School: 19

Long term plan unit: Unit 5. Our health

Date: 12/01/23

Teacher‘s name: Кожахметова Дания Еркиновна

Grade: 6 ABVG

Number present:

absent:

Topic of the lesson: Have to/ don’t have to. Modal verbs

Learning objective(s) that this lesson is contributing to

6.S4 respond to questions on an increasing range of general and some curricular topics

6.S5 pronounce an increasing range of words, short phrases and simple sentences intelligibly

6.L3 understand the main points of short, supported talk on an increasing range of general and some curricular topics

6.W3 write with support short sentences which describe people, places and objects

Lesson objectives

All learners will be able to:

• Identify 1 mistake in listening section

• Write the ordinal numbers

Most learners will be able to:

• Identify 2 mistakes in listening section

• Write the ordinal numbers

Some learners will be able to:

• Identify 2 mistakes in listening section and explain to the others

• Write the ordinal numbers with minor support

Assessment Criteria

The student has achieved the objectives if:

They make describe a room in 3-5 sentences using There is/are

Value links

Life-long learning, Cooperation, Appreciation of shared resources, Exploration

Previous learning

Rooms and Furniture (vocabulary+ use of English)

Cross – curricular links

Science

Use of ICT

Projector

Global Citizenship (incl. intercultural awareness)

Respect, collaboration

Kazakh culture

-

Pastoral Care

The teacher will support the students’ development in a holistic manner – mentally, socially, cognitively, emotionally

Health and safety

The teacher will do a safety check to eliminate potential hazards before the lesson starts. The teacher will be familiar with the emergency procedures.

Time

Planned activities

Resources

Beginning

(W/G)

10 min

Middle

30 min

(I/P/W)

Period 1

Greeting & Objectives

• Greet learners and ask about their previous learnings.

• Checking home task: WB p. 36-37

• - Students complete the sentences with: balanced, exercise, stay, sugary, junk, take, lose.

• Students complete the text message using the words: hot, sore, get rid, drink, help, cold, better.

• Students read the dialogue in pairs. They answer the questions: What’s wrong with Sam? What does Ann advise him to do?

• Students use the ideas below to act a dialogue to the one in ex. 7a:

• Cough – take some cough syrup

• Sore throat – have a warm drink

• Stomach ache – drink some ginger tea

PPT Slide 1

WB p. 36-37

SB p. 55ex. 5

SB p. 55ex. 6

SB p. 55ex. 7a

SB p. 55ex. 7b

End

(W/I)

3 min

Reflect, Revisit Learning Goals & Check with Questions

• Ask students to reflect on if they feel they have achieved the learning goals & what they liked/didn’t like about the lesson

Home task

• SB p. 55 ex. 8 to write a text message

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?

***See in text notes about specific differentiation techniques

In general:

• Allow for flexible groupings and cooperative learning, depending on the appropriateness to the task

• Allow for extra time for students needing it, when appropriate

• Give extra task or visual support to students needing extra English support

• Create small learning groups for students needing extra support or enrichment with the co-teacher, when appropriate

• Encourage high-preforming students to lead activities and support others during challenging tasks

• Provide interesting puzzles, texts etc. to those students who finish early

• Use open-ended tasks and questions so students may take their learning in their own directions

• When possible, allow for student choice of task

Informally throughout the lesson and specifically through:

Peer- checking

Whole class assessment

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 achievements/difficulties of individuals that will inform my next 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 this lesson about the class or achievements/difficulties of individuals that will inform my next 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 this lesson about the class or achievements/difficulties of individuals that will inform my next 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 this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?