Our World 4 grade

MODULE 5 “Hot and Cold”

School: № 15

Date: 28.01.2020

Teacher’s name: Kurganbaeva Saltanat

Grade 4 B

Number present:

Number absent:

Theme of the lesson:

Our World

Learning objectives(s) that this lesson is contributing to

4.6.5.1 - use questions including questions with whose, how often, how long

and a growing range of tag questions on a growing range of familiar general

and curricular topics;

4.1.1.1 - use speaking and listening skills to solve problems creatively and

cooperatively in groups;

4.4.2.1 - understand independently specific information and detail in short,

simple texts on a limited range of general and curricular topics;

4.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk

about a limited range of general topics, and some curricular topics;

Lesson objectives

All learners will be able to:

identify some specific information from the text and use some target

vocabulary to describe some things

Most learners will be able to:

identify some specific information from the text and use some target

vocabulary to describe some things

Some learners will be able to:

identify some specific information from the text and use some target

vocabulary to describe some things

Previous learning

Antarctica

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

1. Greeting

Answer the questions about winter.

1. What`s the weather like today?

2. What season is it now?

3. Hmm winter. Do you like this season?

4. Can you describe me winter?

5. What happen in winter?

6. What do we celebrate in winter?

Main Activities

1. Mimi`s game.

Ss go to the board and take a picture, then show with mimes what is in the picture. (All pictures connected with ice)

1. Introducing with new words.

Ice [ais] – мұз

Bricks [brɪks] – кірпіштер

Sculpture[ˈskʌlptʃə] - мүсін

1. Reading the text

1. Ture or false

Every year in October, Nur-Sultan becomes an ice city.- True

The Quebec Winter Carnival lasts for seventeen days. - True

Presentation

Ending the lesson

1. To consolidate the lesson

2. Giving homework

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

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

ICT links

Values links

Challenge more able learners to make longer sentences by using must/musn’t.

monitor extent to which

learners need support with

reading tasks in terms of

decoding words and

comprehension tasks

Value links:

importance

of health

Reflection

Were the lesson objectives/learning

objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left

about your lesson.

MODULE 5 “OUR HEALTH”

School: № 15

Date: 21.01.2020

Teacher’s name: Kurganbaeva Saltanat

Grade 6 A, Ә

Number present:

Number absent:

Theme of the lesson:

Healthy takeaway

Learning objectives(s) that this lesson is contributing to

6.3.1.1 - provide basic information about themselves and others at discourse level

on a range of general topics;

6.4.4.1 read and understand with some support a limited range of short fiction and

non-fiction texts

6.4.8.1 - use independently familiar paper and digital reference resources to check

meaning and extend understanding

6.2.5.1 - understand most specific information and detail of supported,

extended talk on a range general and curricular topics curricular topics;

6.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about

a limited range of general topics, and some curricular topics

6.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings;

6.3.6.1 - communicate meaning clearly at sentence and discourse level during pair,

group and whole class exchanges;

6.4.5.1 - deduce meaning from context on a limited range of familiar general and

curricular topics, including some extended texts;

6.1.8.1 - develop intercultural awareness through reading and discussion;

6.5.6.1 - link, with minimal support, sentences into coherent paragraphs using

basic connectors on a growing range of familiar general topics;

Lesson objectives

All learners will be able to:

To read and listen for gist, to read for specific information, to listen for specific

information, to order food, to design a healthy takeaway menu

Most learners will be able to:

To read and listen for gist, to read for specific information, to listen for specific

information, to order food, to design a healthy takeaway menu

Some learners will be able to:

To read and listen for gist, to read for specific information, to listen for specific

information, to order food, to design a healthy takeaway menu

Previous learning

Grammar

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

6.2.5.1

To present a menu

Ask Ss to look at the pictures.

Play the recording. Ss listen and repeat chorally and/or

individually.

Elicit the L1 equivalent for each word.

Main Activities

6.3.1.1

6.4.4.1

6.4.8.1

6.4.5.1

6.1.8.1

6.1.9.1

6.5.6.1

To listen and read for gist

Play the recording. Ss listen and follow the text in their

books to find out about typical British takeaways.

To read for specific information

Give Ss time to read the text again and complete the

sentences. Check Ss' answers.

To check meanings of unknown words

Tell Ss to lookup the meanings of any words in the text they can't understand in their dictionary. Help Ss while they are looking up the unknown words. As an extension, ask Ss to make sentences using the unknown words.

Ending the lesson

6.3.6.1

Ask various Ss around the class to share their personal

preference with the rest of the class.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

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

Challenge more able learners to add

other healthy foods to the menu

Support less able learners in reading

and pronunciation of new words

monitor pronunciation and

spellings of new vocabulary

Value links: Healthy food

Reflection

Were the lesson objectives/learning

objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left

about your lesson.

MODULE 5 “OUR HEALTH”

School: № 15

Date: 23.01.2020

Teacher’s name: Kurganbaeva Saltanat

Grade 7 B

Number present:

Number absent:

Theme of the lesson:

Different activities, based on the content of the book

Learning objectives(s) that this lesson is contributing to

7.3.1.1 - provide basic information about themselves and others at discourse level on a range of general topics;

7.4.4.1 read and understand with some support a limited range of short fiction and non-fiction texts

7.4.8.1 - use independently familiar paper and digital reference resources to check meaning and extend understanding

7.2.5.1 - understand most specific information and detail of supported,

extended talk on a range general and curricular topics curricular topics;

7.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about

a limited range of general topics, and some curricular topics

7.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings;

7.3.6.1 - communicate meaning clearly at sentence and discourse level during pair,group and whole class exchanges;

7.4.5.1 - deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts;

7.1.8.1 - develop intercultural awareness through reading and discussion;

7.5.6.1 - link, with minimal support, sentences into coherent paragraphs using

basic connectors on a growing range of familiar general topics;

Lesson objectives

All learners will be able to:

To read and listen for gist, to read for specific information, to listen for specific

information, to order food, to design a healthy takeaway menu

Most learners will be able to:

To read and listen for gist, to read for specific information, to listen for specific

information, to order food, to design a healthy takeaway menu

Some learners will be able to:

To read and listen for gist, to read for specific information, to listen for specific

information, to order food, to design a healthy takeaway menu

Previous learning

Prepositions.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

7.2.5.1

To present a menu

Ask Ss to look at the pictures.

Play the recording. Ss read the title of the text.

Elicit the L1 equivalent for each word.

Main Activities

7.3.1.1

7.4.4.1

7.4.8.1

7.4.5.1

7.1.8.1

7.1.9.1

7.5.6.1

To listen and read for gist

Play the recording. Ss listen and follow the text in their

books to find out.

To read for specific information

Give Ss time to read the text again and complete the

sentences. Check Ss' answers.

To check meanings of unknown words

Tell Ss to lookup the meanings of any words in the text they can't understand in their dictionary. Help Ss while they are looking up the unknown words. As an extension, ask Ss to make sentences using the unknown words.

Ending the lesson

7.3.6.1

Ask various Ss around the class to share their personal

preference with the rest of the class.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

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

Challenge more able learners to add

other healthy foods to the menu

Support less able learners in reading

and pronunciation of new words

monitor pronunciation and

spellings of new vocabulary

Value links: Healthy food

Reflection

Were the lesson objectives/learning

objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left

about your lesson.

MODULE 5 “Reading for pleasure”

School: № 15

Date: 23.01.2020 / 24.01.2020

Teacher’s name: Kurganbaeva Saltanat

Grade: 9 А 9 Ә

Number present:

Number absent:

Theme of the lesson:

The worth of wealth

Learning objectives(s) that this lesson is contributing to

9.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics;

9.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics;

9.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts;

9.4.3.1 - understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts;

9.1.8.1 - develop intercultural awareness through reading and discussion

9.2.8.1 understand extended narratives on a range of general and curricular

topics

9.4.7.1 - recognise typical features at word, sentence and text level in a range of written genres;

Lesson objectives

All learners will be able to:

• identify some specific information and key ideas in texts and use some target language to express views and comment on some views of others with support

Most learners will be able to:

• identify most specific information and key ideas in texts and use a range of target language to express views and comment on some views of others with support

Some learners will be able to:

• identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support

Previous learning

Conjuctions

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

To present a new theme with discussing.

Ss look at the picture and the title. Who is Sagat?

Do you know other stories like it? Discuss in pairs.

Main Activities

To introduce with the new words.

Ss listen and repeat chorally and/or individually.

To listen for order of events

Play the recording. Ss listen and find out.

Check Ss’ answers.

To listen and read for gist and specific information

Elicit what, if anything, Ss know about the story.

Then play the recording. Ss listen and follow the text in their books and answer the question. Check Ss’ answers.

To read for specification

Ask Ss to read the stems of the sentences

(1-4). Give Ss time to read the extract and complete the

task. Check Ss’ answers around the class.

To read for specific information

Explain the task. Allow Ss time to read the questions

and then read the text again and complete the task.

Check Ss’ answers.

CD

Ending the lesson

To consolidate vocabulary from the text

Explain the task.

Allow Ss time to fill in the gaps with the correct verbs.

Check Ss’ answers.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

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 engage in

whole class checking and plenary

activity with supportive questioning

check pronunciation of new

words and reinforce with

drilling where necessary

cross curricular links:

languages [world

literature]

challenge more able learners to come up with a strategy for effectively recording different types of vocabulary presented

in this lesson

Reflection

Were the lesson objectives/learning

objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?

Answer the most relevant questions from the box on the

left about your lesson

MODULE 5 “Reading for pleasure”

School: № 15

Date: 21.01.2020/ 22.01.2020

Teacher’s name: Kurganbaeva Saltanat

Grade 9 Ә 9 A

Number present:

Number absent:

Theme of the lesson:

Clause of Concession

Learning objectives(s) that this lesson is contributing to

9.2.1.1 - understand with little or no support the main points in extended talk on a

wide range of general and curricular topics;

9.5.3.1 - write with moderate grammatical accuracy on a growing range of

familiar general and curricular topics;

9.4.2.1 - understand specific information and detail in texts on a growing range of

familiar general and curricular topics, including some extended texts;

9.4.3.1 - understand the detail of an argument on a range of familiar general and

curricular topics, including some extended texts;

9.1.8.1 - develop intercultural awareness through reading and discussion

9.2.8.1 understand extended narratives on a range of general and curricular

topics

9.4.7.1 - recognise typical features at word, sentence and text level in a range of

written genres;

Lesson objectives

All learners will be able to:

• understand with limited support the main points of extended talk on a range of general and curricular topics;

• understand most specific information and detail of supported extended talk on a range of general and curricular topics;

• give an opinion at sentence level on an increasing range of general and curricular topics.

Most learners will be able to:

• organise and present information clearly to others;

• respect differing points of view.

Some learners will be able to:

• use talk as a means of reflecting on and exploring a range of perspectives on the world;

• communicate meaning clearly at sentence and discourse level during pair, group and whole class exchanges.

Previous learning

Charities

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

To present the new theme.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up. Free talk.

Main Activities

Ss do the Ex.1. Complete the sentences with conjunctions.

Ex.2 p.34. Detailed reading. Answering multiple-choice questions.

Answers:

1) b 2) c 3) b 4) c 5) a

Ex.3 p.34. Word formation activity. Classifying words.

Ex.5 p.34. Speaking in a form of discussion.

CD

Ending the lesson

Giving the hometask. WB p.28.

Self-assessment.

• “ Five”. Children draw a picture of their hand and write the most important things about the lesson on each finger. The thumb - something interesting, the index finger - something difficult, the middle one - something that was not enough, the ring finger - the mood, the little finger - the suggestions.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

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?

Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

1. Make an argument and evolve reasoning while speaking.

2. Identify particular information and details in reading passage.

Descriptor:

A learner:

• concludes ideas and arguments based on own experience.

• completes sentences with right phrases.

• Observation

• Feedback on the work

• Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas