Drama and comedy.

Unit of a long term plan:

Unit 4 Drama and comedy. Lesson plan 46

School: Inkarbek Zhumagulov

Date:

Teacher's name: Aitmuhan Anar

CLASS: 6

Number present:

absent:

Lesson title

Summative Control work 4 for Unit 4.

Review 4 p.54

Learning objectives(s)

6.C5 use feedback to set personal learning objectives

Lesson objectives

All learners will be able to:

• Use some target vocabulary successfully in speaking tasks and show some basic organisational coherence and cohesion in writing task

• Demonstrate basic knowledge for usage of the Past Simple Tense.

• Offer constructive peer-feedback using rubric.

Most learners will be able to:

• Select, compile, and synthesize information for an oral presentation

• Provide a point of view in conversations and discussions;

• Use most target vocabulary successfully in speaking tasks and show clear organisational coherence and cohesion in writing task

Some learners will be able to:

• Apply the correct form of the Past Simple Tense in the context;

• use most target vocabulary successfully in speaking tasks and show good organisational coherence and cohesion and some elements of appropriate style in writing task

Level of thinking

Higher order thinking skills (according to the revised Bloom's taxonomy).

Assessment criteria

• Read the given text and identify the general information.

• Demonstrate skills of organizing and expressing ideas accurately.

• Illustrate a viewpoint in a discussion.

Target language

Active vocabulary of lessons 37 - 48

Values links

Responsibility, Global Citizenship, Respect and Love to people, care to modern technology.

Cross-curricular links

Social Science, Psychology, Information Technology.

Previous learning

Vocabulary relating to people's activity and the usage of the internet.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

2 min

Organisation moments (WC):

Teacher informs learners that the aims of this lesson are to revise the material that was taught in this unit.

Slide (objectives)

Slide (useful phrases)

PPT

Middle

5 min

28 min

Revision. Consolidation. (GW)

Rules for Jeopardy game

There are 2 kinds of games. Teacher can feel free to choose any or play during the whole lesson.

1. Students play jeopardy in groups.

2. They have to choose a category and a point value.

3. Teacher clicks on the chosen box for the question.

(The teacher may want to set a time limit for answering the question)

4. To see if a student or group is correct, click again for the answer.

5. Click the Back to Board button on the slide to return to the main board.

5. If the student or team is correct, they are awarded the point value of the question

6. Continue until all questions have been answered. The team with the most points wins.

Ex. 1 - 2 p. 54 (Revision of vocabulary)

Revision of Grammar. Past Simple Tense

( +, -, ? forms )

Ex. 3 - 4 ( do ex. individually)

Do this task in a table: Ex. 5 p.54

LISTENING TASK:

You will listen to a conversation and complete the sentences:

Keys:

1. ice - hockey

2. lost

3. party

4. shopping

5. park

6. watched

7. boring

8. video games

COMMUNICATION.

Choose the correct responses to the sentences:

Ex. 6 p.54

Student's book p.54

PPT Jeopardy

Student's book p.54

A mind - map

" Past Simple"

a graph organizer

CD 1.47

Student's book p.54

Ex.7 p.42

Student's book p.54

Ex.6 p.42

End

5 min

Home task.

WB p.38

FEEDBACK: Your impression!

Sts write their impression of the whole unit and share ideas with their classmates.

3 – new words you have taught at the lesson;

2 – adjectives to describe the lesson

1 – one activity you like

Slide

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Task format: Learners can contribute at their own language level for this activity, as it is relatively open-ended. This gives each learner a chance to be successful.

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

Assessment – how are you planning to check learners’ learning?

• Self-assessment worksheet

• Observe learners when participating in discussion. Did

• each learner contribute to the discussion? If not, why not?

Learners managed to understand the rules and do the tasks.

Learners managed to understand the rules and do the tasks.

Health and safety check

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Critical thinking

Critical thinking on this lesson lies in understanding grammar point of these rules in English language and it is based on clarity, accuracy, precision, depth, breadth, and fairness.

Task format: Learners can contribute at their own language level for this activity, as it is relatively open-ended. This gives each learner a chance to be successful.

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

Oral assessment and support

Learners work in groups, apply skills and knowledge to a practical and cooperative task, and produce their own materials.