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FAQ

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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I think that the lesson objectives are clear and achievable. All students will achieve the lesson objectives because I think my lanned differentiation will work well, the tasks are interesting for learners. I will stick timings as ossible. May be I will add one task for my lesson lan if I have extra time. I ex ect that I know more about my students about their friends and interests.

Micro teaching a technique which rovides an o ortunity to marry thory with ractice. This is an o ortunity for teachers to focus on specific teaching behavior and to ractise various teaching skills. re are and teaching for microteaching lesson to a grou of my collegues was a great learning experience for me.

Summary evaluation

What two things went really well (consider both teaching and learning)?

 

1: Listening

 

2: Oral seech

What two things would have improved the lesson (consider both teaching and learning)?

 

1: ICT

 

2: The next lesson I will develop grou work

What have I learned from this lesson about the class or individuals that will inform my next lesson?
                 

 

 

Short term plan

Lesson plan

Unit of a long term plan: Unit7 77: Fantasy world

School:

Date:

Teacher name:

CLASS: 5grade

Number present:

A bsent:

Lesson title:

Home and garden 1.

Describing and designing rooms and furniture and talking and writing about them.

Learning objectives(s) that this lesson is contributing to

(link to the Subject programme)

5.L1understand a sequence of supported classroom instructions

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

5.C4 evaluate and respond constructively to feedback from others

5.UE6 use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics

Levels of thinking skills

Understanding. Application

Lesson objectives

All learners will be able to: know the parts of home and furniture, and understand the pronouns

Most learners will be able to: describe and design rooms and meaning and differences of pronouns

Some learner will be able to: talk and their dream houses using demonstrative pronouns and quantitative pronouns some, any, something, nothing, anything pronouns

Assessment criteria

Makes up sentences with There is., There are .

Draws their posters by using new vocabulary

Gives feedback to other groups

Presents their posters by using new grammar, uses the pronouns in the sentences

Values links

The strategy Mangilik Yel: Labour, creativity and cooperation

Cross-curricular links

Ecology, Art

Previous learning

Working with pictures: My home, Rooms, Furniture terminologies

Taking the questions about home and garden. And answer them using last grammar There is, There are

Plan
Planned timings

Planned activities

(replace the notes below with your planned activities)

 Resources
Start 5min

Psychological ready the group for the English lesson using:

I canV

Divide the class into three groups as Rooms (bedroom, living room, kitchen, hall), Homes (flat, castle, cottage, villa) and Furniture (sofa, table, chair, wardrobe) with helping of pictures

Repeat and remember pass themes: grammar There is, There are and vocabulary connecting with home, rooms and furniture in their hand pictures

Introduce the students with the aim of new theme

 Placard   Pictures cards     https://youtu.be/casfzsV8p4    
Middle 3min 5min   8min       5min     8min

Introduce with new vocabulary. Listen and repeat.

(W)Make poster Project of my dream house Using the method Market.

Introduce with criteria of poster (description):

ü Use more new vocabulary.

ü Task achievement

ü Whole group participation

ü Feedback for poster

 

(I) My choice. The teacher gives out the artificial money, so that pupils can pay for poster that liked them. And explain why he or she chose this project.

 

Grammar: Personal, demonstrative and quantitative pronouns

Ø Meaning

Ø Using

Ø Examples

 

(PW) Protect the project using new grammar: personal, demonstrative and quantitative pronouns.

Introduce with criteria of posters protect:

ü Use more new grammar

ü Task achievement

ü Pair work

ü Feedback for poster

Exercise 1. Write the sentences completing with basic personal (P. Pr), demonstrative(D. Pr) and quantitative pronouns (Q. Pr)

1. (D. Pr) is (P. Pr) bookshelf. I made it myself.

This is my bookshelf. I made it myself.

(6 sentences)

 Picture   Flitch paper, flitch markers   Artificial money     PPT 1,2,3     Poster     Work book
End 5min  

Brainstorming: Concept checking questions, display questions

Giving the home task:

*Learn new vocabulary

*Make up topic My home

*Use more pronouns on the topic

Reflection of the lesson: The method of Sandwich- two interesting and one difficult moment

 Stickers

Additional information

Differentiation Support for weaker students: working in pairs/groups

Drawing the posters

Challenges for more able students: Encouraged to do more writing; assist weaker students

Assessment

Eaves dropping

Monitoring

Group assessment on the work

AFL: pair, group assessment

Finger, thumb

Descriptors

Health and safety check
 Using physical exercises and active activities.

Attentiveness during the work with scissors, glue in the tasks.

Rules from the Safety Rules book which can be applied in this lesson.

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 timings?

What changes did I make from my plan and why?

I think that the lesson objectives are clear and realistic. All students will achieve the lesson objectives because I think my planned differentiation will work well, the tasks are interesting for learners. I will stick timings as possible. I expect that I know more about my students about their friends and interests.

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