My Room

5.S7 use  aррrорriate subject-specific vocabulary syntax to talk about a limited range of general tорics

5.W3  write with  suрроrt factual descriрtiоns at text level which describe рeорle, рlaces and оbjects

5. UE6  use  basic рersоnal and demоnstrative рrоnоuns  and quantitative рrоnоuns sоme, any, sоmething, nоthing anything оn a limited range оf familiar general and curricular tорics

·         Make simple sentences with group support;

·         Recognize basic forms of usage “some/any”

·         Write some sentences by using “some/any” with support

·         Compose sentences on topic while discussion in pairs;

• Do exercises with grammar material;

·         Create a short text using active vocabulary and new grammar.

• Express their opinions and discuss them in groups;
• Describe places and objects;
• Use specific vocabulary in their sentences;

·         Apply pronouns correctly;

3min

(W)  Lead-in. Warm-up  “From heart to heart” circle . Learners make a circle and say good wishes giving to each other heart.

Introduction of lesson objectives.

Teacher clarifies and announces the topic and objectives of the lesson.

The teacher divided  students into 2 groups  with cards   of method ‘mosaic’      ( kitchen and living room)

Rooms Picture

And mosaic

5min

10min

10min

3min

Teacher offers new words for the students.  Students watch the video and understand what kind of rooms and furniture.

(G) (S) (f) Activity “Clustering”

Students discuss, complete the cluster and present it as a class.

Teacher’s oral feedback

(G) (S) (f) Task 1. “Puzzle stories” method. Teacher suggests students to read the riddles and guess what room it is. Here students revise the usage “there is / there are”

Descriptor    A learner:

-reads the riddles

— defines rooms and furniture

-answers the questions

-use “there is / there are”

Group assessment

(I)                (S) (f) Task 2  Teacher suggests individual tasks for students giving descriptor

●     Look at the pictures and describe the rooms using there is /there are.

Descriptor :   learners

-describe the rooms using pictures

— write the sentences  using there is/ are

Differentiation

• All learners —  complete the sentences using there is / there are
• Most learners – make up 3-4 sentences with the construction “there is / there are” and new words
• Some learners –create a short text  using there is/ are

Self-assessment and teacher’s feedback

Presentation of new grammar material.

Teacher’s explanation. The teacher presents new grammar material as a guide in the bus. Each bus stop presents one city of the Kazakhstan.

“Bus stop 1: Astana” In general we use some in positive sentences.

“Bus Stop 2: Aktobe” any – in questions and negative sentences.

Comprehension check.

(P) (W) (f)  Strategy “Matching activities”

Students in pairs match two parts of the sentences using “some / any”

e. g.      1)  There are some …  a) chairs in the living room?

2)      Are there any … b) pillows on the sofa.

Peer assessment

(G, P) (S, W) (f) Method “Sinqwein” is a 5 ways of poem  with definte requirements for each line.

Descriptor:

Students write on the first line the theme of the lesson.

On the second line choose two adjectives depending on the theme.

On the third line write three verbs.

On the next write the key sentences connected to the theme of the lesson.

At last choose a synonym according to the theme.

I.                   Noun

II.                2Adjectives

III.             3verbs

IV.             1 sentences

A synonym.

Students discuss in pairs, then talk in groups gathering ideas, make up a poster and present for the whole class.

Feedback: WWW (What want well)

EBI( even better if)

www.youtube.com\watch?v=wiF8YIKNx4g

PPT

Pictures

Slide 3

Slide 4

5min

Reflection       (T-Ps)

“Geometric figure”   Pupils glue their figure stickers on the board.

— The pupil didn’t understand the material

—        —-Most of the material is clear, but the pupil has questions

           — Everything was understandable and interesting in the lesson

·         Most learners – make up 3-4 sentences with the construction “there is / there are” and new words

·         Some learners –create a short text  using there is/ are

Self-assessment and teacher’s feedback

Peer assessment

Feedback: WWW (What want well)

EBI( even better if)

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?