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LESSON: Living in mt Barrow
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School:
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Date:
21.11.23
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Teacher
name:Kabioldanov Saken
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CLASS: 6
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Number
present:
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absent:
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Learning
objectives(s) that this lesson is contributing
to
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0.1.6 – rganize and
present information clearly to others;
10.2.1- understand the
main points in unsupported extended talk on a wide range of general
and curricular topics, including talk
on a limited range of
unfamiliar topics;
10.2.2 – understand
specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a limited range
of unfamiliar topics;
10.3.4 – evaluate and
comment on the views of others in a growing variety of talk
contexts on a growing range of general and curricular
topics;
10.4.1 – understand
main points in extended texts on a wide range of familiar and some
general and curricular topics;
10.4.3 – skim a range
of lengthy texts with speed to identify content meriting closer
reading on a range of general and curricular
topics;
10.5.2 - use a growing
range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
10.6.7 – use perfect
continuous forms and a variety of simple perfect active and passive
forms including time adverbials … so far, lately, all my life , on
a wide range of familiar general and curricular
topics;
10.6.11 – use a variety
of reported statements and question forms on a wide range of
familiar general and curricular topics;
10.6.12 – use a variety
of comparative degree adverb structures with regular and irregular
adverbs;
use a wide variety of
pre-verbal, post-verbal and end-position adverbs on a wide range of
familiar general and curricular topics
10.6.13 – use a growing
variety of past modal forms including must have, can’t have, might
have to express speculation and deduction about the past on a wide
range of familiar general and curricular
topics
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ждддддһзLesson
objectives
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All learners will be
able to:
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Learn infinitive/-ing
form and to learn the tenses of infinitive/-ing
form
Most learners will
be able to:
Learn infinitive/-ing
form and to learn the tenses of infinitive/-ing form, learn word
formation (nouns from verbs), learn clauses of
reason/result
Some learners will
be able to:
Learn infinitive/-ing
form and to learn the tenses of infinitive/-ing form, learn word
formation (nouns from verbs), learn clauses of reason/result,
identify the correct usage and use these forms in the
speech
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Assessment
criteria
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Learners have met the
learning objective ( UE15, W3, W5, UE 16) if they can: use tenses
of infinitive/-ing forms, do the correct word formation, express
reasons.
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Value
links
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Solutions to global
issues, natural disasters and global
citizenships
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Cross
- curricular links
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1 Science
and scientific phenomena
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ICT
skills
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Using videos& pictures,
working with URLs
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Previous learning
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1 Science
and scientific phenomena
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Part of the
lesson/Time
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Teacher’s
activity
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Student’s
activity
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Assessment
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Resources
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Beginning of the
lesson
Warming-up
Team
work
5
min.
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Organization
moment:
1.Greeting.
Ask about the weather.
Stick sightseeing cards at the back of the chair for each S and ask
them to divide according to the number
3 teams: 1. First team
2. Second team 3. Third team
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“I
wish….” method helps to start the lesson with telling
supporting words to each other.
The
aim: To develop Ss speaking
skills and create friendly atmosphere
Efficiency: By
telling the wishes they show their appreciations
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At the organization
moment T tries to award active Ss.
«The
praise» method is used to evaluate Ss with phrases
like:
“Good
job!
Well
done!”
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30
min
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OVER TO
YOU! Ask Ss to work in pairs
or small groups and discuss the questions.
• Ask Ss to close their
books, then elicit answer from various Ss around the
class.
• Then ask Ss to share
their answers/opinion with the class.
Refer Ss to the Word
List at the back of their books and give them time to look up the
meanings of the words given.
• Elicit Ss' guesses as
to what the article is about.
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Suggested Answer
Key
I think the article is
about genetic engineering.
• Ask Ss to look at the
picture and read the title. Then elicit what the picture depicts
and how this may be related to the title of the
article.
• Play the recording. Ss
listen and read the text to check their
answers.
Suggested Answer
Key
The picture shows an
eraser erasing part of a genetic code. This could refer to genetic
engineering and the ability to remove faulty genes which cause
diseases and which could possibly lead to a world without
disease.
To read for specific
information
• Ask Ss to read the
sentences 1-8.
• Then give Ss time to
read the text and mark the sentences according to what they
read.
• Check Ss' answers
around the class.
Answer
Key
IT 3 T 5 T 7
DS
2 F 4 T 6 T 8
DS
• Refer Ss to the Check
these words box and ask Ss to look them up in the Word
List.
• Play the video for Ss
and elicit their comments.
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Feedback:
“The praise”
method
“Good
job!
Well
done!”
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To consolidate
vocabulary in a text
Give Ss time to
complete the sentences using
Answer
Key
7 inherited
-
made
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determines
-
characteristics 7
brought
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debate 8
cells
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prevent
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To consolidate new
vocabulary (collocations)
Answer
Key
Id 2 e 3 b 4 f 5 c 6
a
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Feedback:
“The praise”
method
“Good
job!
Well
done!”
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ддюддб
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To
practise collocations
7 inherit
diseases 4
2 gene
editing 5
3 live
longer 6
faulty
genes
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Genetically-modified
food Designer babies\
To present/revise
comparison of adverbs
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Ask Ss to read the
example sentences in the box and then elicit how we form the
comparative and superlative forms of
adverbs.
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Refer Ss to
the Grammar
Reference section for details.
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Then elicit further
examples from the text. Suggested
Answer Key
Adverbs with the same
form as the adjectives take -er in
the comparative form and -est in
the superlative form. Adverbs ending in
-ly take more in
the comparative form and the most in
the superlative form.
Examples in the text:
the fastest, more quickly, longer, more
specifically
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To practise comparative
and superlative forms of adverbs
Answer
Key
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1
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more
loudly
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4
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the
worst
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7 the
be:
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2
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the
fastest
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5
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earlier
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8
more
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3
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better
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6
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less
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carefui
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Speaking
& Writing
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To personalise the
topic
Ask Ss to talk in pairs
and tell their partner wh characteristics they share with other
members their family.
Suggested Answer
Key
I have the same colour
hair as my sister and same colour eyes as my
brother.
give a short summary of
a text
Suggested Answer
Key
Our genes contain the
characteristics we hi inherited from our parents. We have trillions
of о in
our bodies. Cells have chromosomes (23 from i mum and 23 from our
dad). Chromosomes hi DNA. A gene is a section of DNA. Sometimes gei
are faulty and we can get diseases. Gene
editing c
prevent this from
happening. There is a lot ofdebi about genetic engineering on
humans, but it со,
end some diseases.
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To expand the topic and
write a short quiz
• Ask Ss to research on
the Internet and find c information about people related to
genetic
• Ask Ss to write a quiz
and then swap their q with their partner for him/her to try to
comple
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Suggested Answer
Key
7 What is Sir Cyril
Astley Clarke known for? ( work on prevention of Rh disease in
newbi babies)
2 Who is known as the
father of modern genetii (Gregor Mendel)
3 Who first discovered
DNA and when? (Friedr, Meischer in 1869)
4 Who isolated its
molecular structure? (Jan Watson and Francis
Crick)
5 Who came up with the
term 'double helix' for t shape of the structure of
DNA? (James Watsor
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Feedback:
“The praise”
method
“Good
job!
Well
done!”
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Student’s
Book
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End of the
lesson.
Reflection
Individual
work:
10
min.
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“Comments” method is
used to find out was the lesson clear or not.
Use the
stickers.
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Ss use their stickers
to write about today’s lesson. Commentaries,
wishes.
Aim:To
know how many Ss got the theme.
Efficiency:learn to comment somebody using simple
sentence.
Differentiation:«Conclusion»
method is used to
finish the lesson.
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Feedback:
“The praise”
method
“Good
job!
Well
done!”
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Student’s
Book
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20 Наурыз 2025
268
