Lesson plan

Unit: Living things School: 45

Term 1
Date: __.10.2020 Teacher’s name: Akylbayeva Aikhan
Grade: 5 Number present: absent:
Lesson: Same or different. p, 30
Learning objectives(s) 5.S1 provide basic information about themselves and others at sentence level on an
that this lesson is increasing range of general topics
contributing to
5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of
general and curricular topics
5.W3 write with support factual descriptions at text level which describe people

Lesson objectives All learners will be able to:

 identify some specific information in reading text and use some target
vocabulary and structure accurately in writing task with support
 identify most specific information in reading text and use most target
vocabulary and structure accurately in production tasks with support
 identify all specific information in reading text and use most target vocabulary
accurately in writing task with little support
Assessment criteria • Identify the attitude and/or opinion of the author.
• Use the information to write sentences which describe people, places or objects.
• Describe specific information and detail in short simple text on given theme
Value links  Cooperation
 Respect : when students work in pairs, they will learn to be polite and
respectful to each other
Cross curricular links Science
Previous learning Flags of the world
Use of ICT Using SMART board

Plan

Planned Planned activities (replace the notes below with your planned activities) Resources
timings
1. Organization moment (greeting, roll call)
2. Learners watch video and in the process do task
Beginning https://en.islcollecti
ve.com/video-
7 min
lessons/appearance-
warm-up
After completing the task learners try to predict what the lesson will be about.
Ex. 1A, p.30
To introduce the topic. Draw learners’ attention to the pictures and elicit
any similarities/differences between the people in them.

Suggested answer key. Jane has got different hair colour from Gulnara
and Aidor. Dana has got the same colour eyes as Bill and Sam. Bill and
Sam are the same. They are twins. Aidar has got the same hair colour as
Gulnara.
Middle To personalise the topic Ex. 1B, p. 30
28 min Read the questions in the rubric aloud and elicit answers from various
learners around the class.

Suggested answer key. I have a brother. He has the same colour hair
and eyes as me. I have a sister, her hair is different from mine. It is
darker

To read for specific information

• Refer learners to the Word List to look up the meanings of the words
in the Check these words box.

• Play the recording. Learners listen and follow the text in their books
Ex. 2, p. 30
and mark the questions T, F or DS.
https://youtu.be/bZ
• Check learners’ answers around the class. uIXOadqp0

Answer key: 1. DS; 2. T; 3. F; 4.T

CD Excel grade 5 for

Learners read one sentence at a time and complete the sentences.
whiteboard
 Answer key: 1. types; 2. others; 3. but; 4.alike ; 5. because; 6. parents;
7. even; 8. amazing

To do a survey and discuss the results

Ex. 3, p. 30
• Allow learners some time to interview five learners in the class and
complete the table.

• Learners, in pairs, then discuss the results and note any similarities
and differences.

Suggested answer key. Kairat has got black hair like his mother. Kairat has
got a different hair colour to his father. Kairat has got green eyes like his
mother. Kairat has got different colour eyes to his father. Dana has got
brown hair like her mother. Dana has got a different hair colour to her
father. Dana has got green eyes like her mother and father. Arman has got
fair hair like his mother and father. Arman has got blue eyes like his mother
and father. Sezim has got brown hair like her father. Sezim has got a different
hair colour to her mother. Sezim has got brown eyes like her father. Sezim
has different colour eyes to her mother.

End  Monitor the activity around the class and then ask some pairs to
report their results and their findings to the rest of the class.
5 min

Additional information

Differentiation – how do you plan Assessment – how are you planning to Health and safety check
to give more support? How do you check learners’ learning? ICT links
plan to challenge the more able
learners?
  Support less able readers by
encouraging them to confirm
with another learner where
target information is in text
 Provide challenge to more
able learners by suggesting
two or three words they
should use in reporting
results
Reflection
 Monitor groups as they Health promoting techniques
complete comprehension tasks Breaks and physical activities
and check understanding used.
through follow-up questions in
checking plenary
 Monitor final presentation and
give whole class feedback on
some key areas of language
(maybe errors) in them

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?
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 achievements/difficulties of individuals that will
inform my next lesson?