Unit of a long term plan
Unit 7 Fantasy world
|Date:||Teacher name: Tanatova A|
|Grade: 5||Number present:||absent:|
|Theme of the lesson||World 1|
5.L1 understand a sequence of supported classroom instructions
5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges
5.UE17 use if clauses (in zero conditionals); use where clauses; use before/after clauses (with past reference); use defining relative clauses with which who that where to give details on a limited range of familiar general and curricular topics
All learners will be able to:
— discuss about environmental problems during the group work
— recognize the models of zero conditional
— identify the environmental problems during the group work
— use zero conditional in their speech
Most learners will be able to:
— discuss and ask questions about environmental problems during the group work
Some learners will be able to:
— ask, respond to the questions and discuss environmental problems
Ask, respond to the questions
Discuss the environmental problems
Recognize and make sentences in zero conditional
|Cross-curricular links||Geography, nature study|
|Previous learning||Creating a map of a fantasy city|
|Planned timings||Planned activities (replace the notes below with your planned activities)||Resources|
: I. Organization moment.
Teacher greets the learner. Learners greet the teacher and take their places.
Teacher: I am glad to see you!
Pupil: We are glad to see you!
Teacher divides learners into 2 groups using pictures of pollutions. Students take different pictures and divide into groups according to the theme of pictures.
III. Warm up. Video.
Teacher shows learners the video. Learners watch the video, answer the questions and guess the theme of the new lesson.
Teacher evaluates students for their answer with colorful globes.
Green globe – excellent
Yellow globe – good
Red globe — satisfactory
New words of the theme:
Environment – қоршаған орта
Pollution – ластану
To burn trees – ағаштарды өртеу
To cut trees – ағаштарды кесу
To dumb rubbish – қоқыс тастау
To kill animals and birds — жануарлар мен құстарды өлтіру
New words and pictures on the board
Speaking Activity 1 (group work)
I’d say that …….
I think ……..
What I mean is …….
To begin with …….
In conclusion …….
I can say that …….
Please make a poster in a group on the theme “How do we solve the environmental problems?”
Second group will make a poster on the theme “What kind of environmental problems do we have in our village?”
Find out and suggest solutions about protect the environment and discuss it with other groups.
Descriptor: A learner:
Each group evaluates another group using 2 stars and 1 wish.
If clause (zero conditional)
If + Present Simple + Present Simple Imperative
The zero conditional is used for when the time being referred to is now or always and the situation is real and possible. The zero conditional is often used to refer to general truths. The tense in both parts of the sentence is the simple present.
Activity 2 (pair work)
Find half of the divided sentence in pairs.
Peer assessment. Pair exchanges their work and checks them with the right answers on the board.
6 right answers – green globe
4 right sentences – yellow globe
3 right sentences – red globe
Listening Activity 3 (Individual work)
Teacher turns on audio. Learners listen to carefully and fill in the gaps.
I hate pollution. It makes me really _____. I think ______ is greed. People don’t ____ about the environment so they pollute the ___ just to make lots of money. Big _______ are the worst. They pretend they are not polluting. They have the _____ to say they are “green”. _____ affects us all. We are all less healthy because of companies that pollute the air or our _____. Everybody needs to think about how we can reduce the amount of _______ we create. Not using the car when we can walk is one ____. Turning off _____ we don’t need is another. Barack Obama says he’s going to do his best to help the ____. I really hope he does because if pollution gets any worse, we’ll be in seriously big _____.
Teacher gives the right answers. Learners checks themselves
10-13 points – green globe
7-10points – yellow globe
7 points — red globe
Placards with pictures,
Cards with sentences
Paper with task
Students have their own photos. They glue their own photos on “a reflection target” at the end of the lesson.
actively 2 was interesting
understandable a new
|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
Less able learners were helped with poster protection with new words and key words.
More able learners help the less able learners ask and answer the questions, solve and discuss environmental problems in widely form, write sentences in zero conditional. Stronger students can support weaker students in pair and group works.
Teacher gives pictures of globe according to the color for student’s answers.
Learners evaluate each other with 2 stars and 1 wish.
Students glue their own photos on “reflection target” at the end of the lesson.
Cross curricular link with the world around us.
Students in pair work, group work learn to be patient and helpful.
Save our environment it’s good for human’s health.
Were the lesson objectives/learning objectives realistic?
Did all learners achieve the lesson objectives/ learning objectives? If not, why?
Did my planned differentiation work well?
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 individuals that will inform my next lesson?