Excel 5 module 7 escape to narnia

Long-term plan: Unit 7 Fantasy world

School: Secondary school after K.Mendaliev

Date: 18.05.2018

Teacher name: Mendikhanova G.Sh.

Grade: 5

Number present:

absent

Lesson title: World

Learning objective

5.L1understand a sequence of supported classroom instructions

5.R2 understand with little support specific information and detail in short simple texts on a limited range of general and curricular topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

Lesson objectives

• Understand the listening song and put the pictures in order

• Read and define the main idea in the text

• Identify details in a text with little support

• Demonstrate an ability to express ideas clearly

Assessment criteria

• Connect logically information with ideas of other people

• Encourage students’ creativity and create a positive attitude to speaking

• Demonstrate, organize and express abilities clearly

Value links

Learners are taught to be literacy

Common history, culture and language (“Mangilike Yel”, 6)

Cross curricular links

Geography Literature

ICT skills

Active board and projector to present the material

Previous learning

Basic knowledge about mythical creature

Plan

Planned timings

Planned activities

Resources

Start

2 min

5- 7 min

Middle

10 min

(W) Greetings

– Good morning! Welcome to our lesson.

T. divides the students into 3 groups using the method of puzzles:

Students take a piece of paper and should collect the picture.

world of illusions Fantasy world Mythical world

1,2,3 groups

—What pictures have you got? The world of illusion, mythical, dream.?

-How do we call them?

-Predict the theme of the lesson. Today we are going to speak about fantasy world, mythical creatures.

(W) Listening. “Weird Sisters Harry Potter Song”

Pre – Listening

-What other creatures do you know? Name them.

-What are their feature?

While- Listening

-Listen to the song and put the pictures in order.

Post Listening

-Play the song again and check answers. Pause the song after each verse and elicit or say the animals, learners repeat. Check answers as a class.

(W) Reading

Pre-reading

—Have you ever read stories about fantasy animals?

-Look at the pictures. Which shows:

a lion? a mouse? a centaur? a minotaur? a Pegasus, hydra, wolf.

Puzzle

pictures

20min

End

2 min

(W) While reading.

Differentiation by tasks

The first A group — Complete the crossword.

The second B group — Read the text and complete the sentences.

The third C group — Identify similarities and differences.

Text: “Escape to Narnia” Answer the (Wh) questions.

Answer the (Wh) questions.

1. What is the text about?

2. Who is the king of Narnia?

3. What kind of Aslan’s character?

4. What mythical creatures has Narnia?

Descriptor:

-Answer the (Who) questions using the details of the text

(G) Post Reading.

A group. Complete the crossword.

Descriptor:

-Find the correct words

B group. Read the text and complete the sentences.

1. The writer of the Narnia is…

2. The king of Narnia is………

3. Reepicheep can………

4. Gryphons can……….

5. Centaurs look like…….

6. Minotaurs are against………

Descriptor:

-Fill in the gaps. Find appropriate words.

C group. Vein diagram.

Compare animals and mythical creatuers. Speak similarities and differences between them. Fore example: Horse—Centaur

Descriptor:

-Identify similarities and differences.

(W) Creative work.

Invent and draw a picture of your mythical creature, think of a name, and present it to the class.

Descriptor:

• Draw and describe mythical creatures

• Organize information logically

Feedback.

“Landmines area” Method

• What was the theme of our lesson?

• What animals did we talk about?

• What was the text about?

• What similarities and differences you were identify

• What was the most difficult thing?

• What new they have learnt?

Evaluation. Sel

The teacher asks the students about the most difficult things they have faced during the lesson.

Activity 3-4

I can do all the tasks

Activity 2-3

Activity 1

ADDITIONAL INFORMATION

Differentiation – how do you plan to give more support? How do

you plan to 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
ICT links
Values links

• More support can be given in the speaking activity when learners work in group

• More able learners can be appraised with providing them a kind of creative work to express their opinions

Peer-assessment (palm-fist)

• Thumbs up if they understood everything /thumbs down- didn’t understand/ thumbs left or right – understood 50 percent Through assessment

• This relates to: Real life

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Did I stick to timings?

What changes and differentiation should I make next time?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

What have I learned from the reflection of the learners? (difficulties of individuals or all the learners)

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