Unit 5 Creativity

School: № 59 Y. Esenbekov

Date:18.01.2018

Teacher name: Bahramova G

Class: 6 «Ә»

Number present:

Absent:

Lesson title

Countable and uncountable noun

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

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

Lesson objectives

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

Level of thinking skills

Higher order thinking skills

Assessment criteria

makes up questions in order talk about main points of listening

uses vocabulary a limited range of common topics

evaluates and proves his mind

Value links

National unity, peace and harmony in our society

Cross-curricular links

Art, biology

Previous learning

Complete the sentences with can / can’t

Plan

Planned timings

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

Resources

Start

6.UE1

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

Warm-up: Teacher ask some questions about healthy eating and learners will answer them

Ask and answer “Healthy eating” Do you eat more…….

1. Chips or vegetables?

2. Ice-cream or cheese?

3. Fizzy drinks or juice ?

4. Sweets or sandwiches ?

5. Meat or fish?

6. Crisps or nuts?

7. Burgers or rice?

Middle

6.S2

6.W5

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

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

Student’s book

Pictures

Sheets of paper

Hand signals

Pictures

End

Conclusion 1 paper

Feedback ‘Traffic light’

Self-assessment: Hand signals

signals

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 learner’s learning?

Health and safety check

The groups will support each other.

In the process of group work, there is a joint discussion, an exchange of views, and a dialogue.

Question and answer (target and random). Evaluation of the response of a classmate. Keep teacher talking time to a minimum

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.

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?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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?