Can’t/ could/ may/ might/ should/shouldn’t/ ought to

Unit:5

Our Health

Teacher’s name:

Akhan Aidana

Date:

18.01.2023

Grade: 6

Ғ,Ж,Д

Theme of the lesson:

Can’t/ could/ may/ might/ should/shouldn’t/ ought to

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

6.6.13.1 - use modal forms including mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular topics;

6.3.4.1- respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics;

6.3.5.1- keep interaction going in longer exchanges on a range of general and curricular topics;

Lesson objectives:

All learners will be able to: recognize the most specific information on curricular topics.

Most learners will be able to: list the healthy food to write conversation and statements

Some learners will be able to: create own presentation about some curricular topics.

Assessment criteria

-complete the order correctly

-design own healthy presentation about sport and healthy food.

Value links

Ss will respect each other during the lesson without interrupting each other while somebody expressing thoughts or opinions.

Cross curricular links

Biology

ICT skills

PPT, Video, the use of whiteboard

Previous learning

Ss know the name of food and the characteristics of illness and sports.

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

5 мин.

Organization moment :

1.Greeting.

2. Organization moment.

Ordering food on the phone.

Jerry is calling Paulo’s. what does he order?

Listen and complete the order.

Ss listen the conversation and complete the gaps.

The aim: relate the previous and today’s lesson to understand the theme.

Efficiency:develop listening skills and spelling of the menu.

During the activity teacher after each right answer gives feedback with the method: “The Praise”.

“You are right”

“Great!”

“Good”.

Excel 6. Student’s book.

Page 59, Ex. 7 PPP-2

Pre-learning

Individual work.

5 min.

“Create a dialogue”

Use the menu in Ex. 1 and the sentences from the box below to order food from Paula’s.

Teacher asks Ss to relate the sentences in two columns.

Differentiation:

According to the ss level of vocabulary and remembering skills, this task differentiated by the abilities of Ss. All Ss understand the text , but less able Ss work with help of Teacher.

Ss relate the sentences and read to the class.

Aim: develop general comprehension of the task and understand the meaning of the sentences.

Efficiency: improve critical thinking skills and learn to construct the correct constructed sentence.

Descriptor:

• Use the menu

• Relate the sentences

1 point.

feedback with the method: “The Praise”.

“You are right”

“Great!”

“Good”.

Whiteboard

PPP-2

Excel 6. Student’s book.

Page 59, Ex. 8

PPP-3

Middle of the lesson

“Presentation”

Individual work.

8 min.

Design your own healthy takeaway menu. Present it to the class.

Differentiation:

This task differentiated by the level of writing skills and vocabulary skills. Less able ss write the name of menu and more able Ss write and present to the class.

Ss using menu create their own healthy takeaway menu and present to the class.

Aim: Students will be able to identify the ways in which a character's unique personality changes the way he or she would speak about something.

Efficiency: to familiarize students with the ways in which dialogue makes a story come alive

Descriptor:

-make a menu

-present to the class.

“Sandwich”

Well done, you design the own menu and be very attentive on using foreign menu.

Whiteboard

Student’s Book

Excel,6.

Exercise 8. page 59

Individual work.

“Matching”

5 min.

Match the words to form phrases.

1.mineral

2.side

3.order

4.main

5.nighttime

a. takeaway

b. meal

c. water

d. snack

e. dish

Ss match the words with pictures.

Aim build understanding of a topic.

Efficiency: match information based on explicit, topic-specific relationships.

Descriptor:

- understand the instruction

- match the phrases

Total: 1point

Feedback:

“Sandwich” method.

Whiteboard

Work Book

Excel,6.

Exercise 4. page 41

PPP-4

Individual work.

“Complete”

8 min

Use the phrases from Ex.4 to complete the sentences.

1. let’s …………… . There is nothing in the fridge and I am hungry.

2.Can I have a glass of ….., please?

3. Would you like a ….. like spring rolls or chicken salad?

4. Ulan got out of bed and went to get a …… .

5. Nursultan chose the chicken tikka masala for his …. .

Ss complete the sentences using information from the previous exercise.

Aim: develop use of vocabulary skills and remember the spelling of the phrases correctly.

Efficiency: memorize the text main idea.

Differentiation:

All learners understand and complete not all sentences and more able Ss complete and read the correct sentences to the class.

“Sandwich”

Well done, you can complete the sentences correctly, learn to use the new vocabulary.

Whiteboard

Work Book

Excel,6.

Exercise 5. page 41

PPP-5

Individual work.

5 min

“Listening”

Listen and choose the correct answers A,B, or C.

Teacher plays the audio and pause.

Ss listen to the audio and choose the correct answer as possible.

Aim: improve as listeners, they learn to use the same strategies to improve their command of the other language artsю

Efficiency: remember the spelling of new words clearly.

feedback with the method: “The Praise”.

“You are right”

“Great!”

“Good”.

Whiteboard

Work Book

Excel,6.

Exercise 7

page 41

PPP-6

End of the lesson.

Reflection

Individual work:

4 min.

Comments.

Teacher asks Ss to write comments for the lesson and hung to board.

Ss write on stickers comments and hung to the board.

Aim: define how many Ss understand the theme.

Efficiency: develop writing skills and learn to give comments to somebody.

“Stickers”

With different comments

Whiteboard

PPP-7

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?

Health and safety rules

During the lesson some tasks differentiated by outcomes of the students and by their abilities.

All learners recognize the most specific information on curricular topics.

Most learners list the healthy food to write conversation and statements

Some learners create own presentation about some curricular topics.

Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives.

During the activity teacher after each right answer gives feedback with the method: During the activity teacher after each right answer gives feedback with the method: “The Praise”.

“You are right”

“Great!”

“Good”.

“Stickers”

With different comments

Provide some physical exercises for learners

Reflection

Were the lesson objectives/learning objectives realistic?

Did all learners achieve the LO?

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 orachievements/difficulties of individuals that will inform my next lesson?