Communication. Asking and telling the time

LESSON: 

Unit 2.

 Communication. Asking and telling the time. 

School: Koktubek  secondary school

Date: 21.10.2021.

Teacher’s name: Beisenbekov Merey

CLASS: 5 

Number present: 5

absent:

Learning objectives(s) that this lesson is contributing to

5.W3  write with     support factual descriptions at text level which describe people, places and objects

5.L4 understand the main points of supported extended talk on a  range of general and curricular  topics 

5.S6  communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.R2 read and understand with some support short simple fiction and non-fiction texts

Lesson objectives

All learners will be able to:

1. Use different characteristics talking about various sport activities.

               present ideas clearly in a pair, group and whole class conversation

Most learners will be able to:

use visual support to name the places, where people do sports 

listen, understand and complete the tasks without teacher’s support

compare and contrast the given kinds of sport

Some learners will be able to:

create extended speech talking about differences and similarities of the suggested sport activities 

can ask and tell the time

Language objectives

Use a and an articles, this, that, these, or those

Use Capital letters  .   

Value links

Respect, Support, Trust, academic honesty

Cross curricular links   link

Literature, PE, Psychology

ICT skills

PPT teacher’s use

Intercultural awareness

Students will better able to understand that people should respect each other. Every person should go in for sports to be healthy..

Kazakh culture

Students will better aware of the significance of healthy lifestyle in the local context, i.e. the Kazakhstan culture

Pastoral Care

Students will be able to understand the importance of respecting values

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords

Previous learning

Learners are expected to  know use capital letters

Plan

Planned timings

Planned activities 

Resources

2-3 minutes

Beginning

10 min.

Class organisation

Teacher introduces learning and lesson objectives 

Students write the date, day and lesson objectives into their copybooks. 

1.     Which of these words  are similar in your language? Can you guess their meanings? Use a dictionary to check your answers. 

Football, boxing, judo, cycling, tennis, hockey, wrestling, skiing, golf, swimming, gymnastics, horse  riding. 

Worksheet 1

Middle

5 min.

5 min.

2. 1.22 Read and listen to the texts. Answer the questions. 

How old is Talgat?

What is Talgat’s favourite sport?

Who thinks Astana is the best city?

Who are Altai and Yeren?

Where is Gulmira from?

What club is Gulmira in?

1. Match the times in the box with  clocks 1-6. Then say the times. 

Eight o’clock     half past three        quarter past two      twenty to six  

Quarter to ten     five past eleven

Worksheet 2

End

5 min.

5 min.

Reflection (W)

Teacher asks learners 

1) What was difficult to do at the lesson?

2) What do you need to work on?

Feedback (I)

Learners complete an evaluation sheet of what they did during the lesson writing a number in each statement or circling one word:

When’s the music club?

What time is it on Monday?

Evaluation sheet is given to all learners to fill in and all sheets should be collected for teacher’s reflection and further work on shortages.

Home task: Ex 6. Activate. 

Evaluation sheet 

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

Learners, who are less confident are given more prompts. 

High-performing learners can be encouraged to use more kinds of sports in the task for comparison and contrasting.

Monitor groups of learners as they discuss the given tasks). Do they take turns to speak? Do they contribute appropriate language for talking about sports?

Links to the L1: Do learners know these kinds of sport  in the L1? 

Make sure models are provided.  

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?