What is a good friend?

Unit 3 Values

Term 2

LESSON: Friendship 2. What is a good friend?

School: Avat

Date:

Teacher name: Joldasbayeva N. N

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.L2 understand an increasing range of unsupported basic questions which ask for personal information

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

5.C9 use imagination to express thoughts, ideas, experiences and feelings

Lesson objectives

All learners will be able to:

• develop listening skills through watching a story about “Lion and mouse”

• improve speaking skills by working in pairs, groups and whole class

• express their ideas including emotions and senses

• portray various characters as roleplaying a story with a help of the text (tapescript)

Most learners will be able to:

• givetheirthoughtsusing the new vocabulary

• portray various characters as roleplaying a story with a help of key phrases from the text (tapescript)

Some learners will be able to:

• portray various characters as roleplaying a story without the text (tapescript)

Language objectives

Use simple present, past and future tenses

Value links

Respect, Support the friends

Cross curricular links

Psychology

ICT skills

Smart board for presenting a video

Intercultural awareness

Students will be able to understand that significance of friends role in the human life

Kazakh culture

Students will be able to value the work in Kazakh culture

Pastoral Care

Students will be able to understand the importance of respecting values

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords

Previous learning

Friendship 1

Plan

Planned timings

Planned activities

Resources

Lesson 1

Beginning

5-min

Class organisation

Warm-up and lesson objectives presentation

Warm-up (W, I) Truth telling

Learners are organized into the circle to write two adjectives to the flower about themselves(funny, strong, clever, polite etc),then they put their flowers into the pot flower. Other students have to guess the author of the paper.

Teacher introduces the lesson objectives.

PPT

Middle

3-min

3-min

7-min

18-min

Lead-in

Watch the video and guess the theme of the lesson

Pre - listening

Teacher asks students if a lion and a mouse can be friends. Why yes or no?

Vocabulary (W)

Teacher asks learners to put the words into correct group and check as a whole class.

While - listening (I)

Task 1. Listen to the story and choose the right answers.

Task 2. Write your answers to the questions.

Post- listening

Learners think of a think is the moral of the story(give arguments)

Role play (G)

Learners in 3 (narrator, lion, mouse) role-play the story.

Differentiation

Less able students are let to read the roles from the text (tapescript).

PPT

PPT

Handout 1

https://learnenglishkids.britishcouncil.org/ru/short-stories/the-lion-and-the-mouse

Handout 2

End

4-min

Reflection (W)

Two stars and a wish

Students identify two positive aspects of the work of a peer and then express a wish about what the peer might do next time in order to improve another aspect of the work. 'I want to give you a star for the start of your story and a star for the way you described the house. I wish that you will tell us more about Billy.'

PPT

Handout 3

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?

Cross-curricular links
Health and safety check
ICT links
Values links

• More support can be given at the start and in middle of lesson by providing less-able learners with story vocabulary in a word list so they can read examples of words seen or heard.

• Learners who are less confident at making up dialogue, can be given copies of parts of the dialogue from the story to read aloud.

• More-able learners can be encouraged to use the full range of language from the video when they practise the role-play.

• Monitor how much vocabulary learners can recall from images on the video without sound and then from video with sound.

• Monitor learners as they reorder events from the story. Can they read and understand each event and can they sort them into chronological order? Notice any sentences which are difficult for learners to understand and adapt for a future lesson.

• Monitor groups of learners as they agree on and practise dialogue for the role-play activity. Do they take turns to speak? Do they contribute appropriate language for the role-play?

• Links to the L1: Do learners know this story in the L1 and do they know any other Aesop’s fables?

• Make sure learners have sufficient space to act out the role-play.

• As the unit is on the topic of values, it is very important to leave time to discuss the end two questions with the whole class.

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?

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?