English

Welcome to the Tiger TSLN — Lesson Plan, English, Grade 5

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Lesson plan
Section
Getting to Know Each Other and Classroom Language
Lesson title
Welcome to the Tiger TSLN
Class
5
Lesson objectives according to program
2. 1.1 Understand with support the sequence of instructions in class ; 5. 3. 1. 1 provide basic information about oneself and others at the sentence level within a number of general topics;
Lesson objectives
Students know common classroom instructions and can identify their sequence with support.
Students know how to introduce themselves and give basic information about another person using simple sentences.
Values
Students demonstrate respect by listening attentively to classmates’ introductions and following classroom instructions. They show cooperation by taking turns and supporting peers during pair and group activities.
Lesson progress
Lesson stage/time Teacher's action Student's action Evaluation Resources
Greeting and Warm-Up
5 minutes
Organisational moment:
Greet the class and welcome students to the lesson.
Establish readiness for learning and ask students to prepare their notebooks.
Invite students to share a greeting with a partner.
 Students greet the teacher and one another. Students prepare their notebooks and exchange a greeting with a partner. Responds to the greeting appropriately — 1 point. Prepares learning materials promptly — 1 point. Stage maximum — 2 points. board, notebooks
Introducing the Topic
6 minutes
Problem statement:
Display the lesson title, “Welcome to the Tiger TSLN,” and ask: “What might a new student need to say when meeting classmates?”.
Ask: “What classroom instructions might you hear on your first day?”.
Explain that students will practise understanding classroom instructions and introducing themselves and others.
 Students suggest useful phrases for meeting classmates, such as “Hello, my name is…” Students name familiar classroom instructions, such as “Open your book.” Suggests one suitable introduction phrase — 1 point. Names one classroom instruction — 1 point. Stage maximum — 2 points. board, picture of students meeting
Classroom Language Presentation
8 minutes
New material explanation:
Present and model classroom instructions: “Stand up,” “Sit down,” “Open your book,” “Listen,” and “Work with a partner.”.
Model the sequence: “First, open your book. Then, listen.”.
Present an introduction model: “Hello. My name is Alex. I am ten years old. I like football.”.
Present a model about another person: “This is Dana. She is ten. She likes drawing.”.
Use the presentation to display and review the instruction and introduction examples.
Slide 1 — Classroom Language
Slide 2 — Your teacher says, “Open your book. Then listen.” You have to do both actions, but one mu…
Slide 3 — By the end of this lesson you will be able to…
Slide 4 — Classroom Instructions
Slide 5 — First and Next
Slide 6 — Which is more helpful for following classroom instructions: hearing “first” and “then,” o…
Slide 7 — Introducing Yourself
Slide 8 — Introducing Another Person
Slide 9 — Key Takeaways
Slide 10 — Remember and Apply
Students listen and repeat the classroom instructions. Students identify which action comes first and which comes next in the model sequence. Students repeat the sample introductions and notice the information given about oneself and another person. Repeats or identifies four classroom instructions correctly — 1 point each, max 4 points. Identifies the order of two instructions — 1 point. Stage maximum — 5 points.
Listen and Follow
6 minutes
Questions to the class:
Give the instructions in order: “Stand up. Open your book. Point to the title.”.
Ask: “What did you do first?” and “What did you do next?”.
Ask: “Which instruction asked you to find the title?”.
Answers:
Confirm the sequence: stand up first, open the book next, and point to the title last.
Confirm that “Point to the title” asks students to find the title.
 Students follow the spoken instructions in sequence. Students answer: “First, we stood up,” “Next, we opened our books,” and “Then, we pointed to the title.” Students identify “Point to the title” as the instruction to find the title. Follows the three instructions in the correct order — 1 point each, max 3 points. Answers one sequence question correctly — 1 point. Identifies the instruction about the title — 1 point. Stage maximum — 5 points. textbook, board
Introduction Practice Game
7 minutes
Instructions:
Organise students into pairs and explain that they will play an introduction-and-guessing game.
Ask each student to share their name, age, and one interest using the model: “My name is _. I am _. I like ___.”.
Ask partners to introduce each other using: “This is _. He/She is _. He/She likes ___.”.
Invite several pairs to present their introductions to the class.
 Students take turns sharing their names, ages, and interests. Students introduce their partners using the model sentences and listen respectfully to other pairs. Gives three pieces of personal information in complete sentence frames — 1 point each, max 3 points. Introduces a partner with two accurate sentences — 2 points. Stage maximum — 5 points.
Written Introduction Task
7 minutes
New material explanation:
Hand out the written task: write three sentences about yourself and two sentences about a classmate, using the lesson models.
Remind students to use “My name is…,” “I am…,” “I like…,” and “This is…”.
Monitor students’ writing and provide support with sentence frames.
 Students write three sentences about themselves and two sentences about a classmate. Students use the sentence frames and check that their sentences include the requested information. Writes three understandable sentences about oneself — 1 point each, max 3 points. Writes two understandable sentences about a classmate — 1 point each, max 2 points. Stage maximum — 5 points.
Quick Check Quiz
4 minutes
Questions to the class:
Give a short quiz with three items: put “Open your book” and “Listen” in the order given orally; choose the correct meaning of “Stand up”; and complete “My name is ___.”.
Review the answers briefly and correct misunderstandings.
 Students complete the three quiz items independently. Students check their responses during the brief review: follow the spoken order, identify “Stand up” as rising to one’s feet, and complete the introduction sentence with their name. Orders the two instructions correctly — 1 point. Identifies the meaning of “Stand up” — 1 point. Completes the introduction sentence appropriately — 1 point. Stage maximum — 3 points.
Reflection
2 minutes
Runs the "Weather of the lesson" reflection. Students pick a weather icon for the lesson, then tag what caused it — gives the teacher a feeling × cause matrix.
 Students complete the "Weather of the lesson" reflection and assess their understanding of the topic. Recalls one classroom instruction — 1 point. Gives one suitable introduction sentence — 1 point. Stage maximum — 2 points.
Health and safety compliance
Health and safety compliance Keep walkways clear while standing and moving during the instruction activity, and move calmly without pushing. Handle books and classroom materials carefully and remain seated while writing.

Material details

Material type
Lesson Plan
Subject
English
Grade
Grade 5
Language
English
Education direction
Humanitarian

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