Unit 3 Education

Unit of a long term plan unit1

Talgar district, Kyzyl Tu-4 village, School №24

Date: 24.01.18.

Teacher’s name: Tursunova Zh.M.

CLASS: 6 “G”

Number present: absent:

Lesson title

Degrees of Comparison of the short Adjectives

Learning objectives(s)

. Understanding sequence of supported classroom instructions

Use a growing variety of adjectives and regular and irregular comparative and superlative adjectives an a limited range of familiar general and curricular topics

write with support factual descriptions at text level which describe people, places and objects

recycled degrees of comparison, to train the pupils in the use of adjectives and enrich their vocabulary stock.

develop reading, writing, listening, speaking skills; to develop pupils’ interest in learning English.

bring up interest and respect to the language, to be responsible and intelligent.

Lesson objectives

All learners will be able to:

Read and translate the short adjectives;

understand vocabulary, describe places;

Most of learners will be able to:

Make up sentences;

Some pupils will be able to;

Describe the people and check up other pupils’ works.

Assessment criteria

Say topic words with clear pronunciation, say expressions clearly,

describe places and objects use degrees of adjectives.

Values links

To keep ,to increase and to hand down traditions and friendship between people

Cross-curricular links

Art, Kazakh, Russian

Previous learning

My ideal school

Plan

Planned timings

Start

• Get students ready to the class by greeting them, asking questions about their feelings.

• Division into 3 groups by choosing shapes.( “ Yurts’, Homes and buildings.

• Ask probing questions.

• Presenting Learning and lesson objectives

Today you will be able to:

• Study new vocabulary;

• Describe and compare things, people and places;

• Read and understand the short adjectives;

• Complete and make up the sentences;

• Match adjectives with their opposites.

Phonetic drills. –ch -sh

Chair short

Chalk she

Choose shop

Change shirt

Pupils will repeat chorus and in chain.

Resources

Cards

board

Middle

“Snowball strategy”

Matching strategy

End

Vocabulary work

Listen and repeat. What are these words in your language?

pupils learn these words by using the Snowball strategy

Presentation of grammar using the table

Remember!

• Nice-nicer-the nicest

• Big-bigger-the biggest

• Noisy-noisier-the noisiest

Exercise 4, page 69 Listen and practice

1. Omar is tall. Victor is taller than Omar. Dmitry is the tallest.

2. Victor is shorter than Dmitry. Omar is shorter than Victor. Omar is the shortest.

Group work ex. 7 p 70 write comparative degrees of the adjectives.

The 1^st group: old, pretty

The 2^nd group: short, dirty

The 3^rd group: young, friendly.

Task 1 Speaking. Work individually

Antonyms

In groups think and find the opposites of these words

Differentiations

All will be able to:

Read the adjectives

Most will be able to:

Find the opposites

Some will be able to:

Make up sentences with these words and tell the students

Descriptor A learner

• spells the words correctly;

• find the antonyms

• make up sentences

FA. Peer assessment and compliments

Group work. Ex. 12, page 71

1. Planes are________train. (fast)

2. Almatyis________ Astana. (big)

3. Buildings in New York are ____ __in London. ( tall)

4. Astana is ______ Moscow. (smaller)

5. London is ______ Madrin. ( old)

6. The city is _______ than the village. ( dirty)

Differentiations

All will be able to:

Read the sentences

Most will be able to:

Fill in the blanks

Some will be able to:

Check up other students’ works

Descriptor A learner

• Read the words correctly;

• Complete the sentences correctly;

• Translate sentences correctly.

FA

Teacher gives a smile, who has done correctly

Teachers approval: excellent, very good, good

Reflection

Give the learners the stickers where they can give the reflection according to the content of the lesson:

H/t:- exercise 14, at page 72

Board

Book

Slide

cards

stickers

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?

Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

Use this section to record the techniques that you will use to assess what the learners have learned during the lesson.

Health and safety check

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the 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?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the 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?

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 this lesson about the class or individuals that will inform my next lesson?