| School: NIS Kokshetau | Long term plan unit: Unit 1. Home and away |
| Date: 03/04.09.18 | Teacher‘s name: |
| Grade: 5 ABC | Number present: | absent: |
| Topic of the lesson: Home and away |
| Learning objective(s) that this lesson is contributing to | 5.S1 make basic statements which provide information on an increasing range of general and some curricular topics 5.S6 take turns when speaking with others in a growing range of short, basic exchanges 5.W2 begin to use joined-up handwriting in a limited range of written work
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| Lesson objectives | All learners will be able to: Speak about their summer holidays with considerable support Write 2-3 sentences about classroom rules Make up 5-6 sentences to describe the room Most learners will be able to: Speak about their summer holidays with some support Write 3-4 sentences about classroom rules Make up 7-8 sentences to describe the room Some learners will be able to: Speak about their summer holidays without support Write 4-5 sentences about classroom rules Make up 9-10 sentences to describe the room |
| Assessment Criteria | The student has achieved the objectives if: 5.S6 take turns when speaking with others in a growing range of short, basic exchanges 5.W2 begin to use joined-up handwriting in a limited range of written work
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| Value links | Life-long learning, Cooperation, Appreciation of shared resources, Exploration |
| Previous learning | Learners get ideas from the previous year rules |
| Cross – curricular links | Science |
| Use of ICT | Projector |
| Global Citizenship (incl. intercultural awareness) | What people live in space? Do people from different countries travel to and live in space? Do we share space? |
| Kazakh culture | How does Kazakh culture compare to the other cultures |
| Pastoral Care | The teacher will support the students’ development in a holistic manner – mentally, socially, cognitively, emotionally |
| Health and safety | The teacher will do a safety check to eliminate potential hazards before the lesson starts. The teacher will be familiar with the emergency procedures. |
| Time | Planned activities
| Resources |
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Beginning (W/I) 5 min
Middle (W/I/P) 20 min
| Greeting, Objectives Lesson objectives Make up two truth and one lie statements Complete a list of classroom rules Use there is/are construction to describe a room
A student reads the lesson objectives for the class to discuss Greet the learners then ask a few general questions about their summer holidays: How was your summer holiday? Did you visit your grandparents? Write the following in the middle of the board: Monday, September 3, 2018 Home and away Playing the game Tell the class that you are going to play the game Two Truths and a Lie. Before playing the game with the class, present your own truths and a lie. (Teacher presents her own sentences on the ppt). Let the class guess the truth then start playing the game with the class. Learners write their sentences on a sheet of paper. Give learners 5-7 min to write their sentences. Each person in the group gets a turn. To tell the group two things about himself that are true and one thing that is untrue (this is his/her lie). Everyone in the group has an opportunity to try to guess which statement was the lie. Once everyone has guessed, the person will reveal what was true and what was false. If only one person was correct, that person can go next or, the person sitting closest to the last person can go next. This can go around as many times, as you would like or just so everyone gets the chance to go once.
| Board, markers
PPT, papers.
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| Middle (I /P /W) 15 min
| Establishing Classroom Rules Let the learners individually brainstorm ideas about the classroom rules and write down no less than 5 rules. Ask the learners discuss their ideas in pairs. Then divide the class into two groups. Hand out them posters, makers and ask them to write their ideas on the poster. | Markers, posters. papers, sticky notes |
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| BREAK |
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| Middle (I /P /W) 15 min | Establishing Classroom Rules (presentation) Taking turns both groups present their ideas at the board. Learners compare the information on the posters and identify similarities. One student writes the similar rules on the board. Hand out stickers, tell learners to stick it on the rule he/she liked best or you tell learners to put a tick on the rule that he thinks is most required as a classroom rule. Add the most popular rules to the list Then ask a volunteer to read the rules. Then teacher copies the rules on the poster and sticks to the board. Then post it on the wall for all to see. When things are not going "perfectly," it is time to review the class statements. Possible answers: 1. Respect each other. 2. Raise your hand before you speak. 3. Listen quietly while others are speaking. 4. Obey all school rules. 5. Leave your seat only when necessary. 6. Come to class prepared with all supplies and homework complete. 7. Speak only English.
***Differentiation: notice that there are different levels in your group. Encourage strong students to write more complex or descriptive sentences. | Markers, posters. papers, sticky notes |
| Middle (I /P /W) 22 min | Rooms and Furniture Ex. 1, 2, p 9. Students listen and repeat the words (two times) Discuss the words as a class and ask students to write down the unknown words into their vocabularies. Revise there is/are constructions as a class. In pairs, students make up sentences to the pictures on page 9. Ask volunteers to read out the sentences to the class. | Ex. 1, 2, p 9. Excel5 St. book Tracks 7-8 |
| End (W/I) 3 min
| Reflect, Revisit Learning Goals & Check with Questions Have the teacher helper re-read the learning goals for the day Ask students to reflect on if they feel they have achieved the learning goals & what they liked/didn’t like about the lesson Remember to check with questions relating back to the learning goals to ensure that students have assessed their progress fairly
| Board |
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| Home task Ask students to write no less than 8-10 sentences to describe their house. |
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| 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? |
| ***See in text notes about specific differentiation techniques In general: Allow for flexible groupings and cooperative learning, depending on the appropriateness to the task Allow for extra time for students needing it, when appropriate Give extra text or visual support to students needing extra English support Create small learning groups for students needing extra support or enrichment with the co-teacher, when appropriate Encourage high-preforming students to lead activities and support others during challenging tasks Provide interesting puzzles, texts etc. to those students who finish early Use open-ended tasks and questions so students may take their learning in their own directions When possible, allow for student choice of task
| Informally throughout the lesson and specifically through: 5.S6 take turns when speaking with others in a growing range of short, basic exchanges 5.W2 begin to use joined-up handwriting in a limited range of written work
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| Summary evaluation What two things went really well (consider both teaching and learning)? 1:
2:
What two things would have improved the lesson (consider both teaching and learning)? 1:
2:
What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?
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