LESSON 49 Unit 5: Creativity Date: School: Stavropolka Secondary School Grade: 5 Number present: Theme of the lesson: Learning objectives Lesson objectives Criteria Previous learning Teacher name: Rogova V.V. Number absent: Art 1 Talking and writing about paintings and buildings and finding out about colours and shapes. 5 L1 understand a sequence of supported classroom instructions 5 S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5 W3 write with support factual descriptions at text level which describe people, places and objects 5 UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of general and curricular topics All learners will be able to use the main points of supported advanced communication on a range of general and curricular topics Most learners will be able to explain and compare using vocabulary of general topic Some learners will be able to explain and evaluate, using appropriate subject-specific vocabulary a limited range of general topics in making sentences makes up questions in order talk about main points of listening uses vocabulary a limited range of common topics evaluates and proves his mind Revision unit 4 Plan Planned timings Beginning 5 min Middle 30 min Planned activities Learners’ activities Learners will listen in audio about the wonder of the world and their forms (circle, rectangle, square, semicircle and triangle). Org. moment: Greeting learners Warm-up: The aim of this warmup repeat name of thing around us. What is it? Teacher chooses some pictures of object that are familiar to learners. Teacher shows learners a small portion of the picture. Get them to guess what the picture might be. Dividing into subgroups using difference shapes and color of figure Task 1 Work in groups (S+S) After listening learners are asked to Learners make fill the gaps to complete the and answer the sentences. questions Evaluation Resources Verbal evaluation PowerPoint CD-ROM 1st group makes up the questions 2nd group complete the sentence by sticking shapes Wake-up Inner Circle, Outer Circle This a variation on Think Pair Share. Rather than keeping the same partner for each topic, pairings change with each question. Divide the class in half and form two circles, one inside the other. After a question has been answered and shared, have the inner circle rotate so that everyone gets a new partner. Task 2 Work in pairs (S+S) Make up a dialogue using comparative and superlative adjectives in pairs. End 5 min Sheets of paper Learners in the inner circle talk with learners in the outer circle. Learners make up a dialogue Shapes of figures Hand signals Mutual avaluatio Task 3 Work in groups Look at the picture on the whiteboard and make up sentences using comparative adjectives of general topic. Learners Individual make up avaluation sentences using comparative and superlative adjectives Task 4 Work in groups Two groups will be given colored and different shapes of figures to make up something and protect their creation. Learners use the different shapes of figure make up something protect work REFLECTION At the end of the lesson, students reflect on: - what they learned - what remained unclear for them - what they need to continue working on by the "Traffic lights" Home task: Ex: 2 at page 58 Read the text and answer the questions. Who’s Harry Potter? How are these creatures related to him? Saying goodbye Selfassessment LESSON 50 Unit 5: Creativity Date: School: Stavropolka Secondary School Grade: 5 Number present: Teacher name: Rogova V.V. Number absent: Theme of the lesson: Art 1 Learning objectives 5.L4 understand the main points of supported extended talk on a 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 5.C4 evaluate and respond constructively to feedback from others 5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics All learners will be able: To say their favourite kind of stories To write proper nouns with capital letters Most learners will be able: To put the words in order correctly To say/write sentences grammatically correct Some learners will be able: To recognize the legend by pictures makes up questions in order talk about main points of listening uses vocabulary a limited range of common topics evaluates and proves his mind Art Lesson objectives Criteria Previous learning Plan Planned timings Beginning 10 min Planned activities Learners’ activities Pictures, photos Appendix 1 ORGANIZATIONAL MOMENT Setting the aim of the lesson WARM-UP (MIND –MAP) There is a circle with the word “Stories” on the board, and teacher explains students that they should choose the right pictures among all and stick them around the word given Evaluation Resources Learners say what their favourite kind of stories is e.g. fairy, ghost, adventure, horror, science fiction and so on and say why.(I) Middle 25 min DIFFERENTIATION: Less-abled learners are given sentences with gaps I like _____ stories because they have ______ (endings) I enjoy ______ stories because I can _______. I love _______ stories because I want to ____. Teacher writes legend on board and give an example of a legend from Kazakh literature then explains what a legend is. Learners say names of any legends either Kazakh or foreign ones discuss in pairs Learners discuss DISCUSSION Learners are shown image of King Arthur on interactive board. They are asked whether they know the legend about him. (or Teacher explains about people, places and objects of the story)(P/G) End 5 min Verbal evaluation Mutual avaluatio Learners are Pre-teach vocabulary and Individual asked when they grammar: avaluation Learners are introduced some use capital letters unknown lexis: e.g knight, century, sword, magician, brave Possible answers: a word begins with a capital letter when it goes either at the beginning of the sentence, or it is a proper noun, i.e.name e.g.: Arthur, Excalibur, Merlin, Lancelot, Lancelot, Galahad, Camelot, Guinevere, England REFLECTION SelfAt the end of the lesson, students assessment reflect on: - what they learned - what remained unclear for them - what they need to continue Home task: learn new vocabulary Saying goodbye Cards board Appendix 2 board LESSON 51 Unit 5: Creativity Date: School: Stavropolka Secondary School Grade: 5 Number present: Teacher name: Rogova V.V. Number absent: Theme of the lesson: Art 2 Finding out about and describing lines and symmetry in objects, portraits and their own faces. Learning objectives 5.C5 use feedback to set personal learning objectives 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.R3 understand the detail of an argument on a limited range of familiar general and curricular topics 5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information 5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics All learners will be able: To pronounce proper names correctly To reorder cards to create the story Most learners will be able: To explain the use of present and past tenses Some learners will be able: Speak about Kazakh legend peer/group assessment Lesson objectives Criteria Previous learning Art Plan Planned timings Beginning 10 min Planned activities ORGANIZATIONAL MOMENT Setting the aim of the lesson Phonetic drill: 1. Who is in story? Merlin (= magician and King Arthur’s friend) Guinevere (= King Arthur’s wife) Lancelot ( = a brave knight) , Galahad ( = a brave knight) , 2. Where does the story happen? Camelot ( = castle) Avalon ( = place where they sleep and wait to rescue people) 3. What is the name of the sword? (Excalibur) Learners’ activities Evaluation Resources Slide 3 PPP Learners look at names of people in King Arthur story on board and listen to pronunciation Middle 25 min Reading Students are divided into pairs (or groups), given worksheets and asked to colour them and cut out the pieces. (colours are pointed at the bottom of the card in the worksheet, students use this colour code to match and connect the cards to make up a coherent text. As colours are repeated students should pay attention to punctuation, as well as the logical syntax of the sentences) Extra: Teacher dictates a short version of a Kazakh legend in English. Students describe the picture of Paul Klee. For this activity, they will get an activity sheet with questions. Every Mutual pair/group avaluatio correct their peers’ text and comment on their work. Learners read and write the text on the board Individual avaluation Learners draw Verbal some of the evaluation things they hear about in the legend. Students will also have the picture on the power point. In the end teacher and students summarize the vocabulary on power point. For this activity teacher may also have shapes cut out of papers. Teacher may point to the shape students raise the card. Differentiation: Teacher supports students throughout the class. End 5 min REFLECTION At the end of the lesson, students reflect on: - what they learned - what remained unclear for them - what they need to continue working on by the "Traffic lights" Home task: find Kazakh legend read and translate the text at page 114 The Magic garden Saying goodbye Selfassessment Worksheet Scissors crayons or coloured pencils Nixon, C. and Tomlinson, M. (2003) Primary Grammar Box Cambridge: CUP (p. 106, p.107 LESSON 52 Unit 5: Creativity Date: School: Stavropolka Secondary School Grade: 5 Number present: Teacher name: Rogova V.V. Number absent: Theme of the lesson: Art 2 Learning objectives Lesson objectives Criteria Previous learning 5.UE16 use conjunctions so , if, when , where, before, after to link parts of sentences on a limited range of familiar general and curricular topics 5.C5 use feedback to set personal learning objectives 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.R3 understand the detail of an argument on a limited range of familiar general and curricular topics 5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information 5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics 5.C3 respect differing points of view 5.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world All learners will be able to: Understand the difference between poems and stories Do gap-filling task with few mistakes only (1-2 mistakes) Most learners will be able to: Memories words / phrases and able to dictate them to their peers Write poems which are dictated by their peers without any mistakes Some learners will be able to: Do gap-filling task without any mistakes peer/group assessment Art Plan Planned timings Beginning 10 min Middle 25 min Planned activities GREETING THE STUDENTS Setting the aim of the lesson Warm up Pre-learning poem: lines, rhymes, repetition of words, sounds, letters, verses; story: beginning, middle, end, paragraphs, sentences Running dictations (Skills: listening, writing ) Learners’ activities Learners say what is different about a poem and a story Evaluation Resources Verbal evaluation PPP End 5 min Preparation Teacher sticks worksheets with some poems outside the classroom beforehand. (there are three examples of the haiku of Basho Matsuo, the first great poet of haiku in the 1600s, teacher prints out two copies of each poem, in total there will be six worksheets, one for each pair). Procedure 1 Students work in pairs. Each pair has one short poem. Student A runs to the worksheet, reads the lines, runs back to the classroom and dictates to student B. Student B sits in the classroom and writes down the poems without spelling mistakes. Then Student A rewrites the ready poem onto his / her copybook, so that both students in pair could have the ready one. Differentiation Teacher arranges mixed ability pairs (more able student and less able students work together in one pair). Less able students run and dictate, more able students write without spelling mistakes. 2 Teacher explains students that they are going to do gap-filling task on the poems written. Students read the poems carefully and then hand in copybooks to the teacher. 3 Teacher hands out worksheets with gap-filling task. Students work individually and fill in the gaps. Teacher shows those three poems. FEEDBACK Thumbs up – normal Thumbs down – very difficult Home task: to do poetry-writing activity on haiku. Students’ task is to find information about haiku and read examples of it paying attention to the structure. Saying goodbye Learners follow the instruction Mutual avaluatio http://exam ples.yourdi ctionary.co m/examples -of-haikupoems.html Appendix 1 Learners Individual discuss the avaluation structure and characteristic features of the haiku. Learners reflect on the level of difficulty of the lesson. Selfassessment Appendix 2 LESSON 53 Unit 5: Creativity Date: School: Stavropolka Secondary School Grade: 5 Number present: Teacher name: Rogova V.V. Number absent: Theme of the lesson: Music 1 Finding out about instruments and the sections of an orchestra. Learning objectives Lesson objectives Assessment criteria Previous learning 5 L 6. Deduce meaning from context in short supported talk on an increasing range of general and curricular topics 5 S 3. give an opinion at sentence level on a limited range of general and curricular topics 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 5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics 5.C9 use imagination to express thoughts, ideas, experiences and feelings All learners will be able to : listen and repeat all new words, make up sentences with comparative and superlative adjectives Most learners will be able to : make up sentences to each musical instruments compare them using the degrees of adjectives Some learners will be able to : speak about his /her favourite singer Express a point of view in sentences Use a growing variety of adjectives and regular and irregular comparative and superlative forms in their speech. Art Plan Planned timings Start 10 min Planned activities Learners’ activities 1. GREETING & ORG . MOMENT - What did we learn at previous lesson ? Teacher introduces pupils with the theme, learning objectives and assessment criteria. Divide into groups ‘Violin’ and “ Piano”. Find out your piece of picture Let’s watch a video and you will understand the theme of our lesson. Learners divide into groups with the pictures of violin and piano. Evaluation Resources Excel Video clip about music https://www. youtube.com /watch?v=wi F8YlKNx4g Cards with numbers Middle 20 min End 10 min Activity “ Numbers speak” What did you understand from this video? Is music necessary in our life? Do you remember kinds of music and musical instruments? Differentiation question for more able student: Do you think that music can change your lives? Why ? Listen and match the types of music A-H to the musical instruments in the pictures. a classical b rock c jazz d folk e heavy metal f disco g pop h ethnic 1 acoustic guitar 2 synthesizer 3 saxophone 4. harp 5 drums 6 cello 7 violin 8 piano 9 accordion 10 .bass guitar Descriptors : A Say simple sentences using instruments. Grammar : The degrees of adjectives Make up sentences and compare the using the degrees of adjectives Group “ Violin” compare guitar and dombra group “ Piano” will compare violin and kobyz Teacher encourages more able learners to help those students who need some help. FEEDBACK Thumbs up – normal Thumbs down – very difficult Home task: learn the new words and grammar theme Saying goodbye Learners answer Verbal evaluation Learners Individual make up avaluation sentences with musical instruments. Learners Mutual listens to the avaluatio text carefully matches types of music with the musical instruments in the pictures Photos of musical instruments on the interactive board or on a computer Excel Learners Individual make up avaluation sentences and compare the using the degrees of adjectives Learners Selfreflect on the assessment level of difficulty of the lesson. Board LESSON 54 Unit 5: Creativity Date: School: Stavropolka Secondary School Grade: 5 Number present: Teacher name: Rogova V.V. Number absent: Theme of the lesson: Music 2 Watching and listening to a part of Peer Gynt, creating an imaginary character and writing about it. Learning objectives 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 5.UE10 use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics 5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics 5.C9 use imagination to express thoughts, ideas, experiences and feelings 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics All learners will be able to : Lesson objectives listen and repeat all new words, make up sentences with comparative and superlative adjectives Most learners will be able to : make up sentences to each musical instruments compare them using the degrees of adjectives Some learners will be able to : speak about his /her favourite singer Assessment criteria Express a point of view in sentences Use a growing variety of adjectives and regular and irregular comparative and superlative forms in their speech. Art Previous learning Plan Learners’ Evaluation Planned Planned activities Resources activities timings Start 15 min Org moment: Greeting students. Setting the aim of the lesson: The aims of the lesson are given in PPT: develop vocabulary on colors using vocabulary to speak about colors For this lesson students will need coloured pencils. Paper toys Lead-in For this part teacher may bring 2 balls made of paper. Balls should be of the same size but different in colors. Teacher will ask the following questions: Learners follow the instruction Verbal evaluation 1. What do I have in my hands? (You have 2 balls) 2. Are they the same? (No, they are not.) 3. How are they different? (They are different colors) 4. What color is the first\second ball (The first ball is\the second ball is) To ensure students understand teacher may have some words translated and put up on the board (different\the same\hold) For the next activity teacher may have 5 or 6 paper made toys (plane\car\frog\ship\flower\bird) of different colors. Teacher then explains that students will get these toys if they name the color and the toy. Expected answer from students (I see the yellow car...) Teacher will finalize the activity by giving the toys away for correct answers. Middle 15 min For this activity students get "My favourite colour sheet" Teacher first asks students to write their favourite colour on the head line of the sheet. Learners follow the description and draw a picture. Individual avaluation 1. Activity: Star colour matching activity, under every star students write colours. 2. Activity: Students draw a line from the colour to a picture. End 10 min Differentiation: Teacher supports students throughout the class. REFLECTION At the end of the lesson, T asks the students to assess the lesson using a technique one star and a wish. The teacher asks the students about the most difficult things they have faced during the lesson Home task: learn the poem Saying goodbye Selfassessment Appendix 1 LESSON 55 Unit 5: Creativity Date: School: Stavropolka Secondary School Grade: 5 Number present: Teacher name: Rogova V.V. Number absent: Theme of the lesson: Music 2 Making a musical instrument and playing it. Learning objectives Lesson objectives Criteria Previous learning 5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics 5.C9 use imagination to express thoughts, ideas, experiences and feelings 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics All learners will be able to : listen and repeat all new words, make up sentences with comparative and superlative adjectives Most learners will be able to : make up sentences to each musical instruments compare them using the degrees of adjectives Some learners will be able to : speak about his /her favourite singer Express a point of view in sentences Use a growing variety of adjectives and regular and irregular comparative and superlative forms in their speech. Music Plan Planned timings Beginning 5 min Planned activities ORG MOMENT Greeting students. For this part teacher may bring 2 different balls. Teacher will ask the following questions: 1. What do I have in my hands? (You have 2 balls) 2. Are they the same? (No, they are not.) 3. How are they different? (They are different colors) 4. What color is the first\second ball (The first ball is\the second ball is) Teacher will finalize the activity by giving the toys away for correct answers. Learners’ activities Evaluation Learners answer Verbal evaluation Resources Middle 30 min Look at the picture. Are they playing classical or modern music? How does music make you feel? Pupils’ book open. Ask the pupils to look at the picture on p. 64. What can they see? (some children playing music.) Learners answer Individual avaluation What kind of music do they think it is? Is it classical or modern? (modern) Then ask the pupils to tell the class how music makes them feel. Suggested answers: Music makes me feel happy. Group work Note! End 5 min FEEDBACK Learners provide feedback on what they have learned at the lesson. Home task: write an email to your English per-friends about an event you attended Saying goodbye In groups Mutual create a avaluatio poster showing traditional musical instruments from your country. Selfassessment LESSON 56 Unit 5: Creativity Date: School: Stavropolka Secondary School Teacher name: Rogova V.V. Grade: 5 Number present: Number absent: Theme of the lesson: Stories and poems 1 Reading and listening to stories and legends and writing about their Kazakh new year. Learning objectives Lesson objectives Criteria Previous learning 5.L8 understand supported narratives, including some extended 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.S8 recount basic stories and events on a range of general and curricular topics 5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information All learners will be able: To say their favourite kind of stories To write proper nouns with capital letters Most learners will be able: To put the words in order correctly To say/write sentences grammatically correct Some learners will be able: To recognize the legend by pictures Peer assessment Music Plan Planned timings Beginning 20 min Planned activities Org moment: Greeting students. Setting the aim of the lesson: The aims of the lesson are given in PPT: develop vocabulary on colors and shapes using topical vocabulary to describe pictures Lead-in For this part teacher asks students to look around the classroom and tell what shapes they see (desks, windows, pots, books).. Teacher should have some cards prepared in advanced that have the names of different shapes Learners’ activities Evaluation Resources Pictures, photos Learners Verbal may answer evaluation in English or in L1 cards (circle, square, triangle, rectangle, semi-circle, trapezium). Teacher then asks students to label the objects with cards they get. In the end teacher checks if objects (desks, windows, pots, books) are labeled correctly. If there are mistakes teacher may re-label the objects. Middle 15 min End 5 min Following this, students may practice the shape vocabulary describing objects in the classroom. (The door is rectangular; the flower pot is round etc.) For this activity, they will get an activity sheet with questions. Students will also have the picture on the power point. In the end teacher and students summarize the vocabulary on power point. For this activity teacher may also have shapes cut out of papers. Teacher may point to the shape students raise the card. Assessment Teacher may keep records on the board on the number, student or students got the shape right. Differentiation: Teacher supports students throughout the class. FEEDBACK Writing his opinion on sheets of paper and sticks on the board. A criteria- based assessment is presented on the board. After each task learners are asked to evaluate with a big finger- thumb. Home task: learn new vocabulary Saying goodbye Learners write down Individual the shapes avaluation and next to each word they draw an appropriate shape. Learners describe the picture of Paul Klee. Mutual avaluatio Selfassessment Appendix 2 LESSON 57 Unit 5: Creativity Date: Grade: 5 School: Stavropolka Secondary School Teacher name: Rogova V.V. Theme of the lesson: Number present: Stories and poems 1 Number absent: Learning objectives 5.W6 Lesson objectives All learners will be able: To pronounce proper names correctly To reorder cards to create the story Most learners will be able: To explain the use of present and past tenses Some learners will be able: Speak about Kazakh legend Criteria peer/group assessment Previous learning Stories and poems link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics 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 5.UE16 use conjunctions so , if, when , where, before, after to link parts of sentences on a limited range of familiar general and curricular topics 5.S8 recount basic stories and events on a range of general and curricular topics Plan Planned Planned activities timings Beginning GREETING THE STUDENTS 5 min Setting the aim of the lesson Warm up To revise the haiku teacher shows example of it with the odd words inserted. Middle II Vocabulary builder 30 min 1. Teacher arranges students into three groups. Each group will need table space. Teacher tells students that each group will create a word chart and gives each group one piece of A4 format paper and two markers. Learners’ activities Learners read the poem and choose the correct words. Learners follow the instruction Evaluation Verbal evaluation Mutual avaluatio Resources Differentiation Reading, writing, and speaking abilities are balanced among the groups. It is recommended to put students into groups in such a way that in each group there are students with strong reading, writing and speaking abilities. 2. Teacher asks one group of students to think about the current season, and write a list of words or phrases that depict things (nouns) that are indicative of it. For example, during winter, responses might include snow, ice, thunder, bare tree branches, and pine trees. During spring, responses might include flowers, buds, new leaves, and ducklings. 3. Teacher asks another group of students to chart words that will describe the season (adjectives). For example, during summer, responses might include hot, boiling, sizzling, and bright. During autumn, responses might include crunchy, brown, and dying. 4. The third group will write words that are actions for the season (verbs). Examples might be swim for summer, skate for winter, bloom for spring, or fall for autumn. 5. Teacher gives students time to generate as many words as they can on one piece of chart paper. When the three word charts are complete, teacher posts them onto the whiteboard so that all students can review all charts. Some words may be added to (or deleted from) each chart. 6. Teacher tells students that they will use the word charts in a poetry-writing activity. End 5 min FEEDBACK The teacher gives comments about learners work and awards learner. Students will choose one and put on the board their stickers. Home task: to learn the poem by heart Saying goodbye Learners generate as Individual avaluation many words as they can on one piece of chart paper Selfassessment LESSON 58 Unit 5: Creativity Date: School: Stavropolka Secondary School Teacher name: Rogova V.V. Grade: 5 Number present: Theme of the lesson: Stories and poems 2 Reading and writing poems and haikus. Learning objectives Lesson objectives Criteria Previous learning Number absent: 5.L6 deduce meaning from context in short, supported talk on an increasing range of 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.W1 plan, write, edit and proofread work at text level with support 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 All learners will be able to: identify subject matter and format criteria of haiku. use visual art to interpret their own written images. Most learners will be able to: use descriptive words to create visual images in writing. Some learners will be able to: create more advanced haiku peer/group assessment Stories and poems Plan Planned Planned activities Learners’ Evaluation timings activities Beginning . Greeting the students 5 min Setting the aim of the lesson Warm up Teacher tells the learners any words and mix them with the words related to the topic, when they hear topic words, learners tap their desks with the hand. Middle LISTENING Learners Verbal 30 min An email about an event you complete the evaluation sentences attended Hi Ken, I hope you’re well. Guess where I went last weekend! I went to the Nauryz celebrations with my parents. My sister, Zarina, had the flu so Resources PPP A3 format papers and markers she stayed at home in bed. She was so 1) ....... The weather was 2) ....... and there were somany people there. Everyone had a(n) 3) .........time. It was amazing. Some great singers performed at the festival. My favourite was Makpal Zhunusova. She was 4) ......... There were also fairground rides, games and theatre plays in the streets. It was really like a big party. We got some special Nauryz soup in the city square. It was 5) ......... . Anyway, we had a great time and it’s a pity you didn’t come. Write to me and let me know how you are. Yours, Amir WRITING 1 Students will work independently to write their own haiku, using words from the charts to help them generate ideas. Teacher makes sure that students understand that the word lists are for reference and ideas and encourages them to use their own words if they think of something that is not on the charts. End 5 min Presentation and peer assessment Students swap their papers and assess each other using the Haiku evaluation rubric. FEEDBACK Students reflect on the level of difficulty of the lesson. Thumbs up – normal Thumbs down – very difficult Home task: to learn the new vocabulary Saying goodbye Individual avaluation Mutual avaluatio Selfassessment Appendix 1 (the Haiku evaluation rubric) LESSON 59 Unit 5: Creativity Date: Grade: 5 Theme of the lesson: School: Stavropolka Secondary School Teacher name: Rogova V.V. Number present: Stories and poems 2 Number absent: Criteria 5.L6 deduce meaning from context in short, supported talk on an increasing range of 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.W1 plan, write, edit and proofread work at text level with support 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 All learners will be able to: Understand the difference between poems and stories Do gap-filling task with few mistakes only (1-2 mistakes) Most learners will be able to: Memorise words / phrases and able to dictate them to their peers Write poems which are dictated by their peers without any mistakes Some learners will be able to: Do gap-filling task without any mistakes peer/group assessment Previous learning Stories and poems Learning objectives Lesson objectives Plan Planned Planned activities timings Beginning GREETING 5 min Warm up To revise the haiku teacher shows example of it with the odd words inserted. Middle Running dictations (Skills: listening, 15 min writing ) Preparation Teacher sticks worksheets with some poems outside the classroom beforehand. (there are three examples of the haiku of Basho Matsuo, the first great poet of haiku in the 1600s, teacher prints out two copies of each poem, in total there will be six worksheets, one for each pair). Learners’ activities Evaluation Resources Verbal evaluation Mutual avaluatio PPT LISTENING Art I’m a great art lover. I look at beautiful paintings and (1)_________and wish I could be artistic. I can’t draw or paint to save my life. I wonder why some people are so talented and can create (2)________pictures, when other people, like me, can’t even draw good (3)_________ figures. I would like to fill my house with art from all over the world. It’s interesting to see how different (4)__________have different kinds of art. There’s nothing better than visiting art galleries when you go to another country. I prefer more (5)__________art. I don’t really understand a lot of modern art. I look at an (6)________of a pile of bricks in a museum but can’t see how it’s art. I always laugh when my children say, “Daddy, I can do better than that!” I often think they can. SPEAKING Look at the pictures bellow, choose one and answer the following questions. What do you know about cartoons below? Speak about one of the cartoons. The following questions will help you to organize the speech: End 5 min Why do you like this cartoon? Who are the main heroes? What is this cartoon about? Which part do you like most and why? FEEDBACK Students reflect on the level of difficulty of the lesson. Thumbs up – normal Thumbs down – very difficult Home task: to repeat vocabulary and grammar Saying goodbye Learners Individual listen to the avaluation story and fill in the gaps with the words Learners look at the pictures bellow, choose one and answer the following questions. Selfassessment Worksheets LESSON 60 Unit 5: Creativity Date: School: Stavropolka Secondary School Grade: 5 Number present: Teacher name: Rogova V.V. Number absent: Theme of the lesson: Unit revision Criteria 5.L6 deduce meaning from context in short, supported talk on an increasing range of 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.W1 plan, write, edit and proofread work at text level with support 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 All learners will be able to: Understand the difference between poems and stories Do gap-filling task with few mistakes only (1-2 mistakes) Most learners will be able to: Memorise words / phrases and able to dictate them to their peers Write poems which are dictated by their peers without any mistakes Some learners will be able to: Do gap-filling task without any mistakes peer/group assessment Previous learning Stories and poems Learning objectives Lesson objectives Plan Planned timings Beginning 5 min Middle 30 min Planned activities GREETING THE STUDENTS Warm up Learners remember what is different about a poem and a story (poem: lines, rhymes, repetition of words, sounds, letters, verses; story: beginning, middle, end, paragraphs, sentences) Preparation Teacher sticks worksheets with some poems outside the classroom beforehand. (there are three examples of the haiku of Basho Matsuo, the first great poet of haiku in the 1600s, teacher prints out two copies of each poem, in total there will be six worksheets, one for each pair). Learners’ activities Evaluation Resources Verbal evaluation PPP Learners remember what is different about a poem and a story http://exam ples.yourdi ctionary.co m/examples -of-haikupoems.html Procedure 1 Students work in pairs. Each pair has one short poem. Student A runs Learners follow the to the worksheet, reads the lines, runs back to the classroom and instructions dictates to student B. Student B sits in the classroom and writes down the poems without spelling mistakes. Then Student A rewrites the ready poem onto his / her copybook, so that both students in pair could have the ready one. Differentiation Teacher arranges mixed ability pairs (more able student and less able students work together in one pair). Less able students run and dictate, more able students write without spelling mistakes. Mutual avaluatio Appendix 1 Appendix 2 2 Teacher explains students that they are going to do gap-filling task on the poems written. Students read the poems carefully and then hand in copybooks to the teacher. End 5 min 3 Teacher hands out worksheets with gap-filling task. Students work individually and fill in the gaps. Peer assessment (FA) Teacher gives copybooks back. Having finished the task students check each other. (poems in their copybooks are answer key). Consolidation (WC) Teacher shows those three poems. Students discuss the structure and characteristic features of the haiku. FEEDBACK Learners give Feedback said compliments for feedback learners; oral feedback; also at the end of the lesson they will give feedback by given smiles. Home task: to repeat vocabulary and grammar Saying goodbye PPP, slide 3 Selfassessment LESSON 61 Unit 6: Reading for Pleasure Date: Grade: 5 Theme of the lesson: Learning objectives Lesson objectives Criteria Previous learning School: Stavropolka Secondary School Teacher name: Rogova V.V. Number present: Number absent: Learners read non-fiction books in Kazakh, English, Russian languages 5.W2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics 5.C4 evaluate and respond constructively to feedback from others 5.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics All learners will be able to: understand the events in the story from the book recognize unfamiliar words while reading the story read, understand and reorder most of the events in the story To read the short story To describe a character from the story To learn some new words from the story Unit revision Plan Planned Planned activities timings Beginning GREETING 15 min Lesson hook. Teacher shows a picture of the story and asks what they see (for less motivated students). They recall the title of the story “Godlilock and the three bears”. Then she may ask where this episode took place in the story. For more motivated students she shows a video of the cartoon without sound for 30-50 seconds. Then she may ask what cartoon characters are talking about. Middle The first post-reading activity. 20 min Teacher asks learners to find true or false statements. This task will be presented as a formative assessment at the end they may check for their text comprehension using assessment criteria. Learners’ activities Learners do vocabulary revision on this story Evaluation Resources Individual avaluation PPT. Slide 12 PPT slide-3 https://www. youtube.com/ watch?v=YZ 4gg8GLwA4 PPT slide-3 PPT slide-4 Make up sentences using those words appendix 1 Learners find true or false statements Verbal evaluation Assessment sheet (if they collect 6 score out of 8 they could manage this task and can be praised with a star). The answers will be checked with the help of the teacher. In order to evaluate their work they may check each other’s work. 1. We read the story about 2 bears and a princess. 2. The girl’s mother asked her daughter to go to the shop to buy some bread. 3. The girl likes to go for a walk. 4. She meets 2 bears on the road to the shop. 5. Bears were very friendly to the girl. 6. When she comes to the bears’ house, she eats baby bear’s porridge. 7. She likes mother bear’ bed, because it is too soft. 8. She gets home with three bears. End 5 min The second post-reading activity. Learners follow the The quick vocabulary revision. Teacher shows a list of words from instruction the story and they together revise for meaning: To pick up flowers, to lose her way, to belong to, porridge, to smell, big bowl, feet were sore, to climb up the stairs, to scream, to fall asleep, to wake someone up, to apologize , to become friends Mutual avaluatio REFLECTION Learners complete an evaluation of what they did during the lesson by circling one word in statement: I can understand: all / most of / some of the story when I read it. Home task: to learn the new words and read the story once more Saying goodbye Selfassessment LESSON 62 Unit 6: Reading for Pleasure Date: School: Stavropolka Secondary School Teacher name: Rogova V.V. Grade: 5 Number present: Number absent: Theme of the lesson: Learners read non-fiction books in Kazakh, English, Russian languages Learning objectives Lesson objectives Criteria Previous learning 5. W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 5.C4 evaluate and respond constructively to feedback from others 5.C5 use feedback to set personal learning objectives 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information All learners will be able to: understand the events in the story from the book recognize unfamiliar words while reading the story read, understand and reorder most of the events in the story Most learners will be able to: use visual support to understand the events in the story and the actions of the 3 bears and a Godlilocks use their knowledge of the words during the role-play activity read and reorder parts of a story without support understand the moral of the story Some learners will be able to: understand most of the language on the story communicate using a wide range of vocabulary from the story expressively during role-play To read the short story To describe a character from the story To learn some new words from the story Unit revision Plan Planned timings Beginning 5 min Planned activities GREETING Lesson hook. Teacher shows a picture of the story and asks what they see .They recall the title of the story “Godlilock and the three bears” Part 2. Then she may ask where this episode took place in the story. Learners’ activities Evaluation Resources PPT. https://www. youtube.com /watch?v=Y Z4gg8GLw A4 Middle 30 min End 5 min The third post-reading activities. The teacher distributes the tasks according to their levels. She explains their functions and shows assessment criteria. Learners are given 20 minutes for preparation. Less able students are given to make up sentences using the words above. More able students should make up a story using those words. High motivated students act out the story in three or four pupils. They have to be reminded that this group of learners should have a narrator. Learners make up sentences using the words above. Verbal evaluation Formative assessment. Students are informed how they are going to be assessed by the following criteria: Creativity-10 Presentation skills-10 Language (Grammar and usage of new words) Teacher nominates group of learners according to their performance. Learners give peer feedback such as: Well done! Great job, The best actors and actresses, The super English speakers and so on. Teacher praises learners’ performance and suggests an improvement. FEEDBACK 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 of the words in the role-play. Home task: to write a picture to the story Saying goodbye Learners start Individual avaluation performing their tasks. Each group or peers listen to their peers’ performance and assess each other according to the assessment criteria. Learners make up a story using those words. Learners act out the story in three or four pupils. Mutual avaluatio Selfassessment appendix 1 Assessment sheet LESSON 63 Unit 6: Reading for Pleasure Date: School: Stavropolka Secondary School Teacher name: Rogova V.V. Grade: 5 Number present: Number absent: Theme of the lesson: Learners read non-fiction books in Kazakh, English, Russian languages Learning objectives 5.L4 understand the main points of supported extended talk on a range of general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects 5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information 5.C7 develop and sustain a consistent argument when speaking or writing Lesson objectives All learners will be able to: understand the main events in the story brainstorm the pictures and share ideas on them Most learners will be able to: read the story without support understand the moral of the story Some learners will be able to: understand most of the language in the story without any support To read the short story Criteria To describe a character from the story To learn some new words from the story Godlilock and the three bears Previous learning Plan Planned Planned activities timings Beginning GREETING 5 min Brain-storming: Teacher puts pictures of bear, chair and porridge so Students should guess what story is it? Discuss if they have read or seen it before. There is Russian version of this story. Setting the aims of the lesson Middle Reading skills: 30 min Learners start reading the short story “Goldilocks and the Three Bears” (Part 1). Learners’ activities Evaluation Verbal evaluation Learners have a vocabulary/ Individual dictionary of avaluation unknown words. Resources PPP Appendix 1 Differentiation: More motivated learners sit individually and read the story with no Teacher support. Less motivated learners make a circle and read the text with teacher together. Appendix 2 Character card Learners choose a character and write his/her name in the middle of a piece of paper. In the rest of the space write briefly about the following: The character looks… The character acts… The character says… The character feels… Once Learners Mutual finished the task, avaluatio they swap their cards in order to assess each other. After reading: Teacher distributes short story quiz templates to each Student. They need to make questions on the short story and swap them with their classmates in order to answer them. Learners make questions on the short story and swap them with their classmates in order to answer them. Assessment criteria: -Student answers to questions correctly -Student justifies his/her answers by showing the number of the page End 5 min FEEDBACK Teacher asks learners 1) how do you feel when a friend doesn’t say thank you for your help?e.g. unhappy, sad, lonely 2) why should people say sorry? Teacher encourages Learners to reflect on the lesson “Two stars one wish” Home task: choose true or false sentences by the text Saying goodbye Selfassessment LESSON 64 Unit 6: Reading for Pleasure Date: School: Stavropolka Secondary School Teacher name: Rogova V.V. Grade: 5 Number present: Number absent: Theme of the lesson: Summarizing the chosen books Different activities, based on the content of the books Learning objectives Lesson objectives Criteria Previous learning 5.C9 use imagination to express thoughts, ideas, experiences and feelings 5.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics All learners will be able to: understand the events in the story from the book recognize unfamiliar words while reading the story read, understand and reorder most of the events in the story Most learners will be able to: use visual support to understand the events in the story and the actions of the 3 bears and a Godlilocks use their knowledge of the words during the role-play activity read and reorder parts of a story without support understand the moral of the story Some learners will be able to: understand most of the language on the story communicate using a wide range of vocabulary from the story expressively during role-play Many of the Listening and Speaking learning objectives, and some of the Writing learning objectives, will be addressed when learners think about and discuss what they have read. Learners read non-fiction books in Kazakh, English, Russian languages Plan Planned Planned activities timings Beginning GREETING 5 min Teacher shows a picture of the story and asks what they see (for less motivated students). They recall the title of the story “The fox and the crow”. Then she may ask where this episode took place in the story. For more motivated students she shows a video of the cartoon without sound for 30-50 seconds. Then she may ask what cartoon characters are talking about. Learners’ activities Evaluation Resources Video Learners follow the instruction Middle 30 min After the short conversation, she introduces the lesson objectives and asks them to put them down on their copy books: To do vocabulary revision on this story Make up sentences using those words Use those words in your speech. (sequencing activity, role-play, ). Post-reading activity 1. Teacher asks learners to find true or false statements. This task will be presented as a formative assessment at the end they may check for their text comprehension using assessment criteria. (if they collect 6 score out of 8 they could manage this task and can be praised with a star). The answers will be checked with the help of the teacher. In order to evaluate their work they may check each other’s work. Post-reading activity 2. The quick vocabulary revision. Teacher shows a list of words from the story and they together revise for meaning End 5 min Post-reading activity 3. The teacher distributes the tasks according to their levels. She explains their functions and shows assessment criteria. Learners are given 20 minutes for preparation. Learners act out the story in three or four pupils. They have to be reminded that this group of learners should have a narrator. FEEDBACK At the end of the lesson, students reflect on: - what they learned - what remained unclear for them - what they need to continue Home task: to write a picture to the story and learn the new words from the text. Saying goodbye Learners find true or false statements Learners make up sentences using the words above. Learners make up a story using those words. Verbal evaluation Individual avaluation Mutual avaluatio Selfassessment LESSON 65 Unit 6: Reading for Pleasure Date: School: Stavropolka Secondary School Teacher name: Rogova V.V. Grade: 5 Number present: Number absent: Theme of the lesson: Summarizing the chosen books Different activities, based on the content of the books Learning objectives Lesson objectives Criteria Previous learning 5.C9 use imagination to express thoughts, ideas, experiences and feelings 5.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics Learners will be able to: Write with moderate grammatical accuracy on a limited range of familiar general and curricular topics with support; recount some extended stories and events on a growing range of general and curricular topics with support. Learners have met the learning objective (R1) if they speak and listen, solve problems creatively and cooperatively in groups Use a variety of simple perfect forms Understand with some support most of an argument Respect each other’ point of view Summarizing the chosen books Plan Planned Planned activities timings Beginning GREETING 5 min A teacher says to the learners Good morning/afternoon, class. How are you? The learners greet the teacher too. The teacher tells learners that they are going to continue the previous topic and asks what it was. Learners answer. Middle Lead-in 30 min Learners listen to and sing “Visualize” song. Pre-teach the word alive . You can ask your learners to make a dictionary race, so the first one who finds it (alive) in the dictionary takes the prize (optional) or introduce it by yourself. Learners’ activities Learners visualize a character or a scene from the books Evaluation Resources Verbal evaluation The teacher reveals the objectives of the lesson Today you will: Writing Pre-writing stage The teacher asks learners if they liked the stories they read. What was special about them? Learners write and make a picture of their visualization Individual avaluation Writing Learners should visualize a character/the whole story that they liked most from the books they read Learners study the criteria for the writing task: Picture – 1 point Grammar (use of Past Simple and present Simple tenses) – 2 points Spelling (no more than 2 mistakes) – 1 point 80-100 words – 1 point To get achieved – 4 points Speaking Learners should present their visualization in front of the class Criteria: You should speak for at least 1-2 minutes – 1 point Pronunciation (no more than 4 mistakes) – 2 points Creativity – 1 point Content (a picture and description)– 2 points To get achieved – 5 points End 5 min REFLECTION Learners write a cinquain poem about a character/book. Hometask: learn the new poem Saying goodbye Learners present Mutual their avaluatio visualization to the classmates Selfassessment Use traffic light pictures. LESSON 66 Unit 6: Reading for Pleasure Date: School: Stavropolka Secondary School Grade: 5 Number present: Teacher name: Rogova V.V. Number absent: Theme of the lesson: Unit revision Learning objectives Lesson objectives Criteria Previous learning 5.C9 use imagination to express thoughts, ideas, experiences and feelings 5.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics All the leaners will be able to: Say at least 5-6 simple sentences using new vocabulary Most learners will be able to: Read and understand text Give an opinion at discourse level Answer the simple questions according to the theme Some learners will be able to: make a dialogue using new vocabulary Learners have met the learning objective (R1) if they speak and listen, solve problems creatively and cooperatively in groups Use a variety of simple perfect forms Understand with some support most of an argument Respect each other’ point of view Summarizing the chosen books Plan Planned Planned activities timings Beginning GREETING . 5 min Warm up activity: 1.Do you watch TV every day? 2. What kind of TV program or movie do you watch? 3.What is your favourite movie? 4. Do you usually watch movies at home or at a movie theater? 5.Have you ever seen the same movie more than once? If yes, name it. Checking the homework Learners’ activities Evaluation Resources hhh://www. youtube.co m/ watch. Learners make up sentences using adjectives according the theme books Verbal evaluation Middle 30 min Match the words and their definitions. Television Newspaper Tabloid The Internet Radio a paper printed and sold usually daily or weekly with news, advertisements etc.; the process of sending and receiving messages through the air; broadcasting programmes for people to listen to; broadcasting programmes (the news, plays, advertisements, shows, etc.) for people to watch on their television sets; a newspaper with rather small pages, many pictures and little serious news; a way to communicate with your partner who might be a thousand miles away using the computer (emails). Complete the sentences which programme you would choose if you want to see. a soap a music programme a comedy a news programme a film a sport programme a cartoon a documentary an educational programme politics a religious programme End 5 min I’d like to see… I want to see… I would choose … I prefer watching … Feedback Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement. Home task: learn the new words and grammar theme Good bye song Learners match the words and their definitions. Mutual avaluatio Learners complete the sentences which programme you would choose if they want to see. Flashcards Individual avaluation Selfassessment Use traffic light pictures. LESSON 67 Unit 7: Fantasy world Date: School: Stavropolka Secondary School Teacher name: Rogova V.V. Grade: 5 Number present: Number absent: Theme of the lesson: Home and garden 1 Describing and designing rooms and furniture and talking and writing about them Learning objectives 5.L1understand a sequence of supported classroom instructions 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.C4 evaluate and respond constructively to feedback from others 5.UE6 use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics All learners will be able to: know the parts of home and furniture, Lesson objectives and understand the pronouns Most learners will be able to: describe and design rooms and meaning and differences of pronouns Some learner will be able to: talk and their dream houses using demonstrative pronouns and quantitative pronouns some, any, something, nothing, anything pronouns Makes up sentences with There is…., There are …. Criteria Draws their posters by using new vocabulary Gives feedback to other groups Presents their posters by using new grammar, uses the pronouns in the sentences Unit revision Previous learning Plan Planned timings Beginning 5 min Planned activities GREETING Psychological ready the group for the English lesson using: “I can…V ” Divide the class into three groups as “Rooms” (bedroom, living room, kitchen, hall), “Homes” (flat, castle, cottage, villa) and “Furniture” (sofa, table, chair, wardrobe) with helping of pictures Repeat and remember pass themes: grammar “There is…, There are…” and vocabulary connecting with home, rooms and furniture in their hand pictures Learners’ activities Evaluation Resources Placard Learners follow the teacher’s instructions Pictures cards https://yout u.be/casfzs V8p4 Middle 30 min Introduce the students with the aim of new theme Introduce with new vocabulary. Make poster “Project of my dream house” Using the method “Market”. Introduce with criteria of poster (description): Use more new vocabulary. Task achievement Whole group participation Feedback for poster Learners listen and repeat Picture Poster Learners make poster Verbal evaluation Grammar: Personal, demonstrative and quantitative pronouns Meaning Using Examples Work book Protect the project using new grammar: personal, demonstrative Learners study Mutual and quantitative pronouns. grammar theme avaluatio Introduce with criteria of poster’s protect: Use more new grammar Task achievement Pair work Feedback for poster End 5 min Exercise 1. Write the sentences completing with basic personal (P. Pr), demonstrative(D. Pr) and quantitative pronouns (Q. Pr) (D. Pr)…is …(P. Pr)… bookshelf. I made it myself. This is my bookshelf. I made it myself. (6 sentences) Reflection of the lesson: The method of “Sandwich”- two interesting and one difficult moment Hometask: Learn new vocabulary Make up topic “My home” Use more pronouns on the topic Good bye song Learners write the sentences completing with pronouns Individual avaluation Selfassessment LESSON 68 Unit 7: Fantasy world Date: School: Stavropolka Secondary School Teacher name: Rogova V.V. Grade: 5 Number present: Number absent: Theme of the lesson: Home and garden 1 Describing and designing rooms and furniture and talking and writing about them Learning objectives 5.L1understand a sequence of supported classroom instructions 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.C4 evaluate and respond constructively to feedback from others 5.UE6 use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics All learners will be able to: know the parts of home and furniture, Lesson objectives and understand the pronouns Most learners will be able to: describe and design rooms and meaning and differences of pronouns Some learner will be able to: talk and their dream houses using demonstrative pronouns and quantitative pronouns some, any, something, nothing, anything pronouns Makes up sentences with There is…., There are …. Criteria Draws their posters by using new vocabulary Gives feedback to other groups Presents their posters by using new grammar, uses the pronouns in the sentences Unit revision Previous learning Plan Planned Planned activities timings Beginning GREETING 5 min Pre-learning Put students in pairs. Show the picture of our planet. Learners brainstorm ideas about looking after our planet teacher writes the ideas on the board. Tell the students that today they are going to learn a song about environment. Predict what actions they’ll hear in a song about looking after our world. Students say which are positive statements e.g. Recycle our old clothes, and which are negative commands e.g. Don’t waste water. Learners’ Evaluation activities Learners Verbal work in pairs evaluation and discuss it first then share their ideas with the class. Learners look at the board while teacher records ideas. Resources Placard Pictures cards Middle 30 min Learners listen to a song. Which actions did they predict correctly? Which lines are repeated? (Can you understand? It’s up to me and you.) Learners read song lyrics in groups of three then practise singing/ chanting the song. When they learn the words, groups perform it. If time, prepare posters with main actions on them to hold up as they sing. Group performance Differentiation Divide students so that in each group were less able and more able students. Activity 1 Project a simple recipe on IWB. Learners read recipe and say the language of instructions: list of things we need, instructions in order, picture. They give examples of each from recipe then highlight amounts and imperative forms, using two different colours, e.g. yellow – amounts and green - imperatives. Check as a class. Pre-teach e.g. spoon, kindness, happiness, stir, mix, oven, family, friends, love, happiness, kindness, animals, plants, sun, and rainbow. Show the words and pictures on PPT Learners brainstorm as a class, what we need to make a recipe for an ideal world using these words End REFLECTION 5 min Teacher asks learners 1) do you like the song and performance? Assessment – students assess each group using technique 2 stars and a wish Hometask: to learn the new words Good bye song Learners read and sing a song Mutual avaluatio Learners prepare posters with main actions on them to hold up as they sing. Learners read recipe and say the language of instructions Individual avaluation Selfassessment Picture LESSON 69 Unit 7: Fantasy world Date: School: Stavropolka Secondary School Teacher name: Rogova V.V. Grade: 5 Number present: Number absent: Theme of the lesson: Home and garden 2 Describing and designing rooms and furniture and talking and writing about them Learning objectives 5.L1understand a sequence of supported classroom instructions 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.C4 evaluate and respond constructively to feedback from others 5.UE6 use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics All learners will be able to: know the parts of home and furniture, Lesson objectives and understand the pronouns Most learners will be able to: describe and design rooms and meaning and differences of pronouns Some learner will be able to: talk and their dream houses using demonstrative pronouns and quantitative pronouns some, any, something, nothing, anything pronouns Makes up sentences with There is…., There are …. Criteria Draws their posters by using new vocabulary Gives feedback to other groups Presents their posters by using new grammar, uses the pronouns in the sentences Unit revision Previous learning Plan Planned Planned activities timings Beginning GREETING 5 min Setting the aims of the lesson Pre-learning They write down words they remember on the white board. Teacher distributes worksheet with the list of key words and students tick those they remembered. Middle This activity can be completed by a 30 min student individually, but working together in small groups (ideally 2-4 students in each) will provide more practice with the target language as students negotiate the task and each person’s input. Learners’ activities Evaluation Resources Placard Learners watch and read information about an ideal world in web link. Pictures cards Verbal evaluation Picture Instructions: Learners 1. Print a blank map and set of follow the rectangles/cards for each group. instructions 2. Cut out the rectangles into individual cards and group together as a complete set with a blank map. 3. Give each group a set of cards and a blank map. Have them distribute the cards among themselves. 4. Instruct them to write in the names of each building on the map according to the directions on the cards. [Note: If they have trouble, advise them to start with cards about the hospital.] 5. When the buildings have all been labeled, allow students to check their work against the answer key/map. 6. Give students the worksheet to answer questions concerning the map. Project work. Creating fantasy city They decide which features to include; make a key with symbols; write coordinates where the features can be found. They give the city a name. e.g. Encourage learners to practice comparative and superlative adjectives; beautiful, the best, better than any city in the country, clean, great, happy place, nice, exciting, famous, fine, top, excellent Explain what a persuasive text is. Below their map learners write a short, persuasive text to try to get people to visit their city. (30-50 words) End REFLECTION 5 min At the end of the lesson, T asks the students to assess the lesson using a technique one star and a wish. The teacher asks the students about the most difficult things they have faced during the lesson Hometask: to learn the new theme Good bye song Learners create a fantasy city using a blank map grid. Individual avaluation Mutual avaluatio Learners in pairs brainstorm adjectives they can use to persuade people to visit their city to describe their fantasy city and its features Selfassessment LESSON 70 Unit 7: Fantasy world Date: School: Stavropolka Secondary School Teacher name: Rogova V.V. Grade: 5 Number present: Number absent: Theme of the lesson: Home and garden 2 SA Learning objectives 5.W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics 5.R6 Recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 5.UE6 use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics All learners will be able to: know the parts of home and furniture, Lesson objectives and understand the pronouns Most learners will be able to: describe and design rooms and meaning and differences of pronouns Some learner will be able to: talk and their dream houses using demonstrative pronouns and quantitative pronouns some, any, something, nothing, anything pronouns Makes up sentences with There is…., There are …. Criteria Draws their posters by using new vocabulary Gives feedback to other groups Presents their posters by using new grammar, uses the pronouns in the sentences Home and garden Previous learning Plan Planned Planned activities timings Beginning GREETING 5 min Setting the aims of the lesson Warm up Put students in pairs and ask them to play the game Middle 10 min Describing and designing rooms and furniture and talking and writing about them Makes up sentences with There is…., There are …. Draws their posters by using new vocabulary Gives feedback to other groups Presents their posters by using new grammar, uses the pronouns in the sentences Learners’ Evaluation Resources activities Student 1 Verbal read the evaluation instructions. Student 2 do them then they swap. Mutual avaluatio Learners follow the instruction SA 20 min WRITING Task 1. Use some, any, something, nothing and anything. 1. What room is it? 2. What does it look like? 3. What furniture is there? 4. What can you do in this room? READING There are lots of stories about fantasy animals. Here is some information about four famous fantasy animals. Unicorns were beautiful creatures like horses. They had a long pointed horn in the middle of their foreheads. Unicorns were a sign of good luck, but only honest people could see them. Chinese dragons were good, friendly and intelligent. They were made from the parts of nine animals: a snake’s body, a fish’s scales, a clam’s stomach, a tiger’s feet, an eagle’s claws, a camel’s face, a deer’s antlers, a cow’s ears and golden eyes. Griffins were very strong creatures. They had a lion’s body and an eagle’s head and wings. They were the kings of all the animals and birds. Write the names of the creatures under the pictures. 1____________________ 2____________________ 3____________________ Write T for True and F for False next to the following sentences: 1.Unicorns had a horn on their head. 2.All of these animals were real. 3.Chinese dragons had a tiger’s face. End REFLECTION 5 min Sing the song about the environment again with the whole class Hometask: write correct degrees of comparison Good bye song Learners write a description of a room of your dream. Individual avaluation Learners read the short texts about fantasy creatures. Learners write the names of the creatures under the pictures. Learners true or false sentences Selfassessment LESSON 71 Unit 7: Fantasy world Date: School: Stavropolka Secondary School Grade: 5 Number present: Teacher name: Rogova V.V. Number absent: Theme of the lesson: City 1 Describing fantasy cities and reading, writing and talking about them. Learning objectives Lesson objectives Criteria Previous learning 5.R2 understand with little support specific information and detail in short simple texts on a limited range of general and curricular topics. 5.W8 spell most high-frequency words accurately for a limited range of general topics. 5.UE8 use future form will for prediction and be going to talk about already. All learners will be able to read about tours of Astana spell most high –frequency words Most learners will be able to Read the texts and write True and False. Complete the text with the verbs using to be going to Some leaners will be able to Make plans and say about them using to be going to . Read and complete the text with the verbs Used be going to correctly Make up sentences with one of the verb Home and garden Plan Planned timings Beginning 5 min Middle 30 min Planned activities GREETING 1 . Riddles 2 .To show video about Astana city. 3. Ask questions after the video -What have you seen at video ? - Are there any famous landmarks in your country ? - What are their names ? - Do you know who built ? Divide the pupils in two groups Kazakhstan stamp, England stamp “Jigsaw “ 1.Task Reading the text Ex .1,p98 . Samat ’s friends from England are going to visit him next month. Read their text messages and the text about places in Astana .Where do you think Samat is going to take them Learners’ activities Evaluation Resources Verbal evaluation Video 1 ICT stamps Learners read the text Individual avaluation Feedback for correct reading excellent for one &two wrong words try to remember the words or much wrong words reading you should read more and work on your vocabulary 2 . Task Ex 3 Read the texts again and write True & False 3 Task .Build your vocabulary and translate into Kazakh. Find these words in the texts. Feedback found all the words ‘’firework ‘’ Learners write True or False sentence Learners find and translate Mutual avaluatio Focus Rules ‘’to be going to’’ affirmative and negative .In negative sentences we put not before/after going to. 4. Task . Work in groups. Ex 3 Read and complete the text with the verbs .Use going to Visit ,eat ‘walk, take, watch Learners read and complete the text with the verbs Learners make up your sentences End 5 min REFLECTION “Cinquain” is a five-line poem based on the content of the material under the study. Line 1 – One-word title. Line 2 – Two adjectives for describing that word. Line 3 – Three verbs. Line 4 – Four feeling words. Line 5 – A synonym for the title word. Hometask: draw fantasy city Good bye song Selfassessment LESSON 72 Unit 7: Fantasy world Date: School: Stavropolka Secondary School Grade: 5 Number present: Teacher name: Rogova V.V. Number absent: Theme of the lesson: City 1 Describing fantasy cities and reading, writing and talking about them. Learning objectives Lesson objectives Criteria Previous learning 5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics 5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics All learners will be able to: name at least 5 objects in the garden contribute some language in order to talk about the garden understand and draw most of the objects in the garden Most learners will be able to: communicate the main points in the description activity write the descriptive sentences without support Some learners will be able to: understand most of the language used by the teacher at the lesson communicate a range of language from the lesson expressively during the presentation Read and complete the text with the verbs Used be going to correctly Make up sentences with one of the verb Home and garden Plan Planned Planned activities timings Beginning GREETING 5 min Pre-learning Divide the students in groups of 3-4 so that there were at least 1 more able learner. Ask students to look at images of gardens from around the world and from Kazakhstan on IWB and name what’s in them e.g. Group 1 has to name only nouns e.g.: trees, plants, flowers, grass, seat, wall, gate, water, bird house, fountain, stones, stairs, bridge, bush, path. Group 2 has to name only adjectives e.g.: nice, beautiful, tall, low, big, green, airy etc. Learners’ activities Evaluation Resources An image of gardens projected on IWB Learners name the words while more able learners can categorized them in groups Verbal evaluation PPT Middle 30 min Teacher pre-teaches then prepositions of place. Show students the picture with prepositions and drill the pronunciation. Ask some students about the objects in the class to clarify that they understand them. Learners Prepare a dictation called ’take follow the your pencil for a walk’ Draw a garden path across the centre instructions of the page. Draw a large apple tree on the left of the picture. Draw a small pear tree on the right of the picture. Take your pencil and draw grass below the path. Put three flowers in the grass. Now take your pencil and draw a garden seat between the two trees. Draw a pond at the back of the picture. Put a fountain in it. Now draw a bird sitting on the seat. Learners use a large piece of paper – landscape. They listen to instructions and take their pencil for a walk. When finished, they compare picture with a partner. Do they look the same? What’s different? Learners imagine a fantasy garden and write five things in it. With a partner, they take turns to dictate five sentences for partner to draw their fantasy garden. Swap and check. End REFLECTION 5 min Teacher asks learners 1) what prepositions of place did we learned today? e.g. in front of, behind, in the middle etc. 2) do you have any questions about the lesson? 3) can you talk about your garden? Students can answer by demonstration the prepositions of places ask questions or show thumbs up or down. Hometask: to learn the new theme Good bye song Posters Mutual avaluatio Individual avaluation Selfassessment LESSON 73 Unit 7: Fantasy world Date: School: Stavropolka Secondary School Grade: 5 Number present: Teacher name: Rogova V.V. Number absent: Theme of the lesson: City 2 Creating a map of a fantasy city and writing a persuasive text about it Learning objectives Lesson objectives Previous learning 5.C4 evaluate and respond constructively to feedback from others 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics All learners will be able to: use new vocabulary concerning the topic "fantasy city" use comparative and superlative adjectives with some support write a persuasive text with some support Most learners will be able to: use comparative and superlative adjectives with a little support make a dialogue using new words write a persuasive text with a little support Some learners will be able to: use comparative and superlative adjectives with no support create a fantasy map of an ideal city and write a persuasive text Home and garden Plan Planned Planned activities timings Beginning GREETING 5 min Setting the aim Warm up Teacher asks to watch a video about "Fantasy city" Differentiation More able Ss write 2-3 sentences trying to describe it. Middle 30 min Learners’ activities Evaluation PPP Learners write words they know that come to their mind Verbal evaluation https://www. youtube.com /watch?v=2g LhjEWvM1k Cards"Talki ng about cities". Appendix 1 Pre-teach vocabulary Teacher distributes cards "Talking about cities". Differentiation: Less able Ss will be given this task: Ss try to complete the sentences with the words below: Resources Learners complete the sentences with the words Individual avaluation garbage crowded comfortable tall outdoor polluted air jammed transportation PPP(slide 3) More able Ss create their own sentences by describing pictures. Speaking Teacher encourages Ss to create short conversations about their city using the vocabulary and sentences and try to expand: A: What do you like about your city? B:_________________________ A:Why is that?/ What do you mean? B:_________________________ A: And what do you dislike about your city? B:_________________________ A: Why is that a problem? B:_________________________ Peer-assessment (palm-fist) Thumbs up if they understood everything /thumbs down- didn’t understand/ thumbs left or right – understood 50 percent End REFLECTION 5 min “Cinquain” is a five-line poem based on the content of the material under the study. Line 1 – One-word title. Line 2 – Two adjectives for describing that word. Line 3 – Three verbs. Line 4 – Four feeling words. Line 5 – A synonym for the title word. Hometask: complete the task Good bye song Learners create Mutual short avaluatio conversations about their city using the vocabulary and sentences Selfassessment LESSON 74 Unit 7: Fantasy world Date: School: Stavropolka Secondary School Grade: 5 Number present: Teacher name: Rogova V.V. Number absent: Theme of the lesson: City 2 Learning objectives Lesson objectives Previous learning 5.W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics 5.R6 Recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics Write short sentences on familiar topics with support Connect sentences into a paragraph Identify the attitude and opinion of the author in short texts Home and garden Plan Planned timings Begining 5 min Middle 30 min Planned activities Learners’ activities Evaluation Resources GREETING Differentiation Less able Ss write words they know that come to their mind. More able Ss write 2-3 sentences trying to describe it. This activity can be completed by a student individually, but working together in small groups (ideally 2-4 students in each) will provide more practice with the target language as students negotiate the task and each person’s input. Instructions: 1. Print a blank map and set of rectangles/cards for each group. 2. Cut out the rectangles into individual cards and group together as a complete set with a blank map. 3. Give each group a set of cards and a blank map. Have them distribute the cards among themselves. 4. Instruct them to write in the names of each building on the map according to the directions on the cards. [Note: If they have trouble, advise them to start with cards about the hospital.] PPP https://ww w.youtube. com/watch? v=2gLhjE WvM1k Appendix 2 Learners Mutual follow the avaluation instructions Markers, A3 paper, colourful pencils, glue, scissors 5. When the buildings have all been labeled, allow students to check their work against the answer key/map. 6. Give students the worksheet to answer questions concerning the map. Project work. Creating fantasy city They decide which features to include; make a key with symbols; write coordinates where the features can be found. They give the city a name. Learners in pairs brainstorm adjectives they can use to persuade people to visit their city to describe their fantasy city and its features e.g. Encourage learners to practise comparative and superlative adjectives; beautiful, the best, better than any city in the country, clean, great, happy place, nice, exciting, famous, fine, top, excellent Copybooks PPP(slide 4) Learners Individual create a avaluation fantasy city using a blank map grid. Explain what a persuasive text is. Below their map learners write a short, persuasive text to try to get people to visit their city. (30-50 words) Assessment criteria Student Can use new words (beautiful, garbage, exciting etc) At least 3 words Can present his/her ideal city creatively can use comparative and superlative adjectives can write 30-50 words End min REFLECTION Learners complete an evaluation of what they did during the lesson by circling one word in statement: I can understand: all / most of / some of the story when I read it. Home task: repeat grammar themes Good bye song Verbal evaluation Selfassessment LESSON 75 Unit 7: Fantasy world Date: School: Stavropolka Secondary School Grade: 5 Number present: Teacher name: Rogova V.V. Number absent: Theme of the lesson: World 1 Finding out and talking about environmental problems and suggesting solutions. Learning objectives 5.L1understand a sequence of supported classroom instructions 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.UE16 use conjunctions so , if, when , where, before, after to link parts of sentences on a limited range of familiar general and curricular topics 5.UE17use if clauses (in zero conditionals); use where clauses; use before/after clauses (with past reference); use defining relative clauses with which who that where to give details on a limited range of familiar general and curricular topics All learners will be able to Lesson objectives -read the text, identify the meanings of the words and match them with their definitions - underline the simple perfect form sentences from the given text Most learners will be able to - say their opinions on a short video on the theme "The World around us" and talk about it - make up the sentence s in the simple perfect forms using information about environment and recycling - summarize their ideas/ opinion on the theme ''The World around us" Some learners will be able to Compose a short story about environment and talk about healthy and unhealthy lifestyle Identify the speaker's point of view in a simple conversation Criteria Connect sentences into paragraphs with some support Previous learning Unit revision Plan Planned Planned activities timings Beginning Greeting: Org moment 5 min Teacher greets the learners. Warm-up. "Video prompt" Teacher shows learners the video about the world around them. - What was the video about? - What words have you heard? Learners’ Evaluation Resources activities Learners greet the teacher and take their places. Interactive board http://www.y outube.com> watch - What do you think about this videos? - What are these words related to? "The World around us" Learners take a piece of paper and Teacher divides the students into 2 should collect groups using the method of puzzles. the words And compose a little story according and create a to the picture. (5- 6 sent) picture. Middle 30 min "Find the definition" Activity. Match the words with the definitions, use your dictionaries if you need. 1) Waste a) birds, animals, plants that live in a natural environment 2) Pollution b) connected with chemistry 3) Wildlife c) something that is not needed and is therefore thrown away 4) Chemical d) action of making air, water, land "Find the right" Activity. Complete the sentences choosing the necessary word. 1) Atmosphere is polluted with (wildlife, toxins, waste) 2) It’s difficult to (live, breathe, work) in big cities. 3) (Pollution, chemistry, wildlife) is in danger. 4) Busses and cars pollute (water, air, land). End Apple tree 5 min Red apple - I totally understand Yellow - I understand the lesson but I need some helps Green apple - I don't understand Hometask: Learn the song. "Mother Earth". Good bye song Puzzle Learners make up your own sentences Verbal evaluation Learners completes the sentences with necessary words Individual avaluation Selfassessmen Colored paper (green, red, yellow) LESSON 76 Unit 7: Fantasy world Date: School: Stavropolka Secondary School Grade: 5 Number present: Teacher name: Rogova V.V. Number absent: Theme of the lesson: World 2 Learning a song about helping the environment and writing a recipe to make an ideal world. Learning objectives 5.L7recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics 5.UE7 use simple perfect forms of common verbs to express what has happened [indefinite time] on a limited range of familiar general and curricular topics All learners will be able to: Lesson objectives read and learn lyrics with some support contribute some of the language in order to talk about the environment use imperatives with some support Most learners will be able to: communicate the main points in the activities use imperative and sequence most of the words correctly Some learners will be able to: understand most of the language used by the teacher at the lesson communicate a range of language from the lesson expressively during the presentation Identify the speaker's point of view in a simple conversation Criteria Connect sentences into paragraphs with some support Previous learning Unit revision Plan Planned timings Begining 5 min Planned activities GREETING Org moment Teacher greets the learners. Learners greet the teacher and take their places. Teacher divides the students into 2 groups using the method of puzzles. Students take a piece of paper and should collect the words and create a picture. And compose a little story according to the picture. (5- 6 sent) Learners’ activities Evaluation Resources "The World around us" Puzzle Middle 30 min I. Task 1 Listen to the song and complete the missing words. Differentiation by support. For less able students. (p_ _ _ e, p_ _ _ _ t, a _ _ _ _ ls, p_ _ _ ts, p_ _ _e, w_ _ _ _ _ _ _ _e, w_ __d, p_ _ _ _t, g_ _ _t p_ _ _ e) Learners Individual listen to the avaluation song and complete the missing words Mother Earth Environmental Song Mother Earth, Mother Earth It's a great ....... to be (place ) Mother Earth, Mother Earth Home .......... for you and me, (planet ) Look after our earth with care Cos it's a planet we all share Humans, .............. , ......... and trees (animals , plants) Let's live together in harmony Mother Earth, Mother Earth It's a great place to be Mother Earth, Mother Earth Home planet for you and me, In ourselves we must take ...... (pride) For our future we need to strive Be kind it's .......... (worthwhile) Light the ...........up with your smile (world) Mother Earth, Mother Earth It's a great place to be Mother Earth, Mother Earth Home .......... for you and me (planet) It's a .......... to be (great place) In peace and harmony Answer the questions 1) What is the song about ? 2) What does the author of the song want to inform us? 3) What comes to your mind after listening to this song? End Apple tree 5 min Red apple - I totally understand Yellow - I understand the lesson but I need some helps Green apple - I don't understand Hometask: make a poster with the title "The Earth needs you" (air, rock and soil, climate, weather, plant, tree, water, river, sea). Good bye song Poster https://www. nativeenglish.ru>to pics>e... Learners answer the questions Verbal evaluation Selfassessment Colored paper (green, red, yellow) LESSON 77 Unit 7: Fantasy world Date: School: Stavropolka Secondary School Grade: 5 Number present: Teacher name: Rogova V.V. Number absent: Theme of the lesson: Summative control work for the3d term Learning objectives 5.L4 Understand the main points of supported extended talk on a range of 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.W6 Link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics. 5.W8 Spell most high- frequency words accurately for a limited range of general topics. 5.S1 Provide basic information about themselves and others at sentence level on an increasing range of general topics. Learners listen to the recording twice and write the name of the room in the plan. Learners read a short text on the topic “Fantasy World” and complete the sentences with the given words. Learners write a paragraph about imaginary place using supporting questions. Learners choose one card and provide personal information using supporting questions. World 2 Assessment criteria Previous learning Plan Planned timings Beginning 2 min SA 35 min Planned activities Learners’ activities Evaluation ORGANIZATION MOMENT 1.Greeting 2. Lesson objective LISTENING Task. You will listen to the recording twice. A Floor plan Learners listen Individual to the avaluation recording and write the name of each room in the correct place on the Floor plan. Resources READING Task. Read the text and complete the sentences using the words from the box in the correct form. Dolphins aren’t ugly. They are . Dolphins can’t live in polluted water. They live in water. Dolphins are safe. They aren’t . Dolphins are not aggressive. They are . A lot of the sea isn’t clean. It is . The sea isn’t dangerous place for dolphins. It’s . WRITING Task. Think about imaginary place you would like to live. Describe it. The following questions will help you. What place is it? Why would you like to live there? What is the weather there? What buildings are there in this place? What can you do there? What are the people look like? The name of the place is ____. I like this place because it is______. The weather is ________________there. There is a _____________ there. I can _______________ there. They are ___________. SPEAKING Task. Choose one card, speak about the topic and answer the questions. End 2 min FEEDBACK Learners write a cinquain poem about a character/book. Homework: revise grammar Saying goodbye Learners read the text and complete the sentences Learners describe the place you would like to live. Learners organize their speech Selfassessment LESSON 78 Unit 7: Fantasy world Date: School: Stavropolka Secondary Grade: 5 Number present: Teacher name: Rogova V.V. Number absent: Theme of the lesson: Unit revision Learning objectives 5.L4 Understand the main points of supported extended talk on a range of 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.W6 Link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics. 5.W8 Spell most high- frequency words accurately for a limited range of general topics. 5.S1 Provide basic information about themselves and others at sentence level on an increasing range of general topics. All learners will be able to: read and learn lyrics with some support contribute some of the language in order to talk about the environment use imperatives with some support Most learners will be able to: communicate the main points in the activities use imperative and sequence most of the words correctly Some learners will be able to: understand most of the language used by the teacher at the lesson communicate a range of language from the lesson expressively during the presentation Summative control work for the3d term Plan Planned activities Learners’ Evaluation Resources activities Lesson objectives Previous learning Planned timings Beginning 5 min ORGANIZATION MOMENT Greeting Pre-learning Put students in pairs. Show the picture of our planet. Learners brainstorm ideas about looking after our planet teacher writes the ideas on the board. Tell the students that today they are going to learn a song about environment. Predict what actions they’ll hear in a song about looking after our world. Learners look at the board while teacher records ideas. Learners work in pairs and discuss it first then share their ideas with the class. Mutual avaluatio Middle 30 min End 5 min Students say which are positive statements e.g. Recycle our old clothes, and which are negative commands e.g. Don’t waste water. Learners Plenary: They write a recipe in pairs using: follow the imperative verbs: put, take, stir, mix, instructions cook, wait; connectors: first, then, next, now; amounts Scan an example to show students (Show them on PPT) First, take three spoons of happiness and mix with a family. Then put six spoons of kindness on four friends. Next take two animals and five plants and mix them. Now stir together, put in the oven and cook for an hour. Wait for ten minutes. Mmmmm! Smile. Assessment – self-assessment (ask students to check their recipes: Did you use at least 3 imperatives? Did you use at least 3 connectors? Did you use at least 3 amounts? Put the all recipes on the walls around the class students walk and read them. Differentiation Less able and more able students work in pairs. I can understand some information and detail when someone is talking. I can take turns with my friends when we’re speaking. I can understand opinions when I read. I can use joined-up handwriting in some of my written work. FEEDBACK At the end of the lesson, T asks the students to assess the lesson using a technique one star and a wish. The teacher asks the students about the most difficult things they have faced during the lesson Home task: revise lexical structures Saying goodbye Verbal evaluation Learners Individual complete avaluation ‘can do’ selfassessment statements to match learning objectives for term 3 with choice of circling (well, ok, I need help) e.g. Selfassessment
