The value of friendship план урока 5 класс
Обновлено: 04.07.2024
Тип урока: комбинированный
Форма урока: урок смешанного типа (мультимедиа-урок, урок-игра, работа в группах)
Формы контроля: индивидуальный, фронтальный
Опорные понятия, термины: a friend, friendship, always, usually, never
Новые понятия и термины: rarely, seldom, sociable, never be late, to listen attentively when somebody speaks, to be honest, to keep in his or her mind friend’s birthdays, to give help
- познавательная: способствовать формированию и развитию у обучающихся лексических навыков по теме “Дружба”; формирование и развитие у учащихся грамматических навыков употребления наречий частотности при описании событий с использованием времени Present Simple для решения коммуникативных задач разного типа; развитие и совершенствование аудитивных умений и навыков обучающихся, а также умений и навыков монологической и диалогической речи согласно поставленной коммуникативной задаче;
- воспитательная: способствовать осознанию обучающимися сущности понятия “настоящий друг”; создать условия для самооценки учащимися самих себя как друзей, то есть обучающиеся должны сами для себя ответить на вопрос: “Являюсь ли я хорошим другом?”; воспитание уважительного отношения к друзьям;
- развивающая: развитие учебно-организационных умений и навыков обучающихся; развитие памяти, внимания, воображения, наблюдательности; содействовать развитию умений обучающихся применять полученные знания как в типовых, так и в новых ситуациях;
- познавательная: возможность расширить лексический запас по теме “Дружба”, развить грамматические умения и навыки употребления времени Present Simple, а также совершенствование умений и навыков построения монологических высказываний по теме, ведения диалога согласно поставленной педагогом коммуникативной задаче;
- воспитательная: обучающийся получит возможность провести самоанализ, является ли он хорошим другом, а также оценить своих друзей по определенным критериям;
- развивающая: обучающийся получит возможность развить умения и навыки самостоятельной работы и работы в группе, применить полученные знания для решения творческих задач.
Используемые методы: коммуникативный; репродуктивный; эвристический
Образовательные технологии: технология мультимедиа презентаций; технология личностно-ориентированного обучения (работа в малых группах); здоровьесберегающие технологии
- компьютер, Smart Board / экран для показа
- презентация Microsoft PowerPoint (авторский продукт)
| Деятельность учителя | Деятельность уч-ся | УУД | Примечание |
| 1. Организационный этап | |||
| 1. Hello, students! I’m very glad to see you! | |||
2. Who is on duty today?
What date is it today?
What day of the week today?
Who is absent today?
Thank you for your report. You may take your place.
One student reports to the teacher.
The teacher reads the lines while pictures appear one by one:
What are we going to talk about? What is the theme of our lesson?
The first step: pupils suggest such theme as “Friends”. The second step: the teacher asks them to form the general noun that refers to
1) a state of being friends; friendly relation, or attachment, to a person, or between persons, or
2) a relationship that can survive the test of time and remain unconditional. Finally they elicit the theme of the lesson that is “Friendship”.
подведение под понятие;
анализ объектов для выделения свойств и признаков объектов;
синтез (самостоятельное достраивание, восполнение недостающих компонентов).
К: строить монологические высказывания в устной форме (достаточно полно и точно выражать свои мысли в соответствии с задачами и условиями коммуникации);
владеть монологической и диалогической формами речи в соответствии с нормами
родного и иностранного языка.
Р: постановка учебной цели в процессе освоения учебной информации;
К: строить монологические высказывания в устной форме; слушать и понимать мнения и взгляды других.
Р: выявление объективной учебной информации, необходимой для освоения; соотнесение выявленной учебной информации с собственными знаниями и умениями; принятие решения об использовании помощи;
What does “being a true friend” mean for you?
Let’s check your suggestions.
1.Read and compare two sentences given below. What do you notice about the position of the adverbs?
a) I am always on time;
Students analyze two sentences containing the adverb “always” and elicit the rule “Frequency adverbs can go before the main verb. But they come after the verb to be”.
анализ объектов для выделения свойств и признаков объектов;
К: инициативное сотрудничество в поиске и сборе информации;
строить монологические высказывания в устной форме.
Р: соотнесение выявленной учебной информации с собственными знаниями и умениями; принятие решения об использовании помощи; самодиагностика и коррекция собственных учебных действий.
Listen to the questionnaire and write down your own answers to the questions (1-6) using A, B, C, D, E. There are some pictures to help you understand the new words.
Now open the Students’ Books (p. 36, ex.2) and listen to the questionnaire once again, read it and correct your answers if it’s necessary.
After that turn your books upside down and look at
Students listen to the questionnaire and write down their own answers in their exercise-books.
(Students listen to the questions and try to understand them by ear without viewing the plain-text version)
Students open their SBs (p. 36, ex.2) and listen to the questionnaire for the second time, read it and correct their answers if it’s necessary.
Today it is cooperative game “Jokeys & Horses”.
“Jockeys” and “Horses” get cards with words and expressions that have the similar meaning
Students fall into classes by themselves (the teacher assists if it is necessary)
К: инициативное сотрудничество в поиске и сборе информации;
Now it’s high time to have a break and get a little exercise.
Watch the video and repeat after the heroes.
Students stand up and take safe position between desks.
К: строить монологические высказывания в устной форме.
Р: самодиагностика и коррекция собственных учебных действий.
самоконтроль и самооценка процесса и результатов деятельности;
анализ объектов для выделения свойств и признаков объектов;
К: инициативное сотрудничество в поиске и сборе информации;
слушать и понимать, сообщать мнения и взгляды других (высказанные в устной и письменной формах);
Р: самодиагностика и коррекция собственных учебных действий.
There are pieces of papers on your desks.
Look at the pictures and write on the sheets of paper number 1 if you like the lesson (the theme seemed to you important and interesting, it made you analyze your behavior and features of character), and number 2 if you don’t like the lesson for any reason. All the papers are anonymous.
Л: построение системы нравственных ценностей как основания морального выбора;
Children stay in a circle. Pass around a box filled with questions connected to the topic of the lesson. Play music, when the music stops, the child with the box must pick out a question, read it and answer. Suggested questions: Do you love your family? Do you have a best friend? What is health? What do you like doing? What does your friend hate doing? What does your father love doing?
We are a big family where the main values are respect, friendship and love.
FA. “Three claps”?
- answer to the questions
Box with questions
Each student has a coloured card on the table. This colour determines the level of the task.
Who has purple card, you must to complete the sentence.
Who has orange card, you must mark the family members who are women and girls.
Who has yellow card, you must mark the odd one word out.
FA: “Traffic lights”
- 3 mistakes
(fill out the self assessment)
Divided into pairs by pictures.
Students must describe the picture in 2 sentences.
- pronounce the sentences
- use Present Simple, love, like, hate + -ing form
(fill out the self assessment)
TPR sing a song “My family”
Divide to two groups with cards: first group “Family” (father, mother, sister, brother), second group “Friend” (clever, kind, helpful, intelligent)
Group “Family” and “Friend” you must write around gingerbread adjectives, adjective phrases and verbs + nouns to describe values of family and 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, like watching TV together, love helping to mother/father/sister/brother, spend time together, to be healthy, celebrate family holiday, friendly, big, small
FA “Give mark”
(fill out the self assessment)
Our unit about values is coming to the end. And I wish you to be so friendly, cheerful, and happy and most importantly, always have mom and dad nearby.
Ending the lesson
33-40 min
Reflection “Ladder of success”
On the blackboard is the poster with a ladder of success with a ten point scale. Each should choose a colour man and assessment yourself on a ten-point scale.
Green men – numbers 5-7
Yellow men – numbers 2-4
I have just received a letter from Bill.
Spending time with my family is the most desired pastime! On weekdays, we usually get together for dinner, and on weekends we spend the whole day together. These are the best moments of my life. We love traveling, going hiking, walking in the park, rollerblading and playing board games. Sometimes we go to the cinema. We have a friendly family and we are never bored!
And you? Who do you spend your weekends with family?
Who is at a number 5-7 your homework is to ….
Who is at a number 2-4 your homework is to …
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
FA “Who is the best?”
Strategy “Ladder of success”
Using physical exercises and activities
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
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: ____________________________________________________________________________________
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2: ____________________________________________________________________________________
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What two things would have improved the lesson (consider both teaching and learning)?
1: ____________________________________________________________________________________
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2: ____________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?
______________________________________________________________________________________
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Надеюсь что данная разработка понадобится моим коллегам.5 класс по теме ценности:Друзья.
Unit 3 Values
LESSON: Friendship 2
School: №11 school-gymnasium
Date: 19.11.2019
Teacher name: Tulepbergenova M.S.
Number present: 19
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 ideas including emotions and senses
portray various characters as roleplaying a story
Most 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 ideas building simple sentences
portray various characters as roleplaying a story
Some 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 ideas building extended sentences
portray various characters as roleplaying a story
Language objectives
Use simple present, past and future tenses
Value links
Respect, Support the friends
Cross curricular links link
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
Warm-up (W, I) Truth telling
Learners are organized into the circle to write two things about themselves, one is true and the other is false. Other students have to guess the author of the paper.
Teacher introduces the lesson objectives.
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 put the pictures in order.
Task 2. Write the number of the picture in exercise 1 next to the sentence.
Task 3. 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.
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?
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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Short term plan
Lesson plan
Unit 3 Values
School : Karabalyk state school named after Abai Kunanbaev
Date: 18 .09.2018
Teacher name : Ibraeva Ainura Oryntaevna
CLASS: 5 th
Number present:
Lesson title
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)
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
5.W3 write with support factual descriptions at text level which
describe people, objects
Lesson objectives
All learners will be able to:
-Develop speaking skills by working in pairs, groups and in class ;
-express their ideas including their feelings and thoughts;
-write 4-5 sentences with describing people, places, objects;
Most learners will be able to:
- Improve speaking skills by working in pairs, in class and groups ;
- express their opinion and ideas, using simple tenses;
-write 6-7 sentences with describing people, places, objects;
Some learners will be able to:
-express their ideas using complex sentences;
Assessment criteria
Make 4-9 sentences using simple tenses;
Express their opinion and ideas;
Answer the questions;
Use topical vocabulary;
Language objective
-Use grammar structure using Present Simple;
Values links
Health, friendship and caring;
Cross-curricular
Previous learning
Planned timings
Planned activities (replace the notes below with your planned activities)
Learners are divided into three groups and watch the video about friendship.
T:- I want you to guess the topic of our lesson by asking several questions:
Do you understand this video?
What is the topic of our lesson?
Ls:-The topic of the lesson is Friendship.
Vocabulary (W)
Let’s start to introduce new words
- I’ll show you the new words at the screen and give cards with these words, then you should repeat after me, from end to start, chorus, everybody pronounce, change emotions ( angry, smile, running, ), change accents.
-play the guitar
Vocabulary work (W)
Match the words with their definitions
Attentive somebody, who is happy and smiles all
Cheerful somebody, who is not afraid
Brave somebody, who always remembers everything
and pays attention to all your changes
Honest somebody, who never lies
Kind somebody, who is nice
Descriptors: A learner
Reads the words
Finds correct definition
Matches words and definitions correctly
Writes the answers correctly
Self assessment
Assessment criteria:
5 right answers-3 points
4 right answers-2 points
3 right answers-1 point
Attentive somebody, who always remembers everything and pays attention to all your changes
Cheerful somebody, who is happy and smiles all
Brave somebody, who is not afraid
Honest somebody, who never lies
Kind somebody, who is nice
Differentiated task
Learners think about their partner. They draw a figure in the middle of the sheet of paper and associate it with their friend. They write as more words as they know about a friend.
Descriptors: A learner
Takes a sheet of paper
Writes words correctly
Changes the sheet of paper with the partner
Peer assessment
Assessment criteria;
13-14 words “excellent job”
11-12 words “well done”
9-10 words “try again”
Middle level
Now, do the project, discuss and write what a true/false friend is. Start writing your answer with the following:
True friends are …
False friends are …
Descriptors: A learner
Uses topical vocabulary correctly
Uses necessary pictures, images
Draws the projects on the posters
Peer assessment
Assessment by giving smiles. Assessment criteria:
9-10 words “ ”
7-8 words “ ”
-you should complete the unfinished sentences about a true friend (it may be your best friend).If you look at the screen, you’ll see the plan you should use.
1.Friendship is…(a good/great/important thing)
2.A true friend is someone, who is… .
4.We are friends, because… .
Descriptors: A learner
Reads the sentences
Uses necessary words to complete
Writes sentences correctly
Peer assessment
Assessment criteria:
4 correct sentences “5”
3 correct sentences “4”
2 correct sentences “3”
Physical education
Learners show descriptions of their friends. They work in pairs and answer for the following questions;
- Who is your friend ?
- Has your friend got white or dark hair?
- Is your friend honest?
- Does your friend like swimming or dancing?
Descriptors: A learner
Uses topical vocabulary;
Uses correct word order in the sentences;
Pronounces sentences correctly;
Peer assessment
Assessment criteria:
3-4 correct answers“5”
2-3 correct answers “4”
Group work-differentiated tasks
Each group should make differentiated task
Choose the word about friendship and make the cluster:
Friendship, flower, sociable, table, honest, likes dancing, big, telephone, street, board, sport, cheerful, rude
Урок обобщения и систематизации знаний по темам; Мои друзья. Режим дня.
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| soprovoditelnyy_dokument_i_stsenariy.doc | 44.5 КБ |
Предварительный просмотр:
Сценарий урока по английскому языку для 5 класса.
Topic: OUR FRIENDS.
Тема: Взаимоотношения в семье и с друзьями. Распорядок дня.
Тип урока: обобщение и систематизация знаний учащихся.
-развивать у учащихся навыки монологической речи;
-практиковать учащихся в аудировании;
-совершенствовать умения чтения текста с извлечением нужной информации.
-отработка произносительных навыков учащихся;
-повторение спряжения глаголов в Present Simple;
-развитие навыков спонтанной речи с использованием ранее изученной лексики.
-развитие у учащихся общих и специальных умений позволяющих совершенствовать учебную деятельность учащихся по овладению английским языком;
-развитие познавательного интереса.
-развитие памяти и мышления ;
-развитие творческих способностей учащихся.
-поддерживать высокий уровень мотивации в изучении английского языка;
-развивать умения работать в коллективе;
-воспитывать уважительное отношение к друзьям .
A . Приветствие . Постановка целей (фронтально).
-Good morning, dear children!
I am glad to see you at my lesson “Our Friends”. Today we’re going to talk about your friends. You’ll try to read and understand the texts ,sing, play ,tell about your friends. I hope that you are good children and have many friends.
В.-Who is on duty today?
-What day is it today?
-Who is away today?
2. Фонетическая зарядка.(фронтально).
А.Listen to the song and sing it . (мелодия песни “A super cat.” диск к УМК)
My friend can sing , my friend can talk,
My friend can watch TV.
My friend can do so many things
And he can play with me!
My friend can play computer games
And can sit on my bed.
It is a super friend!
3.Аудирование текста с извлечением нужной информации.(фронтально)
T: Agent Cute wants to tell us about his friend .Watch video, listen and fill in the gaps.(диск записывается заранее,в роли Кьюта выступает старшеклассник).
-Hi! My name is Cute! I’ m an agent. I am English and my home is in Oxford. I have a friend. His name is Tom. He is a manager. Every morning he gets up in his little flat, washes, has breakfast and goes to work. He works in the bank .At the end of his working day, Tom walks home to his little flat. At home he reads books, cooks and watches TV. He often plays volleyball with me.(2 раза).
Ребята индивидуально выполняют упражнение 1 с опорой на мультимедийную доску.(слайд 2)
a.His friend is …(a manager).
b.His name is…(Tom).
c.Every morning he gets up in his little flat…(washes) and goes to work.
d.He reads books,cooks and…(watch TV).
e.He often plays…(volleyball) with Agent Cute.
4.Чтение текста с полным пониманием содержания прочитанного.
T:Read the text aloud and answer the questions to the text.( слайд 3)
Jane usually gets up at 7 o’ clock. Then she has breakfast with her mother .She goes to school at 8 o’ clock. At 1 o’clock she comes home and has lunch. Then she walks her dog and does her homework. At 7 o’clock she has dinner with her family. In the evening she likes to watch TV and read books .She goes to bed at 10 o’clock.
2 .What does Jane do then?
3 . At what time does she go to school?
4. What does she do after school?
5. When does she go to bed?
5.Тренировка учащихся в диалогической речи. (работа в парах).
T:You have a friend. Ask the same questions about your friend.
P1: What is your friend ‘s name?
P2: My friend’s name is Dima.
P1: What time does Dima get up?
P2:He gets up at 7 o’clock.
P1:What does he do then?
P2: Dima has breakfast with his sister.
P1: At what time does he go to school?
P2: Dima goes to school at 8 o’clock…
7.Развитие навыков монологической речи .(индивидуально)
а)T:Make up true sentences about your friend. (слайд 5)
Model: play football (he, every day)-He plays football every day.
1. speak English 5.go to school
2. help friends 6.go out
3. cook breakfast 7.read books
4. watch TV 8.walk the dog
Учащиеся составляют предложения о своих друзьях.
b)T:Tell about your best friend.
Напоминаю учащимся , что мы успели сделать за урок, и предлагаю им рассказать о своем друге Учащиеся рассказывают о своих лучших друзьях.
8. Инструктаж домашнего задания.
T: I want you to write down your homework. Your homework is to tell about your friend’s working day.
9.Завершающий этап урока .Подведение итогов.
Dear children! It’s a pity but our lesson has just finished .Thank you for your work. You can do different kinds of work. You have got many friends. And I’m sure that your real friends will help you in your future life.(слайд 6)
Friends are people who share,
Friends are people who care.
They try to understand.
They give a helping hand.
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