LESSON: Unit 5. Creativity. Reading and listening to stories and legends SCHOOL: 40
DATE: TEACHER NAME: Tukhamanova A.D
CLASS: 5 NUMBER PRESENT: ABSENT:
Learning objective(s) that this lesson is contributing to: 5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics
5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics
5.S8 recount basic stories and events on a range of general and curricular topics
Lesson objectives: All learners will be able:
To say their favourite kind of stories
To write proper nouns with capital letters
Most learners will be able:
To put the words in order correctly
To say/write sentences grammatically correct
Some learners will be able:
To recognize the legend by pictures
Language objective: Word order; present and past tenses
Assessment criteria: Peer assessment
Value links: Cross curricular links: Literature, history
ICT skills: PPT
Previous learning PLAN
Planned timings Planned activities Resources
10min Organizational moment
Setting the aim of the lesson
Warm-up (Mind –map)
There is a circle with the word “Stories” on the board, and teacher explains students that they should choose the right pictures among all and stick them around the word given(W)
Learners say what their favourite kind of stories is e.g. fairy, ghost, adventure, horror, science fiction and so on and say why.(I)
Differentiation: Less-abled learners are given sentences with gaps
I like _____ stories because they have ______ (endings)
I enjoy ______ stories because I can _______.
I love _______ stories because I want to ____. Pictures, photos (Appendix 1)
10min Teacher writes legend on board and give an example of a legend from Kazakh literature then explains what a legend is.
Learners say names of any legends either Kazakh or foreign ones discuss in pairs (P)
Learners are shown image of King Arthur on interactive board. They are asked whether they know the legend about him. (or Teacher explains about people, places and objects of the story)(P/G)
Pre-teach vocabulary and grammar:
Learners are introduced some unknown lexis:
e.g knight, century, sword, magician, brave
Learners are asked when they use capital letters
a word begins with a capital letter when it goes either at the beginning of the sentence, or it is a proper noun, i.e.name
e.g.: Arthur, Excalibur, Merlin, Lancelot, Lancelot, Galahad, Camelot, Guinevere, England board
Homework: learn new vocabulary 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 support can be given at the start and in middle of lesson by providing less-able learners with story vocabulary in a word list so they can read examples of words seen or heard.
Less –abled students are given cards with gaps to discuss their favourite kind of stories Monitor groups of learners as they agree on discussion. Do they take turns to speak? Do they contribute appropriate language for discussion Russian 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?