Cities and countries 1
| Unit :1 HOME AWAY | School: 18 by Sh.Ualikhanov | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Date: 13.09.19 | Teacher’s name: | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| CLASS: 5 | Number present: | absent: | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lesson title | Cities and countries 1 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objectives(s) that this lesson is contributing to (link to the Subject programme) | 5.L1understand a sequence of supported classroom instructions
5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.S2 ask simple questions to get information about a limited range of general 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 |
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| Lesson objectives | All learners will be able to:understand a sequence of supported classroom instructions ask simple questions to get information
Most learners will be able to: use adjectives and regular and irregular comparative and superlative adjectives with support Some learners will be able to: provide basic information about themselves and others at sentence level on an increasing range of general topics |
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| Assessment criteria | understand specific information and ask information
use appropriate regular and irregular comparative and superlative adjectives write factual descriptions write an information about your city |
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| Language objective | the UK the USA Kazakhstan Turkey France Russia Italy Portugal Greece Mexico China Spain
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| Values links | National unity and peace and harmony in our society to teach learners to love their home and protect it. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Cross-curricular | Geography, country study | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Previous learning | Homes (dining room, hall, bedroom, bathroom, livingroom, kitchen)
Learners know all the names of rooms belonging to the house Learners introduced with the construction there is / there are and direction prepositions on,under, behind, next to, in front of , between |
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| Plan | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Planned timings
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Planned activities (replace the notes below with your planned activities) | Resources | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Start
5min |
Greeting: Good day, dear learners! Nice to meet you
How are you? Thank you, sit down. Are you ready for today’s lesson? Who is absent today? Who is on duty today? What is the weather like today? Checking home task: “Brainstorming”everyone takes a piece of paper and writes as many words as you remember from the theme homes. Share ideas asking each student to read out a word from their list. They must not repeat a word that has already been said. T-S. Dividing learners into two groups by “magic box” there will be some sweets choose one of them. Who choose red sweets sit to red group and who choose green sit to green group. T. Teacher plays a video a conversation between boy and a girl they talk about cities and countries and then learners recognize by this video the name of the new theme. T. Introducing the lesson objectives. Now boys and girls the theme of our new lesson is Cities and countries Today we are going to speak about the best places for living T-S. Teacher will put some questions according to the theme. Do you live in a city? What is the difference between city or a country? Where do we live? How do you think is the city better place to live? |
Sweets, box, board, video
The pictures of cities and the names of countries |
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| Middle
8min
8min
5min
6 min
10min |
Task 1.
L1.Listen to the recorder and complete the table with the capitals of countries and nationalities.
Descriptor: Complete the table.
Presentation of the grammatical materials through “Bus stop”. The teacher presents materials as a guide in the bus. Each bus stop presents one city of the Kazakhstan. Bus stop 1 “Astana” Adjectives Bus stop 2 “Almaty” Bus stop 3 “Shymkent”
Task -2 UE3. Learners change the words into the right form of adjectives
Irregular Forms of Comparison
Task -3 UE3. Learners change the words into the right form of adjectives. Clean –cleaner – cleanest Easy – ______ – easiest Fat – ______ – fattest Hot – ______ – hottest ——— – simplier – _______ Thin – thinner – _________
Descriptor: – change the words into the right form of adjectives; – put the words in the right form of adjectives.
Task-4 S2. “Ten question on stickers” One learner comes to the board and puts a sticker on forehead and learners will put question according the city and the country of a city For ex: What is the capital city of England? What is the country of Moscow city? Descriptor: Answer the questions
S6. “Creative work” Make your own story about your city with the given vocabulary Bank, airport, museum, hospital, theatre, chemist’s ,library, bus stop, police station, police station I live in Astana city. There are a lot of banks…….
Descriptor: Create a story using given vocabulary.
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CD, blanks
Map of the world
Pictures of cities
Stickers posters markers
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| End
3 min |
Reflection “Five fingers”
Which task did you like the most? What was easy for you? What was difficult for you? Show on your fingers your opinion about the lesson 1-the lesson was difficult 2-you liked the most 3- your mood glad, sad, bad 4- Activities you have done 5- I learnt today Reflection through “Five fingers” 1 finger – difficulties during the lesson 2 finger – what do you like during the lesson 3 finger – your mood 4 finger – what do you do today? 5 finger – what do you learn today? Learners draw the shape of their hands and write on each finger. Home work: Look for from internet and find information about language population capital the weather and best places of your favourite country. |
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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? | Health and safety check | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| More support will be given in the form of speaking prompts, gestures, and additional questions.
Challenge more able learners: – according to the video learners guess the theme of the lesson; – answer to the questions; – make own stories. |
In order to motivate learners after each their answer a teacher gives formative assessment by the
Sun-the best star -good cloud-need work. Reflection through “Five fingers” 1 finger – difficulties during the lesson 2 finger – what do you like during the lesson 3 finger – your mood 4 finger – what do you do today? 5 finger – what do you learn today? Learners draw the shape of their hands and write on each finger. |
During the lesson moving activities will be used. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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?
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Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
