Unit 5
Creativity
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School: № 59 Y.
Esenbekov
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Date:18.01.2018
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Teacher name: Bahramova
G
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Class:
6 «Ә»
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Number
present:
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Absent:
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Lesson
title
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Countable and uncountable
noun
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Learning objectives(s) that
this lesson is contributing to (link to the Subject
programme)
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6.UE1 use appropriate countable and
uncountable nouns, including common noun phrases describing times
and location, on a limited range of familiar general and curricular
topics
6.S2 ask simple questions to get
information about a limited range of general
topics
6.W5 link without support sentences
using basic coordinating
connectors
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Lesson
objectives
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All learners will
be able to use appropriate countable and
uncountable nouns, ask simple
questions
Most learners
will be able to use appropriate countable and
uncountable nouns, ask simple questions complete the sentences with
the C/U nouns
Some learners will be able
to use appropriate countable and
uncountable nouns, ask simple questions. Say examples for the C/U
nouns
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Level of thinking
skills
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Higher order thinking
skills
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Assessment
criteria
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makes up questions
in order talk about main points of
listening
uses vocabulary a
limited range of common
topics
evaluates and proves his
mind
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Value
links
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National unity, peace and
harmony in our society
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Cross-curricular
links
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Art,
biology
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Previous
learning
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Complete the sentences with
can / can’t
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Plan
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Planned
timings
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Planned activities
(replaces the notes below with your planned
activities)
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Resources
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Start
6.UE1
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Org.
moment: Greeting learners Play “Hands
up”
Hands up
‘Hello!’
Hands up
“Hi!”
Hands up “How are
you?”
Hands up
“Right!”
Checking home
task
1. can
can’t
2. can,
can’t
3. can’t ,
can
4. can,
can’t
5. can’t ,
can
Leaners ask
questions for revision Can
you……………….?
Descriptor: a
learner
-Write the correct
answers
- ask questions with
can
-answer the
questions
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Warm-up: Teacher ask some questions
about healthy eating and learners will answer
them
Ask and answer
“Healthy eating” Do you eat
more…….
-
Chips or
vegetables?
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Ice-cream or
cheese?
-
Fizzy drinks or juice
?
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Sweets or sandwiches
?
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Meat or
fish?
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Crisps or
nuts?
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Burgers or
rice?
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Middle
6.S2
6.W5
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Task 1 Group
work
Ex:
1
Match 1-16 in the
photos with words in the box. Then listen and
check.
1.soup
2.water in
Japan
3.fish
4.
rice
5
.salad
6.cheese
7.sandwish in
France
8.
beans
9.ice-
cream
10.fizzy drink in
USA
11.crisps
12.burger
1
3.sweets
14.juice. in
Britain
15.
bread
16.chips
After listening
group check their work and assess
it
Descriptor:
learners
-Match the photos
with words
- answer the
question
-write correct form
of noun
Grammar
Rules We use
some/ any with countable and uncountable
nouns
Negative
form
There
are not
any oranges
There
is not
any milk
Affirmative
form
There
are some oranges
There
is some milk
Task
2 Work in pairs (S+S) Look at
the pictures .Make sentences about this meal . Use some and any and
write
Teacher gives these
pictures and learners will write its ingredients. Say about
it.
.Descriptor: a
learner
-make up sentences
using some / any
-make up sentences
using there is/ there are
-write
correctly
-say about
it
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Student’s
book
Pictures
Sheets of
paper
Hand
signals
Pictures
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End
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Conclusion 1
paper
Feedback ‘Traffic
light’
Self-assessment: Hand
signals
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signals
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Additional
information
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Differentiation-how do you
plan to give more support? How do you plan to challenge the more
able learners?
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Assessment -how are you
planning to check learner’s
learning?
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Health and safety
check
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The groups will
support each other.
In the process of group work,
there is a joint discussion, an exchange of views, and a
dialogue.
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Question and answer (target
and random). Evaluation of the response of a classmate. Keep
teacher talking time to a
minimum
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The class is
organized for group work.
ICT Skills to watch
the video.
Ability to work in a
group (mutual respect).
Answer questions and
actively listen to others in the class
discussion.
An interactive whiteboard was
used to display videos, presentations,
slides.
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Reflection
Were the lesson
objectives /learning objectives
realistic?
What did the learner
learn today?
What was the
learning atmosphere like?
Did my planned differentiation
work well?
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Use the space
below to reflect on your lesson. Answer the most relevant questions
from the box on the left about your
lesson.
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Summery
evaluation
What two things
will go really well (consider both teaching and
learning)?
1
-successful, in my opinion,
will the stage of the lesson by the method of "poster modeling",
all learners will involve in educational
activities;
2
-no less successful will the
discussion of the listening, learners will develop listening and
speaking skills.
What two things
would have improved the lesson (consider both teaching and
learning)?
1 It is necessary to continue
working with students on staging open
questions.
2 Involve learners in finding
additional information for the
lesson.
What have I
learned from the lesson about the class or individuals that will
inform my next lesson?
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