Vocabulary: Verbs (Learning, p. 68) — КСП, план урока, Английский язык, 5 класс
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| Раздел |
Vocabulary: Verbs and Actions
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| Тема урока |
Vocabulary: Verbs (Learning, p. 68)
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| Класс |
5
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| Цели обучения в соответствии с учебной программой |
5.4.1.1 recognize a minimal core of vocabulary including an expanding range of frequently used and descriptive words; 5.1.2.1 use speaking and listening skills to provide constructive feedback to peers
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| Цели урока |
Students know the meanings of common verbs related to learning and can match each verb to an appropriate action or example.
Students know how to use learning-related verbs in simple spoken sentences.
Students know how to listen to a peer and give one specific, respectful piece of feedback.
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| Ценности |
Respectful communication and cooperation are developed as students listen attentively, share ideas, and give peers supportive, constructive feedback.
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Ход урока
| Этап урока/ Время | Действия педагога | Действия ученика | Оценивание | Ресурсы |
|---|---|---|---|---|
| Warm-Up and Goals 5 min |
Organisational moment:
Greet students, check readiness, and introduce the lesson topic: learning-related verbs.
State the lesson goals: identify and use common verbs and give a peer constructive feedback.
|
Students greet the teacher and prepare their materials. Students listen to the lesson goals and share any learning-related verbs they already know. | Students name one relevant verb — 1 point. Students state one lesson goal in their own words — 1 point. Stage maximum — 2 points. | board, notebooks |
| Introduce the Lesson Problem 5 min |
Problem statement:
Ask: “How can we describe what learners do in class using clear action words?”.
Ask: “What is the difference between a verb and a noun?”.
Invite students to predict which verbs they may need to talk about learning.
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Students suggest actions learners do in class, such as read, write, listen, speak, and study. Students explain that a verb names an action, while a noun names a person, place, or thing. | Students give one suitable learning-related verb — 1 point. Students distinguish a verb from a noun with an example — 1 point. Stage maximum — 2 points. | board, verb and noun cards |
| Present New Vocabulary 10 min |
New material explanation:
Present the learning-related verbs: read, write, listen, speak, study, learn, practise, remember, ask, and answer.
Explain each verb with a simple example or gesture; model pronunciation and have students repeat.
Use the presentation to show each verb with a clear action or image, then model sentences such as “I read a book” and “We practise English.”.
Слайд 1 — Learning Verbs
Слайд 2 — You can look at a page without making a sound, then tell a friend what it says.
Слайд 3 — By the end of this lesson you will be able to…
Слайд 4 — Reading and Writing
Слайд 5 — Listening and Speaking
Слайд 6 — Which helps you learn more in a new activity: listening first or speaking first, and why?
Слайд 7 — Studying and Learning
Слайд 8 — Practice and Recall
Слайд 9 — Key Takeaways
Слайд 10 — Recall and Apply
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Students look at the images, repeat each verb, and connect each word with its action. Students say or write a simple sentence using a presented verb. | Students correctly pronounce or identify four verbs — 1 point each, max 4 points. Students produce one accurate example sentence — 1 point. Stage maximum — 5 points. | |
| Play the Verb Game 10 min |
Instructions:
Explain the game: a student draws a verb card, acts it out without speaking, and classmates guess the verb in English.
Ask the class: “What is the student doing?” and “Can you use that verb in a sentence?”.
Give brief prompts when needed and ensure turns are shared fairly.
|
Students take turns acting out a verb and guessing the action in English. Students answer “What is the student doing?” with a verb and make a simple sentence using it. | Students correctly guess a verb — 1 point. Students use the verb in an accurate sentence — 1 point. Students take a respectful turn — 1 point. Stage maximum — 3 points. | |
| Peer Practice and Feedback 10 min |
Instructions:
Ask pairs to choose three learning-related verbs and create a short exchange using them.
Remind students to listen without interrupting and give feedback using the frame: “I liked …” and “You could improve …”.
Ask: “What makes feedback constructive?” and “How can you show that you listened carefully?”.
Answers: Constructive feedback is specific, kind, and helpful; attentive listening includes looking at the speaker and responding to their ideas.
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Students work in pairs to say a short exchange using three verbs. Students listen to a partner and give one specific, respectful suggestion using the feedback frame. Students explain that constructive feedback is kind and helpful. | Students use three suitable verbs — 1 point each, max 3 points. Students give one specific, respectful feedback statement — 2 points. Students listen and respond appropriately — 1 point. Stage maximum — 6 points. | verb cards, notebooks |
| Reflection 5 min |
Runs the "How much did this lesson grow you?" reflection. Students rate how much the lesson 'watered' their understanding — more drops mean the lesson grew more in them.
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Students complete the "How much did this lesson grow you?" reflection and assess their understanding of the topic. | Students name one correctly used verb — 1 point. Students complete both reflection prompts with relevant responses — 1 point each. Stage maximum — 3 points. |
Здоровье и соблюдение техники безопасности
| Здоровье и соблюдение техники безопасности | Keep walkways clear during the acting game, and remind students to use safe, controlled movements without touching or startling classmates. Encourage respectful language and listening when peers speak. |
О материале
- Тип материала
- План урока (КСП)
- Предмет
- Английский язык
- Класс
- 5 класс
- Язык
- Английский
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