Home and away — Lesson Plan, English, Grade 5
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Lesson plan
| Section |
Communication: Home and away
|
| Lesson title |
Home and away
|
| Class |
5
|
| Lesson objectives according to program |
5.1.4.1 Оценивать и реагировать конструктивно на обратную связь от других учеников
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| Lesson objectives |
Students know and can use vocabulary for describing homes and places they visit.
Students know polite phrases for giving, evaluating, and responding to peer feedback.
Students know how to improve a short spoken description by applying constructive feedback.
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| Values |
Respectful communication: Students listen to classmates without interrupting and respond to suggestions politely.
Cooperation: Students use peer feedback to help one another improve their descriptions.
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Lesson progress
| Lesson stage/time | Teacher's action | Student's action | Evaluation | Resources |
|---|---|---|---|---|
| Warm-Up and Goals 5 minutes |
Organisational moment:
Welcome students, check readiness, and display the lesson topic, “Home and away.”.
Invite students to name one word they associate with home and one place they like to visit.
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Students prepare their materials and share a word associated with home and a place they like to visit. | Each student contributes one relevant word or place — 1 point. Stage maximum — 1 point. | board, notebooks |
| Topic Introduction 6 minutes |
Problem statement:
Show pictures of a home and a place away from home, such as a park or a campsite.
Ask: “How is your home different from a place you visit?” and “How can feedback help someone make a description clearer?”.
Elicit the lesson question: “How can we describe home and away and use feedback constructively?”.
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Students compare the pictured places and answer: a home is where someone lives, while a place away is visited; feedback can help make a description clearer. Students state the lesson question in their own words. | Gives one relevant comparison — 1 point; explains one helpful purpose of feedback — 1 point. Stage maximum — 2 points. | picture cards, board |
| Vocabulary Presentation 8 minutes |
New material explanation:
Present and explain vocabulary: house, flat, room, garden, town, countryside, beach, campsite, visit, stay.
Model descriptive frames: “I live in a …”; “My home is …”; “When I am away, I …”; “I like … because …”.
Model constructive feedback phrases: “I like your description because …”; “Could you add …?”; “You could make it clearer by …”; “Thank you. I will …”.
Slide 1 — Homes and Places
Slide 2 — Imagine telling a new classmate about a place you love. They have never seen it, so they…
Slide 3 — By the end of this lesson you will be able to…
Slide 4 — Homes and Places
Slide 5 — Places Away
Slide 6 — Which four words would help a classmate picture your home or a place you visit, and why t…
Slide 7 — Describe Clearly
Slide 8 — Helpful Feedback
Slide 9 — Make It Clearer
Slide 10 — Remember and Try
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Students view the vocabulary and example sentences, repeat key words, and record useful phrases. Students identify which phrases give feedback and which respond to feedback. | Correctly identifies or uses four target words — 1 point each, max 4 points. Stage maximum — 4 points. | |
| Feedback Phrase Game 7 minutes |
Instructions:
Give pairs phrase cards containing constructive feedback, unhelpful comments, and polite responses.
Ask pairs to sort the cards into “helpful feedback,” “unhelpful comment,” and “response.”.
Invite pairs to select one helpful feedback phrase and practise a suitable response.
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Students sort the phrase cards and practise a short exchange, for example: “Could you add where you stayed?” “Thank you. I will add that.” | Sorts three phrase cards correctly — 1 point each, max 3 points; gives a polite response — 1 point. Stage maximum — 4 points. | |
| Description Assignment 8 minutes |
Task assignment:
Assign students to write a short description of their home or a place they have visited, using at least three target words and one descriptive frame.
Ask students to exchange descriptions with a partner and give one specific strength and one constructive suggestion using the model phrases.
Remind students to consider the feedback and make at least one revision.
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Students write a short description, exchange it with a partner, give one specific positive comment and one suggestion, then revise one detail in response. | Uses at least three target words — 1 point each, max 3 points; gives one specific strength — 1 point; gives one constructive suggestion — 1 point; makes one relevant revision — 1 point. Stage maximum — 6 points. | |
| Feedback Skills Quiz 6 minutes |
Quiz instructions:
Give a short quiz with four items: identify a polite suggestion, select a useful response to feedback, choose a revision that clarifies a description, and distinguish constructive feedback from an unhelpful comment.
Review answers briefly and clarify any misunderstanding.
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Students complete the four quiz items independently and check their understanding during the answer review. | Each correct answer earns 1 point. Stage maximum — 4 points. | |
| Reflection 5 minutes |
Runs the "Reflection" reflection. End the lesson with quick student feedback — emoji vote and share the results.
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Students complete the "Reflection" reflection and assess their understanding of the topic. | Names one appropriate feedback phrase — 1 point; identifies one constructive response or action — 1 point. Stage maximum — 2 points. |
Health and safety compliance
| Health and safety compliance | Keep walkways clear and handle picture and phrase cards carefully. Use respectful language during peer feedback, and do not share personal information about home addresses or locations. |
Material details
- Material type
- Lesson Plan
- Subject
- English
- Grade
- Grade 5
- Language
- English
- Education direction
- Humanitarian
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