Қапшағай қаласы Ағылышн тілі пән мұғалімі: Садырбаева Назгүл Серікқазықызы

Module 3. My School.Theme of the lesson: Storytime!“Aldar Kosse and the Greedy Farmer”

School:  № 12Teacher’s name: Садырбаева Н

Grade: 2 Number of present: 14 Absent:Learning objectives that

this lesson is contributing to:

2.L3 recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words;2.S1 make basic personal statements about people, objects and classroom routines;2.S3 pronounce familiar words and expressions intelligibly;2.UE3 use basic adjectives to describe people and things;2.UE13 use can / can’t to describe ability.

Lesson objectives: All learners will be able to:pronounce the key words in the story: “Aldar Kosse and the Greedy Farmer” clearly.- use can / can’t to describe ability.

Most learners will be able to:listen and understand the meaning of story “Aldar Kosse and the Greedy Farmer”.

Some learners will be able to:act out the story using pictures, hand motions or props.

Language objectives: Learners can:- pronounce the key words in the story: “Aldar Kosse and the Greedy Farmer”;-listen and understand the story “Aldar Kosse and the Greedy Farmer”;- act out the story using pictures, hand motions or props.Key words and phrases: wheat, dinner, sky, fall down, silly;Can you give us some wheat? I haven’t got any…. It’s time for my dinner.Are you…? You can trick people. I’m going to tell the king.Useful classroom language for dialogue/writing: oralDiscussion points: Story: “Aldar Kosse and the Greedy Farmer”.Can you say why Aldar Kosse helped the men to trick a greedy Farmer?

Value links Education throughout life.Cross curricular links The world around us, Literature, folklore.

ICT skills Using SMART board, pictures and videos, CD, DVD players.Assessmentfor Teaching

Assessment criteria:Listen and say topic words of the story with clear pronunciation.Descriptor: A learner listens to the story carefully;uses can\can’t to describe ability; pronounces the words clearly and plays the role.Self-assessment: Hand signals

How to overcome barriers in learning

English

Use pair work and group work;-Ask more questions;-Encourage learners to exchange opinions and views in small groups.

Previous learning This unit recycles and revisits a lot of vocabulary seen in previous units, e.g. words for school items, places around school, road signs and class photos. Learners further practice giving short answers in response to direct questions.

PlanPlanned timing Planned activities (replace the notes below with your planned

activities)Resources

What will the pupils learn? How will they learn it?Suggested Teaching Activities

Active Learning activitiesStart

(Beginningof the lesson)

Greeting: Teacher greets learners; learners respond to greeting and take their places. Dividing into subgroups: Teacher divides the learners into subgroups using geometrical figures: colored circles, squares, triangles and rectangular figures. Warming up: Brainstorming: Teacher asks the learners a question: How do you think what words come to your mind when you hear the word “School”?Learners exchange ideas with one another.Any idea is accepted.Revising the previous lesson: Talk about their friends favouriteschool objects: What is your favourite item? My favourite item is …. (sharpener).…….’s favourite  item is …..

geometrical figures,flashcards

Middle(of the lesson)

D) Teacher pre-teaches the new words of the story using mime,flashcards and gestures: wheat, dinner, sky, fall down, clever, silly;Can you give us some wheat? I haven’t got any…. It’s time for my dinner. Are you…? You can trick people.  I’m going to tell the king. Let’s take the wheat!In feedback learners say statements, role play.W) Learners listen the story “Aldar Kosse and the Greedy Farmer”using CD:

Story: “Aldar Kosse and the Greedy Farmer”-Please can you give you us some wheat? We are very hungry!-No! This is my wheat! I haven’t got any wheat for you.-Bye! It’s time for my dinner. Ha, ha!-Are you Aldar Kosse?-Yes, I am!-I know you can trick people. But you can’t trick me!-Look! The sky is falling down! I’m going to tell the king.-Oh, no! Look! Let’s take the wheat!-It is not easy to trick a clever man, but a silly man can always trick himself!Using flashcards teacher asks a range of yes/no questions help where necessary.

Story: “Aldar Kosse and the Greedy Farmer”, CD, DVD players,phonics cards,flashcards,Student’s book 2, Activity Book 2

Teacher retells the story to the learners slowly and clearly using flashcards asks a range of questions.D) Teacher models use and meaning of can / can’t to talk about ability through video presentation and demonstration with learners in grammar cards in front of class.P) Teacher asks a learner “Can you open the window?” If the learner replies "Yes, I can" then say "Ok, go!" and the learner does the action.If the learner says "No, I can't». Teacher says «Well, can you sing?". Each pair talks English using can/can’t and gives total physical response.G) Learners act out the story using pictures, hand motions, mimes and gestures.

End(of the lesson)

Reflection Self-assessment: Hand signals.Discuss what learners understood from the story and if they liked/disliked the story and why (with great teacher support).Learners make comments about the lesson orally. Teacher asks learners to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.Give home task: try to learn as many words from the story “Aldar Kosse and the Greedy Farmer” as learners can.

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 health and safety check ICT links

Values links

Less able students – greater support by means of visuals or writing difficult words on the blackboardMore able students – independent work on definite tasks with little/no support

- check learners understanding of school items;-check learners pronunciation of new words;- monitor learners progress during while- and post- reading task.

- Work with the SMART board not more than 10 minutes. Make short breaks;

Reflection

Were the lesson objectives / learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?Did my planned differentiation work

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

I think the lesson objectives 2. L3, 2. S1, 2. S3, 2.UE3 and 2.UE13 were realistic.Learners :- recognized common names and names of places;- recognized the spoken form of a limited range of everyday and classroom words;- pronounced familiar words and expressions intelligibly;- used basic adjectives to describe people and things;

well?Did I stick to timings? What changes did I make from my plan and why?

- used can / can’t to describe ability.The learning atmosphere was favourable.I think my differentiation worked well. I stuck to timings.What changes did I make from my plan and why?Firstly, I chose such interactive activities where learners were going around the classroom and talking to one another freely. Secondly, there were assessment criteria for the tasks.

Unit of a long term plan: Helping and Heroes

School: 12

Date: 15.10.2018y Teacher name: Sadyrbaeva N

CLASS: 6 “a” Number present: absent:

Lesson plan My country. National heroesLearning objectives(s) that this lesson is contributing to (Subject programme)

6.C8 develop intercultural awareness through reading and discussion6.S2 ask simple questions to get information about a limited range of general topics6.L6 deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics6.W3 write with support factual descriptions at text level which describe people, places and objects

Lesson objectives

All learners will be able to: - find the new words with support;- identify the title of the lesson by pictures .Most learners will be able to: match new words with the meaning predict the topic without support; find the correct order of the text; Some learners will be able to: say and write an essay about their favorite heroes

Assessment criteria

Show respect other learnerscomprehend specific information and detail in the “Our National heroes ”Describe heroes feeling and using new vocabulary

Effective teaching and learning

Active learning, collaborative learning, differentiation,Modeling

Level of thinking skills

Understanding, ApplicationLower order thinking skills

Values links Respect, openness, Kazakh patriotism and civil responsibility (“Mangilik Yel”)

Cross-curricular links

History, Geography

Previous learning

Learning about National heroes

New words Spaceflights, space station, aerobatic flyer, fighter pilot, spaceport

Plan

Planned timings

Planned activities Resources

Start 5 min

2 min

7 min

Organizational moment. Procedural questions Warm up activity. Group dividing: The teacher will be given the pupils the cards written with popular song. The students will be able to create the song, split the group and sing it together. 1 group - painter 2 group – cosmonaut 3 group - singer

Asking hometask by “Find your mate” methods

Lesson hook Brainstorming.Active learning Look at the number of words and say about what we are going to speak today?Who are they?

As sts. guess the lesson will be devoted to the theme “Our Heroes”Firstly, give a definition to the words “Hero”. Who are your Kazakh hero? Why?My Kazakh Hero is ……. . because……..

Descriptor:-Look at the pictures-Think about the questions and answer them-Give your opinion clearly

Pre-reading. Collaborative work. (D) – by students ability. Tack 1. “Stop” methodsEach group should read the texts on the wall and match they with topics on the card.

PPT Slide 1

PPT slide 2

PPT slide 3www.google.kz/search

5 min

5 min

11 min

First text about……T. Aubakirov B) R.Baglanova C)A.KasteevSocand text about……. A) R.Baglanova B)T.Aubakirov C)A.KasteevThirt text about ……… A) R.Baglanova B)T.Aubakirov C)A.Kasteev

Descriptor: -group work -speed of expression -read the texts -Give your opinion clearlyTask 2 Writing and listening. (D)-by students ability. (WC) Vocabulary. Collaborative work. Teacher gives text about Our Heroes for each group. Learners should read the text again and find the new words. Listen to the information about them and fill in a table. Compare your answers.

Toktar Aubakirov Roza Baglanova Abilkhan Kasteev

Descriptor:Work with whole class (mingling)Find new words in the textPractice them

Post writingTask 3. Group work. Collaborative work. (D) – by peer support. Writing a text. The theme of the text: “ My favourite hero”Descriptor:using new vocabularywrite 5 sentencesmake a conclusion

PPT, card

End of the lesson

HomeworkWrite an essay about a famous Kazakh hero.

5 minute Feedback

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 by by picture - look at the pictures and predict. What are we going to read about?Differentiation by resource (WC) Vocabulary. Collaborative work. Modeling. Teacher gives text about National Heroes for each group.Defferentiation by students ability. Active learning. “Stop” methodsDifferentiation by peer support. Writing the text. The theme of the text: “ My favourite hero”

The informative assessment is used.

Learners use online dictionaries if necessary, Power Point programme, IWB

ReflectionWere 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 evaluationWhat 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: