Short term plan
|Unit of a long term plan Unit 1||School: School 25 by I.Altinsarina|
|Date:||Teacher name: Nygymetzhanova K.K|
|CLASS: 5||Number present:||absent:|
|Lesson title||Homes 2|
|Learning objectives(s) that this lesson is contributing to (link to the Subject programme)||S1. Provide basic information about themselves and others at sentence level on an increasing range of general topics.
S4. Respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics.
W1. Plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics.
UE14. Use prepositions to talk about and location: use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curriculum topics.
|Lesson objectives||All learners will be able to:
Most learners will be able to:
Some learners will be able to:
|Assessment criteria||To ask simple questions to get information about rooms
To develop the learners’ correct pronunciation of active vocabulary
To put prepositions of directions in right order.
To write and complete the sentences by putting names of the room
|Values links||To respect each others opinion, to awake of their patriotic senses. To teach pupil to love our motherland.|
|Kazakh and Russian|
|Previous learning||Learners have an information about rooms. New vocabulary according to the previous lesson. Define comparative and superlative adjectives.
Can compare yurts with modern houses.
|Planned timings||Planned activities (replace the notes below with your planned activities)||Resources|
Teacher greets and invites to stand in a circle and to greet each other. The teacher divided the class with the method of mosaic.
Revision the previous lesson. Scrambled letters. You must make up some words and translate them into Kazakh.
t, l, a, f –
PPT (slide – 1-2)
|Middle||IV.S4. Working with new vocabulary.
Use prepositions. Complete the description of Sadie’s room.
The bed’s on the left and there’s small wardrobe on the right. There are some posters …… the wall …… the bed. There is a table …… the bed, and there is a lamp and clock …… the table. There is a chest of drawers …… the table, and there are some shelves …… the chest of drawers. There is a desk …… the door, …… the window. There is a chair in the corner and another chair ….. the desk. You can see Sadie’s tennis racket …… the desk.
Descriptor A learner:
Read the puzzles and guess what rooms they are.
I — group
II — group
Descriptor A learner:
W1. Task 3. Complete the sentences:
Descriptor A learner:
|PPT (slide – 3)
PPT (slide – 4)
PPT (slide – 5)
PPT (slide – 6)
|End||Assessment. Traffic light.
Feedback. The teacher gives comments about learners work and awards learner. Students will choose one and put on the board their stickers.
Home task: Writing and speaking “My room” Use what you know
Draw your room and furniture’s in the paper. Make a dialogue with your partner about your room.
PPT (slide – 7)
|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|
|Task –completing the description
All learners will understand specific information related to the target, pronounce and name some words, according to the topic.
Most learners will answer the questions, do exercises with grammar material;
Some learners will use prepositions to make sentences.
Speak about things in a room
|I will assess the learners works by praise orally and will give pictures for active pupils.||To pay attentions to learners safety during the doing activates, be careful in moving to places, in dividing to groups|
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?
|Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curriculum topics.
All learners achieve the lesson objectives and learning objectives.
|The lesson was exciting. The atmosphere was very positive.|