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Learning objective s(s) that this lesson is contributing to (link to the Subject programme)
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5S7 use appropriate subject specific vocabulary and syntax to talk about limited range of general topics
5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics
5.W6 link, with support,sentences into coherent paragraphs using basis connectors on a limited range of familiar general topics
5C4 evaluate and respond constructively to feedback from others
Lesson o b jectives
All learners will be able to: knowthe name of the profession;
Most learners will be able to: use topical vocabulary and make short sentences;
Some learners will be able to: make up and create a dialogue aboutthe profession;
Assessment criteria
a) answers of open questions;
b) complete the sentences using specific vocabulary;
c) make up sentences into coherent paragraphs using basis connectors;
Values links
Universal Labor Society
Cross-curricular links
Kazakh
Previous learning
They know meaning of the words professions and dialogue can be formed
Plan
Planned activities (replace the notes below with your planned activities)
Resources
Organization moment.
Warm up.
Learners will stand of a circle. And answer the question: What do you want to be? Learners ask: I want to be a businessman, a tour guideBy means of mosaic class divided into two groups. The first group Businessman and second group Dentist.
Picture
Puzzle
Presentation
Task 1 .jpg)
Farmer.
A farmer lives in a village. He grow crops and keeps animals. He works very hard. He gets up early morning and begins to work in the field. He takes his plough and a pair of oxen with him. He continues to work from morning to evening. For him, rain, cold or sun do not matter much. A farmer leads a very simple life. A farmer grows food, grains, vegetables and fruits.
Task 2
Answer the questions.
1. Where are lives the farmers?
2. How does he work?
3. What they grow up?
Descriptor: A learner
- read the text
- answer the questions
Task 3
Complete the sentences using specific vocabulary.
Village, oxen, fruit, vegetables, field, food, grain.
1. A farmer lives in a __________.
2. He gets up early morning and begins to work in the__________.
3. He takes his plough and pair of __________ with him.
4. A farmer grow ______, ______, ______ and _______.
Descriptor: A learner
- work on individual
- complete the sentences
Task 4
The first group make up the sentences using the words from the text: live, work, rain, cold, fruit, simple life
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The second group make up short answers question using pictures.
Descriptor: A learner
- make up sentences
https:\\www.english online.ru
Words
Picture
All learners wrote the short topic about future profession.
Feedback
If they like the lesson, they will get a yellow sticker, and if it is difficult at the lesson, get a purple sticker on the poster.
Sticker
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 che
Differentiation can be achieved through task 4 all learners learned new words, some learners make up sentence and most learners using to in life.
Feedback
If you like the lesson and do all correctly, select the yellow sticker. If you have difficulty carrying out the tasks during the lesson, select a purple sticker.
Health saving technologies.
Using physical exercises and active activities.
Reflection
Were the lesson objectives/learning objectives realistic?
Did all the learners achieve the lesson objectives/ learning objectives? If not, why?
Did my planned differentiation work well?
Did I stick to timinWhat changes did I make from my plan and why?
Influence of microteaching on my lesson planning. Microteaching was useful for me. And according to all them I learned have to prepare suitable.
I have got a good impression from micro teaching. I learned many new techniques from this course. I have learned new terminology RICH, Collaborative leaning, Differentiation, Creativity, Critical evaluation, Divergent question, Inclusive learning, Modeling Language, Reflection in action, Values, Summative assessment.
