Lesson plan
Long-term plan Unit 2 Living things. |
School: 92
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Date: 02.10.2017 03.10.2017 |
Teacher name: Zhandarbekova M.M. |
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Grade: 5 А,Ә,Б |
Number present: |
absent: |
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Theme of the lesson: |
Plants |
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Learning objectives(s) that this lesson is contributing to |
5.L3 understand an increasing range of unsupported basic questions 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; 5.W3 write with support factual descriptions at text level which describe people, places and objects |
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Lesson objectives |
All learners will be able to:
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· understand the events in the story from the video; · read, understand and reorder most of the events in the story; · name things that are required for a growing plant with support Most learners will be able to: · read, understand and reorder most of the events in the story; · write, about a plant that grows in Kazakhstan with minimum support. Some learners will be able to: · understand most of the language on the story video; · use the Present Simple Tense accurately in writing without support |
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Language objectives |
use the Present Simple Tense, specific phrases and vocabulary “seed, flower, leaf, etc” |
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Previous learning |
Learners were introduced the topic of plants on the previous lesson. This lesson is focused on teaching plant parts and plant growing. |
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Success criteria |
Learners have met this learning objective if they can: - complete the tasks (90 %); talk on the topic using learned vocabulary |
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Value links |
Value of environment. Teamwork: Ls will work well together in pairs/ groups showing respect and being polite with each other. |
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Cross curricular links |
Lesson is connected with Biology, Geography |
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ICT skills |
Projector or Smart board for presenting a video |
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Intercultural awareness |
Accept diversity of other cultures |
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Kazakh culture |
Asking questions about different plants in Kazakhstan |
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Pastoral Care |
Assure you met all learners’ needs |
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Health and Safety |
Make sure power cords are not a tripping hazard Everyday classroom precautions. Use of Classroom rules |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning 5 minutes
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Warm-up Game Pair work. Learners are divided into pairs. (Differentiation by support, more able learners with learners who need support, more able learners can help with translation or meaning of the words.)Teachers distributes the handouts. Learners are suggested to work in pairs and match the words with the pictures.(seed, plant, shoot, tree, leaf, rain, roots, sunlight) Learners guess the topic of the lesson. The topic and LOs are presented. |
Worksheet 1, Task 1 http://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/stories-the-lucky-seed-worksheet-final-2012-11-01.pdf PPT slide 1 |
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Middle
28 minutes
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Presentation Listening Pre-listening task Teacher asks learners to read the sentences, underline the unfamiliar words in the task 2. They walk around the classroom and ask the group mates about the unfamiliar words. (Peer’s support). If learners cannot find the meanings/translations of the words teacher provides the meaning of the words. (Teacher’s support). While-listening task Learners listen and watch the story, put the sentences in correct order. Teacher plays the recording twice. Pair work. Learners are divided into pairs. They compare their answers with the partner. Teacher checks answers as an open-class activity. TPR (Total physical response) Learners are suggested to make a circle. Teacher prepares the cards with the vocabulary of Task 1. A Learner 1 chooses any card, reads the word, using gestures explains the word to the class. The learner 2 who guesses the words has to spell it. Learner 2: It is a plant. Learner 1: Could you spell the word? Learner 2: P-L-A-N-T. (Plant). Learner 1: Yes, good job! Reading task. The activity below can be used as a formative assessment. To check the ability of students to use vocabulary in context, learners are asked to read the same story and write the correct word into the missing space. Teacher monitors and supports some students who need help. Production Ask learners in their L1 language what they know about plants and what they need to grow. Then suggest learners work in pairs by forming pairs according to teacher’s decision and to tick things that plants need to grow. (Peer’s support). Open - class activity checking. Practice Task 1 Group work. Learners have to choose one card and are divided into 3 groups with the help of these cards: tree, sunlight, leaf. - What kinds of plants do you know? - What plants grow in Kazakhstan? Teacher demonstrates some plants which grow in Kazakhstan. (Roses, tulips, poppies). Task 2 Learners draw the plants that grow in Kazakhstan. Teacher shows the clue that learners should use in the next task-writing. e.g. This is a camomile. It grows in fields, mountains and gardens. It has a white flower, thin leaves. It is very useful. If you are ill you can drink camomile tea. Group work. In their groups learners write 3-4 sentences about this plant using the Present Simple forms. Think-group-share Ls discuss the ideas on the presentation, with the Teacher’s support they create the criteria for the presentation. Learners share their ideas about the exact plant in groups, choose the best sentences and present them. Teacher nominates a group of learners to present the plant. Learners give peer feedback such as: Your English / / pronunciation is good. We can understand all of / most of the presentation. We like the ____. Teacher praises learners’ and suggests an improvement. Learners peer assess each other following the suggested criteria. |
Worksheet 1. Task 2
http://learnenglishkids.britishcouncil.org/en/short-stories/the-lucky-seed Worksheet 1. Task 2
Worksheet 1. Task 1 cards with words
Worksheet 3 FA
Worksheet 1 task 3
Worksheet 2 (cards)
PPT slide 2
Worksheet 1. Task 4 Posters, markers, pencils
PPT text about chamomile slide 3
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End 2 mins |
Learners reflect on their learning: - What has been learned? - What remained unclear? - What is necessary to work on · Teacher asks learners what 3 words they learnt today · Learners complete an evaluation of what they did during the lesson by circling one word in each statement: I can understand: all / most of / some of the story in the video. I can understand: all / most of / some of the story when I read it. I can say all/most of/some plant parts Hometask: to learn the new vocabulary. |
Evaluation worksheet |
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Additional information |
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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 |
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Support for weaker students: working in pairs/groups, phrases Challenges for moreable students: Encouraged to do more writing; assist weaker students. Pair work, Whole group work
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Monitoring Feedback on the work |
Health promoting techniques Breaks and physical activities used. Safety rules |
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Reflection
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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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 orachievements/difficulties of individuals that will inform my next lesson?
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A long time ago, a farmer took a big bag of seeds to sell at the market. Suddenly, his cart’s wheel hit a big stone. Bump! One of the seeds fell out of the bag and onto the hot, dry ground. ‘I’m scared!’ said the seed. ‘I need to be safe under the soil.’ Just then, a buffalo walked on the seed and pushed it into the ground. ‘I’m thirsty!’ said the seed. ‘I need some water to help me grow.’ Just then, it started to rain. The next morning the seed had a little green shoot. All day it sat in the sun and grew taller and taller. The next day it had its first leaf. This helped it to catch sunlight and grow. That evening a hungry bird tried to eat it, but the seed had roots to help it stay in the ground. Many years of sunshine and rain passed. The seed became a plant and then the plant became a tree. Today if you visit the countryside you can see the tree. It is big and strong and now makes seeds of its own.
Давным-давно фермер взял большой пакет семян для продажи на
магазин.
Внезапно колесо его телеги ударилось о большой камень. Удар! Один из
семена выпадали из мешка и на горячую, сухую землю.
«Я боюсь!» - сказал семя. «Мне нужно быть в безопасности под землей».
В это время буйвол пошел по семени и толкнул его в землю.
«Я хочу пить!» - сказал семя. «Мне нужна вода, чтобы помочь мне расти».
В это время начался дождь.
На следующее утро у семени был небольшой зеленый побег. Весь день он сидел на солнце и рос
выше и выше.
На следующий день у него был первый лист. Это помогло ему уловить солнечный свет и расти.
В тот вечер голодная птица попыталась съесть его, но у семени были корни, чтобы помочь ему остаться в
земля.
Прошло много лет солнечного света и дождя. Семя стало растением, а затем растением
стал деревом.
Сегодня, если вы посетите деревню, вы можете увидеть дерево. Он большой и сильный, и теперь
делает свои собственные семена.
2 A buffalo walked on the seed and pushed it into the ground.
8 It is big and strong and now makes seeds of its own.
1 One of the seeds fell out of the bag and onto the hot, dry ground.
4 The next morning the seed had a little green shoot.
6 A hungry bird tried to eat it, but the seed had roots to help it stay in the ground.
3 It started to rain.
7 The seed became a plant and then the plant became a tree.
5 The next day it had its first leaf.
sunlight water root seeds plant tree green shoot |
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Read the story and fill the gaps correctly.
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sunlight water root seeds plant tree green shoot |
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Read the story and fill the gaps correctly.
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sunlight water root seeds plant tree green shoot |
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Read the story and fill the gaps correctly.
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