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Unit:

Transport

Teacher’s name:

Yunussova A

Date:

Grade: 6

Number present: 12 absent:

Theme of the lesson:

Getting around Almaty by train

Learning objectives(s) that this lesson is contributing to:

6.4.8.1 use independently familiar paper and digital reference resources to check meaning and extend understanding

6.5.9.1 punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy

6.6.17.1 use subordinate clauses following think know believe hope, say, tell, use subordinate clauses following sure, certain, use defining relative clauses with which who that where on a growing range of familiar general and curricular topics.

Level of thinking skills

LOTS HOTS

Lesson objectives (Assessment criteria)

• apply familiar paper and digital reference to understand meaning of the words and vocabulary;

• Link subordinate clauses given on learning objectives in written form

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

7 мин.

Organization moment Brainstorming «Word bank» activity

T|:Greets learners and asks questions about weather and

presents the lesson objectives and determines the learning objectives with student

T asks ss to circle the type of transport which they use usually

Less able learner will be supported by pictures, by drilling new words

Ss greet the teacher.

Ss take a paper with words and circle the types of transport by using this words

T :allows learners to engage into teaching process by observation, by using CCQs

Eng.plus p.112 ex 1(S.B)

Cards with words

Middle of the lesson

10 min

Pre-reading task. Answer the questions.(W,I)

“Basketball Questioning” Strategy

T: asks all students to stand in a circle and this questions predict the title of the lesson.

Teacher throws a ball to ss and asks CCQs.

1. Do you know where the first train was invented?

2. Have you ever seen a train?

3. How often do you use the train?

4. Where do you go on it?

5. Do you know what will be topic today’s lesson?

Now let us read the text about this unusual invention.

D: less able learner will be supported with pictures by simple questions and by giving a time to think

1. Do you know types of transport?

2. Have you got a bike?

3. Do you like car or motorbike?

Ss answer the questions by catching the ball and predict the title of lesson

Descriptor: a learner

-gives full answer to questions

-predicts the title of the lesson

T”s oral feedback

A soft ball

PPT slide with questions

Pair work.

15 min.

Task II. (P)“Wall reading” activity Scanning

(this task was created for location according to reading literacy)

Teacher hangs the paragraphs on the wall around the classroom and asks learners to read and match headings

a-f with paragraphs 1-5,

Teacher asks learners to assess each other’s task. T shows the keys on the slide

1____________________ Today people all over the world travel by transport and train.. It is usually a fast and comfortable way to travel, but two hundred years ago there weren’t any railways. There were only coaches and horses and they weren’t very comfortable. No trains meant horse-drawn vehicles also had to carry heavy loads. This was difficult for the horses and very slow. In 1804, the British Government ordered railway tracks to be laid in South Wales to carry coal and minerals from the mines. The tracks helped the horses pull the coal more quickly.

2___________________Matthew Murray built the first steam locomotive train that worked for more than a few months. He called it the Salamanca and it ran on the Middleton Railway in the north of England. This also carried coal, but it was not very successful. It only worked for six years. In 1818 the engine exploded.

3______________________ Two years later George Stephenson also designed an engine to take loads of coal from mines. His was the Blucher. Before this trains ran on wooden tracks but this engine was too heavy for them so Stephenson helped design metal tracks

4 _________ Stephenson designed a 40-km railway track between coal mines in the Stockton and Darlington area. He also started a company to produce engines. It opened in 1827 and the engines reached a speed of 30 km per hour. For the opening ceremony, Stephenson’s company produced a passenger car to go on the back of the engine. He called it ‘The experiment’. This was the first time passengers travelled by train.

5 ____________ Early steam engines were heavy, so they used a lot of power going up hills. When Stephenson designed the Liverpool to Manchester Railway, he decided to make the route trains travelled on as flat as possible. This meant a lot of engineering work making tunnels and cuttings through hills. There was a competition to find a designer for the engines on this railway. The winning train had to be able to travel 97 km without a problem. Stephenson entered, won the competition and became one of the most famous engineers in the world

The text adopted by Yunussova A

Title of paragraphs:

A. All the way to Manchester

B. Faster and faster

C. The first passenger train

D. Horse drawn trains

E. George Stephenson’s first train

Differentiation: less able student supported by helpers and by fictional if necessary.

Ss read the paragraphs on the wall around the classroom and read and match headings

a-f with paragraphs 1-5

They will work in pairs

Descriptor: a learner

-recognizes the meaning of paragraphs

-gives the titles correctly for each passage

(this task was created for location according to reading literacy)

Group assessment learners assess each other’s task with the right answers given by teacher

English Plus p.104 ex 1

Handout 1

PPT

10

Min

Task III.

(G) After reading task.

T:asks to reads the text again complete the sentences by using relative clauses in the box.

1. Mathew Murray built the first steam ……..worked for more than a few months.

2. He called it Salamanca ……….ran on the Middleton Railway.

3. This also carried coal……..was not very successful.

4. It was easy to go up ……..steam engines.

5. In trains were only coaches ……..people could live and travel.

Differentiation: less able learners will be supported by translations of the sentences

Ss read the text again and complete sentences using relative clauses

Descriptor: a learner

-recognizes relative clauses

-fulls the sentences correctly

“Swap and check”

Teacher writes the answer key on the board. Group exchange their worksheets and assess one another’s works.

PPT

End of the lesson.

Reflection

Individual work:

3 min.

Feedback, “Blob tree” activity

T: give pupils stickers for write their comments.

Teacher may ask guiding questions to less able students such as:

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