{"id":128219,"date":"2018-05-30T13:24:31","date_gmt":"2018-05-30T07:24:31","guid":{"rendered":"https:\/\/45minut.biz\/2018\/05\/30\/friendship-2\/"},"modified":"2018-05-30T13:24:31","modified_gmt":"2018-05-30T07:24:31","slug":"friendship-2","status":"publish","type":"post","link":"https:\/\/45minut.biz\/?p=128219","title":{"rendered":"Friendship 2"},"content":{"rendered":"

\u0410\u043b\u043c\u0430\u0442\u044b \u049b\u0430\u043b\u0430\u0441\u044b \u00ab\u2116 174 \u043c\u0435\u043a\u0442\u0435\u043f-\u0433\u0438\u043c\u043d\u0430\u0437\u0438\u044f\u00bb \u041a\u041c\u041c
\n\u0410\u0493\u044b\u043b\u0448\u044b\u043d \u0442\u0456\u043b\u0456 \u043f\u04d9\u043d\u0456\u043d\u0456\u04a3 \u043c\u04b1\u0493\u0430\u043b\u0456\u043c\u0456
\n\u0410\u043b\u0438\u043c\u0431\u0435\u043a\u043e\u0432\u0430 \u0413\u0443\u043b\u0434\u0430\u043d\u0430 \u041b\u0435\u0441\u0431\u0435\u043a\u043e\u0432\u043d\u0430<\/p>\n

\u0421\u0430\u0431\u0430\u049b \u0442\u0430\u049b\u044b\u0440\u044b\u0431\u044b: \u00abFriendship 2\u00bb<\/p>\n


\nShort term plan <\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Unit 3 Values<\/strong><\/p>\n

Term 2 <\/strong><\/p>\n

LESSON: Friendship 2<\/strong><\/td>\n

School: \u2116174 school-gymnasium <\/strong><\/td>\n<\/tr>\n
Date:<\/strong><\/td>\nTeacher name: Alimbekova.G.L.<\/strong><\/td>\n<\/tr>\n
CLASS: 5<\/strong><\/td>\nNumber present: <\/strong><\/td>\nabsent:<\/strong><\/td>\n<\/tr>\n
Learning objectives(s) that this lesson is contributing to<\/strong><\/td>\n5.L2<\/strong> understand an increasing range of unsupported basic questions which ask for personal information<\/p>\n

5.S6<\/strong> communicate meaning clearly at sentence level during, pair, group and whole class exchanges<\/p>\n

5.C9<\/strong> use imagination to express thoughts, ideas, experiences and feelings<\/td>\n<\/tr>\n

Lesson objectives<\/strong><\/td>\nAll learners will be able to:<\/strong><\/td>\n<\/tr>\n
\n
    \n
  • develop listening skills through watching a story about \u201cLion and mouse\u201d<\/li>\n
  • improve speaking skills by working in pairs, groups and whole class<\/li>\n
  • express ideas including emotions and senses<\/li>\n
  • portray various characters as roleplaying a story<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Most learners will be able to:<\/strong><\/td>\n<\/tr>\n
\n
    \n
  • develop listening skills through watching a story about \u201cLion and mouse\u201d<\/li>\n
  • improve speaking skills by working in pairs, groups and whole class<\/li>\n
  • express ideas building simple sentences<\/li>\n
  • portray various characters as roleplaying a story<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Some learners will be able to:<\/strong><\/td>\n<\/tr>\n
\n
    \n
  • develop listening skills through watching a story about \u201cLion and mouse\u201d<\/li>\n
  • improve speaking skills by working in pairs, groups and whole class<\/li>\n
  • express ideas building extended sentences<\/li>\n
  • portray various characters as roleplaying a story<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Language objectives<\/strong><\/td>\nUse simple present, past and future tenses<\/td>\n<\/tr>\n
Value links<\/strong><\/td>\nRespect, Support the friends<\/td>\n<\/tr>\n
Cross curricular links link<\/strong><\/td>\nPsychology<\/td>\n<\/tr>\n
ICT skills<\/strong><\/td>\nSmart board for presenting a video<\/td>\n<\/tr>\n
Intercultural awareness<\/strong><\/td>\nStudents will be able to understand that significance of friends role in the human life<\/td>\n<\/tr>\n
Kazakh culture<\/strong><\/td>\nStudents will be able to value the work in Kazakh culture<\/td>\n<\/tr>\n
Pastoral Care<\/strong><\/td>\nStudents will be able to understand the importance of respecting values<\/td>\n<\/tr>\n
Health and Safety<\/strong><\/td>\nEveryday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords<\/td>\n<\/tr>\n
Previous learning<\/strong><\/td>\nFriendship 1<\/td>\n<\/tr>\n
Plan<\/strong><\/td>\n<\/tr>\n
Planned timings<\/strong><\/td>\nPlanned activities <\/strong><\/td>\nResources<\/strong><\/td>\n<\/tr>\n
Lesson 1<\/strong><\/p>\n

Beginning<\/strong><\/p>\n

5-min<\/strong><\/td>\n

Class organisation<\/strong><\/p>\n

Warm-up and lesson objectives presentation<\/strong><\/p>\n

Warm-up (W, I) Truth telling<\/strong><\/p>\n

Learners are organized into the circle to write two things about themselves, one is true and the other is false. Other students have to guess the author of the paper.<\/p>\n

Teacher introduces the lesson objectives.<\/td>\n

PPT<\/td>\n<\/tr>\n
Middle<\/strong><\/p>\n

3-min<\/strong><\/p>\n

3-min<\/strong><\/p>\n

10-min<\/strong><\/p>\n

15-min<\/strong><\/td>\n

Lead-in (W, I)<\/strong><\/p>\n

Pre – listening<\/strong><\/p>\n

Teacher asks students if a lion and a mouse can be friends. Why yes or no?<\/p>\n

Vocabulary (W)<\/strong><\/p>\n

Teacher asks learners to put the words into correct group and check as a whole class.<\/p>\n

While – listening (I)<\/strong><\/p>\n

Task 1. Listen to the story and put the pictures in order.<\/p>\n

Task 2. Write the number of the picture in exercise 1 next to the sentence.<\/p>\n

Task 3. Write your answers to the questions.<\/p>\n

Post- listening<\/strong><\/p>\n

Learners think of a think is the moral of the story(give arguments)<\/p>\n

Role play (G)<\/strong><\/p>\n

Learners in 3 (narrator, lion, mouse) role-play the story.<\/p>\n

Differentiation<\/strong><\/em><\/p>\n

Less able students are let to read the roles from the text.<\/em><\/td>\n

PPT<\/p>\n

PPT<\/p>\n

Handout 1<\/p>\n

https:\/\/learnenglishkids.britishcouncil.org\/ru\/short-stories\/the-lion-and-the-mouse<\/a><\/td>\n<\/tr>\n

End<\/strong><\/p>\n

4-min<\/strong><\/td>\n

Reflection (W)Same\u2026Different? <\/strong><\/p>\n

Teacher uses three colours of the traffic lights to organise a discussion for identifying the similarities and differences between the heroes of the story?<\/td>\n

PPT<\/td>\n<\/tr>\n
Additional information<\/strong><\/td>\n<\/tr>\n
Differentiation \u2013 how do you plan to give more support? How do you plan to challenge the more able learners?<\/strong><\/td>\nAssessment \u2013 how are you planning to check learners\u2019 learning?<\/strong><\/td>\nCross-curricular links
\nHealth and safety check
\nICT links
\nValues links<\/strong><\/td>\n<\/tr>\n
\n
    \n
  • More support can be given at the start and in middle of lesson by providing less-able learners with story vocabulary in a word list so they can read examples of words seen or heard.<\/li>\n
  • Learners who are less confident at making up dialogue, can be given copies of parts of the dialogue from the story to read aloud.<\/li>\n
  • More-able learners can be encouraged to use the full range of language from the video when they practise the role-play.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Monitor how much vocabulary learners can recall from images on the video without sound and then from video with sound.<\/li>\n<\/ul>\n
      \n
    • Monitor learners as they reorder events from the story. Can they read and understand each event and can they sort them into chronological order? Notice any sentences which are difficult for learners to understand and adapt for a future lesson.<\/li>\n
    • Monitor groups of learners as they agree on and practise dialogue for the role-play activity. Do they take turns to speak? Do they contribute appropriate language for the role-play?<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Links to the L1: Do learners know this story in the L1 and do they know any other Aesop\u2019s fables?<\/li>\n
  • Make sure learners have sufficient space to act out the role-play.<\/li>\n
  • As the unit is on the topic of values, it is very important to leave time to discuss the end two questions with the whole class.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n\n
    kind<\/td>\nsomeone who is quiet and doesn’t talk much.<\/td>\n<\/tr>\n
    cheerful<\/td>\nsomeone who is nice and gives to other people.<\/td>\n<\/tr>\n
    shy<\/td>\nsomeone who is happy and smiles all the time.<\/td>\n<\/tr>\n
    friendly<\/td>\nsomeone who shares things with other people.<\/td>\n<\/tr>\n
    brave<\/td>\nsomeone who likes talking and helping others.<\/td>\n<\/tr>\n
    generous<\/td>\nsomeone who is not afraid.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    Task 1. Listen to the story and put the pictures in order.<\/strong><\/p>\n

    The lion and the mouse<\/p>\n

    Narrator:<\/strong> A lion was asleep in the sun one day. A little mouse came out to play. The little mouse ran up the lion\u2019s neck and slid down his back. The lion caught him with a great big smack!<\/p>\n

    Lion:\u2018<\/strong>I\u2019m going to eat you!\u2019 the lion roared, his mouth open wide.<\/p>\n

    Mouse:<\/strong> \u2018No, no, please don\u2019t!\u2019 the little mouse cried. \u2018Be kind to me and one day I\u2019ll help you.\u2019<\/p>\n

    Lion:<\/strong>\u2018I\u2019m a lion! You\u2019re a mouse! What can you do?\u2019<\/p>\n

    Narrator:<\/strong> The lion laughed, very hard, and the mouse ran away. But the mouse was out walking the very next day. He heard a big roar, and squeaked when he saw the king of the jungle tied to a tree. But the mouse had a plan to set him free. The mouse worked quickly and chewed through the rope.<\/p>\n

    The lion said,<\/p>\n

    Lion:\u2018<\/strong> \u2018Oh little mouse, I had no hope. You were right, little mouse \u2013 thank you, I\u2019m free. You\u2019re the best friend there ever could be!\u2019<\/p>\n

    Task 2. Write the number of the picture in exercise 1 next to the sentence.<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n
    The little mouse ran up the lion\u2019s neck.<\/td>\n<\/tr>\n
    He saw the king of the jungle tied to a tree.<\/td>\n<\/tr>\n
    A lion was asleep in the sun one day.<\/td>\n<\/tr>\n
    You were right, little mouse \u2013 thank you, I\u2019m free.<\/td>\n<\/tr>\n
    Be kind to me and one day I\u2019ll help you.<\/td>\n<\/tr>\n
    The mouse worked quickly and chewed through the rope.<\/td>\n<\/tr>\n
    The lion caught him with a great big smack!<\/td>\n<\/tr>\n
    The mouse was out walking the very next day.<\/p>\n

    Task 3. Write your answers to the questions.<\/strong><\/p>\n

    What animal does catch the lion ?<\/p>\n

    What does the lion want to do with mouse?<\/p>\n

    What does the mouse promise to lion?<\/p>\n

    Does the lion think the mouse can help him?<\/p>\n

    What happens to the lion next day?<\/p>\n

    How does the mouse help to lion?<\/p>\n

    Role play (G)<\/strong><\/p>\n

    Learners in 3 (narrator, lion, mouse) role-play the story.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

    \u0410\u043b\u043c\u0430\u0442\u044b \u049b\u0430\u043b\u0430\u0441\u044b \u00ab\u2116 174 \u043c\u0435\u043a\u0442\u0435\u043f-\u0433\u0438\u043c\u043d\u0430\u0437\u0438\u044f\u00bb \u041a\u041c\u041c \u0410\u0493\u044b\u043b\u0448\u044b\u043d \u0442\u0456\u043b\u0456 \u043f\u04d9\u043d\u0456\u043d\u0456\u04a3 \u043c\u04b1\u0493\u0430\u043b\u0456\u043c\u0456 \u0410\u043b\u0438\u043c\u0431\u0435\u043a\u043e\u0432\u0430 \u0413\u0443\u043b\u0434\u0430\u043d\u0430 \u041b\u0435\u0441\u0431\u0435\u043a\u043e\u0432\u043d\u0430 \u0421\u0430\u0431\u0430\u049b \u0442\u0430\u049b\u044b\u0440\u044b\u0431\u044b: \u00abFriendship 2\u00bb Short term plan Unit 3 Values Term 2 LESSON: Friendship 2 School: \u2116174 school-gymnasium Date: Teacher name: Alimbekova.G.L. CLASS: 5 Number present: absent: Learning objectives(s) that this lesson is contributing to 5.L2 understand an increasing range of unsupported […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"advanced_seo_description":"","jetpack_seo_html_title":"","jetpack_seo_noindex":false,"jetpack_seo_schema_type":"","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_wpcom_ai_launchpad_first_post":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[213196878],"tags":[],"class_list":["post-128219","post","type-post","status-publish","format-standard","hentry","category-newsabak"],"blocksy_meta":[],"acf":[],"jetpack_publicize_connections":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p17n9Y-xm3","jetpack_likes_enabled":true,"jetpack-related-posts":[],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/45minut.biz\/index.php?rest_route=\/wp\/v2\/posts\/128219","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/45minut.biz\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/45minut.biz\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/45minut.biz\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/45minut.biz\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=128219"}],"version-history":[{"count":0,"href":"https:\/\/45minut.biz\/index.php?rest_route=\/wp\/v2\/posts\/128219\/revisions"}],"wp:attachment":[{"href":"https:\/\/45minut.biz\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=128219"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/45minut.biz\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=128219"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/45minut.biz\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=128219"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}