Unit of a long term plan: Unit 2 Helping heroes

School:

Date:

Teacher name: Jakipova Makpal

CLASS: 6

Number present:

absent:

Lesson title

Wildlife hero.

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

6.3.6.1 communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges;

6.2.8.1 understand supported narratives including some extended talk, on a range of general and curricular topics

6.5.2.1 write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics;

Lesson objectives

All learners will be able to

• Listen to the text and answer the question with support

• Choose the correct words complete the sentences

Most learners will be able to:

Recognise the meaning of text and answer the questions fluently

Write short text according to the instruction.

Some learners will be able to:

Write short text themselves according to the theme

Listen to the text, discuss and add own opinion.

Assessment criteria

Asking simple questions to get information

Using vocabulary and syntax on certain theme

Plan, write and edit at text level

Values links

To protect our nature and wildlife

Cross-curricular links

Geography

Previous learning

They know all the objects belonging to the heroes and vocabulary

They introduced with the construction was / were

Plan

Planned timings

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

Resources

Start

5-7 min

Greetings: Good afternoon, dear students!

Good afternoon, teacher!

The game “Bingo”. Teacher gives pictures of well-known people around the world. On the words they should write the names of people, who finish first tells “Bingo”. After they will correct, if they have mistaken.

Cards

Pictures

Middle

30min

Task-1.

. {I} Choose the correct answer. Was/were

1. He was/ were/ weren’t a famous tennis player 10 years ago.

2. You were/ wasn’t/ was very god at sport at primary school.

3. I were/ weren’t/ was at home at 8 o’clock last night.

4. My friends were/ wasn’t/ was at football practice yesterday.

5. I were/ weren’t/ wasn’t at school last week. I was/ were/ weren’t ill.

6. She was/ were/ weren’t born in Ireland in 1991.

AFL. Oral feedback comments

Descriptor: Choose the right answer using was/ were

Differentiation: Most learners can choose the right one.

Task-2. Activity- Lost words

5. W3 Write the sentences in the correct order.

1 playing/likes/computer games/Kulai

2 he/strong/also/very/is

3 like/to the gym/going/we

4 the piano/can/she/also/play

5 love/together/playing/we/basketball

6 early/Erbolat/getting up/hates

7 15/is/she/old/years

8 a/person/is/Dauren/quiet

AFL: Peer assessment by ‘’Thumbs ”

Descriptor: A learner writes the sentences in the correct order.

Task-3 W The method ‘’Cluster mapping” Write a short topic watching a video.

Descriptor:

1. Give the title to the topic.

2. Make up a short plan.

3. Write the main idea.

4. Give three details.

5. Write a short story (about4 sentences).

Answer the questions:

.

Differentiation: Less able learners write a short topic following the instructions.

More able students write themselves.

Task 4 Comlete the text with the verbs in brackets.

Marie Curie … (be) a scientist. She … (live) in Paris, France but she … (not be) French, she … (be) from Poland. She … (meet) her husband, Pierre, at university in Paris, and together they … (discover) radium. Many of the teachers at the university … (not want) Marie to teach there because she was a woman, but in 1906 she … (make) history and … (become) the first woman to teach at theuniversity, three years after becoming the first woman to win Nobeexpressions.

Learners should complete the KWL chart

Descriptor: Complete the text with the verbs in the brackets.

A sheet of paper pencil

cards

https://youtu.be/DGsacoUJnic

A book

The semantic map

End

5min

Technique of FA: Oral feedback

Learners make comments about the lesson orally. Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement. At the end of the lesson, students reflect on:

- what they learned

- what remained unclear for them

- what they need to continue working on

Leaners should show their mood with Estimate “Firework”

Excellent- Clap your hands up

Good- Clap your hands in front of you

Satisfactory- Clap your hands down

Additional information

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 check

Teacher help students to given definite criteria at the beginning of the lesson.

Differentiation by group: Less able students use the present continuous form, develop understanding, knowledge skills

KWL chart. Self-assessment: Estimate “Firework”

Technique of FA: Oral feedback

Learners will be safely arranged and seated in front of the monitor away from electrical outlets and cables.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curriculum topics.

All learners achieve the lesson objectives and learning objectives.

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)

What have I learned from this lesson about the class or individuals that will inform my next