Reading and listening to stories and legends

LESSON: Unit 5. Creativity. Reading and listening to stories and legends

SCHOOL: #173 school-lyceum

DATE:

TEACHER NAME: Акbubek Kulbaeva

CLASS: 5

NUMBER PRESENT:

ABSENT:

Learning objective(s) that this lesson is contributing to:

5.R1 understand the main points in a limited range of short simple texts on general and curricular topics

5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

5.S8 recount basic stories and events on a range of general and curricular topics

Lesson objectives:

All learners will be able:

• To pronounce proper names correctly

• To reorder cards to create the story

Most learners will be able:

• To explain the use of present and past tenses

Some learners will be able:

• Speak about Kazakh legend

Language objective:

Present and past tenses

Assessment criteria:

• peer/group assessment

Value links:

Cross curricular links:

• literature

ICT skills:

• PPT

Previous learning

PLAN

Planned timings

Planned activities

Resources

Beginning

5min

• Checking up the hometask

• Setting the aim of the lesson

Phonetic drill: (W)

Learners look at names of people in King Arthur story on board and listen to pronunciation:

1. Who is in story? Merlin (= magician and King Arthur’s friend) Guinevere (= King Arthur’s wife) Lancelot ( = a brave knight) , Galahad ( = a brave knight) ,

2. Where does the story happen? Camelot ( = castle) Avalon ( = place where they sleep and wait to rescue people)

3. What is the name of the sword? (Excalibur)

Slide 3 PPP

Middle

15min

10min

Reading (P/G)

Students are divided into pairs (or groups), given worksheetsand asked to colour them and cut out the pieces. (colours are pointed at the bottom of the card in the worksheet, students use this colour code to match and connect the cards to make up a coherent text. As colours are repeated students should pay attention to punctuation, as well as the logical syntax of the sentences)

Peer assessment

Every pair/group correct their peers’ text and comment on their work.

Students are asked to read and write the text on the board

Extra: Teacher dictates a short version of a Kazakh legend in English. Learners draw some of the things they hear about in the legend.

Worksheets. Scissors, crayons or coloured pencils

Nixon, C. and Tomlinson, M. (2003) Primary Grammar Box Cambridge: CUP (p. 106, p.107

End

5min

Feedback: Learners give their own opinion on the learnt material

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-curricularlinks

More-abled students support less-abled students

More-abled students are given extra tasks

Thumbs up if they understood everything /thumbs down- didn’t understand/ thumbs left or right – understood 50 percent

literature

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?