LESSON: Living in mt Barrow

School:

Date: 21.11.23

Teacher name:Kabioldanov Saken

CLASS: 6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

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

ждддддһзLesson objectives

All learners will be able to:

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

Assessment criteria

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.

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

1 Science and scientific phenomena

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Team work

5 min.

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

“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 .

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!”

30 min

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.

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.

Feedback:

“The praise” method

“Good job!

Well done!”

To consolidate vocabulary in a text

Give Ss time to complete the sentences using

Answer Key

7 inherited

2. made

3. determines

4. characteristics 7 brought

5. debate 8 cells

6. prevent

To consolidate new vocabulary (collocations)

• Read the words/phrases in the lists and give Ss time to match them to make collocations.

• Elicit answers from various Ss around the class.

Answer Key

Id 2 e 3 b 4 f 5 c 6 a

Feedback:

“The praise” method

“Good job!

Well done!”

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To practise collocations

• Give Ss time to use the collocations from Ex. 4a to complete the sentences.

• Check Ss' answers.

7 inherit diseases 4

2 gene editing 5

3 live longer 6

faulty genes

Genetically-modified food Designer babies\

To present/revise comparison of adverbs

• Ask Ss to read the example sentences in the box and then elicit how we form the comparative and superlative forms of adverbs.

• Refer Ss to the Grammar Reference section for details.

• 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

To practise comparative and superlative forms of adverbs

• Explain the task and give Ss time to complete it.

• Check Ss' answers.

Answer Key

• the words in the list.

• Check Ss' answers around the class.

Speaking & Writing

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

• Give Ss time to read the text again and me notes and then use their notes to write short summary of the text.

• Ask various Ss to read their summary to 1 class.

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.

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

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

Feedback:

“The praise” method

“Good job!

Well done!”

Student’s Book

End of the lesson.

Reflection

Individual work:

10 min.

“Comments” method is used to find out was the lesson clear or not. Use the stickers.

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.

Feedback:

“The praise” method

“Good job!

Well done!”

Student’s Book