{"id":135595,"date":"2020-09-30T14:16:40","date_gmt":"2020-09-30T08:16:40","guid":{"rendered":"https:\/\/45minut.biz\/?p=135595"},"modified":"2020-09-30T14:16:40","modified_gmt":"2020-09-30T08:16:40","slug":"theme-present-continuous","status":"publish","type":"post","link":"https:\/\/45minut.biz\/?p=135595","title":{"rendered":"Theme: Present Continuous"},"content":{"rendered":"

\u049a\u044b\u0437\u044b\u043b\u043e\u0440\u0434\u0430 \u043e\u0431\u043b\u044b\u0441\u044b \u0416\u0430\u04a3\u0430\u049b\u043e\u0440\u0493\u0430\u043d \u0430\u0443\u0434\u0430\u043d\u044b <\/strong><\/p>\n

\u2116 3 \u043c\u0435\u043a\u0442\u0435\u043f-\u0438\u043d\u0442\u0435\u0440\u043d\u0430\u0442\u044b\u043d\u044b\u04a3<\/strong><\/p>\n

\u0410\u0493\u044b\u043b\u0448\u044b\u043d \u0442\u0456\u043b\u0456 \u043c\u04b1\u0493\u0430\u043b\u0456\u043c\u0456 \u0416\u04d9\u043d\u0456\u0431\u0435\u043a\u043e\u0432\u0430 \u0410\u049b\u0435\u0440\u043a\u0435<\/strong><\/p>\n

Lesson plan<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Lesson:<\/strong><\/p>\n

Unit 9 Holidays<\/td>\n

School:<\/strong> \u21163<\/td>\n<\/tr>\n
Date: <\/strong>30..04.2019<\/td>\nTeacher\u2019s name: <\/strong>ZhanibekovaAkerke<\/td>\n<\/tr>\n
Grade:<\/strong> 5<\/td>\nNumber present: <\/strong>12<\/td>\nabsent: –<\/strong><\/td>\n<\/tr>\n
Theme: <\/strong>Present Continuous<\/td>\n<\/tr>\n
Learning objectives that this lesson is contributing to<\/strong><\/td>\n5.3.2.1<\/strong> ask simple questions to get information about a limited range of<\/p>\n

general topics;<\/p>\n

5.5.3.1<\/strong> write with support factual descriptions at text level which<\/p>\n

describe people, places and objects;<\/p>\n

5.6.10.1<\/strong> use present continuous forms with present and future meaning<\/p>\n

on a limited range of familiar general and curricular topics; <\/td>\n<\/tr>\n

Lessonobjectives<\/strong><\/td>\nAll learners will be able to:<\/strong><\/p>\n
    \n
  • ask questions about holiday with SOME support<\/li>\n
  • answer the questions<\/li>\n
  • describe people and places with prompts<\/li>\n
  • make sentences in present continuous WITH modeling<\/li>\n<\/ul>\n

    Most learners will be able to:<\/strong><\/p>\n

      \n
    • ask questions about holiday with LITTLE support<\/li>\n
    • describe people and places without prompts<\/li>\n
    • make sentences in present continuous WITHOUT modeling<\/li>\n<\/ul>\n

      Some learners will be able to:<\/strong><\/p>\n

        \n
      • ask questions about holiday without support<\/li>\n
      • describe pictures in present continuous<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Assessment criteria<\/strong><\/td>\nLearners achieve this Learning Objective, if they can:<\/strong><\/p>\n
    \n
  • Put questions according to the picture<\/li>\n
  • Describe people and places<\/li>\n
  • Make sentences with S+am\/is\/are+Ving<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Valuelinks<\/strong><\/td>\nA secular society with high spirituality, Respect each other.<\/td>\n<\/tr>\n
Cross-curricularlinks<\/strong><\/td>\nPhysical education and geography.<\/td>\n<\/tr>\n
ICT skills<\/strong><\/td>\nSpeakers.<\/td>\n<\/tr>\n
Previouslearning<\/strong><\/td>\nWords related to weather, the four seasons.<\/td>\n<\/tr>\n
Plan<\/strong><\/td>\n<\/tr>\n
Plannedtiming<\/strong><\/td>\nPlannedactivities<\/strong><\/td>\nResources<\/strong><\/td>\n<\/tr>\n
Start<\/strong><\/p>\n

3 min<\/td>\n

[T-S] I. Greeting.<\/p>\n

[T-S] II. Brainstorming. Teacher starts the lesson with the game \u201cBasketball questioning\u201d<\/strong>. T uses a ball to get answer from learners. Learners ask questions according to the topic, they ask questions randomly. Possible questions:<\/p>\n

– Do you usually go skiing?<\/p>\n

– Do you always play computer games?<\/p>\n

– Do you usually go skiing?<\/p>\n

– Do you always go camping?<\/p>\n

– Do you usually play bowling?<\/p>\n

– Do you always do a snowman?<\/p>\n

– Do you usually play basketball?<\/p>\n

– Do you always do gymnastics?<\/td>\n

Ball<\/p>\n

Flashcards<\/td>\n<\/tr>\n

Middle<\/strong><\/p>\n

10 min<\/p>\n

8 min<\/p>\n

8 min<\/p>\n

8 min<\/td>\n

[D][W] [T-S]<\/strong>Teacher explains Present Continuous Tense with forms (S+am\/is\/are+Ving) gives examples using body language (TPR).<\/p>\n\n\n\n\n\n
PRESENT CONTINUOUS TENSE<\/strong><\/td>\n<\/tr>\n
Positive (+)<\/strong><\/td>\nNegative (-) <\/strong><\/td>\n<\/tr>\n
I\u2019m reading.<\/strong><\/p>\n

He\/She\/It\u2019s reading.<\/strong><\/p>\n

We\/You\/They\u2019re reading.<\/strong><\/td>\n

I\u2019m not reading.<\/strong><\/p>\n

He\/She\/It isn\u2019t reading.<\/strong><\/p>\n

We\/you\/They aren\u2019t reading.<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Task 1<\/strong><\/p>\n

[G] [S-S] <\/strong>Learners work in groups and ask questions about pictures using the strategy \u201cPicture description\u201d<\/strong>where learners look at the picture and ask questions. Ls use \u201cS+am\/is\/are+Ving\u201d<\/strong> to answer the question. Teacher uses modeling<\/em> and gives an example.<\/p>\n

Picture p112,ex5<\/p>\n

E.g.: What is Maira doing? Maira is eating<\/p>\n

POSSIBLE ANSWERS from LEARNERS:<\/em><\/p>\n

What is Zhenya doing? Zhenya is reading a book.<\/p>\n

What is Zhandos doing? Zhandos is swimming in the sea.<\/p>\n

What is Svetlana doing? Svetlana is eating.<\/p>\n

What is Aidos doing? Aidos is sunbathing.<\/p>\n\n\n\n\n
Assessment criteria<\/strong><\/td>\nDescriptor<\/strong><\/td>\n<\/tr>\n
Put questions according to the picture<\/td>\nA learner<\/em>:<\/p>\n

– works in a group;<\/p>\n

– looks at the picture;<\/p>\n

-puts a question;<\/p>\n

– answers the question with S+am\/is\/are+Ving<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

AfL: Thumbs up, thumbs down.<\/strong><\/p>\n

Task 2<\/strong>.<\/p>\n

[P][S-S]<\/strong>Learners use the strategy \u201cWalking dictation\u201d<\/strong> in this activity. They work in pairs, one of them is reader and the other is writer. Learner A walks and reads the questions from the worksheet on the wall and comes up to dictate, Leaner B writes the question. After writing 3 questions, they answer the questions together according to the picture.<\/p>\n

Any Picture<\/p>\n

QUESTIONS ON THE WALL:<\/em><\/p>\n

1. What are grandparents doing?<\/p>\n

2. What are boys doing?<\/p>\n

3. What is mother doing?<\/p>\n\n\n\n\n
Assessment criteria<\/strong><\/td>\nDescriptor<\/strong><\/td>\n<\/tr>\n
Describe people and places<\/td>\nA learner<\/em>:<\/p>\n

– works in a pair;<\/p>\n

– learner A reads the questions;<\/p>\n

– learner A dictates the questions;<\/p>\n

– learner B writes the questions;<\/p>\n

– looks at the picture;<\/p>\n

– answers the questions together.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

AfL:\u201cSmiles\u201d<\/strong><\/p>\n

Task 3<\/strong><\/p>\n

[I][S-T]<\/strong>Learners work individually, they make sentences with S+am\/is\/are+Ving.<\/p>\n

    \n
  1. Dad\/swim. Dad\u2019s swimming.<\/li>\n
  2. They\/sunbathe.<\/li>\n
  3. Erbol\/read a book.<\/li>\n
  4. Nurgul\/take\/photographs.<\/li>\n
  5. Mum\/eat\/an ice-cream.<\/li>\n
  6. Aida and Azat\/play football.<\/li>\n
  7. Nurlan\/shop\/for souvenirs.<\/li>\n
  8. I\/make\/a sandcastle.<\/li>\n<\/ol>\n\n\n\n\n\n\n\n\n\n\n
    Assessment criteria<\/strong><\/td>\nDescriptor<\/strong><\/td>\n<\/tr>\n
    Make sentences with S+am\/is\/are+Ving<\/td>\nA learner<\/em>:<\/p>\n

    – works individually;<\/p>\n

    – reads the sentences;<\/p>\n

    – makes sentences with S+am\/is\/are++Ving.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    AfL:Self-assessment \u201cBlob tree\u201d<\/strong><\/td>\n

    		Board<\/p>\n

    Chalks<\/p>\n

    Flashcards<\/p>\n

    Papers<\/p>\n

    Picture<\/p>\n

    Worksheet<\/p>\n

    Picture<\/p>\n

    Worksheet<\/p>\n

    Picture<\/td>\n<\/tr>\n

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

    3 min<\/td>\n

    		Plenary \u201cJust a minute\u201d<\/strong><\/p>\n

    Learners take it in turns to speak for one minute about \u2018Holiday\u2019 without repetition, pause and mistake.<\/td>\n<\/tr>\n

    Additional information<\/strong><\/td>\n<\/tr>\n
    Differentiation \u2013 how do you<\/strong><\/p>\n

    plan to give more support?<\/strong><\/p>\n

    How do you plan to<\/strong><\/p>\n

    challenge the more able<\/strong><\/p>\n

    learners?<\/strong><\/td>\n

    		Assessment \u2013 how are you planning to check learners\u2019<\/strong><\/p>\n

    learning?<\/strong><\/td>\n

    		Value links<\/strong><\/p>\n

    Cross-curricular links<\/strong><\/p>\n

    ICT skills<\/strong><\/td>\n<\/tr>\n

    Some support:<\/p>\n

    In task 1, when they work in groups and discuss, by providing less-able learners with examples of questions.<\/p>\n

    More support:<\/p>\n

    In task 2, when they write sentences in pairs by providing less-able learners with some prompts.<\/p>\n

    More-able learners can be encouraged to write more sentences and comment friends.<\/td>\n

    		Students will be assessed in each task with formative assessment.<\/strong><\/p>\n
      \n
    • Group work will be assessed by<\/li>\n<\/ul>\n

      \u201cThumbs up, thumbs down\u201d<\/strong><\/p>\n

        \n
      • Pair work will be assessed by\u201cStars\u201d<\/strong><\/li>\n<\/ul>\n
          \n
        • Individual task will be assessed by \u2018self-assessment-Blob tree\u2019<\/strong><\/li>\n<\/ul>\n
            \n
          • Teacher evaluates the student with descriptors.<\/li>\n<\/ul>\n<\/td>\n
    		A secular society with high spirituality,<\/p>\n

    Respect each other.<\/p>\n

    Physical Education and Geography.<\/p>\n

    Speakers.<\/p>\n

    Make sure learners have sufficient space to do physical activity.<\/td>\n<\/tr>\n

    Reflection<\/strong><\/p>\n

    Were the lesson objectives\/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like?<\/p>\n

    Did my planned differentiation work well?<\/p>\n

    Did I stick to timings?<\/p>\n

    What changes did I make from my plan and why?<\/td>\n

    		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.<\/strong><\/td>\n<\/tr>\n
    Summary evaluation<\/strong><\/p>\n

    What two things went really well (consider both teaching and learning)?<\/strong><\/p>\n

    1:<\/strong><\/p>\n

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

    What two things would have improved the lesson (consider both teaching and learning)?<\/strong><\/p>\n

    1:<\/strong><\/p>\n

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

    What have I learned from this lesson about the class or individuals that will inform my next lesson?<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

    \u049a\u044b\u0437\u044b\u043b\u043e\u0440\u0434\u0430 \u043e\u0431\u043b\u044b\u0441\u044b \u0416\u0430\u04a3\u0430\u049b\u043e\u0440\u0493\u0430\u043d \u0430\u0443\u0434\u0430\u043d\u044b \u2116 3 \u043c\u0435\u043a\u0442\u0435\u043f-\u0438\u043d\u0442\u0435\u0440\u043d\u0430\u0442\u044b\u043d\u044b\u04a3 \u0410\u0493\u044b\u043b\u0448\u044b\u043d \u0442\u0456\u043b\u0456 \u043c\u04b1\u0493\u0430\u043b\u0456\u043c\u0456 \u0416\u04d9\u043d\u0456\u0431\u0435\u043a\u043e\u0432\u0430 \u0410\u049b\u0435\u0440\u043a\u0435 Lesson plan Lesson: Unit 9 Holidays School: \u21163 Date: 30..04.2019 Teacher\u2019s name: ZhanibekovaAkerke Grade: 5 Number present: 12 absent: – Theme: Present Continuous Learning objectives that this lesson is contributing to 5.3.2.1 ask simple questions to get information about a limited range of […]<\/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-135595","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-zh1","jetpack_likes_enabled":true,"jetpack-related-posts":[],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/45minut.biz\/index.php?rest_route=\/wp\/v2\/posts\/135595","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=135595"}],"version-history":[{"count":0,"href":"https:\/\/45minut.biz\/index.php?rest_route=\/wp\/v2\/posts\/135595\/revisions"}],"wp:attachment":[{"href":"https:\/\/45minut.biz\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=135595"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/45minut.biz\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=135595"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/45minut.biz\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=135595"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}