Holidays in Kazakhstan
Лой Марина Вилльевна
Учитель английского языка
Cредней общеобразовательной школы – гимназии № 17 г. Актобе
| Lesson: Unit 9. Lesson 95 | The Theme: Holidays in Kazakhstan | |||||||||||||||||||||
| Date: 11 05 18 | Teacher’s name: Loi Marina Villevna | |||||||||||||||||||||
| Class: 5 г | ||||||||||||||||||||||
| Learning objective(s) that this lesson is contributing to: | 5L8, 5S4, 5S6, 5R2, 5W3, 5W6, 5UE10 To teach pupils to talk and read about holidays, to read for specific information, to express likes and dislikes, to listen for specific information, to comment on a place, to write a blog entry | |||||||||||||||||||||
| Lesson objectives: | All learners will be able:
– identify some specific information and ideas in the texts correctly and use some target language correctly to recount information about the texts Most learners will be able: identify a range of specific information and ideas in the texts correctly and use some target language correctly to recount information about the texts Some learners will be able: – Identify a range of specific information and ideas in the texts correctly and use a range of target language correctly to recount information about the texts |
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| Language objective: | Places (in the north, keep my feet to the ground, hike, camp, set up, shore, take a clip, cool, clear, later, refreshing, scenery, wildlife, treasure); Adverb (later) Verbs (like, camp, set up); Nouns (share, scenery, wildlife, treasure); Adjectives (popular, cool, clear, refreshing); Phrases (in the north, rock climbing, keep my feet on the grand, take a clip); Likes/ dislikes (in the north, rock climbing, keep my feet on the grand, take a clip); Likes/ dislikes (I love it, I like it, I don’t really like it, it’s great, it’s horrible, it’s OK, it’s fabulous) | |||||||||||||||||||||
| Assessment criteria: | · peer/group assessment | |||||||||||||||||||||
| Value links: | · Respect and support classmates’ points of view and their choices Mobile manners How stories help us | |||||||||||||||||||||
| Cross curricular links: | · Russian, Geography | |||||||||||||||||||||
| ICT skills: | · PPT | |||||||||||||||||||||
| Previous learning | basic holiday travel and destination vocabulary | |||||||||||||||||||||
| PLAN | ||||||||||||||||||||||
| Planned timings | Planned activities | Resources | ||||||||||||||||||||
| Beginning
5min
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· Org moment
Pupils greet each by shaking hands as in Europe, by bowing as in Japan, by touching noses as in Africa. Pupils are divided into three groups (Europe, Japan and Africa) · Checking up the home task · Setting the aim of the lesson What is the theme of the lesson? Pupils say: “Holidays in Kazakhstan” What is the aim of the lesson? We will be able to talk about holidays in Kazakhstan, about interesting places in Kazakhstan Pupils guess the theme of the lesson through the slide Phonetic drill: (W) Learners look at names of people in Lord of Greenwood the story on board and listen to pronunciation
2. Sheriff of Nottingham, a group called the Merry men Where does the story happen?) Sherwood Forest near Nottingham 3. What is the colour of the hood which Will Scarlet presented Robert? (green)
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Slide 3 PPP |
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| Middle
15min
10min
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Association Pupils write words which they associate with the word Holiday
Reading Ex1Pupils read to find out Ex 2 Pupils read to answer which picture shows Group work Students are divided into groups make posters. The first group –Europe make a poster “Nauryz”, the second group –Japan makes a poster “New Year”, the third group –Africa makes a poster “Independence Day”. Then they present their posters.
Peer assessment Every /group correct their peers’ text and comment on their work. They use criteria list
Crossword
Across 1 Vegetable which is round bulb with a strong smell and flavor 2 flesh of animals used as food 3 fatty food substance made from cream 4 white grain used as food 5 fortunate, lucky, feeling or expressing pleasure, contentment, satisfaction Down 1 The most important Kazakh holiday Venn diagram Pupils compare holidays in Kazakhstan and the UK Formative assessment Smiles, words, claps
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Posters, books
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| End
5min
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Feedback: Learners give their own opinion on the learnt material
H/T WB pp 70-71 |
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| 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
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| More-abled students support less-abled students
More-abled students are given extra tasks |
Thumbs up if they understood everything /thumbs down- didn’t understand/ thumbs left or right – understood 50 percent | literature | ||||||||||||||||||||