Презентация по английскому языку на тему present simple question 5 класс

Short term plan

Unit 4 The world of work Term 2 LESSON: Present simple: question forms and professions					School: №35
Date:11.12.2018					Teacher name: Zhumabaeva G.U
CLASS: 5					Number present:		absent:
Learning objectives(s) that this lesson is contributing to				5.S6  communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.R7  recognise typical features at word, sentence and text level in a limited range of written genres 5.W3  write with  support factual descriptions at text level which describe people, places and objects 5.UE16 use conjunctions  so , if, when , where, before, after  to link parts of sentences on a limited range of  familiar general and curricular topics
Lesson objectives				All learners will be able to:
				·         develop speaking skills through communication ·         improve reading skills through recognising typical features at word ·         use regular forms of the past simple describing routines, habits and state
				Most learners will be able to:
				·         develop speaking skills through communication ·         improve reading skills through recognising typical features at word and sentence ·         use regular and irregular forms of the past simple describing routines, habits and state
				Some learners will be able to:
				·         develop speaking skills through communication ·         improve reading skills through recognising typical features at word and sentence and use them in speech ·         write descriptions given facts about the cost of the items ·         use regular and irregular forms of the past simple describing routines, habits and state building simple sentences
Language objectives				Use simple present
Value links				Respect, support
Cross curricular links   link				Russian and Kazakh language
ICT skills				Smart board for presenting a video and PPT
Health and Safety				Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords
Previous learning				Language and communication
Plan
Planned timings	Planned activities						Resources
Lesson 1 Beginning 5 - min	Class organisation Warm-up and lesson objectives presentation Warm-up Books closed. Watch the video and ask the questions for students about today is theme.						PPT (slide 4) https://www.youtube.com/watch?v=bwTDqG62_Vk
Middle 6 - min     8-min 5 -min 5- min     3- min     3- min	Lead-in Questions in the simple present (simple) are made with the help of auxiliary verbs: do, does does for - he, she, it (he; she; it); do for - I, you, we, they (I; you / you; we; they) The tale of the two auxiliary verbs “do” and “does” There were two verbs. One was called Do [du], the other does [d ^ s]. They served to construct a question and negation in sentences, so they were given the name auxiliary verbs. Each of them behaved in sentences differently. The auxiliary verb Do was an obedient verb and never attracted other verbs to itself, in constructing a question and a denial, unlike its brother - the verb Does. Vocabulary (W) Teacher asks learners to match 16 pictures with the words and check as a whole class. Farmer, butcher, plumber, cook, baker, dentist, doctor, nurse, teacher, writer, hairdresser, dancer, singer, painter, lawyer, manager. Work in pairs Cut leaflets insert by profession We cut and pasted crafts for clothes: "Hat matching Cards" (for middle classes). For students, we cut out the caps before the lesson so that they could only join and glue each other. You can do this craft as an active listening exercise, but by giving instructions on what type of cut and what colour it should be: For example. “Cut the caps first and stick them on the person.” For everyone to listen and cut out the right items.       Descriptor:       A learner • makes up sentences correctly; • says what part he/she is connected; • pronounces words and phrases intelligibly. Role play (P) The educational role-playing game is played by children in Present Simple and decide what can be bought for money. What’s the total?       Descriptor: A learner                • describes items using the present tense; • talking about _; • uses thematic words; • pronounces words and phrases clearly.  Writing (I,P) After speaking learners write sentences to say what they buy with their and why. Learners write cost of the items in tenge then compare cost of items in Kazakhstan today. They use sentences e.g. The __ is more than the ____. The ____ is a lot of money today. Before asking a whole class feedback, learners compare their results with their pairs. Individual work Friends and family Exercise 2 - Present simple: questions Complete the sentences. Type the correct answer in the box. Use contractions where possible. get have start happen you/watch pass Начало формы (your parents / work) in London? How(I / do) this exercise? (you / play) tennis every day? (Delia / like) her new teacher? Which school(they / go) to? What time(Tim / get up) at the weekend? (we / have) an English test today? Who(you / walk) to school with? Конец формы Descriptor: A learner • Tells you how to use Present simple: questions; • choose the right words; • uses contraction correctly Formative assessment Questions About You' ​Grammar & Writing Practice Present Simple Answer the questions about you.  Use the present simple in your answers. One page worksheet with eight questions. ​Answers will vary. Descriptor: A learner • Answer questions correctly.						PPT (slide 5) PPT (slide 6-22)                                            PPT (slide 23) Worksheet 1                        PPT (slide 24) PPT (slide 25)                       PPT (slide 26) https://elt.oup.com/student/solutions/elementary/grammar/grammar_01_022e?cc=kz&selLanguage=en                      PPT (slide 27) Worksheet 2
End 5-min	Feedback. Reflection What did you learn today? The teacher gives stickers and says that the children should write an opinion on the todays lesson. Homework · Write questions to ask a grandparent about work they did in past. Questions may have the following words: -  When you were a boy/ girl/ teenager, what…e.g. -  What job …? -  … country or the town? -  What time …? … finish? Using the answers of their grandparents, learners should write a short paragraph about their grandparents’ work.
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
·      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. ·      Learners who are less confident at making up dialogue, can be given copies of parts of the dialogue from the story to read aloud. ·      More-able learners can be encouraged to use the full range of language from the video when they practise the role-play.			·      Monitor how much vocabulary learners can recall from images on the video without sound and then from video with sound. ·      Monitor learners as they reorder events from the story. Can they read and understand each event and can they sort them into chronological order? Notice any sentences which are difficult for learners to understand and adapt for a future lesson. ·      Monitor groups of learners as they agree on and practise dialogue for the role-play activity. Do they take turns to speak? Do they contribute appropriate language for the role-play?			·      Links to the L1: Do learners know this story in the L1 and do they know any other Aesop’s fables? ·      Make sure learners have sufficient space to act out the role-play. ·      As the unit is on the topic of values, it is very important to leave time to discuss the end two questions with the whole class.
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 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 evaluation What 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: What have I learned from this lesson about the class or individuals that will inform my next lesson?