My best friend in classroom

Unit 3 VALUES

Unit of a long term planunit1

School: By Ascar Suleimenov

Date:30/11/2017

Teacher name: Ospanova Saule

CLASS: 5a

Number present:

absent:

Lesson title

My best friend

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

5.5.1.1- plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics;

5.5.3.1- write with support factual descriptions at text level which describe people, places and objects;

5.5.5.1- link without support sentences using basic coordinating connectors;

5.5.8.1- spell most high-frequency words accurately for a limited range of general topics

Lesson objectives

All learners will be able to: answer to the definite questions about the best friend

Most learners will be able to: speak about the best friend & use different tense forms

Some learners will be able to: make their own survey about the best friend and support their peers

Assessment criteria

• 1.Develop learners feedback

• 2.Express the ideas about the best friend

• 3. Apply different tense forms in speech.

Language objective

Values links

Respect, openness

Cross-curricular links

art Kazakh, Russian

Previous learning

Plan

Planned timings

Planned activities (replace the notes below with your 9planned activities)

Resources

Start

5min

10min

1.Organization moment:

Good afternoon, children’s. I`m so glad to see you.

How are you?

Who is on duty today?

What day is it today?

What date is it today?

What day of the week is today?

Who is absent?Is anybody absent today?

2. Ok let’s begin our lesson. Today we have unusual lesson because we have many guests Today we are going to read to speak and write about our best friends and friendship. Choose your favourite sticker. In these cards is written adjectives and you have to find antonyms The names of their groups: “ Happy and kind”:White –black, Small-big, Good-bad ,Lucky-unlucky ,Tall-short,Happy-unhappy ,Big-small ,Quite -noisy

3.Checking up the home task:What was your home task? You must draw your family tree and write who is who. Write out the family words.

b.What’s missing? When working with flashcards, the teacher pastes the cards on the board and asks the children to repeat the words. This activity is called "What is missing?". Ask the children to close their eyes with their hands and remove one of the cards from the board and hide it behind their backs. Ask them to open their eyes and ask them what is missing.

c)Magic eyes. The teacher pastes the cards on the board in a row, for example, seven cards so that children can develop their short-term memory. You ask the children to repeat the words with you rhythmically: "father,mother,brother,sister,uncle ,aunt,parents ,cousin." When you see that the children remember the words, remove the first flashcard and continue in the same way: "father,mother,brother,sister,uncle ,aunt,parents ,cousin." Then remove the second flash card and repeat all the words sequentially again. You help the children train their memory. You are encouraging children to train a visual presentation: an image associated with a word.

d)Read the text carefully and answer questions.

Mike’s family

Mike is eleven years old. He is from California. His hair is short and black. He has got brown eyes. He has got a parrot and a pig. Their names are Benny and Rick. Benny, the parrot has got a small lattice in the house. Mike’s pig, Rick is 3 years old. Mike’s brother is George. He has got a cow. Its name is Lola. George always cares about his cow. He feeds and gives some sweets.

True or false. Choose the correct answer.

Mike has got a mouse. True. False.

George has got two a brother. True. False.

Mike has got two pets. True. False.

They don’t like playing with pets. True. False.

Answer to the following questions:

1) Who is Mike?

2) Has the family got a farmer?

3) Where is the family from?

4) How many pets has the family got?

Descriptor: A learner -chooses true or false answers -responds to the questions

4.Poem

5. A Song gummer bear

Learners stand as a circle and are given cards with written name of groups.

Evaluates every right answer by a smile

Answer the questions

Middle

10min

10min

6.About the 1^st of December.

7.Poem

8.Task 1.Teacher’s leading questions according to the new theme “My best friend “

- Do you have a friend?

- How many friends have you got?

-Who is your best friend?

-What is your best friend’s name?

- What is he\ she like? Why is he\ she your best friend? Etc.

9.1.Ask students to open their books at page 35.

Students read the text quickly and answer the question.

2.Tell students that the chart refers to Javier from Exercise 1.

3.Ask students to work alone to copy and complete the missing information

10.Task 2Books closed. Write best friend on the board. Ask: Who is your

best friend? Invite some students to tell the class something about their best friend, e.g. My best friend is called Mehmet.He’s 12. He lives in Istanbul.

• You could also briefly describe your own best friend. Make sure

your description is similar in style and content to the one seen inExercise 1.

11.Task 3T. shows the picture of two members of the family and says the sentence by using gestures My father is taller than my mother and example of superlative adjectives My brother is the tallest asks what she 5 min says and shows.

12.T. explains comparative and superlative adjectives and gives more examples I task: give to two groups tasks for comparative and for superlative adjectives. For the group comparative:

Bikes are than cars (cheap)

January is than June (cold)

My sister is than my brother (thin)

Sue is at English than me (good)

Hares are than tortoises (fast)

My shirt is than hers (colourful)

Alan's eyes are than Peter's (big)

Mount Everest is than K2 (high)

Football is than tennis (popular)

Paula's hair is than Martha's (long)

My girlfriend is than Rose (pretty)

Elephants are than giraffes (heavy)

Descriptors:

- Complete the sentences;

- Know the differences between comparative and superlative

Pictures

Answers

He’s very intelligent, and quite funny, too!

My brother’s great, and he’s a very good friend

Eyes Open 1 for students book pg 35

Exercises 1,2,3,4,5,6

Posters, colored papers, self- phones, smiling, self- assessment papers.

End

5min

13.A Song What make is a friend

14.Magic words

a) Expert’s assessment by “Baiterek of Knowledge”

b) Expert’s Assessment by set criteria

c) Self-assessment with the method “Target”

Learners give feedback about what they have learned today

Home work: In the next lesson, You can also set Exercises 1–12 on pages 22 and 23 of the Workbook for homework.To learn by heard new words.Write a project “My best friend”

A4 format papers

Assessment Sheet “Baiterek of Knowledge”

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 ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

At the end of every task and activity the expert gives feedback assessing with the help of “Baiterek of Knowledge” and award them with set criteria assessment. At the end of the lesson

8

9

10

8= work with picture and answer the opened questions

9= I can say 2-3 statements about my best friend

10= describe the importance of my best friend with 3-4 sentences (Write your names and stick it)

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this 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?

Lesson and learning objectives worked together very well. Differentiated tasks were essential in an identification of students’ needs and motivation

All learners achieved the lesson objectives very well.

Summary evaluation

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

1: Differentiated listening activity was fun

2: Less able students enjoyed working in a group together

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

1: To give more time to practice the usage of new words

2: Time was not enough to ask learners’ feedback for their learning.

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

1:

2:

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