|Lesson: Module 2. Living things||School: 163|
|Date: 2.10.2019||Teacher name: MIra|
|Class: 5 ‘A’||Number present: 13 Absent:|
|Learning objectives:||C6 Organize and present information clearly to others.
L1. Understand an increasing range of classroom instructions.
S6. Take turns when speaking with others in a growing range of short, basic exchanges
|Lesson objectives||All learners will be able to:|
|* Reading and Listening for specific information and main ideas.|
|Most learners will be able to:|
|*Speaking and asking personal questions|
|Some learners will be able to:|
|*Writing an informal email about your collection|
|Assessment criteria:||Criteria-based assessment, stickers, with clap hands|
|Language objective:||Learners can: talk about living and non living things
Grammar (have got, has got)
|Key words and phrases: Topical Vocabulary . Living Things and Non living things : dog, skate board, goldfish ,guitar, comic book, watch, digital camera, trainers, tortoise, cap, scarf|
|Useful classroom language for dialogue\ writing|
|Diary things, dairy clothes|
|Can you say why?|
|Why do you use all these things in our life|
|Active board, picture, book, cards|
|Values links:||National pride|
|Previous learning||Describe your room Use it *there is\there are|
|Planned timings||Planned activities (replace the notes below with your planned activities)||Resources|
|Start||1.Greetings with pupils
2.Divided into two groups
*Iron man and Iron Monger
3. Critical thinking Ex 2 Look at the picture. Which are living things? Which are non-living things?
2. Working with text. Who’s the man in the picture?
3.Check these words: engineer, business, loyal, secretary,
Metal, suit, fly, strong.
4.Prepare a poster
|Interactive blackboard, posters,
slides, sticks, pictures, situations, mark criterion
2.Write to things you remember from the text
3.Listen and repeat. What are these words in your language?
|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’
|Cross –curricular links Health and safety check Values links|
Using the new words and make up your own sentences
Retell the text
1.Reading with pronunciation
2. Understanding the text
3.Make up the sentences
4. Answer the question from the text
1)with good pronunciation- 5 point
2) Retell the text -4 point
3)without Mistakes -3 point
4) 2 or 3 answer from the text- 2 point
Kazakh and PE
Were the lesson objectives \learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did you 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.
The lesson objectives were realistic
The pupils can study a living thing in or near their home. They can write about how it breathes, what it eat, when it grows ,how it reproduces and how it moves. They can bring in this piece of writing and share it with the class and see if the class can guess what it is?
The atmosphere was funny picture and interesting story about iron man
I planned for differentiation pupil. I gave them to retell the text about iron man
I have spent much time for Jigsaw reading. I will present video about house and where you can use these things. In living things or non living things
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?
In my opinion in this lesson was good make up a question with new words and connecting with new theme
I think using internet service during the lesson and pupils to improve the motivation in my opinion we need to establish the correct assessment criteria on a regular basis.
I learned from this lesson using strategy and Feedback stickers
Criteria Based Assessment
|Reading and writing ( with good pronunciation)||5||4
3-4 mistakes pronunciation
7-8 mistakes pronunciation
10 mistakes pronunciation
|Understanding the text (retell the text)||All the text||Half text||Short text||2-3 sentences|
|Make up the sentences( without mistakes)||No mistakes||3-4 mistakes||7-8 mistakes||More than 10|
|Answer the question (2 or 3 answer from the text)||Full answer||Not full answer||Short answer||Answer with mistakes|
|12 — 14 points = “5”