Unit of a long term plan:

Unit 2 Helping and heroes Lesson plan 13

School: Atameken Secondary school

Date:

Teacher's name: Mutigullaeva AdemaS

CLASS: 6

Number present:

absent:

Lesson title

Countries, nationalities and languages.

Learning objectives(s)

6.L1 understand a sequence of supported classroom instructions

6.C9 use imagination to express thoughts, ideas, experiences and feelings

6.C8 develop intercultural awareness through reading and discussion p.21

6.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

6.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

6.L7 recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics

Lesson objectives

All learners will be able to:

• Identify the theme, speak about countries and its capitals,answer the questions about the languages

• . Most learners will be able to:

• Select, compile, and synthesize information from the text for an oral presentation.

Some learners will be able to:

• Respond to and discuss the reading about famous people from pictures and short passages using interpretive, evaluative and creative thinking skills.

Level of thinking

Higher order thinking skills (according to the revised Bloom's taxonomy).

Assessment criteria

• Listen the information and identify the general information.

• Demonstrate skills of organizing and expressing ideas accurately.

• Illustrate a viewpoint in a discussion.

Target language

Country, nationality, language, currency, culture, fluently, Mandarin, German, Spanish, Italian, English, French, get borders with, inventor, the USA, Nobel Prize, space, thinker, Japan.

Values links

Appreciating the heroes and talented people

Cross-curricular links

Science, Sport, Geography, History

Previous learning

Vocabulary related to hobbies and interests

Plan

Planned timings

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

Resources

Start

5min

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

(E.g. - Hello, my friend, you speak English very well!

-That's very nice of you to say so.)

Slide (objectives)

Slide (useful phrases)

Middle

Pre-reading stage.

Predicting and guessing.

Students move their eyes to the map of the world and think of a question about one country (1 minute). Then they ask a student to go to the blackboard and find a country. After that students call out countries, capitals and languages they remember. Students work in pairs (1 minutes) discuss what famous and interesting information they can present about one country. Students present a short report (1 minute).

While-listening stage.

The teacher informs the class that they will listen people from six countries, say what languages they are:

German, English, Spanish, Italian, Mandarin, French.

The teacher divides students into groups of 6 and distributes a set of role cards for each student with a description of a particular role.

The teacher asks students to present the guest from one country.

Next, the teacher and students review the criteria for each role.

After reviewing criteria, students are informed that they will be filling out a peer-evaluation.

Then the teacher asks visual and word learners to read the text (auditory learners - listen to the text) (5 min) to practice each of the roles and make notes in their graphic organizers follow the instructions in their role cards (5 min).

The teacher monitors students' progress and offer support where necessary.

Then students can have a discussion to represent all the roles. (2 min per student).

Role-cards.

Discussion Director (Interpersonal Intelligence).

Task: Lead the discussion. Prepare 5 open-ended and thought-provoking questions about the country that your group might want to discuss. Help others talk about the country. (Ex.6 p.20)

Descriptors:

1. Write 5 open-ended questions.

2. Write your responses to these questions.

3. Keep the discussion going.

Options

1. Write more than 5 questions.

2. Think of new way to present your work. (e.g. quiz).

Here are some ideas:

• Can you prove that ...

• Why do people visit this country more often...?

• Predict what will happen if you go to the USA?

Passage Picker (Body-Kinesthetic Intelligence).

Task: Choose a description of a country that you think your group would like to re-read.

Descriptors:

1. Choose an interesting or important paragraph and write down its location.

2. Read passage aloud yourself (using body language), or ask someone else to read it, or ask the group to read it silently and then discuss.

Options

Write why you have chosen this paragraph.

Possible reasons for selecting the paragraph:

• important to text

• surprising

• makes you think

• interesting facts

• confusing

• new information

Word Wizard (Verbal-linguistic Intelligence).

Task: Find in the text 5 words or phrases that you had difficulty reading or understand in the description (p.21)

Descriptors:

1. Write 5 unfamiliar or puzzling words in a full sentence. (You may also find familiar word repeated a lot).

2. Write the location of the word on the map

3. Try and guess the hero or a famous person

3. Find a dictionary definition.

Options

1. Find more that 5 words or phrases.

2. Make a list of synonyms and antonyms.

3. Create new sentences with these words.

4. Use online dictionary to find out the pronunciation of the words.

Summariser (Intrapersonal Intelligence).

Task: Prepare a brief description of the key points in the text

Descriptors:

1. Write at least 5 sentences.

2. Write in your own words.

3. Present the important events in a logical order.

Options

1. Include the additional information

2. Give your opinion about famous people

Illustrator (Visual-spatial Intelligence).

Task: Draw a picture related to the text p.21

Descriptors:

1. Prepare an illustration.

2. Share your drawing and ask group members what he/she thinks you have drawn and how it is connected with the theme

3. Explain your illustration.

Options

You can draw a famous figure you know

Connector (Logical-mathematical Intelligence).

Task: Find a part of the story that reminds you of something you have seen, heard, done or read about before.

Descriptors:

1. Write at least 2 sentences. Make connections with your own experience, another text or the world.

2. Give an evidence to support your connection.

Options

Use graphic organiser to record and compare your connections to what happened in the text.

Character Analyser (Logical-mathematical

Intelligence).

Task: Share observations about the main characters.

Descriptors:

1. Select 2 or 1 hero and using adjectives describe their characteristics.

2. Write at least 5 sentences.

Consider:

• How did the hero become popular and why?

• How the character reacted?

• How the character interacts with other people?

Options

Put yourself in the character's shoes and explain the life of a hero from his(her) point of view.

Post-reading stage.

Next, students complete peer-evaluation forms (Appendix 1).

Student's book

CD

Rubric

Student's CD

book

CD

Role-cards

Graphic organizers

Dictionaries

A world map

Writing

Worksheets

Writing

Worksheets

Pictures

Writing

Worksheets

Rubric

End

3min

Home task.

W.B. p.16

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

• Green: How can you use today's learning in different subjects?

• Red: How do you feel about your work today?

• White: What have you leant today?

• Black: What were the weaknesses of your work?

• Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

• Yellow: What did you like about today's lesson?

Slide

Slide "Six thinking hats"

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

Differentiation can be achieved through content (Based on the theory of Multiple Intelligences different tasks are used with the same text).

By support:

Less able learners will be supported through step-be-step instructions, glossaries, thinking time.

By task:

For more able learners additional leveled tasks are offered.

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Жариялаған:

Мутигуллаева Әдемі Садыққызы

23 Қазан 2020

1120

Шағым жылдам қаралу үшін барынша толық ақпарат жіберіңіз

Шағымды қалдыру

Сабақ жоспары 6- сынып Countries, nationalities and languages

Тақырып бойынша 11 материал табылды

Сабақ жоспары 6- сынып Countries, nationalities and languages

Материал туралы қысқаша түсінік

Ұстазадарға арналған сабақ жоспары

Материалды жүктеу

Материалдың қысқаша нұсқасы

Short term lesson plan

Unit of a long term plan: Unit 2 Helping and heroes Lesson plan 13				School: Atameken Secondary school
Date:				Teacher's name: Mutigullaeva AdemaS
CLASS: 6				Number present:			absent:
Lesson title		Countries, nationalities and languages.
Learning objectives(s)		6.L1 understand a sequence of supported classroom instructions 6.C9 use imagination to express thoughts, ideas, experiences and feelings 6.C8 develop intercultural awareness through reading and discussion p.21 6.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 6.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 6.L7 recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics
Lesson objectives		All learners will be able to: Identify the theme, speak about countries and its capitals,answer the questions about the languages . Most learners will be able to: Select, compile, and synthesize information from the text for an oral presentation. Some learners will be able to: Respond to and discuss the reading about famous people from pictures and short passages using interpretive, evaluative and creative thinking skills.
Level of thinking		Higher order thinking skills (according to the revised Bloom's taxonomy).
Assessment criteria		Listen the information and identify the general information. Demonstrate skills of organizing and expressing ideas accurately. Illustrate a viewpoint in a discussion.
Target language		Country, nationality, language, currency, culture, fluently, Mandarin, German, Spanish, Italian, English, French, get borders with, inventor, the USA, Nobel Prize, space, thinker, Japan.
Values links		Appreciating the heroes and talented people
Cross-curricular links		Science, Sport, Geography, History
Previous learning		Vocabulary related to hobbies and interests
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Start 5min	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments. (E.g. - Hello, my friend, you speak English very well! -That's very nice of you to say so.)					Slide (objectives) Slide (useful phrases)
Middle	Pre-reading stage. Predicting and guessing. Students move their eyes to the map of the world and think of a question about one country (1 minute). Then they ask a student to go to the blackboard and find a country. After that students call out countries, capitals and languages they remember. Students work in pairs (1 minutes) discuss what famous and interesting information they can present about one country. Students present a short report (1 minute). While-listening stage. The teacher informs the class that they will listen people from six countries, say what languages they are: German, English, Spanish, Italian, Mandarin, French. The teacher divides students into groups of 6 and distributes a set of role cards for each student with a description of a particular role. The teacher asks students to present the guest from one country. Next, the teacher and students review the criteria for each role. After reviewing criteria, students are informed that they will be filling out a peer-evaluation. Then the teacher asks visual and word learners to read the text (auditory learners - listen to the text) (5 min) to practice each of the roles and make notes in their graphic organizers follow the instructions in their role cards (5 min). The teacher monitors students' progress and offer support where necessary. Then students can have a discussion to represent all the roles. (2 min per student). Role-cards. Discussion Director (Interpersonal Intelligence). Task: Lead the discussion. Prepare 5 open-ended and thought-provoking questions about the country that your group might want to discuss. Help others talk about the country. (Ex.6 p.20) Descriptors: 1. Write 5 open-ended questions. 2. Write your responses to these questions. 3. Keep the discussion going. Options 1. Write more than 5 questions. 2. Think of new way to present your work. (e.g. quiz). Here are some ideas: Can you prove that ... Why do people visit this country more often...? Predict what will happen if you go to the USA? Passage Picker (Body-Kinesthetic Intelligence). Task: Choose a description of a country that you think your group would like to re-read. Descriptors: 1. Choose an interesting or important paragraph and write down its location. 2. Read passage aloud yourself (using body language), or ask someone else to read it, or ask the group to read it silently and then discuss. Options Write why you have chosen this paragraph. Possible reasons for selecting the paragraph: important to text surprising makes you think interesting facts confusing new information Word Wizard (Verbal-linguistic Intelligence). Task: Find in the text 5 words or phrases that you had difficulty reading or understand in the description (p.21) Descriptors: 1. Write 5 unfamiliar or puzzling words in a full sentence. (You may also find familiar word repeated a lot). 2. Write the location of the word on the map 3. Try and guess the hero or a famous person 3. Find a dictionary definition. Options 1. Find more that 5 words or phrases. 2. Make a list of synonyms and antonyms. 3. Create new sentences with these words. 4. Use online dictionary to find out the pronunciation of the words. Summariser (Intrapersonal Intelligence). Task: Prepare a brief description of the key points in the text Descriptors: 1. Write at least 5 sentences. 2. Write in your own words. 3. Present the important events in a logical order. Options 1. Include the additional information 2. Give your opinion about famous people Illustrator (Visual-spatial Intelligence). Task: Draw a picture related to the text p.21 Descriptors: 1. Prepare an illustration. 2. Share your drawing and ask group members what he/she thinks you have drawn and how it is connected with the theme 3. Explain your illustration. Options You can draw a famous figure you know Connector (Logical-mathematical Intelligence). Task: Find a part of the story that reminds you of something you have seen, heard, done or read about before. Descriptors: 1. Write at least 2 sentences. Make connections with your own experience, another text or the world. 2. Give an evidence to support your connection. Options Use graphic organiser to record and compare your connections to what happened in the text. Character Analyser (Logical-mathematical Intelligence). Task: Share observations about the main characters. Descriptors: 1. Select 2 or 1 hero and using adjectives describe their characteristics. 2. Write at least 5 sentences. Consider: How did the hero become popular and why? How the character reacted? How the character interacts with other people? Options Put yourself in the character's shoes and explain the life of a hero from his(her) point of view. Post-reading stage. Next, students complete peer-evaluation forms (Appendix 1).					Student's book CD Rubric Student's CD book CD Role-cards Graphic organizers Dictionaries A world map Writing Worksheets Writing Worksheets Pictures Writing Worksheets Rubric
End 3min	Home task. W.B. p.16 Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”: Green: How can you use today's learning in different subjects? Red: How do you feel about your work today? White: What have you leant today? Black: What were the weaknesses of your work? Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... ) Yellow: What did you like about today's lesson?					Slide Slide "Six thinking hats"
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
Differentiation can be achieved through content (Based on the theory of Multiple Intelligences different tasks are used with the same text). By support: Less able learners will be supported through step-be-step instructions, glossaries, thinking time. By task: For more able learners additional leveled tasks are offered. Материалды жүктеу Жүктеу Сақтау Бөлісу ЖИ арқылы жасау Файл форматы: docx Шет тілі Сабақ жоспары 6 сынып 23.10.2020 1120 Жүктеу Сақтау ЖИ арқылы жасау Жариялаған: Мутигуллаева Әдемі Садыққызы Бұл материалды қолданушы жариялаған. Ustaz Tilegi ақпаратты жеткізуші ғана болып табылады. Жарияланған материалдың мазмұны мен авторлық құқық толықтай автордың жауапкершілігінде. Егер материал авторлық құқықты бұзады немесе сайттан алынуы тиіс деп есептесеңіз, шағым қалдыра аласыз Қазақстандағы ең үлкен материалдар базасынан іздеу Сіз үшін 400 000 ұстаздардың еңбегі мен тәжірибесін біріктіріп, ең үлкен материалдар базасын жасадық. Төменде керек материалды іздеп, жүктеп алып сабағыңызға қолдана аласыз Іздеу Материал жариялап, аттестацияға 100% жарамды сертификатты тегін алыңыз! Ustaz tilegi журналы министірліктің тізіміне енген. Qr коды мен тіркеу номері беріледі. Материал жариялаған соң сертификат тегін бірден беріледі. Толығырақ Оқу-ағарту министірлігінің ресми жауабы Сайтқа 5 материал жариялап, тегін АЛҒЫС ХАТ алыңыз! Қазақстан Республикасының білім беру жүйесін дамытуға қосқан жеке үлесі үшін және де Республика деңгейінде «Ustaz tilegi» Республикалық ғылыми – әдістемелік журналының желілік басылымына өз авторлық материалыңызбен бөлісіп, белсенді болғаныңыз үшін алғыс білдіреміз! Жариялау Сайтқа 25 материал жариялап, тегін ҚҰРМЕТ ГРОМАТАСЫН алыңыз! Тәуелсіз Қазақстанның білім беру жүйесін дамытуға және білім беру сапасын арттыру мақсатында Республика деңгейінде «Ustaz tilegi» Республикалық ғылыми – әдістемелік журналының желілік басылымына өз авторлық жұмысын жариялағаны үшін марапатталасыз! Жариялау Министірлікпен келісілген курстар тізімі Химия пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Тарих пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Биология пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Ағылшын тілі пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ География пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Информатика пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Мектепке дейінгі білім беру бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ «Қазақ тілі» жəне «Қазақ əдебиеті» бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Дене шынықтыру пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Білім алушылардың білім сапасын арттыру мақсатында сабақта цифрлық технологияларды қолдану 80/108 сағат Толығырақ Инклюзивті білім беру жүйесінде ерекше білім беру қажеттілігі бар білім алушыға психологиялық-педагогикалық қолдау көрсету бойынша педагогтердің кәсіби және пәндік құзыреттіліктерін дамыту 80/108 сағат Толығырақ