OUR CLASS, Listening. A conversation.

Long-term plan unit: 1 OUR CLASS

School:

Lesson 4

Date:

Teacher’s name:

CLASS: 6

Number present:

absent:

Theme of the lesson: Listening. A conversation.

Learning objective (s) that this lesson is contributing to

6.2.2.1 - understand more complex supported questions which ask for personal information;

6.2.5.1- understand most specific information and detail of supported. extended talk.

Lesson objectives

All learners will be able to:

Most learners will be able to:

• listen to and understand a conversation on school subjects;

• use the vocabulary on school subjects;

• talk about favourite school subjects.

Some learners will be able to:

Success criteria

Recognize the content of an extended conversation using some supporting information;

Apply the rule for future form of predictions and plans in practice;

Identify facts and details in extended talks with little support.

Value links

Labour and creativity, cooperation, lifelong learning

Cross curricular links

Kazakh, Russian

ICT skills

Previous learning

Focus language 1: will/won’t may/might

Plan

Stages of the lesson

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

Teacher’s notes

Greeting

The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up

Books closed. Put students into pairs and ask them to tell each other what school subjects they enjoy.

• Ask some students to report back to the class on their partner.

Practice

• Ex1 Asks students to open their books at page 8.

• Students look at the photos and say which subject the girl is

going to study. Students can do this in pairs.

• Ex2 Tell students they are going to listen to a conversation.

• Play the recording.tr1.04

• Students listen and say which subject Helen is going to

study at university.

• Check answers.

• Ex3 Play the recording again.

• Give students time to read the sentences.

• Play the recording.

• Check answers.

• Ex4 Explain the meaning of each word or phrase in the box.

• Put students into pairs and ask them to match the picture

with the words in the box.

• Play the recording for students to listen, check their answers

and repeat the sentences.

• Ex5 Give students time to write sentences with the words in

Exercise 4 using the sample sentence beginnings.

• Monitor while students do this. Help as necessary.

• Ex6 Ask students to discuss using the school subjects from

Exercise 4 and the sentence beginnings from Exercise 5.

• Put students in pairs to talk about their favourite school subjects.

• To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 122 and do the exercises for School subjects.

Answers

Ex2 Chemistry (Science)

Ex3 1 Helen 2 Helen 3 Danny

4 Danny 5 Danny 6 Laura

Ex 4 a Geography b Maths

c Chemistry d Economics

e Art f Biology g History

h Science i Engineering

j take an exam

With weaker students, do this task as a whole-class activity and put the completed sentences on the board.

Homework

Exercises 1, 2 and 3 on page 5 of the Workbook

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 ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?