Family relationships

Unit of a long term planValues

School: S. Berdikulov

Date:

Teacher Zhanibek A.E.

CLASS: 3

Number present:

absent:

Lesson title

Family relationships

Learning objectives

5.L2understand an increasing range of unsupported basic questions which ask for personal information

5.S3give an opinion at sentence level on a limited 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.W3 write with support factual descriptions at text level which describe people, places and objects

Lesson objectives

All learners must

• Understand specific information

• Write description of people, places and objects with support

• Ask questions about family relationships with support

Most learners should

• Understand specific information and detail in short, simple texts

• Write description of people, places and objects with little support

• Ask questions about family relationships with little support

Some learners might

• Makes a dialogue using extra vocabulary

• Write description of people, places and objects with little support or no support

• Ask and answer the questions about family relationships

Assessment criteria

• Use the information to write sentences which describe people, places and objects.

• Ask and answer the question

Values links

Health, friendship and caring

Cross-curricular links

Self-knowledge, Psychology andArt

Previous learning

Students have a certain knowledge base on the topics "Nature", "Protection of Nature". They can say how to protect and protect nature, and be a friend to it.

Plan

Planned timings

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

Resources

Beginning

(8mins)

2 mins

2 mins

4 mins

1. Organizational moment: -Hello! To today's lesson passed in a positive way, let's all stand in a circle, we will smile at each other and give hearts with wishes! / Children around give hearts with their wishes /

2. The division into groups, Children are divided into 4 groups. Consist with 5^th students

/ children draws from the envelope leaves with the words MOTHER, HEART, HAPPINESS, FAMILY are seated in groups / - Let's repeat the rules of work in the group. (Read carefully, listen, respect others, do not interrupt, do not interfere with others, you have the right to speak out or remain silent.) After the work, sign.)

PW

Method: "You are for me, I am for you" / Repetition of the passed material, ask each other questions on the passed theme / -What does it mean to be a friend of nature?

Hearts

Leaflets with words

Middle

(31mins)

1 mins

4 mins

9 mins

8 mins

7 mins

Guys, today at the lesson you need to understand the content of this text, defining the theme of the text and owning the vocabulary

The Brainstorming Method

Who loves you, dear children?

Who loves you so gently?

Not closing eyes at night

Does everything take care of you?

The cradle who shakes you?

Who amuses you with the song

Or does he say a fairy tale?

Who gives you toys?

-how do you think of whom we will talk about today at the lesson? / About mother, about the family, about the family relationships /

Activity 1:

Lead - in

Students, how many members in your family?

What are your relationships in the house?

Listen to the short story about “Love Your Family”

Pre – tech

Dictionary work

/ What words in the text you do not understand? / Write new words / angry, busy, enjoy, available, unfortunately, accident/ gives the student new words in his arms

Gist questions

T. Why he did not want to live in a large family?

What went through with the boy?

Do you think the boy was right?

What the boy's family did?

Descriptor:

learner

- answer the question about family relationships

-Can tell about family values

Differentiation

Additional assistance can be provided in Activity 1, when they answer questions about the hearing, less able students can be given a model Question that they can simply put the appropriate name and the adjective

(Because the …. did not know the……. family spirit)

GW

 Activity 2.

T: gives ready pictures and pieces of sentences from the context

S: must compose a dialogue in the right order and glue pictures

Descriptor:

Learner

-Correctly form a dialogue

IW

Activity 3:

Learners write 5 or 6 sentences about their family members, e.g. It’s my mum. Her name is _______. She is _____ years old. She is ________ (profession). She is ________ (adjective to describe her appearance or character)

T. can choose 2-3 learners to present their family but learners should choose only one member of their family to tell about

Descriptor:

learner

• describes the family member

• uses topical vocabulary;

• spells the words correctly;

Differentiation More capable students can be encouraged to write more suggestions and ask more questions

Video recording of text

https://www.youtube.com/watch?v=rjnxA2QvWbI

WB, glue

PPT or picture

End

2 mins

Group leaders verbally evaluate the work of their subgroup

Reflection

Home task

Method "Suitcase, trash can, meat grinder"

-Each participant writes on the sticker the most important moment that he took from the work (in the group, on the lesson), is ready to take with him and use in his activity and pastes on the "suitcase"; Something that turned out to be unnecessary, useless "sends" to the "garbage basket"; Something that turned out to be interesting, but not yet ready for use in my work, what else you need to think out, refine, "twist", go to the "meat grinder".

Feedback.

-I chose the suitcase, because ...

-I chose a meat grinder, because ...

-I chose the trash bin, because ...

Guys, and now calculate how many smileys for the lesson you received. Let's slap those who have them the most! Submit the evaluation sheets.

Write an essay-reasoning on the topic "Happy family is ..."

Differentiation – how do you plan to give more support? How do you plan to challenge the more able

learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

Additional assistance can be provided in Activity 2, when they answer questions about the hearing, less able students can be given a model Question that they can simply put the appropriate name and the adjective

Students who are less confident in the dialogue can be given an image

More capable students can be encouraged to write more suggestions and ask more questions.

It is carried out continuously after each task of peer assessment of students, verbal assessment of the teacher and providing feedback

Assessment criteria of a W3

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

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

The lesson was held on micro-teaching to review the teachers of the courses on the updated curriculum. The lesson is planned for the mid-term planning of the new curriculum, where all the objectives of the lesson are specifically spelled out.

The objectives of my lesson are achieved, the topic is fully disclosed.

The listeners understood the general content of the text, managed to determine the theme of the text, answered questions on the context, completed the tasks drawn on the contents of the context and protected.

The atmosphere during the teaching was working, benevolent.

Differentiated tasks are executed successfully.

The lesson adhered to the time schedule.

Summary evaluation

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

1:

2:

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

1:

2:

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