School: 19
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Long term plan unit:
Unit 5. Our
health
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Date: 12/01/23
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Teacher‘s name: Кожахметова Дания
Еркиновна
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Grade: 6 ABVG
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Number
present:
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absent:
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Topic of the lesson: Have to/ don’t have to.
Modal verbs
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Learning objective(s) that this lesson is
contributing to
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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
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Lesson
objectives
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All learners will be able
to:
Most learners will be able
to:
Some learners will be able
to:
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Assessment
Criteria
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The student has achieved the objectives
if:
They make describe a room in 3-5 sentences using
There is/are
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Value
links
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Life-long learning, Cooperation, Appreciation of
shared resources, Exploration
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Previous
learning
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Rooms and Furniture (vocabulary+ use of
English)
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Cross – curricular
links
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Science
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Use of ICT
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Projector
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Global Citizenship
(incl. intercultural
awareness)
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Respect,
collaboration
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Kazakh
culture
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-
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Pastoral
Care
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The
teacher will support the students’ development in a holistic manner
– mentally, socially, cognitively,
emotionally
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Health and
safety
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The
teacher will do a safety check to eliminate potential hazards
before the lesson starts. The teacher will be familiar with the
emergency procedures.
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Time
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Planned
activities
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Resources
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Beginning
(W/G)
10 min
Middle
30 min
(I/P/W)
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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.
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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:
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PPT
Slide 1
WB
p. 36-37
SB
p. 55ex. 5
SB
p. 55ex. 6
SB
p. 55ex. 7a
SB
p. 55ex. 7b
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End
(W/I)
3 min
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Reflect, Revisit Learning Goals & Check with
Questions
|
|
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Home
task
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Additional
information
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Differentiation – how do you plan to give more
support?
How do you plan to challenge the more able
learners?
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Assessment – how are you planning to check
learners’ learning?
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***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
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Informally throughout the lesson and specifically
through:
Peer- checking
Whole class
assessment
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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?
|