Lesson plan "A big family"

Long-term plan unit: Values

School: # 11

Date:

Teacher name: Nurmukhamedova

Grade:5

Number present:

absent:

Theme of the lesson

A big Family

Learning objectives(s) that this lesson is contributing to

5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular 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

Lesson objectives

All learners will be able to

• develop their critical thinking skills by drawing a family tree with some support

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

• develop their ability to recognize the specific information in the text while selecting the wordswith some support

Most learners will be able to

• develop their critical thinking skills by drawing a family tree with a little support

• practice speaking skillsand asking questions using comparative and superlative adjectives while working in pairs with a little support

• develop their ability to recognize the specific information in the text while selecting the wordswith a little support

Some students will be able to

• develop their critical thinking skills by drawing a family tree with a little or no support

• practice speaking skillsand asking questions using comparative and superlative adjectives while working in pairs with a little or no support

• develop their ability to recognize the specific information in the text while selecting the wordswith a little or no support

Language objectives

Use simple present tenses, comparative and superlative adjectives

Plan

Planned timings

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

Resources

Beginning

Warm-up

• Books closed. Find out who in the class has got the biggest

family by asking individual students: How many brothers and sisters have you got?

• Alternatively, tell the class how many brothers and sisters you have got.

1 • Ask students to open their books at page 12.

• Focus their attention on the photos. Encourage students to make predictions about what the text is about using the images and title to help them.

• Read out the title and the question.

• Elicit answers from the class.

Answer

It’s a very big family.

Students’ book “English 5”

Middle

2 1.12 Check students’ understanding of the following vocabulary from the article: noisy, busy and kids. Teach noisy by opening and closing drawers loudly in your desk, dropping things on the fl oor, singing and generally making a noise. Teach busy by doing lots of different things one after another, e.g. read, write, take things out of your bag, and keep checking the time on your watch or phone. Tell students that kids is an informal word for children.

• Ask students to read the article.

• Students can compare their answers in pairs before you check answers with the class. Ask students to say which part of the text gave them the answer (the last sentence).

• Refer students to the information in the FACT! box.

Ask: Do you know where the word ‘family’ comes from?

Tell students that it comes from the Latin famulus, which means slave or servant.

Answers Yes, it’s a very happy family. All the kids are good friends.

3 • Read out the instructions and the example.

• Ask different students to come to the board in turn to correct the false sentences. Alternatively, if you have the Presentation Plus software, do this using the interactivewhiteboard.

Fast fi nishers Students can write two more sentences based on the text, which a partner then has to mark as either true or false.

Answers 2 F (There are fi fteen boys and girls in the family.) 3 T 4 F (It’s a very noisy house.) 5 F (The kids are all good friends.)

Explore adjectives

4 • Refer students to the adjectives in the list. Ask them to work alone to fi nd the opposite adjectives in the article. • Students can compare their answers in pairs before you check answers with the whole class. • To extend this activity, ask students to work with a partner.

Students take it in turns to draw or mime the adjectives for their partner to guess.

Answers 2 big 3 noisy 4 happy 5 good

Game • Play Could you spell that, please? using the words in Exercise 4.• See Games Bank on page 29.

5 • Give students a couple of minutes to make notes on the differences between their family and Damien’s family.

• Monitor, making sure that students are completing the chart by using the adjectives in Exercise 4. 6 • Ask students to work in pairs to do this exercise. • Students should produce sentences such as: Damien’s family is big, but my family is very small. • Ask a few students to read their sentences out to the class.

Optional activity • Put students into pairs. • Students take it in turns t o use their phones to record a video of each other talking about their families. • Students can then play their videos for the class.

pictures of a family

flashcards with the members of family

End

Name 3 things:

I have learnt…

I still want to know…

I didn’t understand …

Set Exercises 6 and 7 on page 8 and Exercises 1,

2, 3, 4 and 5 on page 11 of the Workbook for

homework.

Additional information

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

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

Cross-curricular links
Health and safety check
ICT links
Values links

• More support can be given in Activity 2 when they write about their family members by providing less-able learners with examples or words to make up the sentence and in Activity 3 while asking questions also less-able learners can be given the model of a question so that they can just put appropriate name and adjective

• Learners who are less confident at drawing the family tree, can be given a picture of a tree

• More-able learners can be encouraged to write more sentences and ask more Wh questions.

• Monitor when you show the flashcards of family members in Activity 1

• Monitor when learners write their sentences about family members in Activity 2

• Assessment criteria of R2

• Monitor when they ask questions in Activity 3

• Self-knowledge, Psychology and Art: when learners draw their family tree and make a presentation in Activity 2 and Activity 3they develop their creativity, love and respect to their family

• Make sure learners have sufficient space to do physical activity.

• Use of Smart board or projector while presenting the words and tasks

• Develop learners’ love, respect to their family, a sense of responsibility and concern for the family.