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Английский язык 5 класс краткосрочные планы КСП на год

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Short term plan

 

Unit 1 Homes and away

Unit of a long term plan  unit1

School:
Date:Teacher name:
CLASS: 5Number present: absent:
Lesson titleHomes 1
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)L1. Understanding sequence of supported classroom instructions

S7. Use appropriate subject- specific vocabulary and syntax to talk about a limited range of general topics

UE3. Use a growing variety of adjectives and regular and irregular comparative and superlative adjectives an a limited range of familiar general and curricular topics

W3 write with support factual descriptions at text level which describe people,  places and objects

Lesson objectivesAll learners will be able to:

Name parts of yurt, understand vocabulary, describe places

Most of learners will be able to:

Understand specific vocabulary

Assessment criteriaSay topic words with clear pronunciation. Say expressions clearly

describe places and objects use adjectives in degrees

Language objective    

Yurt , shanyrak uwyk  a carcass

 

 

 

Values links

 To keep ,to increase and to hand down traditions and friendship between people
Cross-curricular linksart
Previous learningReview
Plan
Planned timingsPlanned activities (replace the notes below with your 9planned activities)Resources
Start

 

Greetings,

Good morning pupils! Who is on duty today? Who is absent?

Teacher divides pupils in 2 groups with cards: “ Yurts’, “ Homes”

 

 

  MiddleL1  Task 1  Listen to  and repeat  attentively after teacher : a bedroom, a dining room, bathroom, a living room, a toilet, a study,

a round-shaped , a shanyrak , a kerege ,a uwyk

L 1 Task 2 Match the pictures with the words

Yurt is a round-shaped, it consists of three main parts and many other smaller parts. Three main
parts include Shanyrak – top of the Yurt, Kerege – walls carcass and Uwyk – a carcass
part from Kerege to the Shanyrak.

Yurt usually does not have rooms in it, and it was a common practice to have a separate
YuYrt as a bedroom, separate one as a kitchen, guesthouse, etc as long as people could
afford that.

 

Task 2 Find out which of these adjectives in positive degree,  in comparative  degree, in superlative degree

1 A building  is  bigger than yurt.

2. Yurt is smaller than a building.

3. A house is modern.

4. A living room is the most comfortable room in the house.

5.Yurt is the oldest house.

Descriptor: Learners find degrees of adjectives

W3 Task 4 Write things you remember from the texts

Yurt, kerege ,house ,shanurak .small ,beautiful ,modern

Bedroom, living-room ,comfortable

Descriptor: Pupils write names of rooms ,describe of house

 

EndAnswer the question “ How can be a modern house?”

 

 

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

 

Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).Use this section to record the techniques that you will use to assess what the learners have learned during the lesson.Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in 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?

 

 

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?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Short  term plan

 

 

Unit of a long term plan Unit 1School: B.Momyshuly
Date: Teacher name: Akhmetova A
CLASS: 5Number present: absent:
Lesson titleHomes  2
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)S1. Provide basic information about themselves and others at sentence level on an increasing range of general topics.

S4. Respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics.

W1. Plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics.

UE14. Use prepositions to talk about and location: use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curriculum topics.

Lesson objectivesAll learners will be able to:

—          Understand specific information related  to the target.

—          Pronounce and name some words, according to the topic.

—          Recognize the theme and grammar material;

Most learners will be able to:

—           To write short sentences in a paragraph.

—          Answer the questions.

—          Do exercises with grammar material;

Some learners will be able to:

—          Use prepositions to make  sentences.

—          Speak about things in a room.

Assessment criteriaTo ask simple questions to get information about rooms

To develop the learners’ correct pronunciation of active vocabulary

To put prepositions of directions in right order.

To write and complete the sentences by putting names of the room

 

Values links To respect each others opinion, to awake of their patriotic senses. To teach pupil to love our motherland.
Cross-curricular

Links

Kazakh and Russian
Previous learningLearners have an information about rooms.   New vocabulary according to the previous lesson. Define comparative and superlative adjectives.

Can compare yurts with modern houses.

Plan
Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
Start

 

I.                   Greeting. Teacher greets learners; learners respond to greeting and take their places.

II.                Happiness circle.

Teacher greets and invites to stand in a circle and to greet each other. The teacher divided the class with the method of mosaic.

III.             S1 Brainstorming.

Revision the previous lesson. Scrambled letters. You must make up some words and translate them into Kazakh.
t, l, a, f –
e, r, u, t, c, i, p –
b, e, l, a, t –
c, r, e, o, o, k –
e, g, f, r, i, d –
k, s, i, n –
m, p, a, l –
r, a, i, c, h –
i, o, r, d, a –
r, o, d, o –

 

Flashcards

PPT (slide – 1-2)

 

Pictures

 

 

MiddleIV.S4. Working with new vocabulary.

 

English

                    

Transcription Translation
Desk[desk]

 

жазу үстелі
Chair[tʃɛː]

 

Орындық
Mirror[mɪrə]

 

Айна
Lamp[læmp]

 

Шам
Clock[klɒk]

 

Сағат
Table[teɪb(ə)l]

 

Үстел
Bed[bed]

 

төсек
Shelves[ʃɛlvz]

 

Сөрелер
chest of drawers[tʃɛst ov drɔːz]

 

Комод
Rug[rʌɡ]

 

Клем
Wardrobe[wɔːdrəʊb]

 

Гардероб

 

Prepositions:

InІшінде
OnҮстінде
Next toЖанында
AboveЖоғарыда
UnderАстында
Oppositeқарама-қарсы
In front ofАлдында
 Behindартында

 

 

 

 

 

 

 

 

 

 

IV.             UE14. Task 1. Practice

Use prepositions. Complete the description of Sadie’s room.

The bed’s on the left and there’s small wardrobe on the right. There are some posters …… the wall …… the bed. There is a table …… the bed, and there is a lamp and clock  …… the table. There is a chest of drawers …… the table, and there are some shelves …… the chest of drawers. There is a desk …… the door, …… the window. There is a chair in the corner and another chair ….. the desk. You can see Sadie’s tennis racket …… the desk.

 

Descriptor    A learner:

—          Works cooperatively in a group;

—          Read the clause and put the precedent in the appropriate places.V.                S4. 1 Task 2. Group work

Read the puzzles and guess what rooms they are.

I — group
1. We have breakfast, lunch, dinner, supper there.
We eat in it. What room is it?
2. We cook dinner, wash up dishes there. There is cooker a fridge, a dishwasher there. There are plates, cups, cupboards there.
What room is it?
3. There is a bed, a picture, a window, a curtain, a toilet table in it.
What room is it?

II — group
4. There is a towel, a bath, a soap, a mirror, a sink, a shelf in it.
What room is it?
5. There is VCR, a sofa, a fire, a carpet, an armchair, a picture, a television in it. What room is it?
6. There is a computer, a desk, a bookshelf, a chair, a lamp, a flower, a plant, a clock in it. What room is it?

 

Descriptor          A learner:

—          Read  and translate

—           Define rooms and furniture’s

—          Answer the questions

 

W1Task 3. Complete the sentences:
1. We cook in the …
2. We sleep in the …
3. We wash in the …
4. We watch TV in the …
5. We eat in the …
6. We read books in the …

 

Descriptor          A learner:

—          Read  and translate

—           Filling in   the gaps

 

PPT (slide – 3)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Student’s book,

Picture, dictionaries

PPT (slide – 4)

 

 

 

 

 

PPT (slide – 5)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PPT (slide – 6)

 

 

 

 

 

 

 

EndAssessment. Traffic light.

Feedback. The teacher gives comments about learners work  and awards learner. Students will choose one and put on the board  their stickers.

Home task: Writing and speaking “My room” Use what you know

Draw   your room and furniture’s in the paper. Make a dialogue with your partner about your room.

 

Stickers

PPT (slide – 7)

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

 

 

 

 

Task –completing  the description

All learners will understand specific information related  to the target,  pronounce and name some words, according to the topic.

Most learners will  answer the questions, do exercises with grammar material;

 

Some learners will use prepositions to make  sentences.

Speak about things in a room

I will assess the learners works by praise orally and  will give pictures for active pupils.

 

To pay attentions to learners safety during the doing activates, be careful  in   moving to places, in dividing to groups
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. 

Use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curriculum topics.

 

All learners achieve the lesson objectives and learning objectives.

 

The lesson was exciting. The atmosphere was very positive.

 

 

 

 

 

 

Summary evaluation

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

1: Group work.

2:  The method “Mosaic”

 

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

1: Some interesting facts.

2: Be more active students

 

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

Today’s lesson was very interesting for me. The students were very active and very well done work with new material. They well prepared homework and well learnt a new lesson because all my questions, could make short sentences for new words. But I think the listening was difficult for students. I will consider it my next lesson.

Short term plan

 

Unit of a long term plan  School:
Date:Teacher name:
CLASS: 5Number present: absent:
Lesson titleHomes 2
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)5.S6  communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.S7  and use appropriate subject-specific vocabulary syntax to talk about a limited range of general topics

5.W3  write with  support factual descriptions at text level which describe people, places and objects

5. UE6  use  basic personal and demonstrative pronouns  and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics

Lesson objectivesAll learners will be able to: ask simple questions to get information  and answer it use appropriate subject-specific vocabulary syntax to talk about

Most learners will be able to: write with  support factual descriptions use prepositions to talk about location

Some learners will be able to: communicate meaning clearly at sentence level during, pair, group and whole class exchanges organise and present information

Assessment criteriaAsk and answer the questions using subject specific vocabulary

Describe your room with the given objects

fill in the correct pronouns  and quantitative pronouns some, any, something, nothing anything

Describe the given home

Language objective   Bedroom, living room, bathroom, kitchen, dining room, upstairs and downstairs, sofa, bed, TV, armchair, table, chair, carpet, curtain.
Values links National unity and peace and harmony in our society to teach learners to love their home and protect it.
Cross-curricular linksKazakh, Russian languages
Previous learningHomes (bedroom, bathroom, living room, kitchen)

They know all the objects belonging to the house and vocabulary

They introduced with the construction there is  / there are

Plan
Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
Start

10min

T-S.Greetings: Good afternoon dear children

How are you? What is the weather like today?

Is it hot or warm? Is it rainy or sunny?

What is the weekday today?

What is the season now?

Org moment: T-S. Dividing learners into three groups by the names of rooms

Livingroom                bathroom                  kitchen

T-S .After dividing each groups should tell about the rooms and describe it what they can do in that room.

Checking homework: “Moving questions” This is the activity for asking homework all of you   stand up make a circle and round the rope and stop there are sticker on the rope with the given questions according to the previous lesson take a sticker opposite of you and answer the questions.

1)      What do we do in the living room?

2)      What mother does in the kitchen?

3)      Where do we sleep?

4)      Where do we wash our face?

5)      How many rooms are there in your house?

T. Introducing the lesson objectives. Today we are going to talk about our homes and objects in it and will describe and talk about it.

T-S. Teacher will put some questions according to the theme.  Why should we need a home? Do we need rooms? What would we do if we have no rooms? Learners will answer to the given questions.

 

 

 

 

Cards flashcards of rooms

 

A rope with stickers

Middle

30min

Task-1.

W3Describe your house with the given vocabulary

Bedroom, living room, bathroom, kitchen, dining room, upstairs and downstairs, sofa, bed, TV, armchair, table, chair, carpet, curtain.

Draw your ideal bedroom. In three minutes

write a few sentences about it. Compare your room with your partner’s. What is similar/different? Tell the class My ideal bedroom has got … . There’s a … in my bedroom. …There is a ………. My bedroom is cool!

Descriptor: Describe your house with the given vocabulary

UE6. In general we use some in positive sentences and any  in questions and  negative sentences .We also use any with the meaning ‘it doesn’t matter which’:

• You can catch any bus. They all go to the centre.

Task-2.

UE6Complete the sentences with some or any.

1 .We didn’t buy …any… flowers.

2 .This evening I’m going out with……………………….. friends of mine.

3.‘Have you seen……………………….. good films recently?’ ‘No, I haven’t been to the cinema

for ages.’

4. I didn’t have money, so I had to borrow………………………..

5 .Can I have……………………….milk in my coffee, please?

6 .I was too tired to d o ……………………….work.

 

2)B.  Make up your own sentences  with the some ,any

There is a nothing  between two beds

3) C. Describe your room with the  some ,any

There is some flowers  in the kitchen.

Descriptor:fill in the correct pronouns

                 Make up sentences using given pronouns

                Describe one room using pronouns

       

Task-3

S6Say the suitable sentences in  pair work two learners in pair should say  three sentences two sentences must be  according to the theme one sentence must be the odd one and neighbours should recognize which is  the odd one out.

Living room is the place where we can sit and watch TV.

Kitchen is the place where we can cook meals.

Gym is the place where we can play volleyball with our friends

Descriptor: give two clear sentences and one odd  sentence   during pair work

Task-4

S7.  Complete the grapes with the given vocabulary and talk about it.

Bedroom, living room, bathroom, kitchen, dining room

S-S. For the conclusion of the lesson teacher takes the activity  “branches of grapes” there will be drawn branch of grapes and learners should put the names of rooms on the grapes  and  pronouns  which relates to a house on branches learners will show and discuss about rooms and describe one room of their house using pronouns.

Descriptor: Complete the grapes with the given vocabulary and describe one room of your house.

A cheet of paper pencil

 

 

 

 

 

pictures of preposition

 

 

cards

 

 

 

 

 

 

 

Flipchart marker cards

A list of descriptor

Flipchart

End

5min

For the feedback we will talk about “Traffic lights”

-Green  The lesson is clear for me

-Yellow  I have got some question                               

-Red  I don’t understand anything

Home work: Make up  a story about your friend’s  house  using prepositions

Figures of traffic lights

 

 

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

 

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 leaners (Theory of Multiple Intelligences by Gardner).Teacher assesses learners achievements with formative assessment by gests  and by traffic lightsHealth saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in 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?

 

 

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 

 

 

Short term plan

 

Unit :1 HOME  AWAY School:
Date:Teacher’s name:
CLASS: 5Number present: absent:
Lesson titleCities and countries 1
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)5.L1understand a sequence of supported classroom instructions

5.S1  provide basic information about themselves and others at sentence level on an increasing  range of general topics

5.S2  ask simple questions to get information  about a limited range of general topics

5. UE3  use a growing variety of adjectives and  regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics

Lesson objectivesAll learners will be able to:understand a sequence of supported classroom instructions ask simple questions to get information

Most learners will be able to: use adjectives and  regular and irregular comparative and superlative adjectives with support

Some learners will be able to: provide basic information about themselves and others at sentence level on an increasing  range of general topics

Assessment criteriaunderstand specific information and ask information

use appropriate regular and irregular comparative and superlative adjectives

write factual descriptions

write an information about your city

Language objectivethe UK the USA Kazakhstan Turkey France Russia Italy Portugal Greece Mexico China Spain

 

Values linksNational unity and peace and harmony in our society to teach learners to love their home and protect it.
Cross-curricularGeography, country study
Previous learningHomes (dining room, hall, bedroom, bathroom, livingroom, kitchen)

Learners  know all the names of rooms  belonging to the house

Learners  introduced with the construction there is  / there are and direction prepositions on,under, behind, next to, in front of , between

Plan
Planned timings

 

 

 

 

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

5min

Greeting: Good day, dear learners!  Nice to meet you

How are you? Thank you, sit down.

Are you ready for today’s lesson?

Who is absent today?

Who is on duty today?

What is the weather like today?

Checking home task: “Brainstorming”everyone takes a piece of paper and writes as many words as you remember from the theme homes. Share ideas asking each student to read out a word from their list. They must not repeat a word that has already been said.

T-S. Dividing learners into two groups by “magic box” there will be some sweets choose one of them. Who choose red sweets sit to red group and who choose green sit to green group.

T. Teacher plays a video a conversation between boy and a girl they talk about cities and countries and then learners  recognize by this video the name of the new theme.

T. Introducing the lesson objectives. Now boys and girls the theme of our new lesson is Cities and countries  Today we are going to speak  about the best places for living

T-S. Teacher will put some questions according to the theme.  Do you live in a city? What is the difference between city or a country? Where do we live? How do you think is the city better place to live?

Sweets, box, board, video

The pictures of cities and the names of countries

Middle

8min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

8min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5min

 

 

 

 

 

 

6 min

 

 

 

 

 

 

 

 

10min

Task 1.

L1.Listen to the recorder and complete the table with the capitals of countries and nationalities.

 

CountryCapitalNationality
the UK ,London English
the USA   
Kazakhstan  
Turkey   
France   
Russia   
Uzbekistan  
Kirgizia  
Turkmenia  
Mexico   
Japan  
Spain  

 

              Descriptor: Complete the table.

 

Presentation of the grammatical materials through “Bus stop”.

The teacher presents materials as a guide in the bus. Each bus stop presents one city of the Kazakhstan.

Bus stop 1 “Astana”

Adjectives

Bus stop 2 “Almaty”

Bus stop 3 “Shymkent”

 

Task -2

UE3. Learners change the words into the right form of adjectives

 

Irregular Forms of Comparison

 

GoodBetter
Worse
HotThe hottest
Bigger

 

 

Task -3

UE3. Learners change the words into the right form of adjectives.

Clean –cleaner – cleanest

Easy — ______ — easiest

Fat — ______ — fattest

Hot — ______ — hottest

———    – simplier — _______

Thin – thinner — _________

 

 

Descriptor: — change the words into the right form of adjectives;

—          put the words in the right form of adjectives.

 

 

 

 

Task-4

S2.  “Ten question on stickers” One learner comes to the board and puts a sticker on forehead and learners will put question according the city and the country of a city

For ex: What is the capital city of England?

What is the country of Moscow city?

Descriptor: Answer the questions

 

S6.Creative work” Make your own story about your city with the given vocabulary

Bank, airport, museum, hospital, theatre, chemist’s ,library, bus stop, police station, police station

I live in Astana city. There are a lot of banks…….

 

Descriptor: Create a story using given vocabulary.

 

 

 

CD,

blanks

 

 

 

 

 

Map of the world

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pictures of cities

 

 

 

 

 

 

 

 

 

 

 

 

Stickers

posters markers

 

End

3 min

Reflection “Five fingers”

Which task did you like the most?

What was easy for you?

What was difficult for you?

Show on your fingers your opinion  about the lesson

1-the lesson was difficult

2-you liked the most

3- your mood  glad, sad, bad

4- Activities you have done

5- I learnt today

Reflection through “Five fingers”

1 finger – difficulties during the lesson

2 finger – what do you like during the lesson

3 finger – your mood

4 finger – what do you do today?

5 finger – what do you learn today?

Learners draw the shape of their hands and write on each finger.

Home work: Look for from internet and find information about language population capital the weather and best places of your favourite country.

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

 

More support will be given in the form of speaking prompts, gestures, and additional questions.

 

Challenge more able learners:

—          according to the video learners guess the theme of the lesson;

—          answer to the questions;

—          make own stories.

In order to motivate learners after each their answer a teacher gives formative assessment by the

Sun-the best

star -good

cloud-need work.

Reflection through “Five fingers”

1 finger – difficulties during the lesson

2 finger – what do you like during the lesson

3 finger – your mood

4 finger – what do you do today?

5 finger – what do you learn today?

Learners draw the shape of their hands and write on each finger.

During the lesson moving activities will be used.
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. 

 

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