Конспект урока по теме "Homes and Away" для учащихся 5 классов, занимающихся по программе обновленного содержания образования.

Unit of a long term plan: Unit 1 Home and away

School: school-lyceum № 11 Ust-Kamenogorsk

Date:

Teacher name: Yelena Paleva

CLASS: 5

Number present:

absent:

Lesson title

Homes 2

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5C6 Organize and present information clearly to others.

5S7 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topic.

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

5W8 Spell most high-frequency words accurately for a limited range of general topics.

5UE14 Use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics.

Lesson objectives

1) By the end of the lesson all students will be able to:

• Identify and name parts of the house (flat) and objects in it

• Use prepositions of place and construction “there is/are” to make up sentences with some visual support

2) By the end of the lesson most students will be able to:

• Write correctly 6-8 words on the theme homes.

• Describe their room using prepositions of place and construction “there is/are”

• Recite the poem by heart with some visual support

3) By the end of the lesson, some students will be able to:

• Recite the poem by heart without any support

• Describe their rooms without any support

Assessment criteria

Name parts of the house (flat) and objects in it

Demonstrate the accurate spelling and guess

Demonstrate the accurate reading and memorization

Make up short sentences using the construction “there is/are” and prepositions of place

Level of thinking skills

Knowledge, Comprehension, Application, Synthesis

Values links

• Respect each other opinion

• Attentive listening

• Collaborative skills

Previous learning

New vocabulary according to the previous lesson, prepositions of place , construction “ there is/are”

Plan

Planned timings

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

Resources

Start

4 min.

8 min.

Middle

1 minute

2 minutes

7 minutes

2 min

12 min

End

1 min.

2 min

1 min

1. Teacher welcomes students and asks them to begin the lesson with the drill “Simon says”. Active learning. Total Physical Response strategy (W)

The rule is to repeat the action after the teacher showing you after the words “Simon says”. If the teacher does not say “Simon says”, learners mustn’t repeat an action. The student who repeats the action without “Simon says” is out of the game.

During this drill, learners will revise the construction “there is/are”. For example, teacher says: Simon says there are chairs in the classroom (and show process of sitting); Simon says there is a bed in the bedroom ( and show the process of sleeping); The bird is in the sky

(show the process of flying), etc.

2. Speech warm-up. Critical thinking strategy “Recreate a poem” (Воспроизведи стихотворение) (W,I)

The task is to recreate a poem by heart using fewer and fewer words.

The teacher: I’d like you to begin your work by reading a short poem “Rooms”.

One student reads the poem. The other pupil translates it.

This is the kitchen,

Where mother cooks for me.

This is the living –room,

Where we watch TV.

This is the bathroom,

Where we wash every day.

This is the bedroom,

Where I sleep and play.

Then the teacher deletes 4 words and another student reads the poem with missing words :

This is the kitchen,

Where ____cooks for me.

This is the living –room,

Where ____ watch TV.

This is the bathroom,

______ we wash every day.

This is the bedroom,

______ I sleep and play.

Then the teacher deletes several words in each line:

______ ______ the kitchen,

Where ____ ______ for me.

______ ______ the living –room,

Where ______ ______ TV.

_____ ______ the bathroom,

______ we ______ every day.

______ ______ the bedroom,

______ I ______ and _____.

Then the teacher deletes almost all words in each line:

______ ______ ______ kitchen,

______ _____ ______ for me.

______ ______ ______ living –room,

______ ______ ______ TV.

______ ______ ______ bathroom,

______ ______ ______ every day.

______ ______ ______ bedroom,

______ _____ _____ and _____.

Finally, the teacher shows the last slide with a picture of those 4 rooms and pupils have to recreate a poem by heart only with visual support.

Self-assessment is provided through coloring the appropriate fellow( Blob evaluating tree).

Differentiation by task. (the complexity of the task)

Learning objective: 5R1 Understand the main points in a limited range of short simple texts on general and curricular topics.

Criteria-based assessment:

3. Introducing the theme of the lesson.

“Unscramble letters” strategy. (W)

Teacher asks the learners if they can guess about the theme of the lesson. She gives them a clue, but the letters are jumbled.

YM LFTA

Students’ suggested answer – My flat

The teacher: If you want to come into your flat you should remember the names of rooms. But they are also encoded.

ilvigornom

romodining

boordem

lfat

kctihne

thbaomro

tetoli

Students’ suggested answers : living-room, dining-room, bedroom, flat, kitchen, bathroom, toilet

Learning objective: 5W8 Spell most high-frequency words accurately for a limited range of general topics.

Criteria-based assessment:

Formative assessment is provided through a teacher feedback: a teacher praises students and gives them stickers for correct answers .

4. Checking homework.

Critical thinking strategy “Sticks and Tails” ( I, P)

Students get schemes of words. They fill in the graphic schemes with the words they have learnt before. Each square is for one letter. Students must be attentive with such letters as t, h, f, etc., because they have “sticks” in written form, and, also, with letters p, j, g, etc., because they have “tails” in written form.

The words are given in Russian. First of all they should translate them into English, and then to write them down into appropriate graphic scheme. The words are: : окно (window), ковер (carpet), напротив (opposite), стул (chair), над (above), камин (fireplace), между (between), стол (table).

Time is limited (5 min)

Learning objective: 5W8 Spell most high-frequency words accurately for a limited range of general topics

Peer assessment is provided through exchanging works with each other. Then teacher hands out cards with answers and signal cards for the whole class checking.

Self-assessment is provided through coloring the appropriate fellow ( Blob evaluating tree).

Criteria-based assessment:

5. Dividing learners into three groups by the themes “Rooms”, “Furniture” “Prepositions”

Learners read the words on their cards and find the members of their group

6. Task: Project work. Make up a poster (collage)

Each team chooses any 5 ice cream sticks with word combinations, makes up sentences with these phrases and the construction there is/are , and glues appropriate picture on the template of the room

Then each team chooses a volunteer who will describe their collage to another group ( a volunteer of the 1^st group describes their collage to the 2^nd group; a volunteer of the 2^st group describes their poster to the 3^nd group; a volunteer of the 3^st group describes their collage to the 1st group)

Leaning objectives: 5C6 Organize and present information clearly to others. 5S7 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topic. 5UE14 Use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics.

Peer assessment is provided through gluing stickers on volunteer’s drawings by all members of other group.

Formative assessment is provided through a teacher feedback: a teacher praises all students and gives them sweets for their work .

Self-assessment is provided through coloring the appropriate fellow (Blob evaluating tree).

Differentiation by roles inside the group, by types of learners

Criteria-based assessment:

7) Differentiation by home task. Differentiation by resources.

Teacher asks students to draw a picture of their favorite room, label the objects in it and describe it using familiar prepositions of place and the construction “ there is/are”. Try to make up a description from 6 till 12 sentences.

High-achieving students make up a picture, label all furniture items and describe the room not less than 12 sentences without supporting resources.

Mid-achieving students make up a picture, label furniture items and describe the room not less than 6-8 sentences using dictionaries or any other supporting resources.

Low-achieving students make up a picture, label furniture items and try to describe the room with some support.

8) Reflection “ Which step have you reached today” (Ladder of success)

The poster of the Ladder is on the blackboard.

First of all, students assess themselves according to their Blob tree. Trough analyzing their self-assessment sheets , students glue stickers on the appropriate stair of the Ladder of Success .

“Fireworks strategy” for saying goodbye.

Students start clapping while standing up. They clap louder and louder moving hands above their heads like a firework.

classroom

Interactive board. Slide 1

Slide 2

Slide 3

Slide 4

Slide 5

Blob tree reflexion sheet

Slide 6

Slide 7

Handout 1: sheets of paper with graphic schemes of words

Handout 2 (signal cards)

Blob tree reflexion sheet

Cards with words

Ice-cream sticks with word combinations, pictures of furniture, templates of the room and a glue

Blob tree reflexion sheet

Student’s daybooks