Статья Professions. 5 a class. Автор: кыдырниязова Ажаргул Тыныштыкалиевна

Автор: кыдырниязова Ажаргул Тыныштыкалиевна
  это план для 5 класса по новому  учебному плану,

Автор: кыдырниязова Ажаргул Тыныштыкалиевна

Кыдырниязова Ажаргул Тыныштыкалиевна

БҚО, Қаратөбе ауданы, «Қаратөбе мектеп-гимназиясы»

КММ-нің ағылшын тілі пәні мұғалімі. Педагог-сарапшы



Short term plan


LESSON: Unit 4 The world of work

Topic: Professions

School: Karatoba school-gymnasium

Date: 10.12.2018

Teacher name: Kydyrniazova A.T

CLASS: 5 a, b

Number present:


Learning objectives(s) that this lesson is contributing to

5.L5 understand most specific information and detail of short, supported talk on a wide range of familiar topics

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

5.W3 write with support factual descriptions at text level which describe people, places and objects


Lesson objectives

All learners will be able to:


know the different types of jobs

ask and answer to the questions about jobs

complete the sentences


Most learners will be able to:


predict the answers

to the questions about jobs

think critically about the different aspects of jobs by generating questions

write English words by translating from Kazakh


Some learners will be able to:




understand the features of jobs that are not given the at the lesson

ask complex questions

write missing alphabet

Language objectives

Use and write the words about jobs

Value links

Collaboration, helping others

Cross curricular links link

World around us

ICT skills

Projector or Smart board for presenting a video

Intercultural awareness

Students will be able to explain what people of different occupations do

Kazakh culture

Students will be able to differentiate common jobs in Kazakhstan

Pastoral Care

Students will be able to understand the importance of doing job and helping people

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords

Previous learning

Learners know the names of some jobs and can write without grammatical mistakes, can read the words


Planned timings

Planned activities


0-3 minutes









Class organisation

Learning and lesson objectives presentation

Warm-up (W, I)

Look at the screen please. What can you see and what can you say about them

Do you like these people?

Who are they?

Where do they work?

PPT slides




















Vocabulary work (W, G)



Footballer-футбол ойыншысы

Vet- ветеринар


Mechanic-механик, жөндеуші





Fireman-өрт сөндіруші


To type a letter- хат басу

To do people’s hair-адамдардың шашын жасау, әрлеу

To look after sick animals-ауру жануарларды қарайлау

To take photographs-суретке түсіру

To repair cars-машинаны жөндеу

To fly-ұшу


To teach children-балаларды оқыту


Individual work:

I task. Students look at the screen and they must say what professions are they and rise the alphabets from their desks which are missing

Teacher. Nurse. Pilot . Mechanic. Hairdresser.

Tech..r, N..rs.., …il..t, Hai..dreser. Me…han..c


II task Formative assessment (I)

1.Write the professions by their meaning. What professions or jobs is it?

Look after sick animals-

2. Write the names of professions by translating from Kazakh

3. Write the missing alphabets.


What does each person do at work? Use the phrases to write and say

Do people’s hair__________________________

Look after sick people______________________

Take photographs________________________

Repair cars_______________________________

Fly planes________________________________

Look after sick animals_____________________

Play football_______________________________

Type letters_________________________________

Teach children______________________________


2. What does each person do at work? Write a translation


3. What does each person do at work? Write a missing words




























Formative assessment






“No to no and no to yes”

Students are not allowed to use the words ‘no’ or ‘yes’ when answering questions.

Questions can be posed by the teacher, in pairs or groups.


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

, write

examples of words seen or heard.


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.


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.






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