Long-term plan unit: Drama and Comedy

School:

Date:

Teacher`s name:

Grade: 6

Number present: absent:

Theme of the lesson:

Drama and comedy

Learning objectives(s) that this lesson is contributing to

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

6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics

6.6.3.1 use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

• use some adjectives ending in -ing to describe films.

• Use some adjectives ending in -ed to describe people`s feelings

• speak about films using some learned vocabulary in a role-play

Most learners will be able to:

• use most adjectives ending in -ing to describe films.

• use most adjectives ending in -ed to describe people`s feelings

• speak about films using most learned vocabulary in a role-play

Some learners will be able to:

• use less frequent adjectives ending in -ing to describe films.

• use less frequent adjectives ending in -ed to describe people`s feelings

• speak about films using less frequent learned vocabulary in a role-play

Assessment Criteria

• learners ask correct questions in appropriate tense

• learners use learned vocabulary (at least 3-4 words)

• learners use adjectives ending in -ing/-ed

Value links

Respect, Cooperation

Cross curricular links

Mass media

ICT skills

PPP

Previous learning

Vocabulary to describe films

Intercultural awareness and Global Citizenship

Students give their opinion on the topic "Films" and compare oversea films with Kazakhstani one.

Planned timings

Planned activities

Resources

Beginning

2 min

5 min

10min

(W) Introducing the topic of the lesson, learning and lesson objectives

(W) Warm-up

Teacher explains how to use adjectives with endings -ing and –ed:

• Use adjectives ending in -ing to describe people or things.

• Use adjectives ending in -ed to describe people`s feelings

For example, The film was not interesting and I was bored

(I) Grammar practice:

Learners are asked to read what the people said about some of the films and circle the correct adjective.

Differentiation:

More confident learners complete the sentences with correct adjective form

PPP slides 1-2

PPP slide 3

Appendix1

Appendix2

Middle

15min

(P) Role play

Teacher distributes cards, presents assessment criteria and asks learners to act a dialogue out.

Assessment criteria

• Learners can ask correct questions in appropriate tense

• Learners use learned vocabulary (at least 3-4 words)

• Learners use adjectives ending in -ing/-ed

Differentiation: less able learners can be provided with useful language

FA: teacher manages and monitors learners’ talk.

Appendix3

PPP slide 4

End

8min

Teacher opens the slide with learning and lesson objectives. Learners discuss their results with peers. After that they can share their experience with the whole group.

PPP slide 5

Additional information

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

Learners’ Assessment – how are you planning to check learn learning?

Health and safety check ICT links

Differentiation by support- less able learners can be provided with useful language

Differentiation by task- More confident learners complete the sentences with correct adjective form

Teacher manages and monitors learners’ talk.

Health and safety check

Reflection

Use the space below to reflect on your lesson. Answer

the most relevant questions from the box on the left

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 during next planning?

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?