План урока по английскому языку для 5 класса по обновленной программе
Обновлено: 28.06.2024
Оборудование: карточки для фонетической разминки, магнитофон и аудиозапись песенки “We can do anything”, сумочка иностранца для игры.
Ход урока
I. Организационный момент.
Good morning, children! I’m glad to see you. Let’s begin our lesson. Please, answer my questions:
What date is it today?
What day of the week is it today?
What season is it now?
What autumn months do you know?
How many days are there in October (November)?
What is the weather like today?
II. Фонетическая зарядка.
Look at the blackboard. Let’s read the words. Please, read them after me.
| form | travel | study |
| party | start | learn |
| know | bright | art |
| science | subject | idea |
| drama | age | nickname |
Who wants to read them? Ann, read the words, please.
Look at the signs and try to match the sign and the word. Who would like to start? Come to the blackboard, read the word and name the sound, please. Work with 5 words.
Детям предлагается прочитать по 5 слов и показать транскрипционный знак того звука, который имеется в слове.
III. Речевая зарядка.
Please, answer my questions:
Where are you from?
How old are you?
Are you in the fifth form?
How many subjects do you study at school?
How many boys and how many boys are there in your class?
When does your first lesson start?
Do you help your mum about the house?
When do you usually go to bed?
What is your favourite subject at school?
IV. Игра “Иностранец”
Let’s play a game. It is called “A foreigner”. Who would like to be a foreigner? Please, come to the blackboard and answer the questions. We’ll listen to your answers very attentively and ask new questions to know more about you. Проводится тренировка вопросительных предложений в виде игры. К доске приглашается ученик, который будет играть роль иностранца, а дети задают ему различные вопросы, чтобы как можно лучше узнать о нем.
V. Исполнение песенки “We can do anything”[1]. (Приложение 1)
После исполнения песенки проходит тренировка в речи глагола “can” . Детям предлагается ответить на вопросы:
What can your mother do?
What can you do?
Can you speak English? etc.
Aктуализация орфографических навыков. Игра “Найди букву”.
Look at the blackboard. There are English words, but some letters in the words are missing. Will you fill them up? Read the words and name the missing letters, please.
| abroa… | hol…day |
| fore…gn | week…nd |
| …pend | co…ntry |
| tr…vel | s…mmer |
| sta..t | f…ne |
VII. ктивизация навыков перевода.
- проводить много времени;
- проводить каникулы;
- проводить выходной;
- останавливаться где-то;
- фотографировать;
- скучать по семье;
- пропускать уроки;
- ездить за границу.
It’s time to have a rest. Stand up, please. Let’s do exercises
Hands up! Hands down!
Hands on hips, sit down!
Bend left! Bend right!
Hands up! Hands down!
Very good! Sit down, please.
IX. Активизация грамматических навыков.
Look at the blackboard, please. There are some sentences, but they are without adjectives. Please, fill in the adjectives in the right form.
Дети вспоминают правила образования сравнительной и превосходной степеней сравнения прилагательных, приводят примеры, затем выполняют задание в тетрадях.
Ferrari is … than Volvo. (expensive)
My brother is … than me. (old)
My cat is … than your dog. (beautiful)
I am … than my sister. (happy)
X. Инструктаж домашнего задания.
Запишите в тетрадях буквы и составьте из них слова: a, m, t, o, p, s, e, h, n.
Our lesson is over. You were very active today and we have done a lot of work. Thank you for the lesson. Now I would like to give you your marks. (Учитель называет оценки)
- Что было трудным на уроке?
- Что было легким?
- Что понравилось больше всего?
Stand up. The lesson is over. Have a rest now. See you next lesson. Good bye.
Свидетельство и скидка на обучение каждому участнику
Зарегистрироваться 15–17 марта 2022 г.
Unit 1: Living things!
Teacher’s name: Zhetpisova G.A.
Number present:
Learning objectives(s) that this lesson is contributing to
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.W3 write with support factual descriptions at text level which describe people, places and objects
5.C6 organize and present information clearly to others
Lesson objectives
Overview of module and the new vocabulary
Planned timings
Planned activities
Class organisation
Teacher introduces learning and lesson objectives
Students write the date, day and lesson objectives into their copybooks.
What`s in this module?
Aim: to introduce the students to the new module
The teacher reads the title of the module Living things and asks Ss to suggest what they think it means. Then she goes through the topic list and stimulates a discussion to prompt Ss interest in the module.
Aim: to find the page numbers for
To explain the meaning of any unknown words, and then Ss find the page numbers for the items listed.
To ask questions to check Ss` understanding.
Answer key
Cartoon characters (p.23)
Do you know any cartoon characters? Who is your favourite cartoon character?
flags (p.27, p.29, p.32)
What colour is the flag of your country?
Do you have a blog? Do you read blogs? What are the best blogs you know?
PPT, student`s book
PPT, student`s book
Aim: to present vocabulary for personal things.
To draw students` attention to the pictures and to play the recording. Ss listen and repeat chorally or individually
To elicit the L1equivalents from various students.
(Ss `own answers)
Aim: To read for specific information
To elicit the meaning of living and non-living ad ask students to categorize the words the words into each type.
To give the students time to complete the task
To check Ss` answers.
Answer key
living: dog, goldfish, snake, tortoise, flowers
non-living: skateboard, guitar, cap, gloves, helmet, digital camera, watch, comic book, trainers, basketball, scarf.
Task 3
Aim: to listen to specific information.
To explain the task and to play the recording. Ss listen and fill in what Peter has and hasn`t got. To check students` answers.
Girl: Hi, Peter! You`ve got a beautiful scarf.
Peter: Thank you, Mary. It`s new.
Girl: Have you got gloves too?
Peter: No, I haven`t got gloves today – my hands aren`t cold.
Girl: Is that a basketball in your school bag?
Peter: No. it`s a helmet.
Answer key
He has got a scarf and a helmet. He hasn`t got gloves or a basketball.
Task 4
Aim: to personalize the topic
To ask Ss to look at the pictures again and to complete the sentences with what they have or haven`t got. To ask some students to read their completed sentences aloud.
Suggested answer key:
I have got a watch. I haven`t got a guitar.
Project . Task 5
Aim: to prepare and present living and non-living things
To explain the task. To give Ss time to find images of living and non-living things and make posters. To present the posters for the class.
Reflection (W)
Teacher asks learners
1) What was difficult to do at the lesson?
2) What do you need to work on?
Learners complete an evaluation sheet of what they did during the lesson writing a number in each statement or circling one word:
I know ________ (how many?) parts of the house.
I know ________ (how many?) furniture and household objects
Evaluation sheet is given to all learners to fill in and all sheets should be collected for teacher’s reflection and further work on shortages.
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)?
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?
LESSON: 1 4
Unit 1: Living things! Reading.
Teacher’s name: Zhetpisova G.A.
Number present:
Learning objectives(s) that this lesson is contributing to
5.R1 understand the main points in a limited range of short simple texts on general and curricular topics
5. R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics
5.W3 write with support factual descriptions at text level which describe people, places and objects
Lesson objectives
To read for specific information. To learn about adjectives.
Planned timings
Planned activities
Class organisation
Teacher introduces learning and lesson objectives
Students write the date, day and lesson objectives into their copybooks.
Aim: to predict the content of the text
- To direct Ss` attention to the picture and ask if they recognise the character/man, then read the names in the list aloud.
- To play the recording. Ss listen and follow the text in their books. Elicit answers to the questions in the rubric and then direct Ss to the Word List to look up the meanings of the words in the Check the words box .
Answer key
The man in the picture is Iron Man/Tony Stark.
Stark Industries is his father`s company.
Pepper pots is Tony Stark`s secretary.
Iron Monger is Iron Man`s/Tony Stark`s enemy.
Aim: to read for specific information.
- To give Ss time to read the text again and answer the questions.
- To check Ss` answers.
Answer key
Tony is an engineer.
His job is at Stark Industries in the USA.
Pepper Potts is Tony`s loyal secretary.
Tony has got a special metal suit.
Iron Man can fly.
His enemy is Iron Monger.
PPT, student`s book
CD, student`s book
Aim: to recall information from the text
To give Ss a minute to read the text again, then close their books and try and remember two things from the text.
To elicit a variety of answers from Ss around the class.
Suggested answer key.
Iron Man can fly. His enemy is Iron Monger.
Aim: To present adjectives related to appearance
To draw Ss attention to the words and play the recording. Ss listen and repeat chorally and individually.
Refer Ss to the Word List to find the meanings of the adjectives.
(Ss `own answers)
Reflection (W)
Teacher asks learners
1) What was difficult to do at the lesson?
2) What do you need to work on?
Learners complete an evaluation sheet of what they did during the lesson writing a number in each statement or circling one word:
I know ________ (how many?) parts of the house.
I know ________ (how many?) furniture and household objects
Evaluation sheet is given to all learners to fill in and all sheets should be collected for teacher’s reflection and further work on shortages.
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)?
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?
LESSON: 1 5
Unit 1: Living things! Vocabulary.
Date: 10.10.2017
Teacher’s name: Aubakirova B.O
Number present:
Learning objectives(s) that this lesson is contributing to
5.L6 deduce meaning from context in short, supported talk on an increasing 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
5.W3 write with support factual descriptions at text level which describe people, places and objects
Lesson objectives
To listen for specific information. To describe appearance.to write about your favourite cartoon character.
Appearance. Parts of the body
Planned timings
Planned activities
Class organisation
Teacher introduces learning and lesson objectives
Students write the date, day and lesson objectives into their copybooks.
Aim: to present vocabulary for the parts of the body
- To draw Ss` attention to the picture of Merlin ant the indicated body parts. To play the recording. Ss listen and repeat chorally or individually.
- Ss work in pairs. Point to various parts of the body. Ss name it.
A: (points to his eye)
B: Eye! (points to his mouth
Aim: matching descriptions to characters
-To draw Ss` attention to cartoon characters and elicit short descriptions of each one to aid understanding of the task.
- To read the rubric and give Ss time to complete the task in pairs. Check Ss` answers.
Answer key
a Shrek b Princess Fiona c Rapunzel d Merlin e Prince Charming
PPT, student`s book
PPT, student`s book
Task 7 Listening and Speaking
Aim: to listen for specific information
- To play the recording. Ss listen and identify which characters John talks about.
- To check Ss` answers.
Girl: Who are your favorite Shrek characters?
John: I forget his name. He`s old. He is small and thin, with a moustache and a long beard down to his knees! He does magic/
Girl: OK. I know him. He is very funny.
John: And I like that woman …
Girl: The tall one?
John: No, not that one. The short, plump one with long hair.
Girl: She`s great.
Answer key: Merlin and Princess Fiona.
Aim: To practise describing appearance
- To ask various Ss around the class to choose one of the characters of this page from Shrek III and describe him/her.
- Point out that descriptions usually begin with general features (size, height or age) and then move to more specific details (hair and eye color).
- Check Ss` answers. Evaluate their presentation. Think about: grammar/syntax mistakes, cohesion, pace, rapport with audience.
Suggested answer key
Merlin is old and thin with short white hair and a long white bear. Rapunzel is tall, thin and young with very long fair hair. Prince Charming is tall, thin and short fair hair. Princess Fiona is short and plump with long red hair. Shrek is big and fat with green skin.
Game: to ask Ss to look at Shrek III characters for 2 minutes. Ss close their books. In teams Ss choose a character Ss take turns to describing the character. Ss from the opposing team must guess the character. Each correct guess is worth a point.
Task 9
Aim: to write about your favorite cartoon character
To explain the task and tell Ss to use the vocabulary from this unit and the verb ‘have got’. Remind Ss to decorate their writing with a picture.
Suggested answer key:
Fred Finstone is from Bedrock. He is tall and fat with black hair and a big nose.
Открытый урок по обновленной программе. Разные методики преподования.
Lesson plan
Unit 1: Home and away
Grade: 5
Number present:
Theme of the lesson:
Cities and countries 2
Learning objectives(s) that this lesson is contributing to
5.UE8 use future forms will for predictions and be going to to talk about already decided plans on a limited range of familiar general and curricular topics
5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges
5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topic
Lesson objectives
All learners will be able to:
work in pairs and answer to the simple questions.
Most learners will be able to:
talk about plans, holidays with help of visuals and map;
Some learners will be able to:
read text and search for detailed information, analyze and answer to the questions
Language objectives
Use simple present tenses
Value links
Respect, trust, support
Cross curricular links
Projector or Smart board for presenting a video
Intercultural awareness
Students will be able to understand that every person, family and country has their own values.
Kazakh culture
Students will be able to differentiate values in Kazakh culture
Pastoral care
Learners are taught to be tolerant and respect each other
Kazakh culture
This lesson focuses on:
Comparing buildings of Astana now and before.
Health and Safety
Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords
Previous learning
Cities and countries
Planned timings
Planned activities (replace the notes below with your planned activities)
Learners name any city of Kazakhstan shown by the teacher to match each letter of the ABC. Teacher asks learners to make predictions for their vacation time and elicits what countries they would like to visit
Introduce lesson objectives.
Presentation
P, I) Place on PPT (slide 4) map of Kazakhstan. Learners look at s map of Kazakhstan. Explain/elicit where north, south, east, west are.
Explain that pairs of learners in turn will have the name of one of the ten main cities. Hand out names of five cities to pairs of learners. In turn, they point where the city is on map and hold up name. Others watch, look at map on their worksheet and give directions if pair of learners is wrong. Learners watching say: ‘Yes, that’s right.’ ‘No, go left/ right one step’; ‘Walk two steps forward, back ‘The next pairs try.
Feedback: Ls share their ideas, repeat after the teacher T monitors their answers, makes some notes if necessary, T drills the pronunciation of certain words, learners support each other help and comment, peer assessment.
Teacher supports less able-learners with words, pronunciation and location (differentiation by teacher support)
Teacher monitors to identify those learners who know many places and those who know a few.
(I, P, I, f)Learners read or reread the story ‘Monster in the lake’ in Primary Colours, page 14. They say which country the story is about and what features the country has. Elicit words such as: Scotland: hills, grass, lake) PPT slide 5
It’s important to revisit texts in the course book but with a different focus. Learners should be able to reread the story quickly in Primary Colours 3, page14.
Project map of Scotland on IWB. Explain that Loch Ness is near Inverness. Ask what is different between the map of Scotland and the map of Kazakhstan e.g.
Encourage learners to contrast the two maps (Kazakhstan and Scotland) using ‘but’. Monitor learners’ use of directions and prepositions as they describe places.PPT slide 6
Scotland has sea all round it but Kazakhstan has one Sea in the west. Scotland has many islands but Kazakhstan doesn’t have any.
Learners listen and tell you which places you are describing e.g.
This place is next to the sea. It’s in the west of Scotland. (Oban)
This city is the capital of Scotland. It’s near the sea. It’s southeast of Stirling. (Edinburgh)
Learners in pairs describe two places each for partner to guess.
They then write six sentences about Scotland: two to contrast it with the map of Kazakhstan; four to describe four places on the map.
If time, simplify the Loch Ness Monster story on the web link and tell to learners.
Разработка урока для 5 класса по обновленной программе.
Содержимое разработки
Short term plan
Unit 3 Values
LESSON: Friendship 1
School: after named I.M.Astafiev
Teacher name: Bekkasimova D.K.
Number present:
Learning objectives(s) that this lesson is contributing to
5.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics
5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges
5.W3 write with support factual descriptions at text level which describe people, places and objects
Lesson objectives
All learners will be able to:
improve oral communication skills by a whole class interaction
work in groups to exchange your viewpoints
practise describing friends using adjectives
Most learners will be able to:
improve oral communication skills by a whole class interaction
work in groups to exchange your viewpoints
practise describing friends using adjectives
Some learners will be able to:
improve oral communication skills by a whole class interaction
work in groups to exchange your viewpoints
practise describing friends using adjectives
Language objectives
Use simple present, past and future tenses
Value links
Respect, Support the friends
Cross curricular links lin
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
Planned timings
Planned activities
Class organisation
Warm-up and lesson objectives presentation
Watching the video the learners are asked to predict the topic of the lesson.
Teacher introduces the lesson objectives.
To revise the previous topic students are asked to write 3 adjectives to describe how they see themselves, how their friends see them, and who they really are.
Vocabulary (W)
Teacher asks learners to match the words with their definitions and check as a whole class.
Learners think of a friend. They draw a gingerbread figure in middle of A4 paper. They write adjectives, adjective phrases and verbs + nouns around the gingerbread figure to describe a friend e.g. short, dark hair, blue eyes, quite tall, friendly, helpful, kind, likes swimming, doesn’t like football, can play the guitar, can’t play a recorder
Learners in 3s share descriptions of their friends. They answer: What’s the same and what’s different in their pictures and descriptions? Why are friends important?
Differentiation
Less able students are given a word bank or let them use a picture dictionary.
Reflection (W)
Teacher asks learners to answer the questions to give feedback: Why do we pay so much attention to friendship? Why is it so interesting to spend free time with our friends?
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.
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)?
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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