Материалдар / Language Focus. Can for ability and permission

Language Focus. Can for ability and permission

Материал туралы қысқаша түсінік
жәй сабақ қысқа мерзімді жоспар
Авторы:
Автор материалды ақылы түрде жариялады. Сатылымнан түскен қаражат авторға автоматты түрде аударылады. Толығырақ
15 Қаңтар 2019
2678
1 рет жүктелген
770 ₸
Бүгін алсаңыз
+39 бонус
беріледі
Бұл не?
Бүгін алсаңыз +39 бонус беріледі Бұл не?
Тегін турнир Мұғалімдер мен Тәрбиешілерге
Дипломдар мен сертификаттарды алып үлгеріңіз!
Бұл бетте материалдың қысқаша нұсқасы ұсынылған. Материалдың толық нұсқасын жүктеп алып, көруге болады
logo

Материалдың толық нұсқасын
жүктеп алып көруге болады

Unit of a long term plan: Unit 5 Our Health.Lesson plan 51







School:№53 G.Musirepov
Date: 15.01.2019yTeacher's name: Nurgalieva U

CLASS: 6 “Ә,БNumber present: absent:
Lesson titleLanguage Focus.Canfor ability and permission.
Learning objectives(s) 6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups6.C9 use imagination to express thoughts, ideas, experiences and feelings6.UE 13 use might may could to express possibility on a limited range of familiar general and curricular topics6.S2 ask simple questions to get information about a limited range of general topics6.S3 give an opinion at sentence level on a limited range of general and curricular topics6. 6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics6.W8 spell most high-frequency words accurately for a limited range of general topics
Lesson objectivesAll 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 languagePlay 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 learningVocabulary relating to people's activity, school and school subjects.
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    Start





    3 min































































    Main part15 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.59Keys: 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?

    Read the poem and show the abilities:"We can"We canWe can jump and play the drum.We can draw our Dad and MumWe 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)















    PicturesPPT









    Writing Worksheet



















  • The picture of activities at school a school



    Writing Worksheet

    End3 min.







    Home task:W.B. p.41Students 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 hazardEveryday classroom precautions



    Ресми байқаулар тізімі
    Республикалық байқауларға қатысып жарамды дипломдар алып санатыңызды көтеріңіз!
    Осы аптаның ең үздік материалдары
    Педагогтардың біліктілігін арттыру курстары
    Аттестацияда (ПББ) 100% келетін
    тақырыптармен дайындаймыз
    Аттестацияда (ПББ) келетін тақырыптар бойынша жасалған тесттермен дайындалып, бізбен бірге тестілеуден оңай өтесіз
    Өткен жылы бізбен дайындалған ұстаздар 50/50 жинап рекорд жасады
    Толығырақ