Short — term plans

Lesson plan

Unit 1

 

LESSON: Unit 1 Lesson 1

My class’s hobbies and interests.

 

School:
Date: Teacher name:
CLASS: 6 Number present: absent:
Learning objectives(s) that this lesson is contributing to С9   L1   S1 S6  S7 W8
Lesson objectives All learners will be able to:
identify some specific information from the text and use some target vocabulary to describe

class’s hobbies and interests  accurately in response to prompts and in production tasks

Most learners will be able to:
identify most specific information from the text and use a range of target vocabulary to describe hobbies and interests  in response to prompts and in production tasks
Some learners will be able to:
Identify all specific information from the text and use a range of target vocabulary to describe class’s hobbies and interests accurately in response to prompts and in production tasks
Previous learning vocabulary for describing people, places, things / hobby/interests/ free time/ I really like / to be into/ to be fond of/ to be interested in
Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson

5min

 

 

S7

What’s in this unit?

Read the title of the unit Our Class and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

 

To present vocabulary for hobbies and interests

·      Play the recording. Ss listen and repeat chorally or individually.

·      Draw Ss’ attention to the pictures and elicit which hobby or interest is which.

Class CD

 

 

 

 

 

Class CD

 

 

 

  Main Activities

 

 

L1

 

 

S6

 

 

 

 

 

S7

S1

 

 

 

 

 

 

 

 

 

C9

 

 

 

 

 

 

 

 

 

 

 

W8

To present/practise vocabulary related to class’s hobbies and interests

·      Play the next recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents from various Ss.

·      Explain the task and read out the headings, translating them if necessary. Read the example sentences aloud and then Ss work in closed pairs and write the words under the headings and make sentences of their own.

·      Ask various Ss around the class to read their sentences aloud to check Ss’ answers.

( Our interests, our future)

  Teacher can use this for some ideas:

http://www.buzzle.com/articles/popular-hobbies.html   — most popular hobbies in the world

 

 
  To predict the content of a text

·      Direct Ss’ attention to the pictures and elicit what they show. Ask Ss to say what hobbies

·      they really like or not using key phrases.  Give prompts if necessary. Ask: Which of the hobbies or interests are you into? Which of them don’t you like?

·      Complete the table about class’s hobbies

and make the conclusion about popular class’s hobbies and interests.

·      Direct Ss to the 5 sentences about classmates, read them to the class and guess who they are.

 

To read for specific information

·      Allow Ss time to read the sentences again and answer the questions.

·      Check Ss’ answers.

Class CD

 

 

 

 

 

 

Vienne Diagram

   
  To check comprehension of a text

·      Allow Ss two minutes to go through the questionnaire. Ss guess the meaning of some adjectives describing a personality  and try to use them speaking about their character.

·      Ask some pairs to report back to the class.

 

·      Play the video. Ss watch it then answer the questions that accompany it.

 

 

 

 

 

 

 

Video

   
  Ending the lesson

 

S6

To develop critical thinking skills

·      Explain the task and read the prompts aloud.

·      Brainstorm with Ss for interesting ideas.

·      Allow Ss time to write their sentences, then ask various Ss around the class to read their sentences aloud.

A conceptual table    
  Additional information  
  Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links
Health and safety check
ICT links
Values links
 
  support less able readers by encouraging them to confirm with another learner where target information is in text monitor groups as they complete comprehension tasks and check understanding through follow-up questions in checking plenary Cross-curricular links:

P.T, Culture, Art.

 

 

 

 

 

 

precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.
Breaks and physical activities

 
  challenge more able learners by adding two or three more words to the final task e.g. outside space.

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

monitor pronunciation in checking final sentence task and highlight any word stress issues on board

 

 

·      Monitoring

·      Feedback on the work

ICT links

Smart board for showing a presentation, getting additional information, playing the audio files.

 

Values links:

Healthy lifestyle.

Health and safety check:

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

 
Reflection

 

Were the lesson objectives/learning objectives realistic?

 

Did I stick to timings?

 

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from the lesson about this class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson plan

 

 

LESSON: Unit 1 Lesson 2

Reading. What are you into?

 

School:
Date: Teacher name:
CLASS: 6 Number present: absent:
Learning objectives(s) that this lesson is contributing to S1  S3 R2   S7 UE9   W1  W6 W8
Lesson objectives All learners will be able to:
use, pronounce and spell some target vocabulary accurately in production tasks with support
Most learners will be able to:
use, pronounce and spell most target vocabulary accurately in production tasks and integrate with some success in extended writing task
Some learners will be able to:
use, pronounce and spell a range of target vocabulary accurately in production tasks and integrate to good effect in extended writing task
Previous learning vocabulary for describing people, places, things / hobby/interests/ free time/ I really like / to be into/ to be fond of/ have got
Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson

 

S7

5min

·         Teacher suggests singing a song as a warm-up for the lesson.Learners sing A Free Time Song (Hobbies + Pastimes)

To present vocabulary for  free — time activities

·      Draw Ss’ attention to the picture. Play the recording.

·      Ss listen and repeat chorally or individually.

Class CD https://www.youtube.com/watch?v=lfLGtb258fM

 

 

 

  Main Activities

 

 

 

 

C6

R2

 

W8

 

 

 

 

S1

 

 

 

 

 

W6

UE9

To categorise vocabulary

·      Write words «Hobby» and «Interests» and give associations with these words. Speak about your hobby.

·       Ss look at the photo on p.10 for a minute  and guess three people’s interests. Ss copy the headings into their notebooks and try to list as many words as they can remember under each heading. Ss in pairs check their answers and add more words under each heading.

 

To activate and consolidate vocabulary

·      Explain the task and read the text aloud.

·      Ask various Ss to say what the people’s interests are.

Cluster

» Hobby and Interests»

   
  Write about friend’s hobby or interest

·      Explain the task and allow Ss some time to speak about 3 people’s interests. Ss then compare with their partner their interests and note the similarities and differences.

·      Ask various pairs around the class to present their friend’s interest to the class.

·      Alternatively, assign the task as HW and check Ss’ answers in the next lesson. Display the conceptual tables to the class.

·      Ask Ss to make a dialogue with a structure have got and prepositions: of, about, by

 

 

 

 

 

 

 

 

 

 

Presentation

«Prepositions»

   
  Ending the lesson

 

 

S3

 

 

 

 

 

 

 

W1

 

Game

Play in teams. One team says a letter from the English alphabet. The other team says a word which starts with this letter and is related to hobbies or interests. If the team can’t think of a word within 5” they miss their turn. Any correct answer gets 1 point. The team with the most points wins.

    Team AS1: S!

    Team BS1: Skateboarding!

 

» Spelling Bee» (competition)

Play in class. Take a card, give it to the teacher. The teacher says a word, you in turn spell this word.

    A: Taekwondo

    B:T -A-E-K-W-O-N-D-O.

Whiteboard

Class CD

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Cards

Word list

 

 

 

 
  Additional information  
  Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

P.E., Social Studies, Languages

 
  support less able learners by getting them to highlight problem parts of word spellings e.g. double letters, long vowel sounds monitor learner spellings in categorisation task and provide remedial support Health and safety check

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

 

 

 

 

 

 

 
  provide challenge for more able learners by getting them to present information about class’s hobbies and interests. check learner pronunciation in whole class feedback and drill and highlight word-stress to board as necessary ICT links
Projector or Smart board for showing a presentation
 
  ·      Provide less able learners with the names of the hobbies for kids and teens

·      Create mixed ability groups for discussion

  Values links

Responsibility, Global Citizenship, Respect

 

 

Reflection

 

·      Were the lesson objectives/learning objectives realistic?

·      Did all learners achieve the lesson objectives/learning objectives? If not, why?

·      Did my planned differentiation work well?

·      Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from the lesson about this class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson plan

 

LESSON: Unit 1 Lesson 3

Hobbies and interests

 

School:
Date: Teacher name:
CLASS: 6 Number present: absent:
Learning objectives(s) that this lesson is contributing to C1 L1 L2 S1 L6 W3 UE9
Lesson objectives All learners will be able to:
use and pronounce some target structures accurately in controlled tasks with support
Most learners will be able to:
use and pronounce most target structures accurately in controlled tasks with support
Some learners will be able to:
use and pronounce most target structures accurately in controlled tasks with little support
Previous learning basic uses of active vocabulary and structures on the topic «Hobbies and interests»/ using of  Present Simple.

 

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson

L1

W3

5 min

To present a mind — map

·      Ask Ss to complete a mind — map and choose a hobby they are into.

·      Read the examples in the table aloud and then elicit the answers to complete their own diagram.

A mind — map

«Hobby and interest»

 

 

  Main Activities

 

 

S1

 

 

 

 

 

 

 

 

 

 

 

L2

 

 

L6

 

 

 

 

 

C1

 

 

 

 

 

 

 

 

 

 

C1

 

 

 

 

 

 

 

 

UE9

Ending the lesson

To practise active vocabulary

·      Explain the task Study Strategy and read the example aloud.

·      Ss complete the task.

·      Check Ss’ answers.

 

To practise vocabulary through personalisation and pair group

Favourite Hobby activities.

·         Teacher organises group work on topic from the site www.buzzle.com. (G) Learners are divided into small groups of 3-4; and are given the instructions: surf the internet to find information on a given topic.  (if the Internet connection is not available, teacher can use information from Appendix 1). They should prepare mini-research poster.

·         (G) Learners work in the following directions and arrange information:

Group 1: Hobbies related to nature

Group 2: Observational Hobbies

Group 3: Health-related hobbies

Group 4: Hobbies related to Computers and Technology

·         (G) Learners distribute the roles in the group

Student 1 – timekeeper

Student 2 – researcher

Student 3 – designer

Student 4 – painter

 

PAIRWORK

Unit 1

S.B. p.201

 

 

 

Cluster

 

 

 

 

 

 

http://www.buzzle.com/articles/popular-hobbies.html

 

Appendix 1

 

 
  Working with a questionnaire in pairs using a photo ( Ex.4 p.12)

·      Look at the photo and guess the hobbies and interests of people. I think, her hobby is…

·      Listen to the dialogue and complete tasks

·      Read the sentences aloud and write 3 or 4 questions to know the details of class’s hobbies.

·      Ask different Ss to read the questions aloud, then elicit some examples answers from the class.

Student’s Book

Ex.4 p.12

 

   
  To practise using Present Simple

Allow Ss some time to speak about their interests in the Present Simple.

Check Ss’ answers.

Whiteboard      
     
  Additional information    
  Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

Social Studies, Languages

 
  monitor less able groups in controlled tasks and provide support through further modelling and drilling monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers  Health and safety check

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

 
  provide extra challenge by getting more able learners to use a mind — map, done personally to make a topic or a dialogue. check pronunciation in whole class feedback and remodel/drill use of ending   ‘s’ . ICT links

Projector or Smart board for showing a presentation

   
  ·      Create mixed ability groups for discussion. Ensure they are not always in the role of timekeeper.

·      More able learners:

Try to justify their opinions while labelling or making any choice

 

·      Group assessment sheet

·      Observe learners when participating in the discussion.

Learners managed to understand the rules and do the tasks.

Values links

Responsibility, Global Citizenship, Kindness, Friendship.

   

 

Reflection

 

Were the lesson objectives/learning objectives realistic?

 

Did I stick to timings?

 

What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from the lesson about this class or individuals that will inform my next lesson

 

Answer the most relevant questions from the box on the left about your lesson.

Critical thinking on this lesson lies in doing writing exercise and it is based on accuracy, relevance and fairness.

 

 

 


 


 


 


 


 


 


 

 

Short term lesson plan

 

Unit of a long term plan

Unit 7   Reading for pleasure   Lesson plan 75

School:
Date: Teacher’s name:

 

Class: 6 Number present: Number absent:
Lesson  title  

My Country. A folktale

 

Learning objectives(s) that this lesson is contributing to 6.C4 evaluate and respond constructively to feedback from others

6.C7 develop and sustain a consistent argument when speaking or writing

6.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics

6.R1 understand the main points in a limited range of short simple texts on general and curricular topics

6.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

6.S5 keep interaction going in basic exchanges on a growing range of g

6.W8 spell most high-frequency words accurately for a limited range of general topics of familiar general topics general and curricular topics

Lesson objectives All learners will be able to:

·         Identify the theme, plot, setting, characters in the reading passage «Kyz-Zhybek» and use them as the basis for discussion.

·         Transfer information from the reading passage «Kyz-Zhybek» into a graphic organizer.

·         Offer constructive peer-feedback using rubric.

Most learners will be able to:

· Select, compile, and synthesize information from the reading passage «Kyz-Zhybek» for an oral presentation.

Some learners will be able to:

·         Respond to and discuss the reading passage «Kyz-Zhybek» using interpretive, evaluative and creative thinking skills.

Value links Appreciating the art of literature.
Cross curricular links Kazakh literature.
Previous learning Vocabulary related to reading books.
Use of ICT Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness Discuss online books and film reviews.
Health and Safety Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.
Planned timings Planned activities Resources
Beginning of  the lesson

 

 

4 min.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

(E.g. — Hello, my friend, you speak English very well!

-That’s very nice of you to say so.)

 

 

Look at the pictures and say what is common. Have you read about «Romeo and Juliet» and » Kyz — Zhibek»?

What is a folktale?

 

Slide (useful phrases).

Pictures

PPT

 

 

 

Student Book p.88

 

 

 

 

 

 

 

 

 

 

 

Writing

Worksheet

 

 

 

 

 

 

 

 

 

 

Middle

 

3 min

 

 

 

 

 

 

 

1 min

 

 

1 min

 

 

 

 

 

 

 

1 min

 

 

 

5 min

 

5 min

 

 

 

 

16 min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Main part

Pre-reading stage.

Predicting and guessing.

Students move their eyes over the text «Kyz-Zhybek» quickly (1 minute). Then they close the book. After that students call out words, phrases they remember from the text, note them. Students work in pairs (1 minutes) discuss what the text is about or (create a text using some of the previous written words).

Students express their ideas (1 minutes).

While-reading stage.

The teacher informs the class that they will be participating in literature circles and explains its procedure.

The teacher divides students into groups of 7 and distributes a set of role cards for each student with a description of a particular role.

The teacher asks students to discuss and decide the most desirable role for each member of the group.

Literature circle roles include: Discussion director, Passage Picker, Word Wizard, Summariser, Illustrator, Connector and Character Analyser.

Next, the teacher and students review the criteria for each role.

After reviewing criteria, students are informed that they will be filling out a peer-evaluation.

Then the teacher asks visual and word learners to read the text (auditory learners — listen to the text) (5 min) to practice each of the roles and make notes in their graphic organizers follow the instructions in their role cards (5 min).

The teacher monitors students’ progress and offer support where necessary.

Then students can have a discussion to represent all the roles. (2 min per student).

Role-cards.

Discussion Director (Interpersonal Intelligence).

Task: Lead the discussion. Prepare 3 open-ended and thought-provoking questions about the story that your group might want to discuss. Help others talk about the main idea, help them share their thoughts and feelings.

Descriptors:

1. Write 2 open-ended questions.

2. Write your responses to these questions.

3. Keep the discussion going.

Role-cards.

Discussion Director (Interpersonal Intelligence).

Task: Lead the discussion. Prepare 2 open-ended and thought-provoking questions about the story that your group might want to discuss. Help others talk about the main idea, help them share their thoughts and feelings.

Descriptors:

1. Write 2 open-ended questions.

2. Write your responses to these questions.

3. Keep the discussion going.

Passage Picker (Body-Kinesthetic Intelligence).

Task: Choose a paragraph that you think your group would like to re-read.

Descriptors:

1. Choose an interesting or important paragraph and write down its location.

2. Read passage aloud yourself (using body language), or ask someone else to read it, or ask the group to read it silently and then discuss.

Options

Write why you have chosen this paragraph.

Possible reasons for selecting the paragraph:

Ä  important to text

Ä  surprising

Ä  makes you think

Ä  well written

Ä  confusing

Ä  interesting

Word Wizard (Verbal-linguistic Intelligence).

Task: Find in the text 5 words or phrases that you had difficulty reading or understand in the story.

Descriptors:

1. Write 5 unfamiliar or puzzling words in a full sentence. (You may also find familiar word repeated a lot).

2. Write the location of the word (e.g. Pg.58 § 4).

3. Try and guess the meaning from context.

3. Find a dictionary definition.

The STs. do Ex. 3 — 5 p.88

Options

1. Find more that 5 phrases with look/ smell/ feel/ taste.

2. Make a list of synonyms and antonyms.

3. Create new sentences with these words.

4. Use online dictionary to find out the pronunciation of the words.

Summariser (Intrapersonal Intelligence).

Task: Prepare a brief description of the key points in the story.

Descriptors:

1. Write at least 2 sentences.

2. Write in your own words.

3. Present the important events in a logical order.

Options

1. Include the moral and meaning of the story.

2. Give your opinion of the story so that other students can express theirs.

Illustrator (Visual-spatial Intelligence).

Task: Draw a picture related to the story.

Descriptors:

1. Prepare an illustration.

2. Share your drawing and ask group members what he/she thinks you have drawn and how it is connected with the story.

3. Explain your illustration.

Options

You can draw a character, a moment or a setting.

Connector (Logical-mathematical Intelligence).

Task: Find a part of the story that reminds you of something you have seen, heard, done or read about before.

Descriptors:

1. Write at least 2 sentences. Make connections with your own experience, another text or the world.

2. Give an evidence from the book to support your connection.

Options

Use graphic organiser to record and compare your connections to what happened in the text.

Character Analyser (Logical-mathematical

Intelligence).

Task: Share observations about the main characters.

Descriptors:

1. Select 3 main characters and using adjectives describe their characteristics.

2. Write at least 5 sentences.

Consider:

Ä  How the character is feeling and why?

Ä  How the character reacts to different events?

Ä  How the character interacts with other characters

Options

Put yourself in the character’s shoes and explain the story from his(her) point of view.

Post-reading stage.

Next, students complete peer-evaluation forms (Appendix 1).

 

Student Book p.88

CD.2.30.

 

 

Pictures

PPT

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Student Book p.88

 

 

 

 

A Table

 

Ending the lesson

4 min.

 

 

 

 

Giving the home task.

         A folktale ( retell), Review: Ex. 1 — 3 p.90 orally.

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

Differentiation –

how do you plan to give more support? How do you plan to challenge the more

 able learners?

 

Assessment –

how are you planning to check learners’ learning?

Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:

1.    Identify the main idea in extended talks with little support.

2.    Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

3.    Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

·      selects an appropriate answer.

·      completes the task.

·      uses appropriate subject-specific vocabulary while speaking.

·      discusses questions and answers the questions within the group.

·      Observation

·      Feedback on the work

·      Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

 

 

 

 

 

 

 

 

Appendix 1

Literature Circles Rubric

 

Criteria High Middle Low
 

Discussion Director

·       Kept discussion going, making   everyone participate

·   Used thought-provoking questions

·  Made most people participate

·   Used mostly knowledge/

comprehension questions

·   Was unable to get group members to participate

·   Provided only knowledge/ comprehension questions

Passage Picker ·   Able to tell the significance of the passage ·   Chosen passage had little importance/significance to the story ·   The choice of the passage was insignificant or unimportant to the text

·   Simple explanation of why selected (“I just liked it.”)

Word Wizard ·   Identified 5+ words as difficult or especially key to the text.

·   Page number and definitions provided for each word

·   5 words which are key to understanding text identified.

·   Page numbers given, but definitions are  not clear.

·   Fewer than 5 words identified.  Words are simple and ordinary.

·   Page numbers given, but definitions are very minimal or missing.

 

Summarizer

 

·     Provided brief, accurate and clear summary

·     Focused on the main points of the text

·     Events were given in chronological  order

·     Summary was a bit too brief or a bit too long

·     Included all the main points and some minor details

·     Placed everything in chronological order

·     Summary was too long

·     Key points were missed, too many  insignificant details were given

·     Details were out of order

Illustrator ·     Illustrated an interesting scene from the story

·     Effective use of colour

·           Explanation of the  illustration was detailed

·     Illustrated a scene from the story.

·     Illustration didn’t have colour and/or details

·     Explanation of the  illustration was limited

·     Illustration was irrelevant

·     Illustration didn’t have colour and details

·     Explanation of the  illustration was missing

 

Connector

·     Strong detailed connection to self or life

·     Clear connection to the text

·     Appropriate connection to self or life

·     Able to explain how connection fits the text

·   Not clear how their situation connects to text
Character Analyser ·     Characters described in details ·     Characters described with some details ·   Characters describes with little or no details
Discussion participation ·     Contribution in discussions was positive

·     Comments and questions were provided

·     Listened to others and didn’t dominate the discussion

·     Contributed to group discussions

·     Comments and questions weren’t always considered

·     Either dominated the discussion or sometimes needed to participate more

·   Poor contributor to discussions

·   Comments were off task and distracting to the group

 

Appendix 2

 

Teacher observation checklist

 

Student’s name ________________________________________

 

Positive Aspects

ü  Completed the individual role-card.

ü  Used extracts from the text to support his/her ideas.

ü  Asked open-ended questions.

ü  Listened while others talked.

ü  Encouraged peers to share their ideas.

ü  Added his/her own comments and ideas to other student’s comments and ideas.

Negative Aspects

ü  Didn’t complete the individual role-card.

ü  Didn’t appear to be listening or interrupted when others were speaking.

ü  Did not use text to support his/her opinions.

Comments ___________________________________________________

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Short term lesson plan

 

Unit of a long term plan

Unit 7   Reading for pleasure   Lesson plan 76

School:
Date: Teacher’s name:

 

Class: 6 Number present: Number absent:
Lesson  title CLIL. Language and literature: Myths and legends.

Review 7.

 

 

Learning objectives(s) that this lesson is contributing to 6.C4 evaluate and respond constructively to feedback from others

6.C7 develop and sustain a consistent argument when speaking or writing

6.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics

6.R1 understand the main points in a limited range of short simple texts on general and curricular topics

6.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

6.R3 understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts

6.C3 respect differing points of view

6.C5 use feedback to set personal learning objectives

Lesson objectives All learners will be able to:

·        Identify the theme, new words and use them as the basis for discussion.

·        Demonstrate  knowledge for usage of the Past Simple, making stories in the Past Simple.

·        Transfer information from the given information into a graphic organizer.

Most learners will be able to:

·Select, compile, and synthesize information  for an oral presentation

·         Provide a point of view in conversations and discussions; describe people using active vocabulary in myths and legends.

Some learners will be able to:

·        Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

·         Make a presentation about a hero from a popular Kazakh legend or myth.

Value links Cooperation, respect each other’s opinion, functional literacy, Responsibility, Global Citizenship, Respect and Love to people.
Cross curricular links  Social Science, Psychology, Literature, Geography, Information Technology.
Previous learning Talking about folktales.
Use of ICT Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness Discuss myths and legends of Kazakh people and British myths.
Health and Safety Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.
Planned timings Planned activities Resources
Beginning of  the lesson

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7 min.

 

 

 

 

 

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Then to create a positive learning environment the teachers asks students to start the lesson.

Warm up. Free talk about myths and legends.

Ex.1 p.89. Elements of myth. What myths and legends do you know?

 

Slide (useful phrases).

Pictures

PPT

 

 

 

 

 

 

 

Student Book p.89

Writing

Worksheet

 

 

 

 

 

 

 

 

 

Pictures

PPT

 

Slide (useful phrases).

 

Main

Activities

 

15 min.

 

 

 

 

 

 

 

 

 

 

12 min.

 

 

 

 

Main part

Pre — reading task: introduction of new words:

Norse — древнескандинавский; Frigg’s Day.

Ex.2 p.88. Listen and read the text.

Ex.3 — 4 p.88 for comprehension of the text.

Review. Unit 7.

Revision. Consolidation. (GW)

Vocabulary Ex.1 — 2 p.90.

 

Language Focus. Revision of the Present Perfect Tense.

Ex. 3 — 5 p.90.

 

Ex.6 p.90. Gist listening. Complete the sentences:

1. appealing

2. exciting

3. characters

4. has read

5. most imaginative

6.front cover

 

 

 

Student Book p.90

 

CD. 2.31

 

 

Pictures

PPT

 

 

 

 

CD.2.32

Audioscript p.143 Teache

 

 

Ending the lesson

6 min.

 

 

 

 

 

 

 

Giving the home task.

A book review (w)

W.B. p.63

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

·         Green: How can you use today’s learning in different subjects?

·         Red: How do you feel about your work today?

·         White: What have you leant today?

·         Black: What were the weaknesses of your work?

·         Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I’ve improved in, Today I learnt… )

Yellow: What did you like about today’s lesson?

Slide (Homework)

Slide «Six thinking hats»

 

Differentiation –

how do you plan to give more support? How do you plan to challenge the more

 able learners?

 

Assessment –

how are you planning to check learners’ learning?

Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:

4.    Identify the main idea in extended talks with little support.

5.    Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

6.    Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

·      selects an appropriate answer.

·      completes the task.

·      uses appropriate subject-specific vocabulary while speaking.

·      discusses questions and answers the questions within the group.

·      Observation

·      Feedback on the work

·      Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

 

 

 

 

 

 

 

Short term lesson plan

 

Unit of a long term plan:

Unit 7   Reading for pleasure   Lesson plan 77

School:
Date: Teacher’s name:

 

CLASS: 6 Number present: absent:
Lesson title Summative Control work 7 for Unit 7.
Learning objectives(s) 6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

6.C5 use feedback to set personal learning objectives

6.W6 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics

Lesson objectives All learners will be able to:

·         Listen to the text;

·          Plan and write a piece of writing;

·         Speak on the taught topics

Most learners will be able to:

Identify the correct form of a word, appropriate sentence structure and text layout;

·         Speak on the taught topics with expressing points of view

Some learners will be able to:

·         Write a composition  keeping appropriate format and plan of a given genre;

Recognise  the content of an extended conversation using some supporting information;

Level of thinking Knowledge and comprehension
Assessment criteria • Identify the main idea in extended talks

• Write topic related words correctly

• Connect sentences into paragraphs with basic connectors and linking words with some support

Target language Words of Units 57

 

TERM 3 SUMMATIVE ASSESSMENT TASKS

Summative assessment 7 for the unit “Reading for pleasure”

 Learning objective:

6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

6.C5 use feedback to set personal learning objectives

6.W6 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics

• Identify the position of speakers in an extended talk with some support

• Write a text keeping the layout and format of a given genre with a little support

Level of thinking skills: Knowledge and comprehension

Application Duration 20 minutes

Listening Task 1. Listen to the conversation twice and answer the questions:

 

 

Short term lesson plan

 

Unit of a long term plan

Unit 7   Reading for pleasure   Lesson plan 78

School:
Date: Teacher’s name:

 

Class: 6 Number present: Number absent:
Lesson  title  

 Project. Poster: My novel 

Summative control work for the third term.

Learning objectives(s) that this lesson is contributing to 6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.S2 ask simple questions to get information about a limited range of general topics

6.S3 give an opinion at sentence level on a limited range of general and curricular topics

6.L4 understand the main points of supported extended talk on a range of general and curricular topics

6.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

6.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

6.W5 link without support sentences using basic coordinating connectors

Lesson objectives All learners will be able to:

·         Listen to the text;

·          Plan and write a piece of writing;

·         Speak on the taught topics, making a project.

Most learners will be able to:

Identify the correct form of a word, appropriate sentence structure and text layout;

·         Speak on the taught topics with expressing points of view

Some learners will be able to:

·         Write a composition  keeping appropriate format and plan of a given genre;

·         Recognise  the content of an extended conversation using some supporting information;

Value links Cooperation, respect each other’s opinion, functional literacy.
Cross curricular links  Social Science, Psychology, Geography, Information Technology.
Previous learning Talking about traditional stories.
Use of ICT Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness Discuss traditional Kazakh and English stories.
Health and Safety Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.
Planned timings Planned activities Resources
Beginning of  the lesson

 

 

 

 

 

7 min.

 

 

 

 

 

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Watching the pictures, the learners are asked to predict the topic of the lesson.

 

 

Slide (useful phrases).

Pictures

PPT

 

 

 

 

 

 

 

 

 

TERM 3 Summative control work for the third term.

 SUMMATIVE ASSESSMENT TASKS

Learning objective:

6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.S2 ask simple questions to get information about a limited range of general topics

6.S3 give an opinion at sentence level on a limited range of general and curricular topics

6.L4 understand the main points of supported extended talk on a range of general and curricular topics

6.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

6.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

6.W5 link without support sentences using basic coordinating connectors

 

Level of thinking skills: Knowledge and comprehension

Application Duration 33 minutes

Listening Task 1. Listen to the conversation twice and answer the questions.

Make a poster about  a novel. Use a project checklist on p.91.

 

 

 

 

 

 

 

 

 

 

 

 

Comments

  1. Guliya

    Здравствуйте! Мне очень понравились эти планы для 6 класса по английскому языку. Спасибо.

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