Preschool Lesson Plans for Me and My Family

Lesson plan

Unit of a long term plan : 3. Values					School:
Engagement:					Instructor name: Taskynbayeva Gulnur
CLASS: 5					Number present:			absent-minded:
Lesson title			Family relationships two (2)
Learning objectives(s) that this lesson is contributing to (link to the Bailiwick programme)			5.W3 write with support factual descriptions at text level which describe people, places and objects five.S4 respond with express flexibility at judgement level to unexpected comments on an increasing range of full general and curricular topics five.R9 recognise the difference between fact and opinion in brusque, simple texts on an increasing range of full general and curricular topics five.UE7 use simple perfect forms of common verbs to express what has happened [indefinite time] on a express range of familiar general and curricular topics v.C5 utilize feedback to set personal learning objectives
Lesson objectives			All leaners will be able to: know the members of family talk most his/her family; Virtually leaners will be able to: employ the information to write sentences which describe people, places and objects; Some leaners volition be able to: make sentences with simple perfect forms of common verbs; find the evidence in the text to testify facts or opinions;
Assessment criteria			Employ the information to write sentences which describe people, places and objects. Provide unprepared speech to answer a variety of questions at sentence level with limited flexibility. Read the text and find the show in it to prove facts or opinions; Apply present perfect tense in the context Consider classmates' feedback and prepare personal learning objectives based on their feedback;
Level of thinking skills			Higher order thinking skills
Values links			Kazakh patriotism and ceremonious responsibility, respect;
Cantankerous-curricular links			Russian, Kazakh
Previous learning			Family relationships ii (one)
Plan
Planned timings	Planned activities (replace the notes beneath with your planned activities)						Resources
Get-go 0-5 min 5-7 min 7-9 min	Greeting. Warm up: Leaners are divided into iii groups by using pictures: grouping "A", grouping "B", group "C". Learning and lesson objectives are introduced. (W) Teacher shows some pictures of family unit members and gives question "who is this?". Leaners describe the pictures. gramps grandmother aunt Uncle nephew niece
Middle 9-12min 12-20 min xx-25 min 25-35 min 35-forty min	(D) Teacher introduces key words and translate into native linguistic communication: Granddad – a та - дедушка Grandmother – апа- бабушка Aunt – әпке -тетя Uncle – көке- дядя Nephew – жиен (ұл)- племяник Niece – жиен (қыз ) - племяница Students repeat later on teacher and endeavor to remember. (D) Teacher introduces the new gramma structure – Present Perfect. Subject + to have + V 3/ed + object Present Perfect used to express actions that happened at an unspecified time or that began in the past and continue in the present. The verbal time is non important. .Examples: Nosotros have bought a new car. She has cooked a dinner. I take finished my work. He has read a magazine. Task i. (I) Writing 3 Leaners should make up sentences and write down used present perfect with support. For examples: This is my grandfather. He has read a book. Descriptors A bacteria: describe the pictures; make sentences with simple perfect forms of common verbs. Assess by giving a "dark-green star" Task 2(Yard and W) Reading 9 Jigsaw method. Leaners must read the text "Stephan'southward family". Then retell the text to each other. After retelling whole class should identify "Truthful" or "False". This is my dad. He is the figurer programmer. He is brave, strong and friendly. He likes travelling. Mum works in the Scientific discipline Museum in London. She is a guide. She likes to be well-dressed. Her favourite colours are green and light blue. She is very kind and loving. She likes reading, cooking and spending her free time with me and my little sister Ann. (group A) Ann is 5 years erstwhile. She is curious and talkative. She likes butterflies and everything that is pinkish and purple. Paul is my uncle. He is my father'southward brother. He is taxi commuter. He is very smart and intelligent. He doesn't like formal clothes at all. He prefers to vesture jeans, pullovers and trainers. (group B) My grandad is an engineer. He enjoys gardening and a game of ping-pong. He doesn't ordinarily talk much. He is responsible, independent and wise. My grandma is a librarian. She is the greatest granny in the world! She is very polite and tactful. She is very interested in history and literature. They say we are a close family. We endeavor to spend our free time. (group C) " Truthful or false" True False 1.Stephan's dad is the reckoner programmer. 2. Stephan's mum likes to exist well-dressed. 3.His uncle is an engineer. 4. Ann likes collywobbles and everything that is pink and royal. 5. His granddad ordinarily talks much. half-dozen. His grandma is a teacher. Descriptors A leaner: read the text and analyze retell the text to each other use comprehension check Instructor gives feedback orally Task three(G) Speaking 4 Method "question box" Leaners should give answer the questions about Stephan'due south family. What are Stephan'due south mother's favourite color? What are your mother's favourite colour? What does his sister like? Practice you lot have sis or brother? What does his uncle usually wear? What do yous commonly clothing? What does his granddad enjoy doing? What do you enjoy doing? What does his grandma do? Exercise you have grandma? How old is she? What are the main characteristics of the members of Stephan's family? How do you lot spend your free time? Descriptor A bacteria: reply the questions correctly Appraise by giving a "red star" for correct answer						Pictures Enjoy English language for 5 Students book (2012) p.147 Handout 1 Handout ii
Stop forty-45 min	Giving feedback past "Traffic light" Leaners: show green sticker, if they liked the lesson prove xanthous sticker, if they understand the lesson evidence carmine sticker, if they understand nothing Teacher assesses by method thumb. Dwelling house task: Write 5 sentences past using simple perfect forms of common verb.
Boosted information
Differentiation – how do you program to give more support? How practise yous plan to challenge the more able learners?				Assessment – how are you planning to cheque learners' learning?		Health and safety check
Task two. Weaker learners tin can identify "True" or "Imitation" after reading. More able learners analyzed given text and retold. Task 3. Support questions will be given to the weaker learners to identify the answer correctly and talented students will respond unexpected comments.				Leaners will be formatively assessed subsequently each chore by green and red stars depending on the difficulty of the job and teacher'due south feedback at the end of the lesson.		Health saving technologies.
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 piece of work well? Did I stick to timings? What changes did I make from my programme and why?		Use the space beneath 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 actually well (consider both pedagogy and learning)? ane: two: What two things would have improved the lesson (consider both didactics and learning)? i: 2: What accept I learned from this lesson about the course or individuals that will inform my side by side lesson?

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