Homes in kazakhstan план урока 5 класс
Обновлено: 06.07.2024
Use prepositions of place in the sentences, write sentences with There is…\There are, label the pictures, draw bedroom.
Most learners will be able to
Use prepositions of place in the sentences correctly, write sentences with There is…\There are, label the pictures, draw a bedroom.
Some learners will be able to
Use prepositions of place in the sentences correctly, write sentences with There is…\There are, label the pictures, draw and describe bedroom.
Success criteria
• works cooperatively in a group;
• draws a picture of his/her room;
• describes the room using topic vocabulary;
• uses prepositions correctly.
Value links
Values are instilled by/through discussion activities, answering the questions, respecting each other, sharing opinions.
Cross curricular links
ICT skills
Learners use online dictionaries if necessary, no ICT skills are focused on this lesson
Previous learning
Содержимое разработки
Long-term plan: Unit 1 “Home and away”
Gymnasium № 41
Teacher’s name: Chirkova L.A.
Theme of the lesson: Homes
Learning objectives(s) that this lesson is contributing to
5.S2 ask simple questions to get information about a limited range of general topics
5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics
5.S1 Provide basic information about themselves and others
at sentence level on an increasing range of general topics
Lesson objectives
All learners will be able to
Use prepositions of place in the sentences, write sentences with There is…\There are, label the pictures, draw bedroom.
Most learners will be able to
Use prepositions of place in the sentences correctly, write sentences with There is…\There are, label the pictures, draw a bedroom.
Some learners will be able to
Use prepositions of place in the sentences correctly, write sentences with There is…\There are, label the pictures, draw and describe bedroom.
Success criteria
• works cooperatively in a group;
• draws a picture of his/her room;
• describes the room using topic vocabulary;
• uses prepositions correctly.
Value links
Values are instilled by/through discussion activities, answering the questions, respecting each other, sharing opinions.
Cross curricular links
Learners use online dictionaries if necessary, no ICT skills are focused on this lesson
Previous learning
Planned timings
Planned activities (replace the notes below with your planned activities)
Learners give one word they remember from the previous lesson.
2. Prepositions of place
(W, D) Teacher shows pictures, learners do gests.
3. Activity 1
(W, P, f) Learners look at words written on board: in, on, under, above, between, behind, in front of, next to, opposite, near. Divide class into three teams. They decide on a team name. In turn, a learner from each team says a sentence about any object in classroom using a preposition.
4. Work in the copy books.
(W, I, f) Learners write sentences into their copy books.
5. Introduction of new vocabulary
(D, W, I) Learners label the pictures.
Dining room, bed room, living room, kitchen, bathroom
Do you live in the house or in the apartment?
How many rooms are there in your house?
Have you got a favourite room?
What things are there in your favourite room?
Is bedroom your favourite room? Why? Why not?
6. Activity 2
(P,f) In the pictures there are rooms of Sponge Bob and Mickey Mouse. Draw a similar plan of your room. Describe your room to your partner.
5C6 Organize and present information clearly to others.
5S7 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topic.
5R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics
5W8 Spell most high-frequency words accurately for a limited range of general topics.
5UE14 Use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics.
Lesson objectives
1) By the end of the lesson all students will be able to:
Identify and name parts of the house (flat) and objects in it
Use prepositions of place and construction “there is/are” to make up sentences with some visual support
2) By the end of the lesson most students will be able to:
Write correctly 6-8 words on the theme homes.
Describe their room using prepositions of place and construction “there is/are”
Recite the poem by heart with some visual support
3) By the end of the lesson, some students will be able to:
Recite the poem by heart without any support
Describe their rooms without any support
Assessment criteria
Name parts of the house (flat) and objects in it
Demonstrate the accurate spelling and guess
Demonstrate the accurate reading and memorization
Make up short sentences using the construction “there is/are” and prepositions of place
Level of thinking skills
Knowledge, Comprehension, Application, Synthesis
Values links
Respect each other opinion
Previous learning
New vocabulary according to the previous lesson, prepositions of place , construction “ there is/are”
Planned timings
Planned activities (replace the notes below with your planned activities)
1. Teacher welcomes students and asks them to begin the lesson with the drill “Simon says”. Active learning. Total Physical Response strategy (W)
The rule is to repeat the action after the teacher showing you after the words “Simon says”. If the teacher does not say “Simon says”, learners mustn’t repeat an action. The student who repeats the action without “Simon says” is out of the game.
During this drill, learners will revise the construction “there is/are”. For example, teacher says: Simon says there are chairs in the classroom (and show process of sitting); Simon says there is a bed in the bedroom ( and show the process of sleeping); The bird is in the sky
(show the process of flying), etc.
2. Speech warm-up. Critical thinking strategy “Recreate a poem” (Воспроизведи стихотворение) (W,I)
The task is to recreate a poem by heart using fewer and fewer words.
The teacher: I’d like you to begin your work by reading a short poem “Rooms”.
One student reads the poem. The other pupil translates it.
This is the kitchen,
Where mother cooks for me.
This is the living –room,
Where we watch TV.
This is the bathroom,
Where we wash every day.
This is the bedroom,
Where I sleep and play.
Then the teacher deletes 4 words and another student reads the poem with missing words :
This is the kitchen,
Where ____cooks for me.
This is the living –room,
Where ____ watch TV.
This is the bathroom,
______ we wash every day.
This is the bedroom,
______ I sleep and play.
Then the teacher deletes several words in each line:
______ ______ the kitchen,
Where ____ ______ for me.
______ ______ the living –room,
Where ______ ______ TV.
_____ ______ the bathroom,
______ we ______ every day.
______ ______ the bedroom,
______ I ______ and _____.
Then the teacher deletes almost all words in each line:
______ ______ ______ kitchen,
______ _____ ______ for me.
______ ______ ______ living –room,
______ ______ ______ TV.
______ ______ ______ bathroom,
______ ______ ______ every day.
______ ______ ______ bedroom,
______ _____ _____ and _____.
Finally, the teacher shows the last slide with a picture of those 4 rooms and pupils have to recreate a poem by heart only with visual support.
Self-assessment is provided through coloring the appropriate fellow( Blob evaluating tree).
Differentiation by task. (the complexity of the task)
Learning objective: 5R1 Understand the main points in a limited range of short simple texts on general and curricular topics.
Criteria-based assessment:
Assessment criteria
Demonstrate the accurate reading and memorization
a learner reads a poem and memorizes some words. Some learners recite the poem by heart.
3. Introducing the theme of the lesson.
“Unscramble letters” strategy. (W)
Teacher asks the learners if they can guess about the theme of the lesson. She gives them a clue, but the letters are jumbled.
Students’ suggested answer – My flat
The teacher: If you want to come into your flat you should remember the names of rooms. But they are also encoded.
Students’ suggested answers : living-room, dining-room, bedroom, flat, kitchen, bathroom, toilet
Learning objective: 5W8 Spell most high-frequency words accurately for a limited range of general topics.
Criteria-based assessment:
Assessment criteria
Demonstrate the accurate spelling and guess
a learner unscrambles 8 words and pronounces them correctly.
Formative assessment is provided through a teacher feedback: a teacher praises students and gives them stickers for correct answers .
4. Checking homework.
Critical thinking strategy “Sticks and Tails” ( I, P)
Students get schemes of words. They fill in the graphic schemes with the words they have learnt before. Each square is for one letter. Students must be attentive with such letters as t, h, f, etc., because they have “sticks” in written form, and, also, with letters p, j, g, etc., because they have “tails” in written form.
Time is limited (5 min)
Learning objective: 5W8 Spell most high-frequency words accurately for a limited range of general topics
Peer assessment is provided through exchanging works with each other. Then teacher hands out cards with answers and signal cards for the whole class checking.
more than 4 mistakes
Self-assessment is provided through coloring the appropriate fellow ( Blob evaluating tree).
Criteria-based assessment:
Assessment criteria
Demonstrate the accurate spelling
a learner spells 8 words. Some learners spell less words
5. Dividing learners into three groups by the themes “Rooms”, “Furniture” “Prepositions”
Learners read the words on their cards and find the members of their group
6. Task: Project work. Make up a poster (collage)
Each team chooses any 5 ice cream sticks with word combinations, makes up sentences with these phrases and the construction there is/are , and glues appropriate picture on the template of the room
Then each team chooses a volunteer who will describe their collage to another group ( a volunteer of the 1 st group describes their collage to the 2 nd group; a volunteer of the 2 st group describes their poster to the 3 nd group; a volunteer of the 3 st group describes their collage to the 1st group)
Leaning objectives: 5C6 Organize and present information clearly to others. 5S7 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topic. 5UE14 Use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics.
Peer assessment is provided through gluing stickers on volunteer’s drawings by all members of other group.
Formative assessment is provided through a teacher feedback: a teacher praises all students and gives them sweets for their work .
Self-assessment is provided through coloring the appropriate fellow (Blob evaluating tree).
Differentiation by roles inside the group, by types of learners
Criteria-based assessment:
Assessment criteria
Demonstrate literacy and accuracy in making up of the description of the room
A leaner writes 5 sentences using prep.of place and the construction there is/are and describe the room . Some learners describe the room with peer support.
7) Differentiation by home task. Differentiation by resources.
Teacher asks students to draw a picture of their favorite room, label the objects in it and describe it using familiar prepositions of place and the construction “ there is/are”. Try to make up a description from 6 till 12 sentences.
High-achieving students make up a picture, label all furniture items and describe the room not less than 12 sentences without supporting resources.
Mid-achieving students make up a picture, label furniture items and describe the room not less than 6-8 sentences using dictionaries or any other supporting resources.
Low-achieving students make up a picture, label furniture items and try to describe the room with some support.
8) Reflection “ Which step have you reached today” (Ladder of success)
The poster of the Ladder is on the blackboard.
First of all, students assess themselves according to their Blob tree. Trough analyzing their self-assessment sheets , students glue stickers on the appropriate stair of the Ladder of Success .
“Fireworks strategy” for saying goodbye.
Students start clapping while standing up. They clap louder and louder moving hands above their heads like a firework.
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Short term plan
Unit 1 Homes and away
Unit of a long term plan unit1
Teacher name: Solovyeva Alla Wladimirovna
Number present:
Lesson title
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)
L1. Understanding sequence of supported classroom instructions
S7. Use appropriate subject- specific vocabulary and syntax to talk about a limited range of general topics
UE3. Use a growing variety of adjectives and regular and irregular comparative and superlative adjectives an a limited range of familiar general and curricular topics
W3 write with support factual descriptions at text level which describe people, places and objects
Lesson objectives
All learners will be able to:
Name parts of yurt, understand vocabulary, describe places
Most of learners will be able to:
Understand specific vocabulary
Assessment criteria
Say topic words with clear pronunciation. Say expressions clearly
describe places and objects use adjectives in degrees
Language objective
Yurt , shanyrak uwyk a carcass
Values links
To keep ,to increase and to hand down traditions and friendship between people
Cross-curricular links
Previous learning
Review
Planned timings
Planned activities (replace the notes below with your 9planned activities)
Good morning pupils! Who is on duty today? Who is absent?
Teacher divides pupils in 2 groups with cards: “ Yurts’, “ Homes”
L1 Task 1 Listen to and repeat attentively after teacher : a bedroom, a dining room, bathroom, a living room, a toilet, a study,
a round-shaped , a shanyrak , a kerege ,a uwyk
L 1 Task 2 Match the pictures with the words
Yurt is a round-shaped, it consists of three main parts and many other smaller parts. Three main
parts include Shanyrak – top of the Yurt, Kerege – walls carcass and Uwyk – a carcass
part from Kerege to the Shanyrak.
Yurt usually does not have rooms in it, and it was a common practice to have a separate
YuYrt as a bedroom, separate one as a kitchen, guesthouse, etc as long as people could
afford that.
Task 2 Find out which of these adjectives in positive degree, in comparative degree, in superlative degree
1 A building is bigger than yurt.
2. Yurt is smaller than a building.
3. A house is modern.
4. A living room is the most comfortable room in the house.
5.Yurt is the oldest house.
Descriptor: Learners find degrees of adjectives
W3 Task 4 Write things you remember from the texts
Yurt, kerege ,house ,shanurak .small ,beautiful ,modern
Bedroom, living-room ,comfortable
Descriptor: Pupils write names of rooms ,describe of house
Answer the question “ How can be a modern house?”
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 can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).
Use this section to record the techniques that you will use to assess what the learners have learned during the lesson.
Health saving technologies.
Using physical exercises and active activities.
Rules from the Safety Rules book which can be applied in this lesson.
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)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
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5 сыныптарға арналған "Home and away" тақырыбы бойынша жоспар.
Lesson plan
Unit of a long term plan: Unit 1 Home and away
School: Akkudyk school
Teacher name: Tuleubi Zamzagul
CLASS: 5
Number present:
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
Previous learning
Learners know types of homes, materials of homes, make sentences about objects in classroom using prepositions.
Planned timings
Planned activities
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
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
Learners read the text and discuss in their small groups the highlighted adjectives.
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.
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