Excel 5 grade module 7 lesson plan - Word и Excel - помощь в работе с программами

MODULE 5

Lesson plan

LESSON: Module 5 Lesson 1	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	S6 S7 R3
Lesson objectives	All learners will be able to:
identify some specific information in the text correctly and use some target language correctly in production tasks with support
Most learners will be able to:
identify most specific information in the text correctly and use a range of target language correctly in production tasks with support
Some learners will be able to:
identify all specific information in the text correctly and use a range of target language correctly in production tasks with little support
Previous learning	animal body parts / human facial features
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson S7	What’s in this module? Read the title of the module Creativity and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module. To present some mythical creatures · Draw Ss’ attention to the pictures and ask various Ss to read out the name of the creature each one shows. Play the recording. Ss listen and repeat chorally or individually. · Elicit the L1 equivalents from Ss around the class.	Class CD

Main Activities S7 S6 R3 R3	To present new vocabulary Go through the features in the list and explain/ elicit the meanings of any unknown words. Play the recording. Ss listen and repeat chorally or individually and point to each feature as it is mentioned. To relate mythical creatures to animals Elicit which creatures look like the animals in the list. To describe mythical creatures Read out the example and ask various Ss around the class to describe the creatures using the phrases given earlier.
To introduce the topic and predict the content of the text · Read the title aloud and allow Ss one minute to read the introduction to the text. Elicit answers/guesses to the questions in the rubric and then play the recording. · Ss listen and follow the text in their books and find out the answers. · Play the video for the Ss and elicit their comments at the end. To read for specific information/detailed understanding/main ideas · Allow Ss some time to read the text again and mark the sentences T (true) or F (false). · Direct Ss to the Word List to look up the meanings of the words in the *Check these words* box.	Video
Ending the lesson	Check Ss’ answers. As an extension ask Ss to correct the false statements.
Additional information
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?	Cross-curricular links Health and safety check ICT links Values links
support less able learners through supportive convergent moving to divergent questioning in eliciting views	monitor accuracy, use of vocabulary and pronunciation in checking and whole class plenary and then feedback on board	cross-curricular links: Literature [mythical creatures]
challenge more able learners through probing and hypothetical questioning in eliciting views

Lesson plan

LESSON: Module 5 Lesson 2	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	S1 S4 S7 C3 C4 W4
Lesson objectives	All learners will be able to:
take part in some exchanges using some target language accurately and use some target vocabulary with correct word stress
Most learners will be able to:
take part in some exchanges using a range of target language accurately and use some target vocabulary with correct word stress
Some learners will be able to:
take part in some exchanges using a range of target language accurately and use most target vocabulary with correct word stress
Previous learning	vocabulary for simple film genres/ use of simple short form agreement/disagreement
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson S8 S3	To consolidate information from a text Allow Ss a couple of minutes to review the text and then ask various Ss around the class to tell the class the differences between the creatures in the Harry Potter books and the same creatures in mythology. To consolidate information from a text · Allow Ss time to write their sentences. In closed pairs, Ss then read their sentences to their partner who correct the mistakes. · Monitor the activity around the class and then ask some pairs to report back to the class.

Main Activities S1 S7 C3 UE5 S4	To present types of films · Go through the list of film types and explain/elicit the meanings of any which are unknown. · Ss complete the task. Check Ss’ answers. Point out that some types of films do not take the word ‘film’ after them (e.g. western, horror, musical etc).
To practise agreeing/disagreeing about your taste in films · Explain the task and draw Ss’ attention to the expressions in red in the example exchanges. · Elicit/Explain that we can use So + auxiliary verb + personal pronoun/noun to agree with what a person has said or Neither + auxiliary verb + personal pronoun/noun to agree with sth negative that sb has said. · Ss talk in pairs about their taste in films. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class.
Ending the lesson S1 W4	To present adjectives and practise using them to describe films · Explain the task and read out the example exchange with a S. · Ss then complete the task in pairs. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class.
Additional information
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?	Cross-curricular links Health and safety check ICT links Values links
monitor less able groups in dialogue production task and support with further modelling and drilling	monitor accuracy and interactional appropriacy in dialogue task	cross-curricular links: Literature [mythical creatures]
challenge more able learners to give more expansive answers in dialogue task	monitor pronunciation performance in dialogue task and give feedback to whole class

Lesson plan

LESSON: Module 5 Lesson 3	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	S3 S8 S6 UE5 UE9
Lesson objectives	All learners will be able to:
use some target structure and pronounce some contractions correctly and use some correct question intonation
Most learners will be able to:
use a range of target structure including appropriate short answers and pronounce most contractions correctly and use some correct question intonation
Some learners will be able to:
use a range of target structure including appropriate short answers and pronounce most contractions correctly and use good question intonation
Previous learning	past simple including negative and interrogative forms
Plan
Planned timings		Excel Resources	Teacher Notes
Beginning the lesson UE9	To present the past simple of the verb ‘to be’ – was/were Explain that was/were is the past simple form of the verb ‘to be’. Go through the table with Ss and read out all the persons. Ss fill the gaps and then elicit when we use was/were

Main Activities UE9 UE5 S3 S8	To practise the past simple of the verb ‘to be’ in the affirmative was/were Ss fill in the correct word. Check Ss’ answers. To practise the past simple of the verb ‘to be’ in the negative wasn’t/weren’t · Explain the task and read out the example. · Ss complete the task. Check Ss’ answers in the correct word. Check Ss’ answers. To practise the past simple of the verb ‘to be’ in the interrogative with short answers · Draw Ss’ attention to the timetable and then Ss complete the task. · Check Ss’ answers around the class by asking one S to say a question and another to answer it.
To practise talking about the past · Explain the task and read out the example exchange with a S. · Ss then work in pairs and ask and answer. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class.
Ending the lesson UE9 S6	To pronounce strong and weak forms · Read out the table and explain that strong and weak forms relate to when words are stressed/ not stressed. · Play the recording and elicit the strong/weak forms. To consolidate comprehension of strong/ weak forms Give Ss some time to find examples and check Ss’ answers around the class.	Class CD
Additional information
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?	Cross-curricular links Health and safety check ICT links Values links
monitor less able groups in controlled tasks and highlight any errors in forms for learners to self-correct	monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers	cross-curricular links: languages [contrasts with L1]
challenge more able learners to produce different time phrases when talking about the past	monitor pronunciation of weak form in sentence activity and remodel and drill to whole class

Lesson plan

LESSON: Module 5 Lesson 4	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	S4 UE5 UE9 UE13 W4 W7
Lesson objectives	All learners will be able to:
use some target structure and pronounce some contractions correctly and use some correct question intonation
Most learners will be able to:
use a range of target structure including appropriate short answers and pronounce most contractions correctly and use some correct question intonation
Some learners will be able to:
use a range of target structure including appropriate short answers and pronounce most contractions correctly and use good question intonation
Previous learning	past simple including negative and interrogative forms and past modal ‘could’
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson	To present the past simple form of ‘have’ – had Go through the table and elicit how we form the negative and interrogative of the verb ‘have’ in the past simple.

Main Activities UE9 S4 UE13 UE5 S4 UE9	To practise the affirmative and negative forms of had · Explain the task and draw Ss’ attention to the picture. · Ss complete the task. Check Ss’ answers. To practise the interrogative form of had with short answers · Explain the task. Ss work in pairs and ask and answer questions. · Monitor the activity around the class and then ask some pairs to ask and answer in front of the class.
To present the past simple form of the modal verb ‘can’ – could · Ss read the table. Check Ss’ comprehension by asking various Ss to give example sentences of things they could do when they were young (e.g. I could ride a bike when I was six.) and then expand on this to cover all forms (e.g. Could you ride a bike when you were five? No, I couldn’t. Could you ride a bike when you were seven? Yes, I could. etc). To practise could in the affirmative and negative forms. · Ss complete the task. Check Ss’ answers.
To practise could in the interrogative form with short answers · Explain the task. Ss work in pairs and ask and answer using the prompts and could in the interrogative form with short answers. · Monitor the activity around the class and then ask some pairs to ask and answer in front of the class.
Ending the lesson W4 W7	To practise could further using personal examples · Explain the task and allow Ss enough time to complete the sentences. · Check Ss’ answers by asking various Ss around the class to read out their completed sentences.
Additional information
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?	Cross-curricular links Health and safety check ICT links Values links
monitor less able learners as they write and prompt learners to self-correct and expand information	monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers	cross-curricular links: languages [contrasts with L1]
provide challenge to more able learners through more probing questions when they present writing to class	monitor pronunciation of weak form in sentence activity and remodel and drill to whole class

Lesson plan

LESSON: Module 5 Lesson 5	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	C9 S1 S8 R1 R2 R8 L8 W4
Lesson objectives	All learners will be able to:
identify some main ideas and detailed information in texts and use some target vocabulary and structure correctly in writing task with support
Most learners will be able to:
identify most main ideas and detailed information texts and use a range of target vocabulary and structure correctly in writing task with support
Some learners will be able to:
identify all main ideas and detailed information in the texts and use a range of target vocabulary and structure correctly in writing task with little support
Previous learning	vocabulary relating to mythical creatures
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson C9	To introduce the topic and stimulate interest in the text · Direct Ss’ attention to the picture and ask if they know anything about the Samruk. Elicit a variety of questions and write three of them on the board. · Play the recording. Ss listen and follow the text in their books and check if the questions were answered.	Class CD

Main Activities R1 R2 R6 S1 S8 S1 L8	To read for specific information/detailed understanding/main ideas · Allow Ss some time to read the texts and mark the sentences T (true) or F (false) or DS (doesn’t say). · Direct Ss to the Word List to look up the meanings of the words in the *Check these words* box. · Check Ss’ answers. Ss should justify their answers.
To make verb/noun phrases and summarise a text · Ss match the verbs to the nouns, then ask various Ss around the class to give a summary of the text using the phrases. · Play the video for the Ss and elicit their comments at the end. To practise reading years · Read the Study Skills box aloud and write the examples on the board, underlining the years. Say the years aloud and direct Ss to repeat. · Direct Ss’ attention to the pictures and ask various Ss around the class who the people are. · Ask various Ss to read out the captions under the pictures. · Choose a pair of Ss to read out the example. · Explain the task and allow Ss time to ask and answer questions about the pictures. · Ask various pairs of Ss to report back to the class about the people in the pictures	Video
To listen for specific information · Explain the task and play the recording. Ss listen and complete the fact file. · Check Ss’ answers.
Ending the lesson W4 W6	To write a short paragraph Ss complete the paragraph.
Additional information
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?	Cross-curricular links Health and safety check ICT links Values links
monitor less able groups in writing task and provide support through further modelling and providing sentence starters	use thumbs up and down technique and follow up questions to check comprehension	cross-curricular links: Literature [mythical creatures]
provide challenge to more able learners by asking them to include two or three phrases in the writing

Lesson plan

LESSON: Module 5 Lesson 6	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	C8 L5 W3 UE9
Lesson objectives	All learners will be able to:
use and pronounce some target language accurately in response to prompts and in controlled tasks with support
Most learners will be able to:
use and pronounce most target structures accurately in response to prompts and in controlled tasks with support
Some learners will be able to:
use and pronounce most target structures accurately in response to prompts and in controlled tasks with little support
Previous learning	some past simple regular forms
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson UE9	To present the past simple affirmative for regular verbs · Ss close their books. Present the past simple. Say: I worked hard yesterday. Write it on the board. Underline worked and explain that this verb is in the past simple. Point to a S and say: You worked hard yesterday. Then write it on the board. Underline worked. Point to a male S and say: He worked hard yesterday. Then write it on the board. Underline worked. Present the other persons in the same way. · Explain the spelling rules of the past simple for regular verbs by writing the verbs love, play, miss, travel, stop, try and their past simple forms on the board (loved, played, missed, travelled, stopped, tried). Ss open their books. Read out the table. · Elicit the L1 equivalent for the example.

Main Activities UE9 W3 C8 W3	To practise the past simple affirmative · Explain the task and allow Ss some time to complete it. · Check Ss’ answers by reading the text aloud and eliciting the missing verb forms from various Ss around the class. Check correct spelling on the board. To present the past simple negative · Ss close their books. Write on the board: I didn’t work yesterday and She didn’t work yesterday. Underline I didn’t in the first sentence and She didn’t in the second sentence. Explain that we use didn’t in all persons to form the negative of the past simple. Point out that the main verb is also the same for all persons and is used in its base form. · Ss open their books. Read out the rule and elicit the word to complete it then elicit the L1 equivalent of the example.
To practise the past simple negative · Explain the task. Allow Ss two minutes to read the text in Ex. 2 again and then read out the example. · Ss complete the task. Ask various Ss to read out the answers to the class.
Ending the lesson L5	To pronounce · Play the recording with pauses for Ss to listen and repeat chorally or individually. · Pay special attention to Ss’ pronunciation and intonation and correct as necessary. · Elicit other words with the same sounds from Ss around the class. · Refer Ss to the text in Ex. 2 again and elicit the past forms. Write them on the board and then elicit how each verb ending is pronounced.	Class CD
Additional information
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?	Cross-curricular links Health and safety check ICT links Values links
monitor less able groups in controlled tasks and highlight any errors in spelling for learners to self-correct	monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers	cross-curricular links: History [historical leaders]
challenge more able learners to produce contrasts in ‘ed’ endings on different pairs of words	check pronunciation in whole class feedback and remodel/ drill final sounds

Lesson plan

LESSON: Module 5 Lesson 7	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	C8 S4 UE5 UE9 W3
Lesson objectives	All learners will be able to:
use some target structure and pronounce some contractions correctly and use some correct question intonation
Most learners will be able to:
use a range of target structure including appropriate short answers and pronounce most contractions correctly and use some correct question intonation
Some learners will be able to:
use a range of target structure including appropriate short answers and pronounce most contractions correctly and use good question intonation
Previous learning	past simple including negative and interrogative forms
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson UE9 UE5	To present the past simple interrogative and short answers · Ss close their books. Write on the board: Did I play tennis yesterday? No, I didn’t and Did you play tennis yesterday? No, you didn’t. Explain that we use Did I/you/he/she/it/we/they/ to form questions in the past simple. Focus Ss’ attention on the position of did (before the personal pronoun). The main verb is used in its base form. We answer in the short form with Yes/No, I/you/he/she/it/we/they did/didn’t. · Ask Ss questions to check their understanding. T: Did you walk to school yesterday? S1:Yes, I did./No, I didn’t. T: Did your mum go to work yesterday? S2: Yes, she did./No she didn’t. etc · Ss open their books. Read the table aloud and elicit the missing words.

Main Activities UE9 UE5 S4 UE5 S4 C8	To practise using the past simple affirmative Allow Ss some time to complete the task and then check Ss’ answers. To practise using the past simple interrogative and short answers · Explain the task and read out the example. · Ss do the task. Check Ss’ answers. · Play the video for Ss and elicit their comments at the end.	Video
To practise using the past simple interrogative to talk about the past · Explain the task and read out the example exchange. · Ss work in closed pairs and complete the task. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class.
Ending the lesson W3	To write about past events Allow Ss time to do the task. Then ask them to check their answers with other Ss around the class to find someone who can match their sentences.
Additional information
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?	Cross-curricular links Health and safety check ICT links Values links
monitor less able groups in controlled tasks and highlight any errors in spelling for learners to self-correct	monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers	cross-curricular links: History [historical leaders]
provide challenge to more able learners by asking them to say which facts are related to Kazakhstan

Lesson plan

LESSON: Module 5 Lesson 8	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	R2 R3 R6 UE9 S4 S8
Lesson objectives	All learners will be able to:
identify some specific information in the text correctly and use some target language correctly in oral summary task with support
Most learners will be able to:
identify most specific information in the text correctly and use a range of target language correctly in oral summary task with support
Some learners will be able to:
identify all specific information in the text correctly and use a range of target language correctly in oral summary task with little support
Previous learning	use of regular past simple forms and basic narrative linkers and language of ‘years’
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson R2	To introduce the topic and predict the content of the text · Elicit what Ss know about Atlantis. Read out the title and subheadings in the text as well as the words in the list. · Play the recording. Ss listen and follow the text in their books to find out how the words are related to Atlantis.	Class CD Video

Main Activities R3 R6 UE9 S4	To read for comprehension · Draw Ss attention to the Study Skill box and read it aloud. Give an example of key words and then explain the task. · Allow Ss some time to read the text and answer the questions. Then direct Ss to the Word List to look up the meanings of the words in the Check these words box. · Check Ss’ answers around the class.
To practise the past simple and revise question words · Explain the task and ask two Ss to read the example exchange aloud. · Ss do the task in closed pairs, then ask some pairs to ask and answer in front of the class.
Ending the lesson S8	To give a summary of a text · Explain the task and go through the verbs in the rubric explaining any unknown ones. · Allow Ss two minutes to read the text again and then ask various Ss to give their summary to the class using as many of the verbs in the list as they can. · Evaluate Ss’ performance. Check for: inclusion of all points, correct word order, spelling mistakes (if written), grammar (syntax mistakes), pace (if spoken), rapport (if spoken)
Additional information
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?	Cross-curricular links Health and safety check ICT links Values links
support less able learners with supportive questioning and prompting in eliciting oral summary	use thumbs up and down technique and follow up questions to check comprehension	cross-curricular links: Literature [myths and legends]
provide challenge to more able learners by pairing them with less able learners in text comprehension and telling them to guide less able learners where to look in text for answers	monitor pronunciation of target words in oral summary task and highlight to board and redrill

Lesson plan

LESSON: Module 5 Lesson 9	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	UE9 W1 C4 R9
Lesson objectives	All learners will be able to:
identify some main ideas and detailed information in texts and use some target vocabulary and structure correctly in writing task with support
Most learners will be able to:
identify most main ideas and detailed information texts and use a range of target vocabulary and structure correctly in writing task with support
Some learners will be able to:
identify all main ideas and detailed information in the texts and use a range of target vocabulary and structure correctly in writing task with little support
Previous learning	vocabulary relating to significant historical figures and events
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson UE9	Remind Ss of ‘Atlantis’ text in previous lesson by eliciting key content. To present/practise there was/there were · Point out that there was/there were is the past simple of there is/there are and the same rules apply. · Elicit the L1 explanations for the examples in the note and then ask various Ss to point out more examples in the text.

Main Activities

To check Ss’ comprehension of a
text

Allow Ss five minutes to complete the
task, then check Ss’ answers around the class.

To write a diary entry to
personalise the topic

· Explain the task and allow Ss some time to complete it.

· Ask various Ss around the class to read out their answers to the
rest of the class. Elicit which Ss had similar answers.

Ending the lesson

Play the video for the Ss and elicit
their comments at the end.

Video

Additional information
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?	Cross-curricular links Health and safety check ICT links Values links
monitor less able learners as they write their narratives and prompt learners to self-correct and expand information	use thumbs up and down technique and follow-up questions to monitor comprehension of text	cross-curricular links: Literature [myths and legends]
provide challenge to more able learners through more probing questions when they present their texts	take in and assess final piece of writing

Lesson plan

LESSON: Module 5 Lesson 10	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	C8 UE5 UE9 R4 R8
Lesson objectives	All learners will be able to:
use and pronounce some target language accurately in response to prompts and in controlled tasks with support
Most learners will be able to:
use and pronounce most target structures accurately in response to prompts and in controlled tasks with support
Some learners will be able to:
use and pronounce most target structures accurately in response to prompts and in controlled tasks with little support
Previous learning	some past simple regular forms and some common irregular ones
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson	To present the past simple for irregular verbs · Explain that irregular verbs don’t take -ed in the past simple but they all change differently and Ss must learn the forms. Refer Ss to the irregular verbs list at the back of their books and advise them to study it and learn the irregular forms. · Read out the table and elicit the L1 equivalents for the examples.

Main Activities UE9 UE5 UE9 R4 R9	To practise the past simple of irregular verbs · Allow Ss some time to complete the task. · Check Ss’ answers. To practise the past simple and identify irregular verbs Give Ss time to read the biography and fill in the gaps. To practise the past simple interrogative and affirmative of irregular verbs · Explain the task and read out the example. · Ss complete the task, then check Ss’ answers. · Check Ss’ answers and then elicit the irregular verbs. To practise the past simple of irregular verbs Give Ss some time to complete the gaps then check Ss’ answers
To consolidate information in a text and further practise the past simple of irregular verbs (negative and affirmative) · Explain the task and read out the example. · Ss complete the task.
Ending the lesson	Check Ss’ answers by asking various Ss to read out their statements.
Additional information
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?	Cross-curricular links Health and safety check ICT links Values links
monitor less able groups in controlled tasks and highlight any errors in forms for learners to self-correct	monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers	cross-curricular links: Literature [world literature]
challenge more able learners to produce different time phrases when talking about the past	monitor pronunciation of target verbs and remodel and drill to whole class

Lesson plan

LESSON: Module 5 Lesson 11	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	UE9 S1 S4 W1 W4 W7
Lesson objectives	All learners will be able to:
use some target language correctly in email writing task with support
Most learners will be able to:
use a range of target language correctly in email writing task with support
Some learners will be able to:
use a range of target language correctly in email writing task with little support
Previous learning	past simple regular and irregular forms, narrating past events
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson S4 UE9	To practise the past simple of irregular verbs (interrogative) and short answers · Ss work in pairs and ask and answer, as in the example. · Monitor the activity around the class and then ask some pairs to share their answers with the class.

Main Activities S1 W1 UE9 S4 W4 W7	To practise using time expressions with the past simple · Explain the task and read out the example. · Elicit a variety of personal sentences from Ss around the class. To practise the past simple (regular + irregular verbs) interrogative and short answers · Ss ask and answer in pairs, as in the example. · Monitor the activity around the class and then ask some pairs to ask and answer in front of the rest of the class.
To write an email using the past simple · Explain the task and either allow Ss time to complete it in class or assign as HW. · Remind students that they can use the example in Ex. 4 to help them. · Check Ss’ answers by asking various Ss to read out their emails.
Ending the lesson	Game Ask Ss to look at the Irregular Verbs section at the end of the book for two minutes. Ss close their books. Say verbs in their base form. Ss, in teams, say the relevant past simple form. Each correct answer gets 1 point. The team with the most points is the winner.
Additional information
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?	Cross-curricular links Health and safety check ICT links Values links
support less able learners in writing by eliciting in small groups model sentence openings for the prompts	following speaking activity do a quick spelling elicitation of words learners have used to the board	ICT links: format and features of email communication
give more able learners challenge by asking them to include details that they would like their friend to respond to	take in final pieces of writing for feedback comment and assessment

Lesson plan

LESSON: Module 5 Lesson 12	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	R2 R5 S6 S3 S7
Lesson objectives	All learners will be able to:
take part in some exchanges using some target language accurately and intelligibly and identify some target information in dialogue reading task
Most learners will be able to:
take part in a range of exchanges using most target language accurately and with some appropriate intonation and identify most target information in dialogue reading task
Some learners will be able to: take part in a range of exchanges using most target language accurately and with clear intonation and identify all target information in dialogue reading task
Previous learning	past simple question and answer exchanges
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson S6	To practise pronunciation of situational language · Play the recording. Ss listen and repeat. · Pay attention to Ss’ pronunciation and intonation and correct as necessary.	Class CD

Main Activities R5 R2 S7 S6	To identify the context of a dialogue and predict the content · Elicit what Ss think the dialogue is about. · Ss listen and follow the text in their books and check. To read for specific information · Allow Ss time to read the dialogue again and complete the task. · Check Ss’ answers.	Class CD
To learn synonymous phrases Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class. To consolidate situational language through translation Elicit the L1 equivalents for the sentences in Ex. 1 from Ss around the class.
To act out a dialogue · Draw Ss’ attention to the Study Skills box at the side. Read it, or have one of the Ss read it aloud, and remind Ss to be aware of intonation patterns as they practise the dialogues. · Play the recording again. Then ask Ss to work in pairs and take roles and read out the dialogue. · Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class.
Ending the lesson S3 S7	To practise role-playing · Explain the situation. Remind Ss that they can use sentences from Ex. 1 as well as the dialogue in Ex. 2 to help them and any ideas of their own to complete the task. · Ss complete the task in pairs. To help Ss, draw the following diagram (See T’s Book) on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task.
Additional information
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?	Cross-curricular links Health and safety check ICT links Values links
monitor less able groups in preparing role play and production tasks and support with further modelling and drilling	monitor accuracy and interactional appropriacy in situational tasks	cross curricular links: languages [language contrasts with L1]
challenge more able learners to give more expansive answers in response to role play prompts	monitor pronunciation performance in final activity and give feedback to whole class

Lesson plan

LESSON: Module 5 Lesson 13	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	WR4 W6 W7 L8 R3 S1
Lesson objectives	All learners will be able to:
identify some main ideas and detailed information in texts and use some target vocabulary and structure correctly in writing task with support
Most learners will be able to:
identify most main ideas and detailed information texts and use a range of target vocabulary and structure correctly in writing task with support
Some learners will be able to:
identify all main ideas and detailed information in the texts and use a range of target vocabulary and structure correctly in writing task with little support
Previous learning	vocabulary relating to professions and basic biographical facts
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson S7	To introduce the topic · Explain what the word ‘profession’ means (a type of job that needs a high level of training or education) and read out the examples. Then allow Ss one minute to write down as many as they can think of. · Ss check their list with their partner and then ask some Ss to read out their list to the class.

Main Activities L8 R3 W6 W4 W6	To predict the content of a text · Direct Ss’ attention to the pictures and elicit what, if anything, they know about the people in them. Read the questions in the rubric aloud and elicit guesses from Ss’ in answer to them. · Draw Ss’ attention to the Check these words box. Elicit the meanings of the words or allow Ss time to look up the words and check meanings around the class. · Play the recording. Ss listen and follow the text in their books and check if their guesses were correct.	Class CD
To use specific vocabulary to write sentences · Explain the task and elicit the meaning of any unknown words in the list. · Allow Ss time to write their sentences. · Check Ss’ answers around the class. · Play the video for the Ss and elicit their comments at the end.	Video
To write a short article about an artist from your country · Draw Ss attention to the Did you know? box. Initiate a discussion about well-known painters or elicit names of Kazakhstani artists. · Ask Ss to look up information on the Internet or look in encyclopaedias/other reference books. · Allow Ss time to collect the information and prepare their presentations. Alternatively, assign the task as HW.
Ending the lesson S1	Ask Ss to present their work to the class.
Additional information
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?	Cross-curricular links Health and safety check ICT links Values links
monitor less able groups in writing task and provide support through further modelling and providing sentence starters	use thumbs up and down technique and follow up questions to check comprehension	cross-curricular links: Literature [artist biography]
provide challenge to more able learners by asking them to write a text in distinct paragraphs	take in final piece of writing to assess

Lesson plan

LESSON: Module 5 Lesson 14	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	L5 S1 S6 S7 W5 W8
Lesson objectives	All learners will be able to:
identify some main ideas and detailed information in the text and present some detail correctly in presentation and writing tasks
Most learners will be able to:
identify most main ideas and detailed information in the text and present some detail correctly in presentation and writing tasks
Some learners will be able to:
identify all main ideas and detailed information in the text and present a range of detail correctly in presentation and writing tasks
Previous learning	basic vocabulary of musical instruments and types of music
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson S6	To introduce the topic and present musical instruments · Draw Ss’ attention to the musical instruments in the pictures. · Play the recording. Ss listen and repeat chorally or individually. · Elicit the L1 equivalents from Ss around the class.

Main Activities S7 L5 S6 S1	To present types of music · Go through the names and types of music in the lists. · Play the recording. Ss listen and match. · Check Ss’ answers.	Class CD
To listen for specific information · Go through the instruments in the list A-H. · Play the recording. Ss listen and match the items. · Explain to them there are two extra instruments they do not need to use. · Check Ss’ answers. · Play the video for the Ss and elicit their comments at the end.	Video
To prepare a presentation on your favourite type of music · Explain the task and tell Ss to use the Internet or look in encyclopaedias/other reference books. · Allow time for Ss to collect the information and prepare their presentations. Alternatively, assign the task as HW. · Ask Ss to present their work to the class.
W5 W8	To create a poster showing traditional music instruments · Explain the task and tell Ss to work in groups and use the internet or encyclopaedias/other reference books to look up traditional musical instruments from Kazakhstan. · Allow time for Ss to collect their information and write out a text and add pictures to prepare their posters. Alternatively assign the task as HW.
Ending the lesson	Ask Ss to present their work to the class, presenting on a board in the classroom, etc. if possible.
Additional information
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?	Cross-curricular links Health and safety check ICT links Values links
monitor less able groups in poster writing task and provide support through further modelling and providing sentence starters	monitor accuracy of use and pronunciation of module vocabulary and remodel and drill as necessary	cross-curricular links: Music
challenge more able learners to write two or three connected sentences for each part of poster	highlight errors in poster text in pencil for learners to self-correct before display

Lesson plan

LESSON: Module 5 Lesson 15	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	S4 R2 R6 R8 W4 W6 W7
Lesson objectives	All learners will be able to:
identify some uses of target structure and detailed information in text and use some target vocabulary and structure correctly in email writing task with support
Most learners will be able to:
identify most use of target structure and detailed information text and use a range of target vocabulary and structure correctly in writing task with support
Some learners will be able to:
identify all uses of target structure and detailed information in the text and use a range of target vocabulary and structure correctly in writing task with little support
Previous learning	basic adjectives describing reactions and views
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson R8	To read for lexico-grammatical structure · Explain the task. Allow Ss time to complete the gaps with the correct adjectives. · Direct Ss to the Word List to look up the meanings of the words in the Check these words box. · Ss compare their answers with their partner, then check Ss’ answers around the class.	Video

Main Activities R2 R6 S4 W4 W6 W7	To use descriptive language · Read the Study Skills box aloud. · To consolidate Ss’ understanding, write the words good, bad and nice on the board. Elicit various adjectives from Ss around the class that mean the same as these words and write them under each one. Ss may copy the lists into their notebooks. · Explain the task and explain/elicit the meanings of any unknown adjectives in the list. · Ss complete the task. Check Ss’ answers. · Draw Ss’ attention to the Check these words box. Elicit the meanings of the words or allow Ss time to look up the words in the word list. Check meanings around the class. · Play the video for the Ss and elicit their comments at the end.	Video
To write an email about an event you attended Explain the task and allow Ss time to complete it in class.
Ending the lesson	· Ask various Ss to read out their emails to the class. · Alternatively, assign as HW and check Ss’ answers in the next lesson.
Additional information
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?	Cross-curricular links Health and safety check ICT links Values links
support less able learners in writing by eliciting in small groups model sentence openings for the prompts	use vocabulary activity to do quick spelling elicitation of words to board	ICT links: format and features of email communication
give more able learners challenge by asking them to include expansive descriptive details	take in final pieces of writing for feedback comment and assessment

Lesson plan

LESSON: Module 5 Lesson 16	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	S2 S3 C3 C9 UE5
Lesson objectives	All learners will be able to: use some language from the module to express views and write some relevant questions accurately
Most learners will be able to: use a range of language from the module to express views and write a range of relevant questions accurately
Some learners will be able to: use a wide range of language from the module to express views and write a range of relevant questions accurately
Previous learning	vocabulary from the module
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson	To personalise the topic and talk about your interests · Explain the task. Ss read and choose which are true for them. · Ss tell their partner. · Monitor the activity around the class checking for pronunciation and grammar. · Check answers around the class by asking several students to repeat their answers.

Main Activities	To create a story · Explain the task. Ask Ss to work in groups and think up two special creatures. · Allow Ss time to create creatures and draw them. Ss think of a story for the creatures and what they can do and write it. · Ask the groups of Ss to present their story to the class.
To test knowledge learnt in this module · Explain the task. Allow Ss some time to read the questions and mark the sentences as true or false. · Alternatively, you may allow Ss to review the module and find the relevant information to complete the statements correctly. Check Ss’ answers.
To consolidate vocabulary learnt in the module · Explain the task and allow Ss time to look through the module and think of quiz questions in pairs. · Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. People eat a special soup for Nauryz. (T) · Ss swap their quizzes with another pair and do it and then report back to the class.
	To listen for gist · Play the recording. Ss listen and answer the question in the rubric. · Check Ss’ answers around the class. To listen for specific information · Play the recording again. · Ss listen and complete the gaps. · Check Ss’ answers.	Class CD
Ending the lesson	Play the video for the Ss and elicit their comments at the end.	Video
Additional information
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?	Cross-curricular links Health and safety check ICT links Values links
prompt less able learners to ask a range of questions with different question starters and highlight areas of questions that need to be corrected before proceeding to quiz	monitor question production in group activity	cross-curricular links: Art [responses to Art]
provide challenge for more able learners to try and write another short verse for the song	monitor pronunciation of new vocabulary from Module

Источник

«Весенне-летний фестиваль знаний 2023»

Публикации
Английский язык
Уроки
5 класс
Fantasy world: Animals

Short term plan

Lesson: Unit 7 Fantasy world	School: №176 school-gymnasium
Date 21.07.2017	Teacher name: Ablemitova Zarina
Class: 5	Number present :29	Absent: —
Theme of the lesson	Animals
Learning objectives that this lesson is contributing to	5R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics.. 5W3 write with support factual descriptions at text level which describe people, places and objects. 5UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics 5C6 Organise and present information clearly to others
Lesson objectives	All learners will be able to: — recognise the new vocabulary — distinguish the usage of superlative and comparative adjectives Most learners will be able to: Write degrees of superlative and comparative adjectives Can answer to the questions from text Some learners will be able to: — say some information about animals. — can describe animals using regular and irregular adjectives
Assessment criteria	-can say some information about any animal -distinguish the usage of superlative and comparative adjectives — answer the questions
Value links	Take care of animals
Cross-curriculum	Biology
ICT skills	Worksheets, pictures, video
Previous learning	Reading for pleasure
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)	Resourses
Beginning Lead in 3min Revision of previous lesson 4 min Warm-up 2 min Middle 3 min 3min 4min 2min 9min 5min	Organization moment. Greeting, duty’s report. Now answer to questions from cards and make a picture from these cards (puzzle of a fish) Questions: who is the author of the this tale? What about this tale? What is the main idea of the tale? Listen, repeat then read the poem : I’ll give you cards with pictures of the animals. Students with the same pictures should sit in one group. I’ll hand out cards with pictures of eagle, leopard and dolphin. What can you say about these pictures? Can you guess today’s our new theme? Our new theme is “Animals” Grammar. Today we also use adjectives to describe animals, that why I want explain you usage of superlative and comparative adjectives of irregular and regular adjectives. Now let’s watch the video. There are examples to the degrees of adjectives. Now please make your own examples. Keys of knowledge. I have some keys of knowledge. I’ll give them to students who answers correct, who will be active.You collect them, then at the end of the lesson who collect more keys wins the big, gold key of knowledge. Now let’s write an exercise. You should put given adjectives in comparative or superlative forms. Put the adjectives in the comparative or superlative forms 1. Dogs are ______ (friendly) than cats. 2 Dolphins are _____________ (intelligent) animals of all. 3. Giraffes have got ________ (long) legs than elephants. 1 Parrots are ________ (colourful) birds of all. 2. Cheetahs are ________ (fast) of all land animals. 3 Horses are _________(big) than goats. 1 Dogs make _______(good) pets of all. 2 Elephants are ________ (heavy) than goats. 3. Eagles are ______(strong) than crowns. Vocabulary Match the words with the pictures Pre reading. Find and underline the new words from the text. While reading: Jigsaw. I’ll hand out different texts about animals to each group. You should read, understand text then should retell it to another group. Post-reading. Now answer to the questions to win more keys. How many species of dolphins are there in the world? Where do snow leopards live? What can you say about the smallest eagle?	http://www.google.kz/imgres. http://youtu.be/gzQT6TrYTVk Excel 5 WB p52
End 8 min Reflection 2 min	Differentiation by level. I’ll give you posters and markers you should choose an animal: Project work. Draw a picture, then describe it using vocabulary. Descriptor: All learners: Can name the animal Most of them -can describe the animal with support (question-answer) Some of them -can describe the animal without support. Assessment. I’ll hand out you pictures of animals you should write there you feelings from today’s lesson and glue them on the poster with nature’s picture. You should glue them in correct place. What do you see in this picture? I want to say that we should protect our nature, animals. We should take care of them.	Excel 5 WB p51
Summary evaluation What two things went really well (consider both teaching and learning)? 1st: 2nd: What two things would have improved the lesson (consider both teaching and learning)? 1st: 2nd: What have I learned from this lesson about the class or individuals that will inform my next lesson?

Олимпиады: Английский язык 2 — 11 классы

Содержимое разработки

Short term plan

Lesson: Unit 7 Fantasy world	School: №176 school-gymnasium
Date 21.07.2017	Teacher name: Ablemitova Zarina
Class: 5	Number present :29	Absent: —
Theme of the lesson	Animals
Learning objectives that this lesson is contributing to	5R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics. . 5W3 write with support factual descriptions at text level which describe people, places and objects. 5UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics 5C6 Organise and present information clearly to others
Lesson objectives	All learners will be able to: — recognise the new vocabulary — distinguish the usage of superlative and comparative adjectives Most learners will be able to: Write degrees of superlative and comparative adjectives Can answer to the questions from text Some learners will be able to: — say some information about animals. — can describe animals using regular and irregular adjectives
Assessment criteria	-can say some information about any animal —distinguish the usage of superlative and comparative adjectives — answer the questions
Value links	Take care of animals
Cross-curriculum	Biology
ICT skills	Worksheets, pictures, video
Previous learning	Reading for pleasure
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)	Resourses
Beginning Lead in 3min Revision of previous lesson 4 min Warm-up 2 min Middle 3 min 3min 4min 2min 9min 5min	Organization moment. Greeting, duty’s report. Now answer to questions from cards and make a picture from these cards (puzzle of a fish) Questions: who is the author of the this tale? What about this tale? What is the main idea of the tale? Listen, repeat then read the poem : I’ll give you cards with pictures of the animals. Students with the same pictures should sit in one group. I’ll hand out cards with pictures of eagle, leopard and dolphin. What can you say about these pictures? Can you guess today’s our new theme? Our new theme is “Animals” Grammar. Today we also use adjectives to describe animals, that why I want explain you usage of superlative and comparative adjectives of irregular and regular adjectives. Now let’s watch the video. There are examples to the degrees of adjectives. Now please make your own examples. Keys of knowledge. I have some keys of knowledge. I’ll give them to students who answers correct, who will be active.You collect them, then at the end of the lesson who collect more keys wins the big, gold key of knowledge. Now let’s write an exercise. You should put given adjectives in comparative or superlative forms. Put the adjectives in the comparative or superlative forms 1. Dogs are ______ (friendly) than cats. 2 Dolphins are _____________ (intelligent) animals of all. 3. Giraffes have got ________ (long) legs than elephants. 1 Parrots are ________ (colourful) birds of all. 2. Cheetahs are ________ (fast) of all land animals. 3 Horses are _________(big) than goats. 1 Dogs make _______(good) pets of all. 2 Elephants are ________ (heavy) than goats. 3. Eagles are ______(strong) than crowns. Vocabulary Match the words with the pictures Pre reading. Find and underline the new words from the text. While reading: Jigsaw. I’ll hand out different texts about animals to each group. You should read, understand text then should retell it to another group. Post-reading. Now answer to the questions to win more keys. How many species of dolphins are there in the world? Where do snow leopards live? What can you say about the smallest eagle?	http://www.google.kz/imgres. http://youtu.be/gzQT6TrYTVk Excel 5 WB p52
End 8 min Reflection 2 min	Differentiation by level. I’ll give you posters and markers you should choose an animal: Project work. Draw a picture, then describe it using vocabulary. Descriptor: All learners: Can name the animal Most of them -can describe the animal with support (question-answer) Some of them -can describe the animal without support. Assessment. I’ll hand out you pictures of animals you should write there you feelings from today’s lesson and glue them on the poster with nature’s picture. You should glue them in correct place. What do you see in this picture? I want to say that we should protect our nature, animals. We should take care of them.	Excel 5 WB p51
Summary evaluation What two things went really well (consider both teaching and learning)? 1^st: 2^nd: What two things would have improved the lesson (consider both teaching and learning)? 1^st: 2^nd: What have I learned from this lesson about the class or individuals that will inform my next lesson?

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Содержание

Lesson plan. Unusual buildings Excel 5
Педагогическая деятельность по проектированию и реализации образовательного процесса в общеобразовательных организациях (английский язык)
Английский язык: теория и методика преподавания в профессиональном образовании
Актуальные вопросы преподавания английского языка в условиях реализации ФГОС
Учись, играя: эффективное обучение иностранным языкам дошкольников
Опытные онлайн-репетиторы
IV Международный практический «Инфофорум» для педагогов
2023 год педагога и наставника: вызовы и решения
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Excel Grade 5 short term plan 6 module

Lesson plan. Unusual buildings Excel 5

Number present: 16

Theme of the lesson:

Learning objectives(s) that this lesson is contributing to

5.2.7.1 recognize the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics

5.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics;

5.3.2.1. ask simple questions to get information about a limited range of general topics;

Learners will be able to:

— ask and answer questions related to the topic without support

-use there is/there are with prepositions of place without support

-use new words in their speech without support

I. Class organization ( greeting, asking the date and day, checking absentees)

Creating favorable psychological condition:

students stand in a circle and say to their neighbor a wish or a compliment.

II. Revision previous lessons’ material with help of method: “Look, think and find”

T: Let’s review some words and sounds which connected with our topic. There are some sounds on the blackboard. Teacher gives cards with words, students have to find those sounds from the words and match them to the sounds on the blackboard.

Table, radio, case, desk, bed, shelf, room, roof, spoon, mirror, window, kitchen.

Dividing students into 2 groups by the rooms:

1 st group – students who have chosen room Bed room make the 1 st group

2 nd group – students who have chosen living room make the 2 nd group

Students respond to greeting and take their places

Look at the pictures. What can you see? Students guess the theme of the lesson.

T: What is about our lesson?

What kind of buildings are there in this picture?

S1: I think our lesson is about houses

S2: I think today’s lesson is about unusual buildings

T: Yes, you’re right. Our lesson theme is “Unusual buildings. Furniture/Appliances”

IV. Work on vocabulary

Look at the picture. What kind of rooms are there? There are some new words for you. You have to find their translation in your own language:

Bookcase -кітап сөресі

Sink-қол,ыдыс жуатын жер

V. Explaining the new grammar material

We use “there is” or “there are” to talk about things we can see and things that exist. We use “there is” for singular and uncountable nouns, and we use “there are” for plural countable nouns .

Group work. “Jigsaw” reading

Group1: Read the text A and explain its meaning to the 2nd group

Group: Read the text B and explain its meaning to the 1st group.

Making a poster “Jan’s house”

“The piano house”

Mark the sentences T(True), F(False) or DS (Doesn’t say)

1.The piano house got four rooms

2.There’s a lift in the violin

3.It has got a living room

4.Jan’s house is in China

5.It has got four floors

6.It is an official

Speaking. Individual work.

Describing classroom using grammar material

Each student give their own examples

S1: There is a clock on the wall

S2: There are fifteen desks in the classroom

S3: There is a computer on the desk

Pair work methods “Think-pair-share”

Writing. Exercise.2 on page from SB

Complete the gaps in the sentences with the correct form of the there is/are

1 A: Is there a bookcase in the living room?
B: Yes, there is.
2 A: . any books in the bookcase?
B: .
3 A: . any cushions on the sofa?
B: .
4 A: . a carpet on the floor?
B: .
5 A: . any curtains in front of the
windows?
B: .
6 A: . any chairs in the living room?

Ss watch the video and answer teacher’s questions

Ss find translation of given new words

Ss read the text

Ss make a poster

Ss mark the sentences

Ss give their own examples

Ss work with partner and complete the gaps

Ss do worksheets individually

They will be assessed by “Appla ud” method

Assessing by the “Aplaud”

Assessing by the showing thumb

Each group assess each other by “Applaud”

Assessing by the “Stars”

ENDING THE LESSON:

Reflection “Five fingers”

Which task did you like the most?

What was easy for you?

What was difficult for you?

Feedback on the work

Курс профессиональной переподготовки

Педагогическая деятельность по проектированию и реализации образовательного процесса в общеобразовательных организациях (английский язык)

Курс профессиональной переподготовки

Английский язык: теория и методика преподавания в профессиональном образовании

Сейчас обучается 37 человек из 20 регионов

Курс повышения квалификации

Актуальные вопросы преподавания английского языка в условиях реализации ФГОС

Сейчас обучается 306 человек из 71 региона

Учись, играя: эффективное обучение иностранным языкам дошкольников

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Excel Grade 5 short term plan 6 module

LESSON: Module 6 Lesson 1

Learning objectives(s) that this lesson is contributing to

All learners will be able to:

identify some specific information in the text correctly and use some target language correctly in production tasks with support

Most learners will be able to:

identify most specific information in the text correctly and use a range of target language correctly in production tasks with support

Some learners will be able to:

identify all specific information in the text correctly and use a range of target language correctly in production tasks with little support

basic vocabulary relating to types of writing and story

Beginning the lesson

What’s in this module?

Read the title of the module Reading for Pleasure and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

To present and categorise types of literature

· Explain that in literature non-fiction refers to texts that discuss the real world and fiction refers to texts from the world of imagination.

· Explain the task. Allow Ss time to look at the pictures and choose which type each is.

· Check Ss’ answers.

To present new vocabulary

· Explain the tasks. Ss explore the books in the school library or at home and report back to the teacher on which types of books they find.

· Ss present answers to the class.

To introduce the topic and stimulate interest in the text

· Explain the task. Allow Ss time to read through the text in order to answer the questions.

· Check answers around the class.

To present vocabulary for a story

· Explain the task. Allow time for Ss to look at the pictures and choose the descriptions from the list.

· Check Ss’ answers.

To read for specific information

· Play the recording. Ss listen and read the text. Allow Ss time to put the pictures in the correct order.

· Check Ss’ answers

Ending the lesson

To read for specific information

· Allow Ss time to prepare their answers. Ss can work in closed pairs.

· Check Ss’ answers.

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?

Cross-curricular links
Health and safety check
ICT links
Values links

support less able learners through supportive convergent moving to divergent questioning in eliciting views

monitor accuracy, use of vocabulary and pronunciation in checking and whole class plenary and then feedback on board

cross-curricular links: Literature [types of literature]

challenge more able learners through probing and hypothetical questioning in eliciting views

LESSON: Module 6 Lesson 2

Learning objectives(s) that this lesson is contributing to

S3 S4 S6 S7 C7 C9

All learners will be able to:

express some views using some target language accurately and use some target vocabulary with correct word stress

Most learners will be able to:

express a range of views using a range of target language accurately and use some target vocabulary with correct word stress

Some learners will be able to:

express a range of views using a range of target language accurately and use most target vocabulary with correct word stress

basic vocabulary for describing features of a book

Beginning the lesson

To personalise the topic

Elicit answers from the Ss around the class

To practise adjectives

· Draw Ss’ attention to the Study Skills box. Have one student read aloud the content of the box. Elicit more examples from the class.

· Allow Ss time to complete the task.

· Check Ss’ answers.

· Play the video for the Ss and elicit their comments at the end.

To personalise the topic

· Explain the task. Allow Ss to work in closed pairs and come up with their own ideas.

· Elicit answers from around the class.

To develop thinking skills

· Explain the task. Allow Ss to work in closed pairs and choose an answer.

· Elicit answers from around the class

To design a cover for the story

· Explain the task. Ss work in groups and think of ideas of what they want to have on the cover of this story.

· Allow Ss time to draw or design the covers. Alternatively allocate the task as HW.

· Present Ss’ designs to the whole class.

Ending the lesson

To act out a mime of the story

· Explain the task. Allow Ss to work in groups and take roles and act out the story.

· Allow Ss to videotape the performances.

· Present the videos to the whole class.

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?

Cross-curricular links
Health and safety check
ICT links
Values links

monitor less able groups in preparing miming task and support with further modelling and drilling

monitor accuracy and pronunciation in eliciting views and then feedback to whole class before final task

cross curricular links: Literature [responses to literature]

challenge more able learners to give more expansive answers in response to miming prompts

LESSON: Module 6 Lesson 3

Learning objectives(s) that this lesson is contributing to

All learners will be able to:

identify some specific information in the text correctly and use some target language correctly to make points about the text and topic

Most learners will be able to:

identify most specific information in the text correctly and use a range of target language correctly to make points about the text and topic

Some learners will be able to:

identify all specific information in the text correctly and use a range of target language correctly to make points about the text and topic

vocabulary for talking about events in narratives and legends

Beginning the lesson

To introduce the topic and stimulate interest in the text

· Explain the task. Allow Ss time to read through the text in order to answer the questions.

· Check answers around the class.

To read for specific information

· Explain the task. Allow Ss time to match the pictures with the captions.

To read for gist and specific information

· Explain the task. Play the recording. Ss listen and read the text.

· Allow time for the Ss to identify the people in the pictures.

· Check Ss’ answers aloud around the class.

To read for specific information

· Explain the task. Allow Ss time to put the pictures in the correct order.

· Check Ss’ answers.

To read for specific information

· Draw Ss attention to the Check these words box. Elicit meaning of the words or allow Ss time to look up the words and check meanings around the class.

· Explain the task. Allow Ss time to complete the sentences.

· Check Ss’ answers.

Ending the lesson

To consolidate vocabulary learnt in this module

· Explain the task.

· Allow Ss time to complete the sentences.

· Check Ss’ answers.

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?

Cross-curricular links
Health and safety check
ICT links
Values links

support less able learners through supportive convergent moving to divergent questioning in eliciting views

monitor accuracy, use of vocabulary and pronunciation in checking and whole class plenary and then feedback to board

cross-curricular links: Literature [heroes and legends]

challenge more able learners through probing and hypothetical questioning in eliciting views

LESSON: Module 6 Lesson 4

Teacher name: T.V.Poteryaiko

Learning objectives(s) that this lesson is contributing to

R1 R4 R5 S8 C7 C9

All learners will be able to:

identify some specific information and ideas in the text correctly and use some target language correctly to recount information about the text

Most learners will be able to:

identify a range of specific information and ideas in the text correctly and use some target language correctly to recount information about the text

Some learners will be able to:

Identify a range of specific information and ideas in the text correctly and use a range of target language correctly to recount information about the text

basic narrative linkers and vocabulary for describing narrative events

Beginning the lesson

Remind Ss of vocabulary from previous lesson by putting words on board (jumbled letters) for them to unscramble.

To expand vocabulary

· Explain the task. Ask Ss to work in pairs and find alternatives to said.

· Check Ss’ answers.

To practise sequence of events

· Explain the task. Ask Ss to work individually or in pairs to put the sentences in the order the happened in the story.

· Allow time for Ss to complete the task and check Ss’ answers.

To retell a story

· Explain the task. Choose whether Ss will say or write the task.

· Allow Ss to read for specific information

· Explain the task. Allow Ss time to complete the table.

· Check Ss’ answers. Ss time to write or say the story around the class.

· Alternatively set the task as HW and have the students present their answers the following day.

· Check Ss’ answers.

To read for specific information

· Explain the task. Allow Ss time to complete the table.

· Check Ss’ answers.

To talk about differences between two characters; to develop thinking skills

· Ss work in pairs and tell each other the difference between the two characters. Explain that Ss need to use but when they compare the two characters since they don’t share similar characteristics.

· Monitor the activity around the class.

· Ask some students to present to the class.

To develop thinking skills

· Ask Ss to work in groups and decide what happened next in the story.

· Elicit discussion of the question and answers around the class.

Ending the lesson

To develop research skills/thinking skills

· Explain the task.

· Allow Ss time to research the story.

· Play the video for the Ss and elicit their comments. Check answers around the class.

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?

Cross-curricular links
Health and safety check
ICT links
Values links

support less able learners through supportive convergent moving to divergent questioning in eliciting views

monitor accuracy, use of vocabulary and pronunciation in checking and whole class plenary and then feedback to board

cross-curricular links: Literature [heroes and legends]

challenge more able learners through probing and hypothetical questioning in eliciting views

LESSON: Module 6 Lesson 5

Teacher name: T.V.Poteryaiko

Learning objectives(s) that this lesson is contributing to

C10 R2 R5 R6 S7

All learners will be able to:

identify some specific information and ideas in the text correctly and use some target language correctly to recount information about the text

Most learners will be able to:

identify a range of specific information and ideas in the text correctly and use some target language correctly to recount information about the text

Some learners will be able to:

Identify a range of specific information and ideas in the text correctly and use a range of target language correctly to recount information about the text

vocabulary relating to myths and legends

Beginning the lesson

To stimulate interest in the topic and read for specific information

· Explain the task. Elicit answers from Ss.

· Allow Ss time to read the text for answers.

· Check answers around the class.

To listen and read for gist and specific information

· Explain the task. Play the recording. Students read and listen to find the information.

· Check Ss’ answers.

To read for specific information

· Explain the task. Allow Ss time to answer the questions working in pairs.

· Check the answers by asking individual Ss around the class.

· Check Ss’ answers

To practise vocabulary learnt in this lesson

· Explain the task.

· Allow Ss time to complete the questions.

Ending the lesson

· Check Ss’ questions.

· Ask Ss to choose a story or book they like or remember from when they were younger. Homework task is to think about how they would summarise it verbally or in writing for the following lesson.

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?

Cross-curricular links
Health and safety check
ICT links
Values links

support less able learners with supportive questioning and prompting in eliciting answers and views orally

use thumbs up and down technique and follow up questions to check comprehension

cross-curricular links: Literature [myths and legends]

provide challenge to more able learners by pairing them with less able learners in text comprehension and telling them to guide less able learners where to look in text for answers

monitor pronunciation of target words in checking answers and highlight to board and redrill

LESSON: Module 6 Lesson 6

Learning objectives(s) that this lesson is contributing to

C4 C9 S3 S8 W2 UE17

All learners will be able to:

identify some specific information and ideas in the text correctly and use some target language correctly to recount information about the text

Most learners will be able to:

identify a range of specific information and ideas in the text correctly and use some target language correctly to recount information about the text

Some learners will be able to:

Identify a range of specific information and ideas in the text correctly and use a range of target language correctly to recount information about the text

basic co-ordinating and subordinate conjunctions

Beginning the lesson

To read for specific information

· Explain the task. Allow Ss time to fill in the answers.

· Check Ss’ answers

· Play the video and elicit comments from the class.

Источник

Short term plan. Module 7. Fantasy world

Материал жайлы қысқаша түсінік:

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Радюк Оксана Петровна

0 Қазан 2018

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III.
Brainstorming

Look
at the pictures. What can you see? Students guess the theme of the lesson.

T: What
is about our lesson?

What
kind of buildings are there in this picture?

S1: I
think our lesson is about houses

S2: I
think today’s lesson is about unusual buildings

T: Yes,
you’re right. Our lesson theme is “Unusual buildings. Furniture/Appliances”

IV.
Work on vocabulary

Look at
the picture. What kind of rooms are there? There are some new words for you.
You have to find their translation in your own language:

Poster-плакат

Wardrobe-шкаф

Bookcase-кітап сөресі

Bath-ванна

Mirror-айна

Stairs-баспалдақ

Curtains-перделер

Cushions-диванның
жастықшалары

Sofa-диван

Pillows-жастықтар

Desk-парта

Carpet-кілем

Armchair-кресло

Fridge-тоңазытқыш

Table-үстел

Chair-орындық

Cooker-газ
плита

Sink-қол,ыдыс
жуатын жер

Painting-картина

V.
Explaining the new grammar material

We use “there is” or “there are” to talk about things we
can see and things that exist. We use “there is” for singular and uncountable
nouns, and we use “there are” for plural countable nouns.

Group
work. “Jigsaw” reading

Group1:
Read the text A and explain its meaning to the 2nd group

Group:
Read the text B and explain its meaning to the 1st group.

Making
a poster “Jan’s house”

“The
piano house”

Mark
the sentences T(True), F(False) or DS (Doesn’t say)

1.The
piano house got four rooms

2.There’s
a lift in the violin

3.It
has got a living room

4.Jan’s
house is in China

5.It
has got four floors

6.It is
an official

Speaking.
Individual work.

Describing
classroom using grammar material

Each
student give their own examples

S1:
There is a clock on the wall

S2: There
are fifteen desks in the classroom

S3:
There is a computer on the desk

Pair
work methods “Think-pair-share”

Writing.
Exercise.2 on page from SB

Complete
the gaps in the sentences with the correct form of the there is/are

1
A: Is there a bookcase in the living room?
B: Yes, there is.
2 A:
……………… any books in the bookcase?
B: …………………………………………………….
3 A: ……………….. any cushions on the sofa?
B: …………………………………………………….
4 A: ……………………… a carpet on the floor?
B: …………………………………………………….
5 A: ………………. any curtains in front of the
windows?
B: …………………………………………………….
6 A: ………….. any chairs in the living room?

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Lesson plan. Unusual buildings Excel 5

Педагогическая деятельность по проектированию и реализации образовательного процесса в общеобразовательных организациях (английский язык)

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Excel Grade 5 short term plan 6 module

Материал жайлы қысқаша түсінік:

Радюк Оксана Петровна

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