Short term planning

Unit 3: Value

School-lyceum N#53

Date:

Teacher’s name: Tleulenova A.B.

Theme of the lesson:

Family relationships2

Learning objectives(s) that this lesson is contributing to

5.C9 use imagination to express thoughts, ideas, experiences and feelings

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

Lesson objectives

All learners will be able to:

• Understand the main idea of the short texts.

• Recognize the members of the family and show them.

Most learners will be able to:

• Understand the most part of the short texts.

• Can give short answers to the questions about their family

Some learners will be able to:

• Understand the full texts.

• Give answers correctly and clearly to questions about their family

Assessment Criteria

• figure out the questions about their family

• interact with each other talking about their family

Level of thinking skills

Higher order thinking skills

Value links

To bring up being responsible for care of family and respect elderly

Cross curricular links

Biology; Family

ICT skills

Video; CD; DVD

Intercultural awareness

Students will be able to understand that every person, family and country has their own values.

Kazakh culture

Students will be able to differentiate values in Kazakh culturea and family

Pastoral Care

Students will be able to understand the importance of respecting values

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords

Previous learning

Family and relationships 2. They can name members of their family.

Planned timings

Planned activities

Resources

Beginning

10 minutes

Brainstorming

Class organisation

Teacher introduces learning and lesson objectives

Students write the date, day into their copybooks.

Watch the video about Family and Friends

DVD

Activity Book

Middle

27 minutes

5.C9 Aim: To introduce the topic and predict the content of the text

• Direct Ss to the picture and elicit what they know about the Flintstones and ask them to answer the question in the rubric.

• Play the recording. Ss listen and follow the text in their books and find out.

Suggested Answer Key

The Flintstone family is not an ordinary family. It is a cartoon family from the Stone Age.

Background information

'The Flintstones' was a long-running cartoon in the form of a sitcom produced by Hanna-Barbera in the 1960s. It was very popular. Two live action feature films were made of the Flintstones in 1994 and 2000. They were very popular, too.

Aim: To read for specific information

• Direct Ss to the Word List to look up the meanings of the words in the Check these words box. Work with vocabulary and repeat several times.

• Draw Ss' attention to the picture again and allow them time to read through the text and use the descriptions in the text to identify the people in the picture.

• Divide them into pairs and give picture of each character. Ask them to write the most important information to know them well.

• Check Ss' answers.

Answer Key

Left to right - Pebbles, Wilma Flintstone, Fred Flintstone, Pearl Slaghoople, Barney Rubble, Bamm-Bamm, Betty Rubble

Assess using praises

5.R2

Aim: To read for specific information

•

• Allow Ss time to read the text again if necessary and answer the questions.

• Check Ss' answers.

Evaluate their performance.

Answer Key

1 3/Three

2 His favourite sports are bowling and golf

3 (She is) serious and modem.

4 (Her hobby is) baseball

5 (Dino is) Pebble's (pet)

6 He can play the piano and the drums.

7 (Wilma's best friend is) Betty Rubble

8 (He's) Barney and Betty Rubble's son

Play the video for the Ss and elicit their comments at the end.

Extra activity for more-able students

Aim: То prepare and present your family tree

• Explain the task and refer Ss back to the family tree on p. 33.

• Allow Ss time to make their family tree and then choose various Ss to present their family members to the class.

Suggested Answer Key

Madiyar is my granddad. He's 74. He's really funny. He can make people laugh.

Olga is my grandma. She's 70. She's friendly. She can cook really well.

Canibek is my dad. He's 45. He's clever. He can play golf really well.

Dilyara is my mum. She's 42. She is kind. She can play the piano.

CD

Student’s Book

Association papers

End

5 minutes

Homework: Workbook ex/s p.21

• Reflection (W)

Teacher asks learners

1) What was difficult to do at the lesson?

2) What do you need to work on?

Feedback (I)

Evaluation sheet

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 at the start and in middle of lesson by providing less-able learners with vocabulary in a word list so they can read examples of words seen or heard.

• Learners who are less confident at making up sentences, can be given copies of words.

• More-able learners can be encouraged to use the full range of language to make sentences about their family.

• Monitor how much vocabulary learners can recall from images

• Monitor learners as they speak about pictures. Can they make up sentences about their family

• Links to the L1: Do learners know words in their native language?

• Make sure learners have sufficient space to work in groups or pairs.

• As one of the main grammar rules T. explains the questions about their family

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?