Түркістан облысы Шардара ауданы
Төлеген Тәжібаев атындағы жалпы орта мектебі
Ағылшын тілі пәнінің мұғалімі: Калдыбаева Сауле Сериковна
|Date:||Teacher name: Saule|
|CLASS: 5||Number present:||absent:|
|Learning objectives(s)||5.L3 understand an increasing range of unsupported basic questions on general and curricular topics
5.S2 ask simple questions to get information about a limited range of general topics
5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics
|Lesson objectives||All learners will be able to:
-make up and answer to 5 questions with support at word and sentence level about music during questionnaire
— present the result of questionnaire with short sentences about music with support
Most learners will be able to:
-make up and answer to 5 questions with some support at sentence level about music during questionnaire
— present the result of questionnaire about music at sentence level with some support
Some learners will be able to:
-make up and answer to 5 questions at sentence level and prove their point of view about music during questionnaire
— present the result of questionnaire about music at sentence level with reasoning
|Values links||The strategy “Mangilik Yel”: Labour, creativity and cooperation|
|Cross-curricular links||History and Art|
|ICT skills||Using whiteboard , laptops|
|Planned timings||Planned activities||Resources|
|1. Greeting & org. moment
— What did we learn at previous lesson?
Teacher introduces pupils with the theme, learning objectives and assessment criteria.
Divide into groups ‘Violin’ and “Piano”.
Find out your piece of picture
Let’s watch a video and you will understand the theme of our lesson.
Strategy “ Numbers speak”
Differentiation question for more able student:
|Pieces of papers|
Groups run to the board and write names of musical instruments.
When time is out teacher counts the result and says which group is winner.
Introduction of vocabulary: teacher presents vocabulary. Pupils listen to the music which might be produced by those instruments.
Teacher asks from each pupil which music is favorite ones.
Groups make up questions to define which music is the best one. (G)
Each pupil finds the partner from opposite group (teacher gives numbers to define partners) (P).
Groups discuss the results and present them.
Firstly, secondly, in addition, to sum up, then, also.
Example of presentation:
Aigul likes listening to pop music. Firstly, because pop music rice her mood, secondly the context of the song is understandable. In addition, Murat and Arai love listen to the same music. …..
Sheets for questionnaire.
|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|
|Differentiation by task. Questionnaire
Students make up and answer questions based on their own level.
Differentiation by support: give thinking time for weak pupils to answering questions, give sentence starters (for example: I like… I prefer…. My favorite music is …..) and vocabulary.
|Teacher controls making up correct questions.
Teacher observes and involves all pupils into the lesson (making up and answering questions).
|During the lesson teacher organizes moving activities.|
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Give the homework