Friendship 2

Unit 3 Values

Term 2

LESSON: Friendship 2

School: 

Kiyma secondary school named after Gubaidolla Abdrahmanova

Date:

Teacher name:  Samurat  N

CLASS: 5

Number present: 10

absent: 0

Learning objectives(s)

that this lesson is contributing to

5.L2  understand an increasing  range of unsupported basic questions which

ask for personal information

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

whole class exchanges

5.C9 

use imagination to express thoughts, ideas, experiences and feelings

Lesson objectives

All learners will be able to:

·      

develop listening skills through watching a story about “Lion and

mouse”

·      

improve speaking skills by working in pairs, groups and whole class

·      

express ideas including emotions and senses

·      

portray various characters as roleplaying a story

·      

Describe your best friend

Most learners will be able to:

·      

develop listening skills through watching a story about “Lion and

mouse”

·      

improve speaking skills by working in pairs, groups and whole class

·      

express ideas building simple sentences

·      

portray various characters as roleplaying a story

·      

work with book

Some learners will be able to:

·      

develop listening skills through watching a story about “Lion and

mouse”

·      

improve speaking skills by working in pairs, groups and whole class

·      

express ideas building

extended sentences

·      

portray various characters as roleplaying a story

·      

work with book

Language objectives

Use present simple , adjective

Value links

Respect, Support the

friends

Cross curricular links   link

Psychology

ICT skills

Smart

board for presenting a video

Intercultural awareness

Students will be able to understand that significance of friends role in the human life

Kazakh culture

Students will be able to value the work in

Kazakh culture

Pastoral Care

Students will be able to understand the importance of respecting

values

Health and Safety

Everyday classroom precautions will

ensure that safety measures are provided to prevent the exposure of

electrical power cards

Previous learning

Friendship 1

Plan

Planned timings

Planned activities

Resources

Lesson 1

Beginning

5-min

Class organisation

Warm-up and lesson objectives presentation

Warm-up (W, I)

Learners

are organized into the circle to 

describe their friends

Watch

the video and guess the topic (W)

Watching

the video the learners are asked to predict the topic of the lesson.

Teacher

introduces the lesson objectives.

PPT

Middle

6-min

1-min

7-min

8-min

      1-min

7-min

Vocabulary (W)

1.Introducing the new words with happy,

angry face.

2. They

open dictionaries then write down the new words

›    Squeak [skwiːk] гүрілдеу

›    Slide [slaɪd]   қозғалыс

›    Laugh[lɑːf]      күлкі

›    Wide[waɪd]   кең

›    roar [rɔː]       қарқылдап күлу

3.

Teacher asks learners to put the words into correct group and check as a

whole class.

(Little, kind, big, lion, wide, slide, walk, run, squeak, laugh,

mouse, roar.)

Lead-in (W, I)

Pre – listening

Work with pictures.

Students, look! What is it? Students: it is a lion.

Teacher asks students if a lion and a mouse can be friends. Why yes or

no?  Why?

While - listening (I)

Task 1.

Listen to the story and put the pictures in order.

Task  2. Write the number of the picture in

exercise 1.

Students listen to the story correctly then they put the pictures in

order.

They will do 2 tasks.

They will check their

answer.

Deor: I will    provide for less able learners   prompt support

Post- listen in

Role play  (G)

Learners in 3 (narrator, lion, mouse)

role-play the story.

1. They will read a story about “ The lion

and the mouse”

2. Three students will be a narrator, a lion, a

mouse.                      3. Students

will play role play.

Differentiation

Less able students are let to read the roles from the 

text.

Warm up

Students stand all together and do exercise  with verbs and adjectives. For example:

big, small, wide, slide, squeak, laugh, roar, walk, run.

Writing. (W) Describe your friend

using adjectives.

Pupils will tell their best friends

Pupils will describe their friends.

PPT

PPT

Handout 1

https://learnenglishkids.britishcouncil.org/ru/short-stories/the-lion-and-the-mouse

Handout 2

End

5-min

Reflection (W)

Teacher asks students could a lion and a

mouse be friends ? Why?

Teacher asks students remember that everyone has different talents and

abilities.

Self assessment. Using five fingers.

If they completely  understand to show  five fingers

If they mostly understand to show four

fingers

If they 

understand pretty well show three fingers

If they could use more practise to show

two  fingers

If they need help to show a finger

Home task: Make up sentences using new

words

PPT

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-curricular links

Health and safety check

ICT links

Values links

·    

More support can be given at the start and in middle of lesson by

providing less-able learners with story vocabulary in a word list so they can

read examples of words seen or heard.

·    

Learners who are less confident at making up dialogue, can be given

copies of parts of the dialogue from the story to read aloud.

·    

More-able learners can be encouraged to use the full range of language

from the video when they practise the role-play.

·    

Monitor how much vocabulary learners can recall from images on the

video without sound and then from video with sound.

·    

Monitor learners as they reorder events from the story. Can they read

and understand each event and can they sort them into chronological order?

Notice any sentences which are difficult for learners to understand and adapt

for a future lesson.

·    

Monitor groups of learners as they agree on and practise dialogue for

the role-play activity. Do they take turns to speak? Do they contribute

appropriate language for the role-play?

·    

Links to the L1: Do learners know this story in the L1 and do they

know any other Aesop’s fables?

·    

Make sure learners have sufficient space to act out the role-play.

·    

As the unit is on the topic of values, it is very important to leave

time to discuss the end two questions with the whole class.

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?