Learning languages. p72 — Lesson Plan, English, Grade 5
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Lesson plan
| Section |
Communication and intercultural awareness
|
| Lesson title |
Learning languages. p72
|
| Class |
5
|
| Lesson objectives according to program |
5.1.8.1 develop intercultural understanding through reading and discussion; 5.3.3.1 give basic information about self and others
|
| Lesson objectives |
Students know key vocabulary for describing languages and language learning.
Students know how to give basic information about themselves and others, including the languages they speak or are learning.
Students know that people may speak different languages and can discuss this respectfully.
|
| Values |
Respect for cultural and linguistic diversity: Students listen respectfully to classmates’ experiences and recognize that learning languages can help people understand different cultures.
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Lesson progress
| Lesson stage/time | Teacher's action | Student's action | Evaluation | Resources |
|---|---|---|---|---|
| Opening and warm-up 5 min |
Organisational moment:
Greet the class, check readiness, and introduce the topic “Learning languages.”.
Ask: “What languages do you know?” and invite a few brief responses.
|
Students greet the teacher and prepare their materials. Students name languages they know; expected answers may include English, Kazakh, Russian, or other languages. | Readiness and appropriate participation in the opening discussion — 1 point. Stage maximum — 1 point. | board, notebooks |
| Topic introduction 6 min |
Problem statement:
Display the lesson topic and explain that students will read and discuss language learning and share basic information about themselves and others.
Ask: “Why do people learn languages?” and “How can learning another language help us understand other people?”.
Answers:
People learn languages to communicate, study, travel, or work.
Learning another language can help us communicate with people and learn about their cultures.
|
Students consider the lesson questions and share ideas. Students identify communication and understanding other cultures as reasons to learn languages. | Gives one relevant reason for learning languages — 1 point; explains one way languages support intercultural understanding — 1 point. Stage maximum — 2 points. | board, topic cards |
| Language learning presentation 7 min |
New material explanation:
Present key vocabulary and expressions for talking about languages and language learning, such as “speak,” “learn,” “language,” “I can speak…,” and “I am learning…”.
Model a short example: “I can speak Kazakh and Russian. I am learning English.”.
Explain that the lesson text on page 72 provides information to read and discuss; guide students to notice facts about the people and languages in the text.
Slide 1 — Learning Languages
Slide 2 — A person may speak one language at home and learn another at school.
Slide 3 — By the end of this lesson you will be able to…
Slide 4 — Words for Languages
Slide 5 — Introduce Yourself
Slide 6 — Languages and Identity
Slide 7 — Read for Details
Slide 8 — Share What You Found
Slide 9 — What to Remember
Slide 10 — Recall and Apply
|
Students follow the vocabulary explanation and repeat or record useful expressions. Students read the text on page 72 and identify information about the people and languages mentioned. | Correctly identifies two key expressions — 1 point each; finds one relevant detail in the page 72 text — 1 point. Stage maximum — 3 points. | |
| Reading and discussion 7 min |
Questions to the class:
Ask students to use the page 72 text: “What information does the text give about the people and the languages they know or are learning?”.
Ask: “What can we learn about another culture by learning its language?”.
Invite students to support their responses with information from the reading.
Answers:
Answers should accurately report relevant details from the page 72 text.
We can learn how people communicate and gain insight into their culture and experiences.
|
Students reread relevant parts of the page 72 text and discuss the questions. Students report details from the text; expected answers include accurate information about the people and languages described. Students explain that languages can help us understand other people’s cultures. | Reports one accurate detail from the text — 1 point; gives a relevant explanation of the link between language and culture — 1 point; listens respectfully and responds on topic — 1 point. Stage maximum — 3 points. | textbook, page 72, notebooks |
| Language speaking game 6 min |
Instructions:
Organize students into pairs and explain the speaking game: each partner gives basic information about themselves and asks the other about languages they know or are learning.
Provide the prompts: “What languages can you speak?” and “What language are you learning?”.
Remind students to listen carefully and report one fact about their partner.
|
Students take turns asking and answering the prompts. Students give basic information about themselves and report one accurate fact about their partner. | Answers both prompts with understandable basic information — 1 point; reports one accurate fact about a partner — 1 point; takes turns respectfully — 1 point. Stage maximum — 3 points. | |
| Independent practice 6 min |
Task directions:
Assign students to write three sentences giving basic information about themselves and another person, including languages they speak or are learning.
Provide the model: “I can speak _. I am learning _. My friend can speak ___.”.
Remind students to use the lesson vocabulary and check that each sentence is complete.
|
Students write three sentences using the model and lesson vocabulary. Students include information about themselves and another person and check their sentences for completeness. | Writes three complete, relevant sentences — 1 point each; includes information about both self and another person — 1 point. Stage maximum — 4 points. | |
| Quick knowledge check 5 min |
Quiz directions:
Give a short quiz: complete “I can speak ___”; choose the correct meaning of “I am learning English”; and name one reason people learn languages.
Review the responses and clarify any misunderstanding.
|
Students complete the three quiz items independently. Expected answers: a language the student can speak; “I am studying English”; and a reason such as communication, study, travel, or understanding other cultures. | Completes the sentence with a suitable language — 1 point; identifies the meaning of “I am learning English” — 1 point; gives one valid reason for learning languages — 1 point. Stage maximum — 3 points. | |
| Reflection 3 min |
Runs the "How much did you like the lesson?" reflection. Hold the gauge to rate the lesson from 0 to 100 — see the class average instantly.
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Students complete the "How much did you like the lesson?" reflection and assess their understanding of the topic. | States one accurate learning point — 1 point; connects it to language learning or intercultural understanding — 1 point. Stage maximum — 2 points. |
Health and safety compliance
| Health and safety compliance | Keep bags and books out of walkways and use classroom materials carefully. During pair work, speak at a considerate volume and listen without interrupting. |
Material details
- Material type
- Lesson Plan
- Subject
- English
- Grade
- Grade 5
- Language
- English
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