Summarizing the chosen books
Different activities, based on the content of the books SCHOOL: 40
DATE: TEACHER NAME: Tukhamanova A.D
CLASS: 5 NUMBER PRESENT: ABSENT:
Learning objective(s) that this lesson is contributing to: 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics
5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics
5.S8 recount basic stories and events on a range of general and curricular topics
Lesson objectives: All learners will be able:
To pronounce proper names correctly
To reorder cards to create the story
Most learners will be able:
To explain the use of present and past tenses
Some learners will be able:
Speak about Kazakh legend
Language objective: Present and past tenses
Assessment criteria: peer/group assessment
Value links: Cross curricular links: literature
ICT skills: PPT
Previous learning PLAN
Planned timings Planned activities Resources
Checking up the home task
Setting the aim of the lesson
Phonetic drill: (W)
Learners look at names of people in King Arthur story on board and listen to pronunciation:
1. Who is in story? Merlin (= magician and King Arthur’s friend) Guinevere (= King Arthur’s wife) Lancelot ( = a brave knight) , Galahad ( = a brave knight) ,
2. Where does the story happen? Camelot ( = castle) Avalon ( = place where they sleep and wait to rescue people)
3. What is the name of the sword? (Excalibur)
Slide 3 PPP
Students are divided into pairs (or groups), given worksheets and asked to colour them and cut out the pieces. (colours are pointed at the bottom of the card in the worksheet, students use this colour code to match and connect the cards to make up a coherent text. As colours are repeated students should pay attention to punctuation, as well as the logical syntax of the sentences)
Every pair/group correct their peers’ text and comment on their work.
Students are asked to read and write the text on the board
Extra: Teacher dictates a short version of a Kazakh legend in English. Learners draw some of the things they hear about in the legend.
Worksheets. Scissors, crayons or coloured pencils
Nixon, C. and Tomlinson, M. (2003) Primary Grammar Box Cambridge: CUP (p. 106, p.107
Feedback: Learners give their own opinion on the learnt material 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
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
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
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.
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?