Writing a report

Unit 6 Our works

LESSON: Writing a report

School: 12

Date:

Teacher name: Zhunusova Parasat

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

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

5.R5 deduce meaning from context in short texts on a limited range of familiar 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.R9 recognise the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics

5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics

5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics

5.C4 evaluate and respond constructively to feedback from others

Lesson objectives

• Learn how to write a report.

• Learn and practise how to use capital letters, commas, full

stops, and question marks.

Language objectives

Use simple present, past and future tenses

Value links

Respect, Support the friends

Cross curricular links link

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

Asking questions in class: understanding, meaning and spelling.

Plan

Planned timings

Planned activities

Resources

Lesson 1

Beginning

5-min

Class organisation

Warm-up and lesson objectives presentation

Warm-up

• Ask students to choose two languages they would like to learn, and to give a reason for their choices.

• Get feedback by asking a few students to tell the rest of the class which languages they would like to learn and why.

PPT

Middle

3-min

3-min

10-min

15-min

Exercise 1

• Focus on the photo and ask students to discuss it in pairs.

• Discuss the photo briefly as a class to check the answer.

ANSWERS

They are in class at school.

Exercise 2

• Draw students’ attention to the incomplete dialogue and the words in the box. Explain the task.

• Play the recording. Students complete the dialogue.

Check answers as a class.

ANSWERS

1 can 2 understand 3 How

Exercise 3

• Draw students’ attention to the key phrases and explain the task.

• Play the recording and ask student to repeat.

• Divide students into pairs and allocate each student the role of Tom or Rosa. Ask them to practise the dialogue in pairs.

ANSWERS

Yes, I can. I think it’s ‘lesen’. It’s ‘lesen’. It’s L-E-S-E-N.

Exercise 4

• Draw students’ attention to the questions. Ask them to underline the verbs and to tell you how these questions are different from those on page 57.

• Elicit that these questions use can instead of do. Point out that we use can to ask about ability and to make requests.

ANSWERS

1 B 2 A

Question 2 is a request.

Example from dialogue: … can you say that again?

Exercise 5

• Instruct students to complete the questions and explain the task.

• Ask students to identify which of the questions are asking about ability and which of them are making requests.

• In pairs, students ask and answer the questions. Circulate to check that they are using the structure correctly.

• Get some feedback from each pair by asking students about their partner.

ANSWERS

Students’ own answers

Exercise 6

• Draw students’ attention to the questions 1–5. In a weaker class, read through them with the class and check for understanding.

• Divide students into pairs and explain the task. Encourage them to use similar phrases from the dialogue in exercise 3 to help them as they answer the questions.

• Circulate and monitor as students speak, making a note of any errors you would like to address later and checking for correct use of the present simple in all its forms.

• When students have finished, get some feedback from each pair by asking each pair one of the questions.

ANSWERS

Students’ own answers

Exercise 7

• Ask students to prepare for the activity by looking back through the book and choosing different words to test their partner. Tell them to choose ten words from a mixture of units.

• Divide students into pairs and explain the task. Refer them to the examples in the speech bubbles, pointing out that they should use a variety of phrases from the dialogue as they speak.

• Circulate and monitor as students speak, making a note of any errors you would like to address later and checking for correct use of the present simple question forms.

ANSWERS

Students’ own answers

Exercise 8

• Draw students’ attention back to the dialogue in exercise 2. For a stronger class, give students 1–2 minutes to complete the activity individually and then ask them to practise their new dialogues with a partner. With a weaker class, ask the students to do the activity in pairs.

ANSWERS

Students’ own answers

PPT

PPT

Handout

End

4-min

Reflection (W) Same…Different?

Teacher uses three colours of the traffic lights to organise a discussion for identifying the similarities and differences between the heroes of the story?

PPT

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?