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Learning objectives that this lesson is contributing to (link to the Subject programme)
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5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics
5.S3 give an opinion at sentence level on a limited range of general and curricular topics
5.W3 write with support factual descriptions at text level which describe people, places and objects
5.W5 link without support sentences using basic coordinating connectors
Lesson objective s
*All learners will be able to use the verbs from the definite song;
*Most learners will be able to use topical vocabulary and make short sentences;
*Some learners will be able to compose short dialogue and express an opinion on a topic using specific vocabulary;
Level of thinking skills
Higher thinking skills: application, analysis, synthesis, assessment
Assessment criteria
* Uses basic personal questions and can answer with support.
* Provides a point of view in connected sentences without support.
* Completes the topic in their own way without support using basic word combinations.
Values links
National unity, peace and harmony in our society;
Kazakh patriotism and civil responsibility, respect, cooperation, transparency;
Cross-curricular links
Self-study subject
Previous learning
They knew meaning of the word friend and relative, vocabulary connected with this theme, also can ask some information about friend.
Plan
Planned timings
Planned activities (replace the notes below with your planned activities)
Start
6min
Org. moment.
Training Friend. Question answer work.
1. Do you have a friend? (T-S)
2. How do you spend your time at weekends?
3. What is your friends hobby?
They said wishes to each other. They are divided into 2 groups according to the cards with letters. They would take the cards and made up a word. The names of their groups: Happy and kind
Middle
15min
10 min
1min
7min
6min
Presentation
Task1: Video Friends song.
The song is listened very attentively and repeated.
Found verbs from the new topical vocabulary in the song and read the verbs chorally and individually. (T-S, Different Media, RICH)
New words:
Pal; ashamed; lack; buy; need; traveled; invite.
A song would be made from paper sheets which written word combinations.
Descriptor:
*composes lyrics using sheets which given individually
* prepare and act out drama reading
Task2
Involved learners in conversation in front of the whole class. This could be done as part of a whole-class discussion or as part of a question-and-answer session.
Afterwards, a discussion task which involved the learners, using whatever it is modelled by teacher:
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Example: Do you invite your friend to your birthday?
Do you need a friend?
Do you like travel? (present simple)
Using the key words made up questions about friend and changed with other group and given answers by learners. (S-S pair work, modelling conversation, TML)
Descriptor:
*make up questions using topical vocabulary
*give the correct answers to other group
Wake up: Jumping Exercise song by Morah. (Cartoon Animation)
Task3
Venn diagram All about my friend . It didnt mean name of their friend; it means What kind of person their friend?
Diagram drawn by them and the first group wrote the words, which showed the character of friend and second group described on a poster the appearance of their friend! The internal and external appearance of friends would be described by them. (S-S, group work, differentiation)
Descriptor:
*use of words in right meaning in task
Task 4
Learners asked to justify the claims that they made and given them an opportunity to discuss this with their partner before they would tell. It would make the process easier for them and they could justify their claims. Learners justified by encouraging.
If the birthday of their friend is forgotten by them and he/she hurt! What would they do? Opinions of each other discussed and wrote down 3-4 sentences by learners on a topic. (S-S; work in pairs, justify, evaluate thinking skills).
Descriptor:
*convey their own opinions
End
Home task to write about interests of your relatives
Feedback
Said compliments for learners; oral feedback; also at the end of the lesson they will give feedback by given smiles. They can stick that smiles on a poster which written: I know; I dont know; I want to know for teacher by learners.
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 would be use on the 3rd task for some learners described the character and appearance of friend, for more learners used new words and studied words in describing; for all learnersuse of words in right meaning.
AFL: smiles
Chosen this type of assessment: motivated - maintaining the interest of students to learning and achievement of the result. Emotional aspect.
Safety precautions taken into account during the lesson. Saved the health technologies.
Used physical exercises and active activities.
After micro-teaching I understand the meaning of theoretical terminology of spiral curriculum, short term plan, active learning, communicative method and pedagogical approaches, TTT, TPR, modelling, motivating learners, differentiation, criteria-based assessment, feedback, reflection. Because I learnt using it in practice and I guess my mistakes by opinion of a trainer and colleagues. In future planning I will use this all pedagogical approaches for English and develop myself, also collect information from resources. I think this system will be expressed by our students if we work well!
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If the child is allowed to experience with a child, he will still be engaged (Peter Clain)
