5 сыныпқа арналған сабақ жоспары

Unit of a long term plan Unit 1

School:  Algabas

Date: 3.09.2019

Teacher name: Asan Nazerke

CLASS: 5^а,ә

Number present:

absent:

Lesson title

Home and away

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

5.​1.​9.​1use imagination to express thoughts, ideas, experiences and feelings

5.​2.​1.​1understand a sequence of supported classroom instructions

5.3.1.1provide basic information about themselves and others at sentence level on an increasing  range of general topics

5.3.7.1use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics ( Ex. 4 p.4)

Lesson objectives

All learners will be able to: 

-          Understand specific information related  to the target.

-          Pronounce and name some words, according to the topic.

-          Recognize the theme and grammar material;

-          To write short sentences in a paragraph.

-          Answer the questions.

-          Do exercises with grammar material;

-          Use prepositions to make  sentences.

-          Speak about things in a room.

Assessment criteria

To ask simple questions to get information about rooms

To develop the learners’ correct pronunciation of active vocabulary

To put prepositions of directions in right order.

To write and complete the sentences by putting names of the room

Values links

To respect each other’s opinion, to awake of their patriotic senses. To teach pupil to love our motherland. 

Cross-curricular

Links

Kazakh and Russian

Previous learning

Learners have an information about rooms.   New vocabulary according to the previous lesson. Define comparative and superlative adjectives.

Can compare yurts with modern houses.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

I.                   Greeting. Teacher greets learners; learners respond to greeting and take their places.

II.                Happiness circle.

Teacher greets and invites to stand in a circle and to greet each other. The teacher divided the class with the method of mosaic.

III.             S1 Brainstorming.

Revision the previous lesson. Scrambled letters. You must make up some words and translate them into Kazakh.

t, l, a, f –
e, r, u, t, c, i, p –
b, e, l, a, t –
c, r, e, o, o, k –
e, g, f, r, i, d –
k, s, i, n –
m, p, a, l –
r, a, i, c, h –
i, o, r, d, a –
r, o, d, o –

Flashcards

PPT (slide – 1-2)

Pictures

Middle

IV.S4. Working with new vocabulary.

Prepositions:

IV.             UE14.Task 1. Practice

Use prepositions. Complete the description of Sadie’s room.

The bed’s on the left and there’s small wardrobe on the right. There are some posters …… the wall …… the bed. There is a table …… the bed, and there is a lamp and clock  …… the table. There is a chest of drawers …… the table, and there are some shelves …… the chest of drawers. There is a desk …… the door, …… the window. There is a chair in the corner and another chair ….. the desk. You can see Sadie’s tennis racket …… the desk.

Descriptor    A learner:

-          Works cooperatively in a group;

-          Read the clause and put the precedent in the appropriate places.

V.                S4. 1 Task 2. Group work

Read the puzzles and guess what rooms they are.

I - group
1. We have breakfast, lunch, dinner, supper there.
We eat in it. What room is it?
2. We cook dinner, wash up dishes there. There is cooker a fridge, a dishwasher there. There are plates, cups, cupboards there.
What room is it?
3. There is a bed, a picture, a window, a curtain, a toilet table in it.
What room is it?

II - group
4. There is a towel, a bath, a soap, a mirror, a sink, a shelf in it.
What room is it?
5. There is VCR, a sofa, a fire, a carpet, an armchair, a picture, a television in it. What room is it?
6. There is a computer, a desk, a bookshelf, a chair, a lamp, a flower, a plant, a clock in it. What room is it?

Descriptor          A learner:

-          Read  and translate

-           Define rooms and furniture’s 

-          Answer the questions

W1.  Task 3. Complete the sentences:
1. We cook in the …
2. We sleep in the …
3. We wash in the …
4. We watch TV in the …
5. We eat in the …
6. We read books in the …

Descriptor          A learner:

-          Read  and translate

-           Filling in   the gaps

PPT (slide – 3)

Student’s book,

Picture, dictionaries

PPT (slide – 4)

PPT (slide – 5)

PPT (slide – 6)

End

Assessment. Traffic light.

 Feedback. The teacher gives comments about learners work  and awards learner. Students will choose one and put on the board  their stickers.

Home task: Writing and speaking “My room” Use what you know

Draw   your room and furniture’s in the paper. Make a dialogue with your partner about your room.

Stickers

 PPT (slide – 7)

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

Task –completing  the description

      All learners will understand specific information related  to the target,  pronounce and name some words, according to the topic.

I will assess the learners works by praise orally and  will give pictures for active pupils.

To pay attentions to learners safety during the doing activates, be careful  in   moving to places, in dividing to groups

Reflection

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. 

Use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curriculum topics.

All learners achieve the lesson objectives and learning objectives.

The lesson was exciting. The atmosphere was very positive.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1: Group work.

2:  The method “Mosaic”

What two things would have improved the lesson (consider both teaching and learning)?

1: Some interesting facts.

 2: Be more active students

What have I learned from this lesson about the class orindividuals that will inform my next lesson?

Today’s lesson was very interesting for me. The students were very active and very well done work with new material. They well prepared homework and well learnt a new lesson because all my questions, could make short sentences for new words. But I think the listening was difficult for students. I will consider it my next lesson.

Unit of a long term plan Unit 1

School:  Algabas

Date:

Teacher name: Asan Nazerke

CLASS: 5^а,ә

Number present:

absent:

Lesson title

Numbers

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

5.2.1.1understand a sequence of supported classroom instructions

5.1.2.1 use speaking and listening skills to provide sensitive feedback to peers

5.5.3.1  write with  support factual descriptions at text level which describe people' s age ( How old are the people and animals?)

Lesson objectives

All learners will be able to: 

-          Understand specific information related  to the target.

-          Pronounce and name some words, according to the topic.

-          Recognize the theme and grammar material;

-          Use prepositions to make  sentences.

Assessment criteria

To ask simple questions to get information about rooms

To develop the learners’ correct pronunciation of active vocabulary

To put prepositions of directions in right order.

To write and complete the sentences by putting names of the room

Values links

To respect each other’s opinion, to awake of their patriotic senses. To teach pupil to love our motherland. 

Cross-curricular

Links

Kazakh and Russian

Previous learning

Learners have an information about rooms.   New vocabulary according to the previous lesson. Define comparative and superlative adjectives.

Can compare yurts with modern houses.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

VI.             Greeting. Teacher greets learners; learners respond to greeting and take their places.

VII.          Happiness circle.

Teacher greets and invites to stand in a circle and to greet each other. The teacher divided the class with the method of mosaic.

Check the hometask

Flashcards

PPT (slide – 1-2)

Pictures

Middle

IV.S4. Working with new vocabulary.

Prepositions:

VIII.       Writing task 1 on page 9/ look at the picture and complete 1-5 with numbers. Then compare your answer with a partner

IX.             ____ teacher     1____boys      2___ Computer    3____girl      4____poster    5___books    

X.                Rules

We use numbers when we count things. There’s one computer. Ther are seven boys and there are nine girls

When we are not counting, we use a (for one thing) some and a lot of. There is a teacher.  There are some poster. There are a lot of books

Descriptor    A learner:

-          Works cooperatively in a group;

-          Read the clause and put the precedent in the appropriate places.

I - group Exercise -1 match the words 1-9 with the numbers a-j

II - group
exersice 2. Complete the crossword

Descriptor          A learner:

-          Read  and translate

-           Find the nimbers

-          Understand  means

PPT (slide – 3)

Student’s book,

Picture, dictionaries

End

Assessment. Traffic light.

 Feedback. The teacher gives comments about learners work  and awards learner. Students will choose one and put on the board  their stickers.

Home task: Writing and speaking “My room” Use what you know

Draw   your room and furniture’s in the paper. Make a dialogue with your partner about your room.

Stickers

 PPT (slide – 7)

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

Task –completing  the description

      All learners will understand specific information related  to the target,  pronounce and name some words, according to the topic.

I will assess the learners works by praise orally and  will give pictures for active pupils.

To pay attentions to learners safety during the doing activates, be careful  in   moving to places, in dividing to groups

Reflection

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. 

Use prepositions like to describe things and about to denote topics: use prepositions of direction there is there are some a lot of on a limited range of familiar general and curriculum topics.

All learners achieve the lesson objectives and learning objectives.

The lesson was exciting. The atmosphere was very positive.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1: Group work.

2:  The method “Mosaic”

What two things would have improved the lesson (consider both teaching and learning)?

1: Some interesting facts.

 2: Be more active students

What have I learned from this lesson about the class orindividuals that will inform my next lesson?

Today’s lesson was very interesting for me. The students were very active and very well done work with new material. They well prepared homework and well learnt a new lesson because all my questions, could make short sentences for new words. But I think the listening was difficult for students. I will consider it my next lesson.

Unit of a long term plan Unit 1

School:  Algabas

Date: 13.9.2019

Teacher name: Asan Nazerke

CLASS: 5^а,ә

Number present:

absent:

Lesson title

What's in my classroom

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

5.2.1.1understand a sequence of supported classroom instructions

5.6.1.1  use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics ( there is / there are p.9)                       

Lesson objectives

All learners will be able to: 

-          Understand specific information related  to the target.

-          Pronounce and name some words, according to the topic.

-          Recognize the theme and grammar material;

-          Use prepositions to make  sentences.

Assessment criteria

To ask simple questions to get information about rooms

To develop the learners’ correct pronunciation of active vocabulary

To put prepositions of directions in right order.

To write and complete the sentences by putting names of the room

Values links

To respect each other’s opinion, to awake of their patriotic senses. To teach pupil to love our motherland. 

Cross-curricular

Links

Kazakh and Russian

Previous learning

Learners have an information about rooms.   New vocabulary according to the previous lesson. Define comparative and superlative adjectives.

Can compare yurts with modern houses.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

XI.             Greeting. Teacher greets learners; learners respond to greeting and take their places.

XII.          Happiness circle.

Teacher greets and invites to stand in a circle and to greet each other. The teacher divided the class with the method of mosaic.

Check the hometask

Flashcards

PPT (slide – 1-2)

Pictures

Middle

IV.S4. Working with new vocabulary.

Prepositions:

XIII.       Writing task 1 on page 9/ look at the picture and complete 1-5 with numbers. Then compare your answer with a partner

XIV.        ____ teacher     1____boys      2___ Computer    3____girl      4____poster    5___books    

XV.           Rules

We use numbers when we count things. There’s one computer. Ther are seven boys and there are nine girls

When we are not counting, we use a (for one thing) some and a lot of. There is a teacher.  There are some poster. There are a lot of books

Descriptor    A learner:

-          Works cooperatively in a group;

-          Read the clause and put the precedent in the appropriate places.

I - group Exercise -1 match the words 1-9 with the numbers a-j

II - group
exersice 2. Complete the crossword

Descriptor          A learner:

-          Read  and translate

-           Find the nimbers

-          Understand  means

PPT (slide – 3)

Student’s book,

Picture, dictionaries

End

Assessment. Traffic light.

 Feedback. The teacher gives comments about learners work  and awards learner. Students will choose one and put on the board  their stickers.

Home task: Writing and speaking “My room” Use what you know

Draw   your room and furniture’s in the paper. Make a dialogue with your partner about your room.

Stickers

 PPT (slide – 7)

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

Task –completing  the description

      All learners will understand specific information related  to the target,  pronounce and name some words, according to the topic.

I will assess the learners works by praise orally and  will give pictures for active pupils.

To pay attentions to learners safety during the doing activates, be careful  in   moving to places, in dividing to groups

Reflection

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. 

Use prepositions like to describe things and about to denote topics: use prepositions of direction there is there are some a lot of on a limited range of familiar general and curriculum topics.

All learners achieve the lesson objectives and learning objectives.

The lesson was exciting. The atmosphere was very positive.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1: Group work.

2:  The method “Mosaic”

What two things would have improved the lesson (consider both teaching and learning)?

1: Some interesting facts.

 2: Be more active students

What have I learned from this lesson about the class orindividuals that will inform my next lesson?

Today’s lesson was very interesting for me. The students were very active and very well done work with new material. They well prepared homework and well learnt a new lesson because all my questions, could make short sentences for new words. But I think the listening was difficult for students. I will consider it my next lesson.

Unit of a long term plan Unit 1

School:  Algabas

Date: 16.09.2019

Teacher name: Asan Nazerke

CLASS: 5^а,ә

Number present:

absent:

Lesson title

Diagnostic Test

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

Review of Unit 1

Lesson objectives

All learners will be able to: 

-          Understand specific information related  to the target.

-          Pronounce and name some words, according to the topic.

-          Recognize the theme and grammar material;

-          Use prepositions to make  sentences.

Assessment criteria

To ask simple questions to get information about rooms

To develop the learners’ correct pronunciation of active vocabulary

To put prepositions of directions in right order.

To write and complete the sentences by putting names of the room

Values links

To respect each other’s opinion, to awake of their patriotic senses. To teach pupil to love our motherland. 

Cross-curricular

Links

Kazakh and Russian

Previous learning

Learners have an information about rooms.   New vocabulary according to the previous lesson. Define comparative and superlative adjectives.

Can compare yurts with modern houses.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

Greeting. Teacher greets learners; learners respond to greeting and take their places.

Happiness circle.

Teacher greets and invites to stand in a circle and to greet each other. The teacher divided the class with the method of mosaic.

Check the hometask

Middle

 Working with new vocabulary.

Prepositions:

Writing task  1 on page 9 choose the correct words

There’s /there’re ten tables in the classroom

1.      There’s / there’re a big computer

2.      There’s / there’re a lot of books

3.      There’s / there’re some posters from new york

4.      There’s / there’re one English teacher

5.      There’s / there’rea student from Great Britain

6.      There’s / there’re fifteen boys and sixteen girls

7.      There’s / there’re a lot of pensil

8.      There’s / there’re one book I my bag

Rules

We use numbers when we count things. There’s one computer. Ther are seven boys and there are nine girls

When we are not counting, we use a (for one thing) some and a lot of. There is a teacher.  There are some poster. There are a lot of books

Descriptor    A learner:

-          Works cooperatively in a group;

-          Read the clause and put the precedent in the appropriate places.

Vocabulary SB Ex-1. Match the words 1-8 to the picture a-h

Book

Bag

Computer,etc.

Descriptor          A learner:

-          Read  and translate

-           Find the nimbers

-          Understand  means

Student’s book,

Picture, dictionaries

End

Assessment. Traffic light.

 Feedback. The teacher gives comments about learners work  and awards learner. Students will choose one and put on the board  their stickers.

Home task: Writing and speaking “My room” Use what you know

Draw   your room and furniture’s in the paper. Make a dialogue with your partner about your room.

Stickers

 PPT (slide – 7)

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

Task –completing  the description

      All learners will understand specific information related  to the target,  pronounce and name some words, according to the topic.

I will assess the learners works by praise orally and  will give pictures for active pupils.

To pay attentions to learners safety during the doing activates, be careful  in   moving to places, in dividing to groups

Reflection

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. 

Use prepositions like to describe things and about to denote topics: use prepositions of direction there is there are some a lot of on a limited range of familiar general and curriculum topics.

All learners achieve the lesson objectives and learning objectives.

The lesson was exciting. The atmosphere was very positive.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1: Group work.

2:  The method “Mosaic”

What two things would have improved the lesson (consider both teaching and learning)?

1: Some interesting facts.

 2: Be more active students

What have I learned from this lesson about the class orindividuals that will inform my next lesson?

Today’s lesson was very interesting for me. The students were very active and very well done work with new material. They well prepared homework and well learnt a new lesson because all my questions, could make short sentences for new words. But I think the listening was difficult for students. I will consider it my next lesson.

Unit of a long term plan Unit 1

School:  Algabas

Date:23.09.2019

Teacher name: Asan Nazerke

CLASS: 5^а,ә

Number present:

absent:

Lesson title

Language Focus Reference

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

5.5.1.1  plan, write, edit and proofread work at text level with support on a limited range of  general and curricular topics ( p.62)

Lesson objectives

All learners will be able to: 

- Understand specific information related  to the target.

- Pronounce and name some words, according to the topic.

- Recognize the theme and grammar material;

- Use prepositions to make  sentences.

Assessment criteria

Learners have an information about family    

New vocabulary according to the previous lesson.

Define preposition and vocabulary

Values links

To respect each other’s opinion, to awake of their patriotic senses. To teach pupil to love our motherland. 

Cross-curricular

Links

Kazakh and English

Previous learning

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

Greeting. Teacher greets learners; learners respond to greeting and take their places.

Happiness circle.

Teacher greets and invites to stand in a circle and to greet each other. The teacher divided the class with the method of mosaic.

Check the hometask

Middle

Writing reports  about famous personality

For example: hello. I am Emma. I am ten years old. This is Daniel and this is Clarie. They are fourteen years old. Clarie ismy sister and Emma is my brother 

Prepositions:

Rules

 We use numbers when we count things. There’s one computer. Ther are seven boys and there are nine girls

When we are not counting, we use a (for one thing) some and a lot of. There is a teacher. 

Descriptor    A learner:

-          Works cooperatively in a group;

-          Read the clause and put the precedent in the appropriate places.

Student’s book,

Picture, dictionaries

End

Assessment. Traffic light.

 Feedback. The teacher gives comments about learners work  and awards learner. Students will choose one and put on the board  their stickers.

Home task: Writing and speaking “My room” Use what you know

Draw   your room and furniture’s in the paper. Make a dialogue with your partner about your room.

Stickers

 PPT (slide – 7)

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

Task –completing  the description

      All learners will understand specific information related  to the target,  pronounce and name some words, according to the topic.

I will assess the learners works by praise orally and  will give pictures for active pupils.

To pay attentions to learners safety during the doing activates, be careful  in   moving to places, in dividing to groups

Reflection

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?

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 orindividuals that will inform my next lesson?.

Unit 2

School:

Date 3.10

Class 5

Number present:

absent:

Lesson title

A Festival

·  .

5.3.7.1  use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics ( My Family, topic)

5.4.1.1  understand the main points in a limited range of short simple texts on general and curricular topics ( the text " Twinsburg" p.42)

5.5.2.1 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics

·  Read the text about Matt and find sentences in the Present Continuous tense

·  Write sentences of Matt’s story

·  Make up sentences about holiday activities using Present Continuous tense

·  Write about their future trip using Present Continuous tense

To be organized, patient and leading healthy lifestyle

Name of some Holidays, some activities related to Holidays

Plan

Resources

Start

Hello, ChildrenHow are you?Who is on duty today?Who is absent?Inner and Outer circle Activity

Warming up:“Find the odd word out”-ActivityUse words. (holiday, day off, weekend, day of rest)How do you think what theme have we got for today?Teacher introduces lesson objectives and Assessment Criteria to the learners.

Pictures of transport, back bags, slides

Middle

·  ____a waltz

·  ____football boots

·  ____a song

·  ____a street

·  ____burgers

·  ____a wedding

·  People celebrate Christmas

·  Restaurants make pizzas

·  I wear shoes

·  We decorate our houses

·  My cousins dance salsa

·  I get presents on my birthday

·  Fernando lives in Spain T

·  He eats grapes in a restaurant F

·  Heidi celebrates Jonsok in June T

·  Her parents jump over the fire F

·  Clara sings songs on Christmas Day F

·  Clara’s mum cooks the meal at Christmas f

·  Boris singing in a band

·  Dee and Altynay makes cakes

·  Patrick eating hot dogs

·  Dee and Patrick playing an instrument

·  Altynay and Boris dancing salsa.

·  Game: Recorded by words gestures to explain

·  CELEBRATIONS QUIZ. Listening this text and to

Play game:

Pictures,







cards



















Pictures,cards







Words

Goodbye!

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?

Differentiation for more able learners: find translation of these words as quickly as possible (differentiation by ability)Extra task for more able students:

AFL: number speak - questioningAFL: Gallery →nomination “Best work”.AFL – “Teacher and Expert Envoy”AFL – GalleryEvaluation tree

Reflection

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?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Unit of a long term plan Unit 1

School:  Algabas

Date:7.10.19

Teacher name: Asan Nazerke

CLASS: 5^а,ә

Number present:

absent:

Lesson title

Describing people and families

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

5.5.8.1  spell most high-frequency words accurately for a limited range of general topics ( ex. 1-2 p.44)

5.6.3.1  use a growing variety of adjectives  on a limited range of familiar general and curricular topics

5.1.5.1use feedback to set personal learning objectives

Lesson objectives

All learners will be able to: 

- Understand specific information related  to the target.

- Pronounce and name some words, according to the topic.

- Recognize the theme and grammar material;

- Use prepositions to make  sentences.

Assessment criteria

Learners have an information about family    

New vocabulary according to the previous lesson.

Define preposition and vocabulary

Values links

To respect each other’s opinion, to awake of their patriotic senses. To teach pupil to love our motherland. 

Cross-curricular

Links

Kazakh and English

Previous learning

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

Greeting. Teacher greets learners; learners respond to greeting and take their places.

Happiness circle.

Teacher greets and invites to stand in a circle and to greet each other. The teacher divided the class with the method of mosaic.

Check the hometask

Middle

Pre-listening task. Learners write new words and listen new words

Vocabulary and listeneig Adjectives:

Descriptor    A learner:

-          Works cooperatively in a group;

-          Read the clause and put the precedent oldin the appropriate places.
short

 Task 2 WB on page 28. Complete the mini-dialogues with the words in the box.

Look at the ex-3 Sb  choose two adj. fer each of the people in photos 1-6

Short and dark

Student’s book,

Picture, dictionaries

End

Assessment. Traffic light.

 Feedback. The teacher gives comments about learners work  and awards learner. Students will choose one and put on the board  their stickers.

Home task: Ex-3write sentences about the people in photo Draw own your picture for number three

Stickers

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

Task –completing  the description

      All learners will understand specific information related  to the target,  pronounce and name some words, according to the topic.

I will assess the learners works by praise orally and  will give pictures for active pupils.

To pay attentions to learners safety during the doing activates, be careful  in   moving to places, in dividing to groups

Reflection

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?

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 orindividuals that will inform my next lesson?.