Lesson plan "Eyes open 6" term 3

Unit: 5 Our Health

Lesson 49

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Vocabulary: Accidents and injuries

Learning objectives

6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings

6.2.1.1 understand a sequence of supported classroom instructions

6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics

Lesson objectives

Learners will be able to:

- learn vocabulary for accidents and injuries.

- write and talk about accidents and injuries.

Value links

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 min.

Middle of the lesson

Presentation part.

35 min

Organization moment :

1.Greeting.

Ask about the weather.

Warming up

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Lead – In

Ex:1 P:57

Put students into pairs to match the words and phrases in the box with the pictures. You could turn this into a game by asking pairs to compete to be the first to complete the matching exercise correctly.

Weaker students can look up the meanings of the verbs in a dictionary

Students of the class are listed.

Students' attention is drawn to the lesson.

Students say different words from the picture

Learners answer the questions

Learners match the pictures with the words in the box. Then listen, check and repeat.

ANSWERS

a crash your car

b bang

c trap your finger

d hurt your back your head e break your leg

f cut your finger

g fall off your bike

h burn your hand

i trip over the dog

j slip on ice

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- match the pictures with

- listen, check and repeat.

Total: 2point

Ex: 2 P: 57

Ask students to work alone to complete the remaining sentences with the phrases in Exercise 1 in the correct form.

Students can compare answers in pairs before you check answers with the class.

Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.

Ex: 3 P: 57

Ask a student to read out the example sentences.

Give students time to write sentences about the last time

they experienced any of the accidents and injuries from Exercise 1.

Monitor and help with vocabulary as necessary.

Encourage stronger students to write full sentences in their answers. Weaker students can write in note form if they find that easier.

Learners complete the sentences with the correct form of the words in Exercise 1.

ANSWERS

2 cut... finger

3 burn…..hand

4 hurt... back

5 broke... leg

6 bang... head

Learners choose two animals from Exercise 1 and write notes about them. Think about these things:

ANSWERS

Students own answer

Descriptor:

- complete the sentences

- compare answers in pairs

Total: 2 point

Descriptor:

- choose two animals

- write notes about them

Total: 2 point

-Make CCQ questions Yes / No

Total: 1 point

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex: P:

Home task:

Write the days

Poster Success

Unit 5 Our Health

Lesson 50

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Reading: An accident waiting to happen

Learning objectives

6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

- read an article about a man who has had lots of accidents.

- learn expressions with get.

- write true and false sentences with expressions with get.

Value links

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment :

1.Greeting.

Ask about the weather.

Warming up

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Ask a few pupils to stand up and stand in a row.

Lead – In

Ex:1 P:58

Ask students to look at the photo of Mick as well as the other photos. Elicit the names of the animals and objects shown in Exercise 1 (horse, cat, stairs, hammer, tractor and potatoes).

Read out the question and then put students into pairs to answer it.

Elicit students ideas, but neither confirm nor reject them at this point. Students will check their ideas in Exercise 2.

Students of the class are listed.

Students' attention is drawn to the lesson.

Determines the topic and purpose of the lesson

Students say different words from the picture

Answer the question.

Pupils work with a partner. Look at the photo of Mick Wilary. How do you think the things below are connected to Mick?

ANSWERS

Students own answer

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- work with a partner.

- answer the question

Total: 2 point

Pictures

Ex: 2 P: 58

Ask students to read the magazine quickly to check the ideas they came up with in Exercise 1.

You could then ask students if they know of anyone who is as unlucky or as accident-prone as Mick Wilary. Students could briefly tell the class something about this person.

Ex: 3 P: 58

Ask students to read the magazine article again. Then ask them to work alone to do the true/false exercise.

Students can compare answers in pairs before you check answers with the class.

Ex: 4 P: 58

Ask students to find three expressions with get in the article. They should then look at the context of the expressions and say what the meaning of get is.

Check answers.

Ex: 5 P: 58

Read out the example.

Put students into pairs to complete the remaining sentences with get and one of the words in the box.

Check answers.

Pupils read the article and check your ideas to Exercise 1.

ANSWERS

Mick Wilary has had injuries and accidents involving all these things.

Pupils mark the sentences true (T) or false (F).

ANSWERS

1 F (he has broken fifteen different bones over the last 30 years)

2 T

3 T

4 T

5 F (he has never complained or got angry)

Pupils look at the article again. Find three examples of get + adjective. What does get mean in each expression?

ANSWERS

get hurt get angry get better It means become

Pupils complete the sentences with get and the words in the box

ANSWERS

2 get married

3 get injured

4 get sick

5 get worried

6 get better

Descriptor:

- read the article

- check your ideas

Total: 1 point

Descriptor:

- mark the sentences

- compare answers in pairs

Total: 2 point

Differentiation: «Verbal support» method is used to help Ss use new words in the sentences

Descriptor:

- look at the article

- Find three examples of get

Total: 2 point

Descriptor:

- complete the sentences

- complete the remaining sentences

Total: 2 point

-Make CCQ questions Yes / No

Total: 1 point

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex: P:

Home task:

Write the days

Poster Success

Unit 5 Our Health

Lesson 51

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Language focus 1 Present perfect: affirrmative and negative

Learning objectives

6.5.8.1 spell most high-frequency words accurately for a limited range of

6.6.13.1 use might may could to express possibility on a limited range of familiar general and curricular topics general topics

Lesson objectives

Learners will be able to:

- earn the present perfect (affirmative and negative).

- learn the distinction between been and gone.

- write and talk about things I have and haven't done in my lif

Value links

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

revise the vocabulary from the previous

Lead – In

Ex:1 P: 59

Ask students to open their books at page 59.

Tell students that the example sentences in the table are from the text on page 58.

Ask students to copy and complete the sentences:

Check answers.

Students' attention is drawn to the lesson.

Determines the topic and purpose of the lesson

Students say different words from the picture

Pupils complete the examples from the text

ANSWERS

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- complete the examples

Total: 1 point

Pictures

Ex: 2 P: 59

Write a series of common verbs on the board, e.g. go, do, see, be, write, read, play, fly, eat, drink, swim. Elicit the past participle forms of these verbs and write them on the board. Complete the first sentence as an example.

Ask students to work alone to complete the remaining sentences by choosing the correct verb form in each case.

Check answers

Ex: 3 P: 59

Read out the information in the Get it right! box. Ask students to translate been and gone into their language and say if there is a similar distinction in meaning.

Read out the example and then check students' understanding of never, which means not ever or not once. Point out that I've never done has a similar meaning to I haven't done, e.g. I've never been to Iceland.

Ask students to work alone to complete the sentences in the present perfect with the words in brackets.

Ex: 4 P: 59

Put students into pairs to write sentences using the words. Check answers.

Pupils choose the correct words

ANSWERS

1 have eaten

2 has seen

3 haven't swum

4 haven't broken

5 have flown

6 hasn't hurt

Pupils complete the conversations with the present perfect form of the verbs in brackets and where necessary, never. Then listen and check.

ANSWERS

2 've sung

3 've played

4 has had

5 hasn't broken

6 has broken

7 've never met

8 've played

9 've never been

10 've been

Pupils write sentences with the correct form of the present perfect and the words below.

ANSWERS

1 I haven't been to hospital.

2 My parents have visited 20 countries.

3 London has had the Olympic Games three times.

4 Patrick hasn't read many books.

5 Anna has lived in the USA.

6 You haven't met my cousin Sam.

Descriptor:

- complete the remaining sentences

- choose the correct words

Total: 2 point

Differentiation: «Verbal support» method is used to help Ss use new words in the sentences

Descriptor:

- complete the conversations.

- listen and check.

Total: 2 point

Descriptor:

- write sentences with the correct form

- Check answers.

Total: 2 point

-Make CCQ questions Yes / No

Total: 1 point

Total: 10 point

Card

Worksheet

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success

Unit 5: Our Health

Lesson 52

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Listening A radio interview

Learning objectives

6.5.5.1 link without support sentences using basic coordinating connectors

6.6.12.1 use an increased variety of adverbs, including adverbs of degree too, not enough, quite, rather on a growing range of familiar general and curricular topics;

Lesson objectives

Learners will be able to:

- listen to a radio interview about accidents in the home.

- learn words for parts of the body.

- write and talk about parts of the body I have injured.

Value links

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment :

1.Greeting.

Ask about the weather.

Warming up

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Lead – In

Ex:1 P:60

Ask students to open their books at page 60.

Students look at the photos and answer the question.

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners talk about daily routines previous lesson vocabulary

Determines the topic and purpose of the lesson

Students say different words from the picture

Pupils work with a partner. Look at the photos. What do you think the most common accidents are to happen in these rooms?

ANSWERS

Students own answer

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- work with a partner

-answer the question

Total: 2 point

Pictures

Ex: 2 P: 60

Tell students they are going to listen to an interview with a Health and Safety expert.

Play the recording.

Students listen and check the ideas they came up with in Exercise 1

Ex: 3 P: 60

Play the recording again.

Students decide which of the sentences are true and which false. Students should correct the false sentences.

Check answers.

Differentiation: «Verbal support»

method is used to help Ss use new

words in the sentences

Ex: 4 P: 60

Put students into pairs to match the parts of the body with the words in the box.

Play the recording for students to listen, check their answers and repeat the words.

Pupils listen to the radio interview and check your ideas to Exercise 1

ANSWERS

In the kitchen, people often get burnt and cut themselves. In the bathroom, people often slip in the shower or the bath and they break a leg or an arm.

Pupils listen again. Mark the sentences true (T) or false (F). Correct the false sentences.

ANSWERS

1 T

2 F (This year more accidents have happened in the living room, but she doesn't think it's a very dangerous place.)

3 F (He's cut his fingers and he's burnt his hand.)

4 T

5 F (The most common accidents at home are slips, trips and falls.)

6 F (He fell off his chair.)

Pupils match the words in the box with the parts of the body in the picture. Then listen, check and repeat.

ANSWERS

a shoulder

b neck

c chest

d back

e wrist

f knee

g ankle

h elbow

Descriptor:

- listen to the radio interview

- listen and check the ideas

Total: 2 point

Descriptor:

- Mark the sentences

- correct the false sentences

Total: 2 point

Descriptor:

- match the words

- listen, check and repeat

Total: 2 point

-Make CCQ questions Yes / No

Total: 1 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success

Unit: 5 Our Health

Lesson 53

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Language focus 2 Present perfect: questions

Learning objectives

6.5.5.1 link without support sentences using basic coordinating connectors

6.6.12.1 use an increased variety of adverbs, including adverbs of degree too, not enough, quite, rather on a growing range of familiar general and curricular topics;

Lesson objectives

Learners will be able to:

- learn present perfect questions.

- learn the difference between the past simple and the present perfect.

- ask and answer questions in the present perfect.

Value links

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

Revise the vocabulary from the previous lesson

Lead – In

Ex:1 P: 61

Ask students to open their books at page 61.

Tell students that the example sentences are from the

listening on page 60. Ask them to copy the sentences and complete them with have, haven't, has or hasn't.

Check answers.

Students of the class are listed.

Students' attention is drawn to the lesson.

Determines the topic and purpose of the lesson

Students say different words from the picture

Pupils сomplete the examples from the listening on page 60.

ANSWERS

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

.

Descriptor:

- сomplete the examples

Total: 1 point

Pictures

Ex: 2 P: 61

Read out the example.

Ask students to work alone to write questions with the correct form of the present perfect and ever. Check students' understanding of ever, which means at any time. Check answers.

Ex: 4 P: 61

Refer students to the example sentences.

Put students into pairs to copy and complete the rules.

Check answers

Ex: 5 P: 61

Complete the first sentence with the class as an example.

Ask students to work alone to choose the correct words in the remaining sentences.

Check answers

Ex: 6 P: 61

Refer students to the photo and ask them to describe it.

Put students into pairs to complete the text with the present perfect or past simple form of the verbs in brackets.

Play the recording for students to check their answers.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils write questions with the correct form of the present perfect and ever.

ANSWERS

2 Have your parents ever lived in another city?

3 Has your best friend ever been to another country?

4 Have you ever slipped on anything?

5 Has your dad ever won a competition?

6 Have you ever watched an important sports match in a stadium?

Pupils look at the examples from the listening on page 60 and the rules below. Then complete the table and the rules with past simple or present perfect.

ANSWERS

Student’s own answer

Pupils choose the correct words.

ANSWERS

1 's stopped

2 haven't tried

3 read

4 did you start

5 Have you ever had

6 finished

Pupils complete the text with the present perfect or past simple form of the verbs in brackets. Then listen and check

ANSWERS

1 have climbed

2 started

3 've never had

4 have travelled

5 've seen

6 went

7 've never climbed

Descriptor:

- work alone

- write questions

Total: 2 point

Descriptor:

- look at the examples

- complete the table and the rules

Total: 2 point

Descriptor:

- choose the correct words.

- complete the text with the present perfect

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Vocabulary card

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success

Unit 3 Our Health

Lesson 54

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Discover Culture

Learning objectives

6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.4.3.1 understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts

Lesson objectives

Learners will be able to:

- watch a video about snake catchers in Australia.

- talk about dangerous jobs.

Value links

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

Revise the language of the previous lesson.

Lead – In

Ex:1 P:62

Ask students to open their books at page 62 and look at th photos.

Put students into pairs to answer the questions. Do not confirm or reject ideas at this stage. Students will check their ideas in Exercise 2.

Students of the class are listed.

Students' attention is drawn to the lesson.

Determines the topic and purpose of the lesson

Students say different words from the picture and count one to hundred

Pupils work with a partner. Look at the pictures and guess the answers to the questions.

ANSWERS

1 the taipan snake

2 in 45 minutes

3 both

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- work with a partner

- look at the pictures

- guess the answers to the questions.

Total: 2 point

Pictures

Ex: 2 P: 62

Play the video for students to check their answers to Exercise 1.

Students can then work in pairs to answer the two questions.

Check answers

Ex: 3 P: 62

Check students' understanding of the verb yawn (which is the involuntary opening of the mouth due to boredom or tiredness). Also make sure that students can pronounce the verb /jo:n/.

Put students into pairs to match the animals with the actions.

Ex: 4 P: 62

Play the recording for students to check their answers to Exercise 3.

Play the recording again for students to choose the best options to complete the sentences.

Check answers

Pupils watch the video and check your answers. Which other animals appear in the video? Which of them are dangerous?

ANSWERS

Other animals: kangaroos, koala, crocodile, spider. The crocodile and the spider are dangerous

Pupils test your memory. Match the animals with the actions.

ANSWERS

1 e

2 a

3 c

4 d

5 b

Pupils watch the video again. Check your answers to Exercise 3 and choose the best option to complete the sentences.

ANSWERS

1 Adelaide

2 for food

3 bag

4 head

5 against the law

Descriptor:

- watch the video

-answer the question

Total: 2 point

Descriptor:

- test your memory

- match the animals with the actions.

Total: 2 point

Descriptor:

- watch the video

- choose the best option

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success

Unit 5: Our Health

Lesson 55

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Reading An article

Learning objectives

6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics

6.6.13.1 use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular

Lesson objectives

Learners will be able to:

- read an article about tigers in Bangladesh.

- learn compound nouns.

- talk about dangerous animals in my country.

Value links

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

.

Middle of the lesson

Presentation part.

35 min

Organization moment :

1.Greeting.

Ask about the weather.

Warming up

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Lead – In

Ex:1 P:63

Ask students to open their books at page 63.

Put students into pairs to look at the photo and answer the questions.

Do not confirm or reject students' ideas at this point. Students will check their answers in Exercise 2.

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners write the numbers from previous lesson

Determines the topic and purpose of the lesson

Pupils Look at the photo and answer the questions

ANSWERS

Students own answer.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- look at the photo

- answer the question.

Total: 2 point

Pictures

Ex: 2 P: 63

Ask students to read the text to check their answers to Exercise 1.

Ex: 3 P: 63

Give students time to read through the text again. Students then work alone to answer the questions.

Encourage stronger students to offer as much detail as they can in response to the questions.

Tell students that when there are so few animals left in a particular species that species is said to be endangered /in'deindzad/, which means that could it could become extinct /ık'stinkt/, i.e. disappear altogether.

Ex: 5 P: 63

Read out the words in the box.

Ask students to work in pairs to match the words with the definitions.

Check answers.

To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 126 and do the exercises for Explore compound nouns.

Pupils read the article. Check your ideas to Exercise 1.

ANSWERS

1 In forests. people

2 Bangladesh

3 Because they can kill

Pupils read the article again. Answer the questions.

ANSWERS

1 They fish, hunt and look for honey and firewood.

2 Because the forests are home to lots of wild animals.

3 They killed about 50 people.

4 It's teaching them how to live and work close to tigers.

5 You should look at it and make lots of noise.

6 The people sing songs about tigers and tell stories about tiger gods.

Pupils match the words in the box to the definitions

ANSWERS

1 firewood

2 fishing boat

3 charity worker

4 forest floor

5 wildlife

Descriptor:

- read the article

- check your ideas

Total: 2 point

Descriptor:

- read the article

- answer the question.

Total: 2 point

Descriptor:

- match the words in the box

Total: 2 point

-Make CCQ questions Yes / No

Total: 1 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success

Unit 5: Our Health

Lesson 56

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Speaking Reacting to news

Learning objectives

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

6.4.4.1 read independently a limited range of short simple fiction and non-fiction texts

Lesson objectives

Learners will be able to:

- watch teenagers talking about whether they have ever had an accident.

- listen to two people talking about their news.

- practise reacting to news.

Value links

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment :

1.Greeting.

Ask about the weather.

Warming up

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Lead – In

Ex:1 P:64

Tell students they are going to watch some teenagers answering the following question: Have you ever had an accident?

Refer students to the table.

Tell students they are going to complete the table with the information they hear in the video.

Play the video.

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners write the numbers from previous lesson

Determines the topic and purpose of the lesson

Pupils watch the teenagers in the video and complete the table.

ANSWERS

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- watch the teenagers in the video

- complete the table

Total: 2 point

Pictures

Ex: 2 P: 64

Put students into pairs to ask and answer the question. Encourage students to ask additional questions to develop a conversation, e.g. Where did it happen? How did it happen? Who were you with? How did you feel? What happened afterwards?

Ask some students to report back to the class on what their partner said

Ex: 3 P: 64

Tell students they are going to listen to Holly talking to Theo.

Read out the question

Play the recording.

Students listen and answer the question.

Check answer.

Ex: 4 P: 64

Refer students to the phrases in the Useful language box.

Check students' understanding of the language.

Explain that the phrase What have you been up to? is an informal way of asking the question What have you done recently?

You could also explain that phrases such as Oh no! and What a shame! tend to be delivered emphatically so as to emphasise the speaker's emotional involvement with whatever it is that they have heard.

Pupils ask and answer with your partner

ANSWERS

Students own answer.

Pupils listen to Holly talking to Theo. Answer the question.

ANSWERS

Holly

Pupils complete the conversation with the useful language. Then listen and check your answers.

ANSWERS

1 How is it going?

2 I've

3 That's fantastic!

4 What have you been up to?

5 Oh no!

6 What a shame!

7 I'm sorry to hear that.

8 How amazing!

Descriptor:

- ask and answer with your partner

Total: 2 point

Descriptor:

- listen to Holly talking to Theo

- answer the question.

Total: 2 point

Descriptor:

- complete the conversation

- listen and check your answers.

Total: 2 point

-Make CCQ questions Yes / No

Total: 1 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success

Unit 5: Our Health

Lesson 57

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Writing An email refusing an invitation

Learning objectives

6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups

6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

- read an email refusing an invitation.

- learn about the use of polite language for refusing.

- write an email refusing an invitation.

Value links

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment :

1.Greeting.

Ask about the weather.

Warming up

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Lead – In

Ex:1 P:65

Ask students to open their books at page 65.

Ask students to look at the photo, read Gemma's email and answer the question.

Check the answer.

You could then teach the noun crutches, which Gemma can be seen in the photo having to use to get about and explain that it is used in the phrase to be on crutches.

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners write the numbers from previous lesson

Determines the topic and purpose of the lesson

Pupils look at the photo and read the email. Why is Gemma writing to Ted?

ANSWERS

To tell him she can't come on the trip to the amusement park

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- look at the photo

- read the email

Total: 2 point

Pictures

Ex: 2 P: 65

Give students time to read Gemma's email again.

Ask students to work in pairs to answer the four questions.

Check answers. Encourage stronger students to give as much information as they can when offering answers to the questions.

Ex: 3 P: 65

Read out the information about polite language for refusing in the Useful language box.

Put students into pairs to add the phrases in the box to the Useful language.

Check answers.

Pupils read Gemma’s email again and answer the questions.

ANSWERS

1 To the amusement park.

2 Because she's had an accident.

3 She has to rest for the next eight weeks.

4 She has invited Ted to come round for lunch on Sunday.

Pupils add the examples below to the useful language.

ANSWERS

1 Sorry for not telling you before.

2 I would love to go but I can't.

3 How about another day?

4 Enjoy yourselves!

Descriptor:

- read Gemma’s email

- answer the questions.

Total: 2 point

Descriptor:,

-work in pairs

- add the examples

Total: 2 point

-Make CCQ questions Yes / No

Total: 1 point

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success

Unit 5: Our Health

Lesson 58

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

CLIL: Foodborne illness

Learning objectives

6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

6.5.6.1 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics

Lesson objectives

Learners will be able to:

-learn about foodborne illnesses.

- listen to a Food Technology teacher talking about food safety.

- talk about the ways bacteria and infections can spread.

Value links

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

Hot Potato

Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something.

Revise the language of the previous lesson.

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners write the numbers from previous lesson

Determines the topic and purpose of the lesson

Students say different words from the picture

What is the temperature in Kazakhstan?

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

-know key phrases

- know vocabulary of previous lesson

Total: 1 point

Assessment criteria

- Learners have met the learning objectives if they can: To talk about

Pictures