Английский язык 5 класс КСП Краткосрочные планы

20 октябрь 2016, Четверг
2 104
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Learning Objectives:

 

(what do I intend pupils to learn)

Talking about places in a town or city

There is/there are, any in questions and negative answers.

1. Students will be able to say 3-5 sentences about places in a city or town.

2. Students will be able to describe their village with there is/ are, any

3. Students will be able to write a list of favourite things in a city.

 

 

 

Class: 5

 

 

Date of Lesson:

Lesson Number  ­  of module  7/2

Theme: My dream town

Homework suggestions: AB p.22 1-4

Extension Activity

 

In groups ask to find any similarities between dream town and their own town and to report their findings

Resources:

 

(what will I use )

Hot spot 1 Macmillan Colin Granger

Activity 1   pictures and CD

Activity 2    reading the text

Activity 3    true or false sentences

Activity 4    a piece of paper

Starter (5-10 minutes) Divide into groups and cast roles , check your home work Observations and questions from starter

 

Assess each group understanding of places in a city.

Record any pupil who is very good at this activity

If struggling work in pairs

Warm up (5-minutes) Copy on blackboard symbols from activity 1: cinema, park, shop, supermarket. Ask students to guess them.

 

Write names of the places in mixed order.

Ask to match to the symbols.

Observations and questions from starter

 

Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)

Main Activities (25-30 minutes)

 

Each group to work on activity1.seaching places in dream town, writing into dictionaries.

Read the text and find places in dream town.-9

Find true or false sentences:1,2,3-t,4,5-f.

Write about favourite place in a dream town.

Teacher Role and Strategies

 

For this activity teacher will focus on each group writing new words in a dictionaries, reading the text and finding them in a town. Check understanding by true or false sentences (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)

Organization

 

(how groups will be formed)

Ability groups by cards of places in town

 

 

Assessment for Learning

 

(How will this be achieved: self review in plenary, teacher peer observation etc)

In starter focus on 1 group

In main activity on 2 group  through observation .

Look at methods used by Group 1 and 2 (check their recordings)

In plenary get them to self-assess

Plenary (5 – 10 minutes)

 

Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.)

Lesson Evaluation

 

(Were learning objectives met?)

Targets for next lesson based on pupil learning

 

 

Reflection of teaching and learning

 

(What worked what didn’t work?)

 

Критерии оценивания:

 

А.1. Я знаю новые слова .-1

  1. Я знаю оборот there is/ there are.-2
  2. B. 1. Я слушаю и читаю текст-2

С. Я могу найти слова на картинке- 5

С. Я могу определить верное и неверное предложение – 5

  1. D. Я выполнил домашнее задание- 5

Общее: 20

               17-20-“5” 

                12-16- “4”

                5-11- “3”      

                0-4- “2»

 

 

 

 

 

Learning Objectives:

 

(what do I intend pupils to learn)

Introducing yourself. Finding out what things are. Saying hello and goodbye.

1. Students will be able to introduce yourself.

2. Students will be able to find out what things are.

3. Students will be able to say hello and goodbye.

Class: 5

 

Date of Lesson:

Lesson Number  ­1

Theme: My name is Omar.

The Alphabet

Homework suggestions: SB p.4 1-3

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Organization

 

(how groups will be formed)

Ability groups by cards

 

Activity 1   picture search

 

Activity 2   presentation

Activity 3    Grammar spot Grammar practice

Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter

 

 Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)

Warm up (5-minutes) Invite students stand in a circle. Greet them by waving your hand and saying Hello. Point to yourself and say: My name is… Throw a ball and encourage them to say: Hello, my name is… Observations and questions from warm up

 

Assess each group understanding introducing themselves.

Record any pupil who is very good at this activity

If struggling work in pairs

Main Activities (25-30 minutes)

 

Students listen to CD and match the word and the picture.  Listen and read. Focus attention on the year. Refer to Real English. Now listen and repeat. Read twice changing roles. Grammar spot. Read sentences and explain that we use short forms in speaking and informal writing to save time and space, and an apostrophe replaces omitted letters.

Ex.3 p.7 Grammar practice. Complete with name’s, What’s or It’s.

Teacher Role and Strategies

 

For this activity teacher will focus on each group writing new words in a dictionaries, reading the text and play it out. Check understanding full form and short form. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)

Extension Activity

 

Photocopiable activity p. 180

Assessment for Learning

 

(How will this be achieved: self review in plenary, teacher peer observation etc)

In starter focus on 1 group

In main activity on 2 group  through observation .

Look at methods used by Group 1 and 2 (check their recordings)

In plenary get them to self-assess

Plenary (5 – 10 minutes)

 

Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.)

Lesson Evaluation

 

(Were learning objectives met?)

Targets for next lesson based on pupil learning

 

 

Reflection of teaching and learning

 

(What worked what didn’t work?)

 

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