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The Samruk. Famous people

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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

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

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«The Samruk. Famous people»




Teacher name: Sultanova B.G

School: № 4 named after Keiki batyr

Date:



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




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


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.




“Auther’s chair”


Pre-reading:



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.




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



While-reading:




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.





poster



Ex:2 a .p:46

Post-reading:


5 min


Comlete the sentences

Students fill the table and write what they have known from the text and new words.


Cards


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


Additional information


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.




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




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



  1. 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.

  • Magic - сиқыр

  • Steppe - дала

  • Nest - ұя

  • Contain - қамту

  • Happiness - бақыт

  • Underworld – қылмыс әлемі

  • Crawl - жорғалау


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.



End

  1. min



VIII. HOME WORK

EX: 1p.40 GB

Feedback

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









































































Lesson plan

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

  • use adjectives to describe types of films

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

  • Name the types of films

  • Match the titles to the types of films.

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














































  • Use of English: Adjectives

Adjectives to describe films


  • Speaking

  • Agreeing/Disagreeing

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.


  • Just a minute

  • Learners select one film and describe it

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.


  • Making a poster or project work

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




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

  • Understand the difference between types of films

  • Name the types of films

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


_______









Excellent

Good

Poor


ART


Active board


Common history, culture and language



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?


  • I think the lesson objectives were realistic and interesting


  • Today learners have learned types of films and how to describe it


  • The atmosphere was friendly


  • I think make a poster was difficult




  • I stuck to timings

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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Предмет: Английский язык

Категория: Уроки

Целевая аудитория: 5 класс

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The Samruk. Famous people

Автор: Султанова Бекзат Галымовна

Дата: 09.02.2020

Номер свидетельства: 538908

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