Excel 5 module 7 fantasy world

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)

Unit of a long term plan Unit 7: Fantasy world

School:

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Lesson title

World 1

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.L1understand a sequence of supported classroom instructions

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

5.UE16 use conjunctions so , if, when , where, before, after to link parts of sentences on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Answer the questions about cities and countries in all over the world.

Recognize conjunctions

Most learners will be able to:

Say their opinion about the poem based to the theme

Name the cities or countries by watching the picture

Make the sentences using conjunctions if, when, where, after

Some learners will be able to:

Discribe their favourit part of he world using some conjunctions

Assessment criteria

• Recognize different kind of names of countries and cities in all over the world.

• Making some sentendcces using necessary conjunctions based to the task

• Speaking fluently in English at the time of describing their favorite part of the world

Values links

Universal Labor Society

Cross-curricular links

Geography

Previous learning

City 2,

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

2minutes

• Greeting! How are you?

This “Wonderful World”

I love the nature

Around you and me – This is world

I love the beauty

Of the sky-blue sea – This is world

He loves the stars

In the dark night sky – This is world

She loves the flutter

Of the butterfly.

They love to travel

And see the world.

Let’s make the Earth

Close place for all!

(f) giving smiles

Task 1

I shall hand out pictures, you should write, and the pictures names of the things. Work in pairs and assess each other

Differentiation

All learners will be able to name the cities by the help of the pictures

Some of them will be able to make word combinations based to the task

Find answers fit to the questions

Find the city or the country based to the picture

Some learners will be able to describe their favorite city or country using conjunctions.

Make some sentences using conjunctions based to the task

During the work the teacher uses Images: what’s happening?

Show learners an image or images. Learners should identify what they think is occurring in the image(s) and give a reason for their interpretation.

Descriptor

Learners can:

• Identify picture name the country or the city based to the theme

• Write the words related to the pictures

• Make some sentences using conjunctions

(f) pair assessment by descriptor

PPT

Pictures

Middle

Task 2

1. If we protect our world from war, it will be very good. World where will not be cruelty, it will be a wonderful world. After the II World War peoples, life was very difficult. When the world is kinder?

2. ….. we protect our world from war, it will be very good. World ……. will not be cruelty, it will be a wonderful world. ……. the II World War peoples, life was very difficult. …… the world is kinder?

3. where world not a wonderful be, it will be cruelty world will.

world the kinder is when ?

Key to the task :

Descriptor:

• Find conjunctions

• Complete missed words

• Jumbled words

Differentiation

All leaners will be able to find conjunctions

Most learners will be able complete missed words

Some learners will be able to write words in order

During the work, the teacher uses Think-Pair-Share (P) Students work in pairs. They choose personal information, ask and answer questions.

Assessment by giving smiles

Comment only marking

Cards

End

Reflection

When I was at the lesson – I understood…..

I doubted

I didn’t understand

Evaluation sheets

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?

Health and safety check

By outcome(lesson objectives, assessment criteria)

By task (the complexity of the task)

By content ( motivating topics and context)

Through support (teacher’s support feedback)

Observe learners when participating in discussion .did the group dynamics work?

Did each learner contribute to the discussion ?if not, why not?(e.g. didn’t understand what to de ,not so confident speaking English,..)

Work with the SMART board not more than 10 minutes .

Doing time brake it’s about 2 minute during the lesson.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my 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.

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?

LESSON: Unit 7:
Fantasy World

City

School: 40

Date:

Teacher name: Tukhamanova A.D

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

5.C4 evaluate
and respond constructively to feedback from others

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

5.S7use appropriate
subject-specific vocabulary and syntax to talk about a limited range of
general topics

Lessonobjectives

All learners will be able to:

·        
use
new vocabulary concerning the topic «fantasy city»

·        
use
comparative and superlative adjectives with some support

·        
write a persuasive text with some support

Most learners will be able to:

·        
use
comparative and superlative adjectives with a little support

·        
make
a dialogue using new words

·        
write a persuasive text  with a little support

Some learners will be able to:

·        
use comparative and superlative adjectives with no support

·        
create a fantasy map of an ideal city and write a persuasive
text

Language objectives

·        
Topic vocabulary: garbage, crowded, comfortable, tall, outdoor,
polluted, air, jammed

·        
comparative and superlative adjectives

Value links

Respect and Cooperation

Cross curricular links

Real life

ICT
skills

Projector or
Smart board for presenting a presentation.

Previous learning

Describing fantasy cities
and reading, writing and talking about them.

Plan

Planned timings

Planned activities

Resources

5min

Greeting

Checking up the hometask

Setting the aim

Warm up

Teacher asks to watch a video about
«Fantasy city» Differentiation

Less able Ss write words they know that
come to their mind.

More able Ss write 2-3 sentences trying
to describe it.

PPP(slide 1-2)

https://www.youtube.com/watch?v=2gLhjEWvM1k

Middle

13min

15min

5min

Pre-teach
vocabulary

Teacher distributes
cards «Talking about cities».

Differentiation:

Less able
Ss will be given this task:

Ss try to
complete the
sentences with the words below:

·        
garbage

·        
crowded

·        
comfortable

·        
tall

·        
outdoor

·        
polluted

·        
air

·        
jammed

·        
transportation

More able
Ss create their own sentences by describing pictures.

Speaking

Teacher encourages
Ss to create short conversations about their city using the vocabulary and
sentences and try to expand:

A: What do
you like about your city?

B:_________________________________

A:Why is
that?/ What do you mean?

B:_________________________________

A: And
what do you dislike about your city?

B:_________________________________

A: Why is
that a problem?

B:_________________________________

Peer-assessment
(palm-fist)

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

Cards«Talking about cities».

Appendix 1

PPP(slide 3)

2min

Feedback

What was the most difficult thing? What
new they have learnt?

Lesson part II

Middle

15 min

29 min

This activity
can be completed by a student individually, but working together in small
groups (ideally 2-4 students in each) will provide more practice with the
target language as students negotiate the task and each person’s input.
Instructions:

1. Print a blank
map and set of rectangles/cards for each group.

2. Cut out the
rectangles into individual cards and group together as a complete set with a
blank map.

3. Give each
group a set of cards and a blank map. Have them distribute the cards among
themselves.

4. Instruct them
to write in the names of each building on the map according to the directions
on the cards. [Note: If they have trouble, advise them to start with cards
about the hospital.]

5. When the
buildings have all been labeled, allow students to check their work against
the answer key/map.

6. Give students
the worksheet to answer questions concerning the map.

Project work.
Creating fantasy city

Learners create
a fantasy city using a blank map grid. They decide which features to include;
make a key with symbols; write coordinates where the features can be found.
They give the city a name.

Learners in pairs brainstorm adjectives
they can use to persuade people to visit their city to describe their fantasy
city and its features e.g. Encourage learners to practise comparative and
superlative adjectives;

beautiful, the best, better than any
city in the country, clean, great, happy place, nice, exciting, famous, fine,
top, excellent

Explain what a persuasive text is. Below
their map learners write a short, persuasive text to try to get people to
visit their city. (30-50 words)

Assessment criteria

Student

·        
Can use new words (beautiful, garbage, exciting etc) At least 3
words

·        
Can present his/her ideal city creatively

·        
can use comparative and superlative adjectives

·        
can write 30-50 words

Appendix 2

Markers, A3 paper, crayons, glue,
scissors

Copybooks

PPP(slide 4)

End

1min

Feedback

At the end of the lesson, the T asks the
students to assess the lesson using a technique two stars and a wish

Evaluation

Stickers

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

Additional Support

·        
Offer more support to weaker students at the
presentation stage.

More-
able learners

write 2-3 sentences trying to describe a
video

Peer-assessment
(palm-fist)

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

·        
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?

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?

Материалдар / Lesson short plan for 5 grade «Fantasy World»