Lesson plan: Grade 5, Unit 5: Values, Theme: What’s a good friend?

Lesson  plan: Grade 5, Unit 5: Values, Theme: What’s a good friend?

Учитель английского языка Чаяхметова Маржан Казбековна, средняя школа №14 им.А.Нусипбаева с.Каракемер, Кордайского района, Жамбылской области.

Тренер: Айгүл Елеусіз, филиал АО НЦПК «Өрлеу» Институт повышения  квалификации педагогических работников по Жамбылской области, ст. преподаватель кафедры «Управления и качество образования».

Unit of a long term plan: Values

4

Date:

Teacher name: Chayakhmetova M. K.

Class: 5

Number present:

absent:

Lesson title: What’s a good friend?

 

Learning objectives(s) that this lesson is contributing to ( link to the Subject programme)

5.L.2. -  understand an increasing range of unsupported basic questions which ask for personal information;

5.S.6. – communicate meaning clearly at sentence level during, pair, group and whole class exchanges;

5.W.4. – write with support a sequence of extended sentences in a paragraph to give basic personal information;

5.UE.3. – use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics;

Differentiation

By scaffolding

By teacher support

Assessment criteria

·         Recognize basic personal questions without support;

·         Interact with each other delivering content correctly and clearly to others;

·         Write answers for personal questions connecting extended sentences into a paragraph;

·         Apply the rule for comparative and superlative adjectives;

Level of thinking

Knowledge and comprehensive

Application

Lesson objectives

All learners will be able to:

Practice speaking skills and asking questions using comparative and superlative adjectives while working in pairs with some support;

Write the description of a good friend using new words;

Most learners will be able to:

Discuss the meaning of friendship;

Practice speaking skills and asking questions using comparative and superlative adjectives while working in pairs with a little or no support;

Some learners will be able to:

Develop their critical thinking skills by describing their friend without support;

Give feedback to his partner;

Language objectives

Adjectives connected to the theme:”Friendship”

Value links

National unity, peace and harmony in our society

Cross – curricular links

Russian, Kazakh

ICT skills

Computer digital literacy;

Using a computer in a multi – media area

Intercultural awareness

To understand and respect different cultures

Pastoral care

Students will be able to understand the importance of friendship

Health and safety

Make sure that learners have been advised about good practice when using computers and similar equipment

Previous learning

Adjectives

Plan

Planned things 

Planned activities

Resources

Beginning

 

1 min

 

 

 

 

 

1 min

 

 

 

 

 

 

1 min

 

 

 

 

 

 

 

2 min

 

 

 

 

 

2 min

 

 

 

 

 

 

1 min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1 min

 

1.      Greeting. Introduce with learning objectives

T. greets students. Students respond to greeting and take their place. The teacher talks with the duty.

 

2.      T. divides the learners in groups with stickers.

Learners who have red stickers form a group “Comparative adjectives”, and learners with green stickers form  group “Superlative adjectives”

 

Remember! The golden rules of our lesson

Be active!

Be attentive!

Be emotional!

Don’t interrupt each other!

Don’t say I don’t!

First think, then speak!

 

3.      The circle of joy “I wish you…” 

T. asks learners to say a good wish to each other. Learners in group make circle and say a wish and nice words to each other, so learners collaborate and create a friendly atmosphere.

 

4.      “Draw your brain” strategy

Learners must draw the outline of a brain in their exercise books and fill it with words from previous lesson. (adjectives)

Descriptor: A learner

•      Draws a brain in exercise book;

•      Fills it with words from previous lesson;

 

5.      “Just a minute” strategy

T. ask questions:

Have you got many friends?

Have you got the best friend?

Do you like your friend?

Do you like his character?

Can you describe his character?

Descriptor: A learner

•      Answers questions quickly;

•      Knows adjectives to describing his friend;

 

6.      T.: Can you guess what we are going to speak about today? The theme is “What’s a good friend?”

Generating interests and activating current knowledge. Learners try to guess about the theme of the lesson

We are going to speak about qualities of a friend, ask and answer questions, read and understand the text, speak about the best friend.

 

 

 

 

 

 

 

Red  and green stickers

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

A picture of brain

slide #1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Middle

 

 

5 min

 

 

 

 

 

 

 

 

 

 

 

7 min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7 min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5 min

 

 

 

7. Strategy “Unscramble words”

T. gives to each group 2 A4 format sheets. Learners should write letters in a correct order. Teacher encourages the winner group with smiles.

Descriptor: A learner

Uses subject – specific vocabulary

Differentiation

Less able learners give help from peers.

Group assessment

Teacher checks the task and encourages the winner group with smiles.

 

8.Grammar explaining

T. explains new grammar structure, using pictures and slides as examples

Self – assessment

If learners understand new grammar structure rise their fingers, if don’t – down.

9. Listening the text “My friend”

My name is Arman. I’m twelve years old. I’m in the sixth grade. I have a lot of friends but I want to tell about my best friend. His name is Daulet. He is my school – mate. Daulet is cheerful, inquisitive and kind. He is very responsive. He will help me when I need. I always can rely on him. Daulet goes to sport school. He is very tall that’s why he goes in for basketball. On weekends we play football or cycle. Sometimes we go fishing. Also he is fond of playing computer games and watching horror films. We often go to the cinema. Daulet is true friend. My father says that I’m lucky because I have so reliable and true friend. I value our friendship.

T. gives clear instructions. Learners should find out adjectives from the text and Comparative group should write down comparative adjectives and learners form group “Superlative” should write down superlative adjectives. A group which writes the more correct adjectives will be a winner and get a prize as a smile.

Descriptor: A learner

Applies learnt knowledge to fulfill a task

Differentiation

Less able learners need some teacher support

Group  assessment

Groups change work sheets and peer assesses each other.

One participant from each group protects their work.

 

 

10. T. gives some descriptive adjectives on a slide. Learners should use these words to themselves. Describe people from their own class.

Short  tall  beautiful   clever  calm      kind      generous  friendly           honest

T. asks concept checking  questions

1. Will you use adjectives from the slide or from the textbook?

2. Will you describe your peers or your teachers?

3. Will you tell adjectives or nouns?

Descriptor: A learner:

Uses given words in a correct grammar form.

Self – assessment

T. gives a mark as a smile for each correct answer to assess work of the learner.

 

11. Recipe of good friend

Learners draw an outline of person and fill it with appropriate qualities of good friendship. They use active vocabulary

 

2 A4 format sheets

word cloud

slide # 2

 

ppt

slide # 3

 

Pictures

 

 

 

 

 

 

 

 

 

 

 

Text

 

slide # 4

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

slide # 5

 

 

 

 

 

End

 

4 min

Plenary

Learners  answer the questions:

What did you learn?

What did you enjoy most about today?

 

Teacher checks the number of each group and encourages the winner group.

 

 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 learner’s leaning?

Health and safety check

ICT links

Values link

More support:

Allow thinking time

More able learners:

Differentiate by scaffolding and by teacher support

Support for weaker students: working in pairs/ groups, phrases

Pair work, whole group work

Oral feedback after presenting answers tasks

 

Use of Smart boardor projector while presenting the words and tasks   

Develop learners’ love, respect to their friends, a sense of responsibility and concern for the friendship

 

Reflection

Were the lesson objectives/learning objectives realistic?

Did all learners achieve the LO?

If not, why?

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:

 

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