Language Focus. Can for ability and permission

Unit of a long term plan:

Unit 5 Our Health.Lesson plan 51

School:№53 G.Musirepov

Date: 15.01.2019y

Teacher's name: Nurgalieva U

CLASS: 6 “Ә,Б”

Number present:

absent:

Lesson title

Language Focus.Canfor ability and permission.

Learning objectives(s)

6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

6.C9 use imagination to express thoughts, ideas, experiences and feelings

6.UE 13 use might may could to express possibility on a limited range of familiar general and curricular topics

6.S2 ask simple questions to get information about a limited range of general topics

6.S3 give an opinion at sentence level on a limited range of general and curricular topics

6. 6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

6.W8 spell most high-frequency words accurately for a limited range of general topics

Lesson objectives

All learners will be able to:

• Identify the theme, new words and use them as the basis for discussion.

• Demonstrate knowledge for usage of the modal verb "can" for ability and permission, making stories about abilities.Transfer information from the given information into a graphic organizer.

Most learners will be able to:

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

• Provide a point of view in conversations and discussions; speak about people's abilities.

Some learners will be able to:

• Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

• Make a presentation about your activities at school and after school.

Level of thinking

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

Assessment criteria

• Read the given text of description and identify the general information.

• Demonstrate skills of organizing and expressing ideas accurately.

• Illustrate a viewpoint in a discussion.

Target language

Play the piano, go into town, speak languages, make questions, play an instrument, dance the tango, stay out late.

Values links

Responsibility, Global Citizenship, Respect and Love to people and school, abilities and permission.

Cross-curricular links

Social Science, Psychology, Information Technology, Art.

Previous learning

Vocabulary relating to people's activity, school and school subjects.

Plan

Planned timings

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

Resources

Start

3 min

Main part

15 min

Class organisation

.

We have got eyes and we can see.
We have got ears and we can hear. 
We have got legs and we can walk. 
We have got mouths and we can talk.

Быстро бегать как спортсмен Я умею,yes, I CAN.

Lead-in (W, I)

Ex.1 - 2 p.59

Write about your abilities:

I can........

I can't..........

What can you and your friend do?

Can you do the same things?

In groups of 3, make a presentation about your class.

What can your class do?

Ex.3 - 4 p.59.

Present your abilities as a whole class.

INTRODUCTION OF A RULE: If you want to ask for permission, you put a modal verb can or could on the first place. Could is a more polite form.

Could you show me the way to the London Bridge?

No, sorry, you can't.

Why not? Yes, you can.

Look at the key phrases and complete a dialogue: Ex.5.p.59

Keys: 1. you can't, 2.Why not, 3.Is it OK? 4. can I, 5. you can.

Make up your own dialogue and play it in front of us.

The teacher asks Sts. to write: What can they do at home and what can't they do?

	Yes	No
Sing
Dance
Fly
Ride a bike
Play football

Read the poem and show the abilities:

"We can"

We can

We can jump and play the drum.
We can draw our Dad and Mum
We can play and we can run.
We can have a lot of fun.
We can swim and we can sing -
It is very interesting!

Slide (useful phrases)

Pictures

PPT

Writing

Worksheet

The picture of activities at school a school

Writing

Worksheet

End

3 min.

Home task:

W.B. p.41

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

• Green: How can you use today's learning in different subjects?

• Red: How do you feel about your work today?

• White: What have you leant today?

• Black: What were the weaknesses of your work?

• Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

• Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

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

Differentiation can be achieved through content (Based on the theory of Multiple Intelligences different tasks are used with the same text).

By support:

Less able learners will be supported through step-be-step instructions, glossaries, thinking time.

By task:

For more able learners additional leveled tasks are offered.

Assessment criteria:

• Read the given passage and identify the general information.

• Demonstrate skills of organizing and expressing ideas accurately.

• Illustrate a viewpoint in a discussion.

Descriptors:

A learner

• reads the text for global understanding;

• selects meaningful information, constructs the answer;

• presents information in the group discussion.

• evaluates the peers’ answers.

Teacher's observation using observation checklist (Appendix 2 - reference to the resource "Literature Circle Role Sheets" by Christine Boardman Moen. p.28) and monitoring.

Self-assessment.

Health saving technologies.

Make sure power cords are not a tripping hazard

Everyday classroom precautions