Презентация по английскому языку на тему "Our World" (4 класс)

MODULE 5 “Hot and Cold”			School:  № 15
Date: 28.01.2020			Teacher’s name: Kurganbaeva Saltanat
Grade 4 B			Number present:	Number absent:
Theme of the lesson:			Our World
Learning objectives(s) that this lesson is contributing to	4.6.5.1 - use questions including questions with whose, how often, how long and a growing range of tag questions on a growing range of familiar general and curricular topics; 4.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 4.4.2.1 - understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 4.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics;
Lesson objectives	All learners will be able to:
	identify some specific information from the text and use some target vocabulary to describe some things
	Most learners will be able to:
	identify some specific information from the text and use some target vocabulary to describe some things
	Some learners will be able to:
	identify some specific information from the text and use some target vocabulary to describe some things
Previous learning	Antarctica
Use of ICT	Smart board for showing a presentation, getting additional information, playing the audio files.
Plan
Planned timings		Planned activities			Resources
Beginning the lesson		1.      Greeting  Answer the questions about winter. a)      What`s the weather like today? b)      What season is it now? c)      Hmm winter. Do you like this season? d)      Can you describe me winter? e)      What happen in winter? f)       What do we celebrate in winter?
Main Activities		2.      Mimi`s game. Ss go to the board and take a picture, then show with mimes what is in the picture. (All pictures connected with ice) 3.      Introducing with new words. Ice  [ais] – мұз Bricks [brɪks] – кірпіштер Sculpture[ˈskʌlptʃə] - мүсін 4.      Reading the text 5.      Ture or false Every year in October, Nur-Sultan becomes an ice city.- True The Quebec Winter Carnival lasts for seventeen days. - True			Presentation
Ending the lesson		6.      To consolidate the lesson 7.      Giving homework
End 1min		Feedback: Teacher asks students what task was difficult to them and which pair worked well.
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 ICT links Values links
Challenge more able learners to make longer sentences by using must/musn’t.			monitor extent to which learners need support with reading tasks in terms of decoding words and comprehension tasks		Value links: importance of health
Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?			Answer the most relevant questions from the box on the left about your lesson.

Бекітемін:_______________________________________________

Оқу ісінің меңгерушісі Сейтова Г.О

MODULE 5 “OUR HEALTH”			School:  № 15
Date: 21.01.2020			Teacher’s name: Kurganbaeva Saltanat
Grade 6 A, Ә			Number present:	Number absent:
Theme of the lesson:			Healthy takeaway
Learning objectives(s) that this lesson is contributing to	6.3.1.1 - provide basic information about themselves and others at discourse level on a range of general topics; 6.4.4.1 read and understand with some support a limited range of short fiction and non-fiction texts 6.4.8.1 - use independently familiar paper and digital reference resources to check meaning and extend understanding 6.2.5.1 - understand most specific information and detail of supported, extended talk on a range general and curricular topics curricular topics; 6.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 6.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings; 6.3.6.1 - communicate meaning clearly at sentence and discourse level during pair, group and whole class exchanges; 6.4.5.1 - deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 6.1.8.1 - develop intercultural awareness through reading and discussion; 6.5.6.1 - link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics;
Lesson objectives	All learners will be able to:
	To read and listen for gist, to read for specific information, to listen for specific information, to order food, to design a healthy takeaway menu
	Most learners will be able to:
	To read and listen for gist, to read for specific information, to listen for specific information, to order food, to design a healthy takeaway menu
	Some learners will be able to:
	To read and listen for gist, to read for specific information, to listen for specific information, to order food, to design a healthy takeaway menu
Previous learning	Grammar
Use of ICT	Smart board for showing a presentation, getting additional information, playing the audio files.
Plan
Planned timings		Planned activities			Resources
Beginning the lesson 6.2.5.1		To present a menu Ask Ss to look at the pictures. Play the recording. Ss listen and repeat chorally and/or individually. Elicit the L1 equivalent for each word.
Main  Activities 6.3.1.1 6.4.4.1 6.4.8.1            6.4.5.1 6.1.8.1            6.1.9.1 6.5.6.1		To listen and read for gist Play the recording. Ss listen and follow the text in their books to find out about typical British takeaways. To read for specific information Give Ss time to read the text again and complete the sentences.        Check Ss' answers. To check meanings of unknown words Tell Ss to lookup the meanings of any words in the text they can't understand in their dictionary. Help Ss while they are looking up the unknown words. As an extension, ask Ss to make sentences using the unknown words.
Ending the lesson 6.3.6.1		Ask various Ss around the class to share their personal preference with the rest of the class.
End 1min		Feedback: Teacher asks students what task was difficult to them and which pair worked well.
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
Challenge more able learners to add other healthy foods to the menu Support less able learners in reading and pronunciation of new words			monitor pronunciation and spellings of new vocabulary		Value links: Healthy food
Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?			Answer the most relevant questions from the box on the left about your lesson.

Бекітемін:_______________________________________________

Оқу ісінің меңгерушісі Сейтова Г.О

MODULE 5 “OUR HEALTH”			School:  № 15
Date: 23.01.2020			Teacher’s name: Kurganbaeva Saltanat
Grade 7  B			Number present:	Number absent:
Theme of the lesson:			Different activities, based on the content of the book
Learning objectives(s) that this lesson is contributing to	7.3.1.1 - provide basic information about themselves and others at discourse level on a range of general topics; 7.4.4.1 read and understand with some support a limited range of short fiction and non-fiction texts 7.4.8.1 - use independently familiar paper and digital reference resources to check meaning and extend understanding 7.2.5.1 - understand most specific information and detail of supported, extended talk on a range general and curricular topics curricular topics; 7.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings; 7.3.6.1 - communicate meaning clearly at sentence and discourse level during pair,group and whole class exchanges; 7.4.5.1 - deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 7.1.8.1 - develop intercultural awareness through reading and discussion; 7.5.6.1 - link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics;
Lesson objectives	All learners will be able to:
	To read and listen for gist, to read for specific information, to listen for specific information, to order food, to design a healthy takeaway menu
	Most learners will be able to:
	To read and listen for gist, to read for specific information, to listen for specific information, to order food, to design a healthy takeaway menu
	Some learners will be able to:
	To read and listen for gist, to read for specific information, to listen for specific information, to order food, to design a healthy takeaway menu
Previous learning	Prepositions.
Use of ICT	Smart board for showing a presentation, getting additional information, playing the audio files.
Plan
Planned timings		Planned activities			Resources
Beginning the lesson 7.2.5.1		To present a menu Ask Ss to look at the pictures. Play the recording. Ss read the title of the text. Elicit the L1 equivalent for each word.
Main  Activities 7.3.1.1 7.4.4.1 7.4.8.1            7.4.5.1 7.1.8.1            7.1.9.1 7.5.6.1		To listen and read for gist Play the recording. Ss listen and follow the text in their books to find out. To read for specific information Give Ss time to read the text again and complete the sentences.        Check Ss' answers. To check meanings of unknown words Tell Ss to lookup the meanings of any words in the text they can't understand in their dictionary. Help Ss while they are looking up the unknown words. As an extension, ask Ss to make sentences using the unknown words.
Ending the lesson 7.3.6.1		Ask various Ss around the class to share their personal preference with the rest of the class.
End 1min		Feedback: Teacher asks students what task was difficult to them and which pair worked well.
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
Challenge more able learners to add other healthy foods to the menu Support less able learners in reading and pronunciation of new words			monitor pronunciation and spellings of new vocabulary		Value links: Healthy food
Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?			Answer the most relevant questions from the box on the left about your lesson.

Бекітемін:_______________________________________________

Оқу ісінің меңгерушісі Сейтова Г.О

MODULE 5 “Reading for pleasure”		School:  № 15
Date:  23.01.2020       / 24.01.2020		Teacher’s name: Kurganbaeva Saltanat
Grade:  9 А                     9 Ә		Number present:	Number absent:
Theme of the lesson:		The worth of wealth
Learning objectives(s) that this lesson is contributing to	9.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 9.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 9.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 9.4.3.1 - understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts; 9.1.8.1 - develop intercultural awareness through reading and discussion 9.2.8.1 understand extended narratives on a range of general and curricular topics 9.4.7.1 - recognise typical features at word, sentence and text level in a range of written genres;
Lesson objectives	All learners will be able to:
	·         identify some specific information and key ideas in texts and use some target language to express views and comment on some views of others with support
	Most learners will be able to:
	·         identify most specific information and key ideas in texts and use a range of target language to express views and comment on some views of others with support
	Some learners will be able to:
	·         identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support
Previous learning	Conjuctions
Use of ICT	Smart board for showing a presentation, getting additional information, playing the audio files.
Plan
Planned timings	Planned activities				Resources
Beginning the lesson	To present a new theme with discussing. Ss look at the picture and the title. Who is Sagat? Do you know other stories like it? Discuss in pairs.
Main Activities	To introduce with the new words. Ss listen and repeat chorally and/or individually. To listen for order of events Play the recording. Ss listen and find out. Check Ss’ answers. To listen and read for gist and specific information Elicit what, if anything, Ss know about the story. Then play the recording. Ss listen and follow the text in their books and answer the question. Check Ss’ answers. To read for specification Ask Ss to read the stems of the sentences (1-4). Give Ss time to read the extract and complete the task. Check Ss’ answers around the class. To read for specific information Explain the task. Allow Ss time to read the questions and then read the text again and complete the task. Check Ss’ answers.				CD
Ending the lesson	To consolidate vocabulary from the text Explain the task. Allow Ss time to fill in the gaps with the correct verbs. Check Ss’ answers.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
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
prompt less able learners to engage in whole class checking and plenary activity with supportive questioning		check pronunciation of new words and reinforce with drilling where necessary		cross curricular links: languages [world literature]
challenge more able learners to come up with a strategy for effectively recording different types of vocabulary presented in this lesson
Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?		Answer the most relevant questions from the box on the left about your lesson

Бекітемін:_______________________________________________

Оқу ісінің меңгерушісі Сейтова Г.О

MODULE 5 “Reading for pleasure”			School:  № 15
Date: 21.01.2020/   22.01.2020			Teacher’s name: Kurganbaeva Saltanat
Grade 9 Ә                     9 A			Number present:	Number absent:
Theme of the lesson:			Clause of Concession
Learning objectives(s) that this lesson is contributing to		9.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 9.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 9.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 9.4.3.1 - understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts; 9.1.8.1 - develop intercultural awareness through reading and discussion 9.2.8.1 understand extended narratives on a range of general and curricular topics 9.4.7.1 - recognise typical features at word, sentence and text level in a range of written genres;
Lesson objectives		All learners will be able to:
		·         understand with limited support the main points of extended talk on a range of general and curricular topics; ·         understand most specific information and detail of supported extended talk on a range of general and curricular topics; ·         give an opinion at sentence level on an increasing range of general and curricular topics.
		Most learners will be able to:
		·         organise and present information clearly to others; ·         respect differing points of view.
		Some learners will be able to:
		use talk as a means of reflecting on and exploring a range of perspectives on the world; communicate meaning clearly at sentence and discourse level during pair, group and whole class exchanges.
Previous learning		Charities
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Plan
Planned timings	Planned activities					Resources
Beginning the lesson	To present the new theme. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
Main Activities	Ss do the Ex.1. Complete the sentences with conjunctions. Ex.2 p.34. Detailed reading. Answering multiple-choice questions. Answers: 1) b  2) c  3) b  4) c  5) a Ex.3 p.34. Word formation activity. Classifying words. Ex.5 p.34. Speaking in a form of discussion.					CD
Ending the lesson	Giving the hometask. WB p.28. Self-assessment. “Five”. Children draw a picture of their hand and write the most important things about the lesson on each finger. The thumb - something interesting, the index finger - something difficult, the middle one - something that was not enough, the ring finger - the mood, the little finger - the suggestions.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
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?		Critical thinking
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 learners.			Assessment criteria: 1.      Make an argument and evolve reasoning while speaking. 2.      Identify particular information and details in reading passage. Descriptor: A learner: ·         concludes ideas and arguments based on own experience. ·         completes sentences with right phrases. ·      Observation ·      Feedback on the work ·      Self-assessment		Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas