Have to/don’t have to/must/mustn’t

Unit:5

Our Health

Teacher’s name:

Abdibaeva K

Date:

16.01.2023

17.01.2023

Grade: 6

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Theme of the lesson:

Have to/don’t have to/must/mustn’t

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

6.3.1.1- provide basic information about themselves and others at discourse level on a range of general topics;

6.3.3.1- give an opinion at sente

nce and discourse level on an increasing range of general and curricular topics;

Lesson objectives:

All learners will be able to: practice modal verbs in curricular topics.

Most learners will be able to: respond for specific questions on curricular topics.

Some learners will be able to: classify the specific information clearly for others.

Assessment criteria

-complete the gaps correctly

- define the main meal of the menu correctly

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.

Look at the menu. Listen and repeat. What are these in your language?

Ss looking at the menu say the menu in mother language.

The aim: ensure the general comprehension for the new theme of the lesson.

Efficiency: recognize the menu of the foreigners and learn to say them.

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 58, Ex. 1

Pre-learning

Individual work.

5 min.

“Grammar”

Read the table and the rules. Say the examples in your language.

Teacher explain the grammar for the Ss.

We use have/has to to express obligation. I have to take my medicine. (The doctor told me)

• We use don’t/ doesn’t have to to express lack of obligation.

• You don’t have to go to the gym to exercise. (It is not necessary)

Ss listen to the teacher and practice grammar doing the exercise.

Aim: distinguish what is the obligation and lack of obligation.

Efficiency:Ss improve grammar literacy and usage of grammar.

feedback with the method: “The Praise”.

“You are right”

“Great!”

“Good”.

Whiteboard

PPP-2

Excel 6. Student’s book.

Page 56, Ex. 1

PPP-2

Middle of the lesson

“Complete”

Individual work.

8 min.

Put the verbs in brackets into the correct form.

Teacher asks Ss to complete the task and read to the class.

1. My brother has to take his medicine after dinner.

2. I …. (not/meet) my friend at the gym. He is sick at home.

3. You … (eat) lots of fruit and vegetables when you are ill.

4. Kairat is filling better; he …(not/ go) to the doctor.

5. I … (cook) dinner today. My mum asked me.

Ss use the modal verb and complete the sentences.

Aim: develop grammar literacy through practicing in use.

Efficiency: learn the appropriate meaning of the use of modal verbs.

Differentiation:

This task differentiated by the level of grammar literacy and understand of the Ss.

Descriptor:

-listen to the dialogue

-create own dialogue

“Sandwich”

Well done, you define the modal verb correctly, practice at home a lot.

Whiteboard

Student’s Book

Excel,6.

Exercise 2. page 56

PPP-3

Individual work.

“Reading”

10 min.

What are some typical British takeaways? Read and listen to find out.

Teacher asks Ss to read the text and define the answer from the text.

Differentiation:

Less able Ss say with some mistakes, Teacher correct the structure of the sentences and more able Ss say clearly the name of meal and correct constructed sentences. This task differentiated through abilities of Ss.

Ss read the text and try to answer the questions.

Aim: develop reading skills, learn to read clearly and accuracy.

Efficiency:

Pronounce the topical words correctly and memorize the spelling and understand the main idea of the author.

Descriptor:

- understand the instruction

- say the main menu

Total: 1point

Feedback:

“Sandwich” method.

Whiteboard

Student’s Book

Excel,6.

Exercise 2. page 58

Individual work.

“Complete”

5 min

Read again and complete the sentences.

Teacher asks Ss complete the sentences with information from the text.

Ss complete the sentences using information from the text.

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

Efficiency: memorize the text main idea.

“Sandwich”

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

Whiteboard

Student’s Book

Excel,6.

Exercise 4. page 59

Individual work.

5 min

Which words in the text can’t you understand? Use your dictionary to check the meanings

Ss write the unknown words to their copybook and discuss with teacher.

Aim: develop vocabulary skills.

Efficiency: remember the spelling of new words clearly.

feedback with the method: “The Praise”.

“You are right”

“Great!”

“Good”.

Whiteboard

Student’s Book

Excel,6.

Exercise 5 page 59

End of the lesson.

Reflection

Individual work:

2 min.

Concept checking questions:

What is the main menu of British people?

Who brought kebabs to Britain?

Ss answer the questions.

Aim: define how many Ss understand the theme.

Efficiency: memorize the topical words and their pronunciation correctly.

“Sandwich”

Well done, you can say the topical words correctly, at home repeat words again and learn by heart.

Whiteboard

PPP-4

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 practice modal verbs in curricular topics.

Most learners respond for specific questions on curricular topics.

Some learners classify the specific information clearly for others.

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”. “Sandwich”

Well done, you can say the topical words correctly, at home repeat words again and learn by heart.

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?