How was your weekend?

Lesson How was your weekend ?

School:

Date:

Teacher's name:

Grade:6

Number present:

Absent:-

Learning objectives(s) that this lesson is contributing to

evaluate and respond constructively to feedback from others

use formal and informal registers in their talk on a limited range of general and curricular topics

understand with little support most specific information in extended talk on a limited range of general and curricular topics

Lesson objectives

All learners will be able to:

• recognise withsupport simplegreetingsrecognise the spokenform of a limited rangeof basic and everydayclassroom words

Most learners will be able to:

• produce wordsin response to prompts

Some learners will be able to:

• make basicpersonal statementsand simple statementsabout objects

• use personalsubject pronouns toidentify things

Assessment criteria

They get acquainted with topical vocabulary and pronounce them correctly.

They can differentiate the usage of “do, play, go” in describing their favourite type of hobby.

They can tell about the benefits of hobbies using special phrases.

Previous learning

To review all learning words that learned in the 1st term.

Descriptor:

Learners are encouraged to read an entire text for general overall meaning and for main

Plan

Planned

timings

Planned activities

Recourses

Start

8min

Greeting:

The teacher greets learners and learners respond to greeting and take their place. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson with procedural questions. Create a positive and linguistic atmosphere.

Many people in the world have some superstitions. They believe in good luck and bad luck. Some objects are associated with good luck and bad luck. Look at the screen. These words help you to speak about superstitions. (слайд 3) Repeat after me. What does it mean? It consists of two words. Write down it into your vocabulary.

Superstition [ˌs(j)uːpə'stɪʃ(ə)n] суеверие

Fourleaf clover ['kləuvə ] клевер

Magpies

A spider

Horseshoe ['hɔːsʃuː]

A ladder

ICT: Laptop and pictures

Middle

15-20min

You can see two columns of words on the blackboard. Will you read them aloud , in a whisper? They are mixed. Can you match the words from the first column and the second one to make up the word combinations?

(Black cat, hate number 13, fourleaf clover, cross fingers, good luck ,have horseshoe, kill a spider, two magpies, wear a charm, under a ladder).

British superstitions. Good Luck.

Lucky to meet a black cat.

Lucky to touch wood.

Lucky to find a clover plant with four leaves.

A horseshoe over the door brings good luck.

4. Speaking task. “Mind map” strategy

The next task will be connected with our theme. Each groups should draw and protect the poster. First group draw about Global Issues and the second group about how can we solve Global Issues? Before beginning the competition you should make the puzzles which in front of your desks.

Differentiation by roles within group.

Each group leaders help to group member during the protect poster.

Example:

1. Today we have a lot of global problems like air pollution, poverty, endangered animals and others.

2. We should find way to solve these problems. We should…..

Descriptor: A learner

- makes puzzles and protects the poster.

Pictures and Laptop

End

5-8 min

Homework

1) learn the words

2) to retell the text

pictures

Additional information

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

Assestment –how are planning to check learners’ learning

Cross-curricular links

Health and safety check ICT links

Values links

• Scaffold high observed learners and low observed learners combined in one group

• Observe pupils’ understanding the new material

• Differentiate the room objects

• Can name and colour

• Find the objects they hear

• Math’s

• Self learning

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

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 or individuals that will inform my next lesson?