LESSON 3
Unit 1. Values.
Date:
Teacher’s name:
Grade: 5
Number present:
absent:
Theme of the lesson: Family relationships : Describing people
R2 understand with little support specific information and detail in short, simple texts
Learning
objectives(s) that this on a limited range of general and curricular topics. 5.R3 understand the detail of an
lesson is contributing argument on a limited range of familiar general and curricular topics
5.UE3 use a growing variety of adjectives and regular and irregular comparative and
to
superlative adjectives on a limited range of familiar general and curricular topics
5.W1 plan, write, edit and proofread work at text level with support on a limited
range of general and curricular topics
5.C2 use speaking and listening skills to provide sensitive feedback to peers;
Lesson objectives
Learners will be able to:
All- plan, write, edit and proofread work at text level with support on a limited range
of general and curricular topics.
Use some adjectives and regular and irregular comparative and superlative
adjectives on a limited range of familiar general and curricular topics
Understand the main points in a limited range of short simple texts on general and
curricular topics.
Most- use a growing variety of adjectives and regular and irregular comparative
and superlative adjectives on a limited range of familiar general and curricular topics
Understand the detail of an argument on a limited range of familiar general and
curricular topics
Some- use a growing variety of adjectives and regular and irregular comparative and
superlative adjectives on a limited range of familiar general and curricular topics
Understand the detail of an argument on a limited range of familiar general and
curricular topics
-use have/has got, family relationships
Previous learning
Plan
Planned
Planned activities
timings
Beginning Teacher greets students; Students respond to greeting and take their places.
5mins
Warm-up
-How many members are there in your family?
-Have you got a grandmother and grandfather?
-How old are they?
-Why is he\she special for you?
-What does she\he look like?
Middle
Presentation
30mins
Vocabulary bank
1.Look at the words in the box.
2.Write sentences about your friends and family.Use has \have got
Introduction
Comparative and superlative adjectives.
1 syllable
dark- darker –the darkest
My hair is darker than his hair.
Who is the tallest boy in the class?
2 or more
intelligent- more intelligent- the most
Resources
SB:p118
Grammar
reference
P: 110
syllables
Irregular
Ex: 2 P:
31 SB
intelligent
Katy is the most beautiful girl in our class.
Good – better- the best
My homework was the best.
Differentiation.
A level: Complete the table with the correct form of the adjectives. Ex: 2 P: 31 SB
B,C level: Complete the sentences. Use the comparative and superlative form of the
adjective in brackets.
Ex: 3,5 P: 31 SB
Formative assessment.
Unit
Values
Learning Objectives
5.R2 understand with little support specific
Ex: 3,5 P:
31 SB
information and detail in short, simple texts on a
limited range of general and curricular topics
Level of thinking skills
Assessment criteria
Knowledge and comprehension
Analysis
Demonstrate the ability to recognize the specific
information in the text while selecting the words
Task
Read the text and find the comparative and superlative adjectives and write
them in the boxes, choose one of them and make up a sentence.
This is my family. I am taller than my brother and
sister but my dad is the tallest. My mum is a vet and
my dad is a teacher. I think being a vet is more
interesting than being a teacher because you work
with animals. I want to be an astronaut – I think this is
the most interesting job! Being a vet is easier than
being a teacher because teachers have to correct lots
of homework. My job is the easiest – I’m a student!
taller
Descriptor
SB Ex: 6
P: 31
A learner
reads the text and selects appropriate words;
writes the words correctly;
completes the task;
End
5 mins
Feedback.
Homework: WB Ex: 1 P: 19.
Additional information
Differentiation – how do you plan to give Assessment – how are you
more support? How do you plan to
planning to check learners’
challenge the more able learners?
learning?
Health and safety check
ICT links
Value links Cross-curricular
links
Less able students – greater support by
means of prompts, visuals or writing
difficult words on the blackboard
More able students – independent work
on definite tasks with little/no support
While group or pair work more able
students can also provide less able
students with additional support
through observation
and FA.
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?
 Make a dynamic break in the
middle of the lesson
 Monitor classroom space
when students start moving
around
 Family values
 Using videos, working with
URLs