quizlet |
| Previous learning | Jobs vocabulary |
| Plan |
| Planned timings | Planned activities | Resources |
| Beginning
2 min
| Organisation moment: Greeting students Checking home task: collecting the workbooks Getting to know lesson objectives
| PPT |
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2 min
| Warm up Winter is snowy, Winter is frosty, The ground is white All day and all night
Teacher divides the class into 2 groups . 1.Steven 2.Mark
| PPT |
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4 min
| Class room rules.
Home work. Write the topic “My best friend”
Teacher plays the game "4 pictures 1 word". Students should identify the theme of the lesson by the pictures.
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“Auther’s chair”
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| Pre-reading:
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5 min
| Teacher gives new vocabulary: mascot, team, entertaint, fan, match, event, tiring, wateslide tester Students guess the meaning of new words with the help of visual aids.
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| 8 min
| Look at the video
Students read and listen to the text and identify each person's job. Students underline the key words in the text to support their choice. Read the text.
| Video
Ex: 1 SB, p. 46
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| While-reading:
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5 min
| Students read the text again and complete the sentences The groups is given one question to answer on the text. In your microgroups and tell what advantages and disadvantages do Steven and Mark have in their jobs. Express your ideas into your posters. Make posters and present them.
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poster
Ex:2 a .p:46 |
| Post-reading:
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| 5 min
| Comlete the sentences Students fill the table and write what they have known from the text and new words.
| Cards
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| 2 min | Feedback: The day is wonderful because I have learnt…….
Home task: learn new words by heart w.b (First Edition) p 32 ex 1,2,3,4
| PPT
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| Additional information |
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| Assessment – how are you planning to check learners’ learning? Self-assessment check-list will be given for each group and students will evaluate each-other according to this list.
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| 2 min | Reflection All objectives were reachable and realistic. Students were confident and succeed at the lesson, time was minded. All the activities were interesting for students
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| LESSON: Module 5 Lesson 5 The Samruk. Famous people
| School: № 4 named after Keiki batyr |
| Date: 20.01.2020 | Teacher name: Sultanova B.G |
| CLASS: 5 “ E” | Number present: | absent: |
| Learning objectives(s) that this lesson is contributing to | 5.S1 Provide basic information about themselves and others at sentences level on an increasing range of general topics 5.W4 Write with support a sequence of extended sentences in a paragraph to give basic personal information 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: |
| identify some main ideas and detailed information in texts and use some target vocabulary and structure correctly in writing task with support |
| Most learners will be able to: |
| identify most main ideas and detailed information texts and use a range of target vocabulary and structure correctly in writing task with support |
| Some learners will be able to: |
| identify all main ideas and detailed information in the texts and use a range of target vocabulary and structure correctly in writing task with little support |
| Previous learning | To use new active vocabulary and correct grammar construction in their speech |
| Plan |
| Planned timings | Planned activities |
| Beginning the lesson
in
| I . Organization moment: Greeting the learners II. Dividing into groups: divides learners into 2 groups with smiles III.Warm up .Sing the song/ IV.Home work V. Explain new theme Vocabulary presentation -OK children, let’s learn new words. I hand out cards with new words. Word are with translations and transcriptions. -Boys and girls, listen to me and repeat after me all together then repeat after one by one.
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| Middle 25 min
| To read for specific information/detailed understanding/main ideas Allow Ss some time to read the texts and mark the sentences T (true) or F (false) or DS (doesn’t say). Direct Ss to the Word List to look up the meanings of the words in the Check these words box. Match the words in the two columns. Use the phrases to say or write a summary of the text |
| To make verb/noun phrases and summarise a text Ss match the verbs to the nouns, then ask various Ss around the class to give a summary of the text using the phrases. Play the video for the Ss and elicit their comments at the end. To practise reading years Read the Study Skills box aloud and write the examples on the board, underlining the years. Say the years aloud and direct Ss to repeat. Direct Ss’ attention to the pictures and ask various Ss around the class who the people are. Ask various Ss to read out the captions under the pictures. Choose a pair of Ss to read out the example. Explain the task and allow Ss time to ask and answer questions about the pictures. Ask various pairs of Ss to report back to the class about the people in the pictures VI.Speaking A: Who was …….. ? B: A famous …… A: When was she/ he born? B: In …… A: When did she / he die? B: In ….
VII. ‘’ Post ‘’ game .Children writer the letter. |
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End min
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VIII. HOME WORK EX: 1p.40 GB Feedback 
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| Summary evaluation What 2 things went really well?
1. Presentation of new topic 2. Describing samruk /playing post/ What 2 things would have improved the lesson?
1. Grammar exercise 2. Do more writing exercise What have I learned from this lesson the class or individuals that will inform my next lesson? Giving more pair tasks according to the levels of learners knowledge
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| LESSON: Unit 5 Creativity Types of films | School: №4 named after Keiki batyr |
| 20.01.2020 | Teacher name: Sultanova B.G. |
| CLASS: 5 A | Number present: | absent: |
| Learning objectives(s)
that this lesson is
contributing to | 5.S1 Provide basic information about themselves and others at sentences level on an increasing range of general topics 5.W4 Write with support a sequence of extended sentences in a paragraph to give basic personal information 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:
- understand the difference between the types of films
Most learners will be able to:
- memorize words and able to dictate them to their peers Some learners will be able to:
- do gap - filling task without mistakes |
| Language objectives | To use new active vocabulary and correct grammar construction in their speech |
| Value links | Common history, culture and language |
| Thinking links | Knowledge, understand and high level |
| Assessment criteria | name the types of films and understand the difference between them describe the types of films using adjectives and dictate them to their peers do gap – filling task to take basic information |
| Cross curricular link | ART |
| Previous learning | Creativity |
| Plan |
| Planned
timings |
| Resources |
| Start 10 minute | I. Organization moment: Greeting the learners II. Revision of previous theme: Pupils speak about Mythical creatures. III. Dividing into groups: divides learners into 2 groups with smiles 1st group Horror film 2nd group Comedy film Warm up: Do you like to watch films? When we feel frightened watching film, what film is it? When we laugh, watching film what film is it? Ok, learners name the types of films which do you know? Look at the active board Speaking IV. Explain new theme Vocabulary presentation -OK children, let’s learn new words. I hand out cards with new words. Word are with translations and transcriptions. -Boys and girls, listen to me and repeat after me all together then repeat after one by one. | action | [ʹækʃ(ə)n] | Боевик | | animated cartoon | [ʹænımeıtıd kɑːˈtuːn] | Мультфильм | | comedy | [ʹkɒmədı] | Комедия | | historical | [hıʹstɒrık(ə)l] | Тарихи фильм | | horror | [ʹhɒrə] | Қорқынышты фильм | | musical | [ˈmjuːzɪkəl] | Музыкалық фильм | | adventure | [ədʹventʃə] | Шытырман оқиға | | romance | [rəʊˈmæns] | Романтикалық фильм | | detective | [dɪˈtektɪv] | Детективті фильм | | western | [ʹwestən] | Батыстық фильм | | science - fiction | [ʹsaıəns ʹfıkʃ(ə)n] | Ғылыми таңғажайып | | fantasy | [ʹfæntəsı] | Таңғажайып/ фантастика |
Exercise 6 p. (SB) Match the titles to the types of films. Make sentences. Descriptor: A learner Answers: 1-l; 2-j; 3-b; 4-I; 5-e; 6-c; 7-k; 8-h; 9-a,g; 10-d; 11-g,a; 12-f. |
Active board
Stickers of smiley face
Poster of films
Cards
Active board |
| Middle
25 minute
| Adjectives to describe films
Exercise 7 p. (SB) In groups talk about types of films, as in the example. Do you like action films? Yes, I love them. So do I. They`re exciting. How about musicals? I don`t like musicals. Neither do I. They are boring.
| The Dragon | Cowboys | | Mickey Mouse | Detective Mollory | | Dracula | Funny faces | | Space Station | Love story | | The explorers | Queen Victoria | | The search | Let’s dance |
Listening. Next task is for listening where two friends Mario and Tamara discuss what kind of film they go to watch. Let`s listen to what film type they`ll choose at the end
Exercise # 1 Pre-listening task Matching exercise on worksheets about film types
Exercise # 2 While- listening tasks: multiple-choice 1.Which film are Mario and Tamara going to see? Mr and Mrs Jones / War Games / Robot 2075 / King Robert V/ Forever/ Midnight Moon 2.What time does the film they want to see start? 12.00 p.m. / 2.30 p.m./ 5.20 p.m./ 7.00 p.m. / 7.15 p.m./ 7.30 p.m. 3.What time are Mario and Tamara going to meet? 12.00 p.m. / 2.30 p.m. / 5.20 p.m. / 7.00 p.m. / 7.15 p.m. / 7.30 p.m.
What is your favourite film? Why do you like to watch it? In order to know the answer I want you to make up a poster about your most favourite film. It must be: - colourful; - meaningful; - and it must be done in 5 minutes After doing the task you have to speak on it |
Pictures for adjectives
Active board
http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/going-cinema
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| End 5 minute | Feedback Hot seating This film is about my country’s history This film is about a magical country with talking animals In this film, the actors sing and dance This film is about cowboys This film is about space travel in the future In this film, a couple falls in love In this film, the hero does dangerous and exciting things This film is very funny and makes you laugh In this film, the characters are drawing
Descriptor: A learner Giving home work Ex: 7/9 page:37 /Work book/ | Table |
| 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 student’s learning? | Cross – curricular links Health and safety check ICT links Value links |
| Strategies: Odd one out Basketball questioning More support: 5Ws questioning Some support: More complicated questions. Minimal support: Complicated questions.
| Self – assessment The learners evaluate yourself by descriptor card Color the circles | Learner’s name | Des 1 | Des 2 | Des 3 | |
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|  Excellent  Good  Poor |
ART
Active board
Common history, culture and language
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| Reflection Were the lesson objectives/learning
objectives realistic?
What did the learners learn
today? What was the learning
atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why? |
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| Summary evaluation
What 2 things went really well?
1. Presentation of new topic 2. Describing films /playing basketball/
What 2 things would have improved the lesson?
1. Grammar exercise 2. Do more writing exercise
What have I learned from this lesson the class or individuals that will inform my next lesson? Giving more pair tasks according to the levels of learners knowledge
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