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Среднесрочное планирование по теме "Homes" для 5 класса
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Lesson plan
Unit 1: Home and away
Date: Teacher name:
Grade: 5
Number present: absent:
Theme of the lesson: Homes
Learning objectives(s) that this lesson is contributing to 5.C9 use imagination to express thoughts, ideas, experiences and feelings
5.L1understand a sequence of supported classroom instructions
5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics
5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges
5.UE11 use be/look/smell like and use be made of on a limited range of familiar general and curricular topics

Lesson objectives All learners will be able to:
- Exchange the opinion with their peers in a simple way;
- Learn at least 4 new words.
- Choose the picture and answer some questions
Most learners will be able to:
• Describe houses (shape, materials);
• Answer three questions when describing the picture
Some learners will be able to:
• Complete the table, writing a short description of houses;
• Explain their choice using examples and details to support the answers.
Success criteria - Use at least 4 new words during the speaking task;
Pastoral care Learners are taught to be tolerant and respect each other
Value links Learners will discuss and express their thoughts about the differences of homes
Kazakh culture This lesson focuses on:
- Different types of houses that are popular in Kazakhstan
Cross curricular links The Arts, Kazakh
ICT skills -
Previous learning -
Planned timings Planned activities (replace the notes below with your planned activities) Resources

10 min

Show learners a picture. Ask learners to guess the topic of the lesson ( Homes)
Introduce lesson objectives.

Hang up three different pictures (example - one of a flat, one of a skyscraper, one of a cottage) in the three corners of the classroom. Tell students to choose one corner to stand in, and talk about why they chose that poster.
In pairs, learners discuss the following questions:

- Why do you choose this house?
- What do you like about it?
- Would you like to live in? Why? (not)
- Why do people use different houses?

Elicit learners to explain their choice. PPT (slide 1)

PPT (slide 2)


10 min

10 min

5 min

Draw a house on the board. Brainstorm words learners know about houses. How many words do learners know? (rooms, garden, garage) (W, I)
Teacher shows pair pictures of different houses on the active board. Ask learners to describe the houses and compare them.
Encourage learners to use conjunctions ‘and’, ‘but’ to describe similarities and differences.
Ex: The first house has two floors and the second one. The first house is big but the second is small. The first house has four windows but the second has three. (f)
(Peer assessment) Learners assess each other following the descriptors:
• Use at least two sentences;
• Use conjunctions ‘and’, ‘but’.
If necessary teacher can support less able learners by giving them a word bank. (differentiation by teacher support)
Teacher asks pre-writing questions: (W)
- What kind of materials do you know?
- What materials do people use to make houses?
(wood, metal, glass, stone, brick, felt, twigs)
Ask learners about yurts.
- What is Kazakh traditional house?
- In what houses did people live many years ago? (Yurts)
Tell learners: what yurts are made of; their shape; the different types; and show pictures. (Teacher provides learners with some words related to yurts: room with a fireplace, hole in the roof, warm in winter and cool in summer.)
Demonstrate two pictures of a yurt and a house. Elicit learners point to and say the materials. Then ask to speak about differences of shape and material.
Ex: The yurt is a circle shape but the house is a square shape. The yurt has felt walls but the new house has stone walls.
Provide with new phrases on the board: It is made of / It looks/ It / It smells (e.g. Yurt is made of wood. It looks comfortable. It smells wool.)
Learners in pairs complete a chart to show differences between two types of homes. They compare charts with another pair. (peer assessment)
Encourage learners to share ideas and collaborate. One can write notes on the left side of the chart (yurt) one on the right side (new homes) (in the copybooks) More-able learners, write a sentence about which home they prefer or like and why. (differentiation by task)
Ex: I like the yurt because it looks warm.

Pictures of houses

PPT (slide 3)

PPT (slide 4)

Word bank (worksheet 1)

Plenary\ Reflection
5 min
Ask learners what the most interesting/ difficult part of the lesson was.
Name two words you practiced today.
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 check
ICT links

Differentiation by peer support and task
Safety regulations are taken into account when planning and conducting the lesson.
There are types of activities that meet the needs of learners with different learning styles and level.

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?
If not, why?
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)?

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


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

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