Конспект урока по английскому языку для 5 класса по теме " Homes and Away"

Lesson plan

Unit of a long term plan: Unit 1  Home and away			School: school-lyceum № 11 Ust-Kamenogorsk
Date:			Teacher name:  Yelena Paleva
CLASS:  5			Number present:	absent:
Lesson title		Homes 2
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)		5C6 Organize and present information clearly to others. 5S7 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topic. 5R2  understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics  5W8 Spell most high-frequency words accurately for a limited range of general topics. 5UE14 Use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics.
Lesson objectives		1) By the end of the lesson all students will be able to: ·         Identify and name parts of the house (flat) and objects in it ·         Use prepositions of place and construction “there is/are” to make up sentences with some visual support 2) By the end of the lesson most students will be able to: ·         Write correctly 6-8 words on the theme homes. ·         Describe their room using  prepositions of place and construction “there is/are” ·         Recite the poem by heart with some visual support 3) By the end of the lesson, some students will be able to: ·         Recite the poem by heart without any support ·         Describe their rooms without any support
Assessment criteria		Name parts of the house (flat) and objects in it Demonstrate the accurate spelling and guess Demonstrate the accurate reading and memorization Make up short sentences using the construction “there is/are” and prepositions of place
Level of thinking skills		Knowledge, Comprehension, Application, Synthesis
Values links		·   Respect each other opinion ·   Attentive listening ·   Collaborative skills
Previous learning		New vocabulary according to the previous lesson,  prepositions of place , construction “ there is/are”
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)				Resources
Start 4 min. 8 min. Middle 1 minute 2 minutes 7 minutes 2 min 12 min End 1 min. 2 min 1 min	1. Teacher welcomes students and asks them to begin the lesson with the drill “Simon says”. Active learning. Total Physical Response strategy (W) The rule is to repeat the action after the teacher showing you after the words “Simon says”. If the teacher does not say “Simon says”, learners mustn’t repeat an action. The student who repeats the action without “Simon says” is out of the game. During this drill, learners will revise the construction “there is/are”. For example, teacher says: Simon says there are chairs in the classroom (and show process of sitting); Simon says there is a bed in the bedroom ( and show the process of sleeping); The bird is in the sky (show the process of flying),  etc. 2. Speech warm-up. Critical thinking strategy “Recreate a poem” (Воспроизведи стихотворение) (W,I) The task  is to recreate a poem by heart using fewer and fewer words.   The teacher: I’d like you to begin your work by reading a short poem “Rooms”. One student reads the poem. The other pupil translates it. This is the kitchen, Where mother cooks for me. This is the living –room, Where we watch TV. This is the bathroom, Where we wash every day. This is the bedroom, Where I sleep and play. Then the teacher deletes 4 words and another student reads the poem with missing words : This is the kitchen, Where ____cooks for me. This is the living –room, Where ____ watch TV. This is the bathroom, ______ we wash every day. This is the bedroom, ______ I sleep and play. Then the teacher deletes several words in each line: ______    ______ the kitchen, Where ____    ______ for me. ______    ______ the living –room, Where ______    ______ TV. _____    ______ the bathroom, ______ we ______ every day. ______    ______ the bedroom, ______ I ______ and _____. Then the teacher deletes almost all words in each line: ______    ______   ______ kitchen, ______     _____    ______ for me. ______    ______   ______ living –room, ______    ______    ______ TV. ______    ______   ______ bathroom, ______   ______     ______ every day. ______     ______   ______ bedroom, ______    _____   _____    and _____. Finally, the teacher shows the last slide with a picture of  those 4 rooms and pupils have to recreate a poem by heart only with visual support. Self-assessment is provided through  coloring the appropriate fellow( Blob evaluating tree).   Differentiation by task. (the complexity of the task) Learning objective:  5R1 Understand the main points in a limited range of short simple texts on general and curricular topics. Criteria-based assessment: Assessment criteria Descriptor Demonstrate the accurate reading and memorization a learner  reads a poem and memorizes some words. Some learners  recite the poem by heart. 3. Introducing the theme of the lesson. “Unscramble letters” strategy. (W) Teacher asks the learners if they can guess about the theme of the lesson. She gives them a clue, but the letters are jumbled.   YM      LFTA Students’ suggested answer – My flat The teacher:  If you want to come into your flat you should remember the names of rooms. But they are also encoded. ilvigornom          romodining         boordem              lfat                       kctihne                thbaomro            tetoli                    Students’ suggested answers : living-room, dining-room, bedroom, flat,  kitchen, bathroom, toilet Learning objective:  5W8 Spell most high-frequency words accurately for a limited range of general topics. Criteria-based assessment: Assessment criteria Descriptor Demonstrate the accurate spelling and guess a learner unscrambles 8 words and pronounces them correctly. Formative assessment is provided through a teacher feedback: a teacher praises students and gives them stickers for correct answers  . 4. Checking homework. Critical thinking strategy “Sticks and Tails” ( I, P) Students get schemes of words. They fill in the graphic schemes with the words they have learnt before. Each square is for one letter. Students must be attentive with such letters as  t, h, f, etc., because they have “sticks” in written form, and, also, with letters p, j, g, etc., because they have “tails” in written form.  The words are given in Russian. First of all they should translate them into English, and then to write them down into appropriate graphic scheme. The words are:   : окно (window),  ковер (carpet), напротив (opposite),  стул (chair), над  (above),  камин (fireplace), между (between), стол (table). Time is limited (5 min) Learning objective:  5W8 Spell most high-frequency words accurately for a limited range of general topics Peer assessment is provided through exchanging works with  each other. Then teacher hands out cards with answers and signal cards for the whole class checking. Green card 0-1 mistakes Yellow card 2-4 mistakes Red card more than 4 mistakes Self-assessment is provided through  coloring the appropriate fellow ( Blob evaluating tree). Criteria-based assessment: Assessment criteria Descriptor Demonstrate the accurate spelling a learner spells 8 words. Some learners spell less words 5. Dividing learners into three groups by the themes “Rooms”, “Furniture” “Prepositions” Learners read the words on their cards and find the members of their group 6.  Task: Project work. Make up a poster (collage) Each team chooses any 5 ice cream sticks with word combinations, makes up sentences with these phrases and the construction there is/are , and glues appropriate picture on the template of the room      Then each team chooses a volunteer who will  describe their collage to another group ( a volunteer of the 1st group describes their collage to the 2nd group; a volunteer of the 2st group describes their poster to the 3nd group; a volunteer of the 3st group describes their collage to the 1st group) Leaning objectives: 5C6 Organize and present information clearly to others.  5S7 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topic.  5UE14 Use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics. Peer assessment is provided through gluing stickers on volunteer’s drawings by all members of other group. Formative assessment is provided through a teacher feedback: a teacher praises all students and gives them sweets for their work  . Self-assessment is provided through coloring the appropriate fellow (Blob evaluating tree). Differentiation by roles inside the group, by types of learners Criteria-based assessment: Assessment criteria Descriptor Demonstrate literacy and accuracy in making up of the description of the room A leaner writes 5 sentences using prep.of place and the construction there is/are and describe the room . Some learners describe the room with peer support. 7)  Differentiation by home task. Differentiation by resources. Teacher asks students to draw a picture of their  favorite room, label the objects in it and describe  it using familiar prepositions  of place and the construction “ there is/are”. Try to make up a description from 6 till 12 sentences. High-achieving students  make up  a picture, label all  furniture items and describe the room not less than 12 sentences without supporting resources. Mid-achieving students make up  a picture, label   furniture items and describe the room not less than  6-8 sentences using dictionaries or any other supporting resources. Low-achieving students make up  a picture, label   furniture items and  try to describe the room with some support. 8) Reflection “ Which step have you reached today” (Ladder of success) The poster of the Ladder is on the blackboard. First of all, students assess themselves according to their Blob tree. Trough analyzing their self-assessment sheets , students glue stickers on the appropriate stair of the Ladder of Success .  “Fireworks strategy” for saying goodbye. Students start clapping while standing up. They clap louder and louder moving hands above their heads like a firework.				classroom Interactive board. Slide 1 Slide 2 Slide 3 Slide 4 Slide 5 Blob tree reflexion sheet Slide 6 Slide 7 Handout 1: sheets of paper with graphic schemes of words Handout  2 (signal cards) Blob tree reflexion sheet Cards with words Ice-cream sticks with word combinations,  pictures of furniture, templates of the room  and a glue Blob tree reflexion sheet Student’s daybooks

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Конспект урока для учащихся 5 классов, занимающихся по казахстанской программе обновленного содержания образования. Тема модуля - "Homes and Away", тема урока "Homes 2". Учебник "Eyes Open 1" for Kazakhstan, Goran Holcombe, Cambridge University Press. Цель урока- повторение лексического и грамматического материала ( предлоги места, конструкция there is (are), названия комнат и предметов мебели)