was/ were, there was/ there were

Unit of a long term plan

Unit 9 Transport Lesson plan 93

School:

Date:

Teacher’s name:

Class: 6

Number present: Number absent:

Lesson title

Language Focus.

was/ were, there was/ there were

Learning objectives(s) that this lesson is contributing to

6.UE9 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics

6.C8 develop intercultural awareness through reading and discussion

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

6.L3 understand an increasing range of unsupported basic questions on general and curricular topics

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

6.S2 ask simple questions to get information about a limited range of general and curricular topics

Lesson objectives

All learners will be able to:

•Identify the theme, give the examples of was/ were, there was/ there were, use active vocabulary speaking about inventions and discoveries.

•Transfer information from the book about grammar into a graphic organizer.

•Offer constructive peer-feedback using rubric.

Most learners will be able to:

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

Some learners will be able to:

•Respond to and discuss the reading rules and texts using interpretive, evaluative and creative thinking skills.

Value links

Cooperation, respect each other's opinion, functional literacy.

Cross curricular links

Social Science, Physics, Geography, Information Technology.

Previous learning

Talking about the history of the steam engine.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss the inventions of the nineteenth century.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned timings

Planned activities

Resources

Beginning of the lesson

6 min

The lesson greeting.

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

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.

Watching the pictures, the learners are asked to predict the topic of the lesson.

Warm up. Free talk about the last topic. The teacher asks Sts. in pairs find sentences with the Past forms: was/ were/ there was / there were.

Slide (useful phrases).

Pictures

PPT

Student Book p.107

Writing

Worksheet

Main

Activities

15 min.

13 min

Main part

Look at the rule and do Ex. 1 - 3 p.107. While doing Ex.3. the Sts. will pay attention to great people.

Ex.4 - 5 p.107. Complete the table.

Activate. Ex.6 p.107. Pair Work.

Creative Exercises.

A table

Pictures

PPT

Student Book p.107

Writing

Worksheet

Ending the lesson

6 min.

Giving the home task.

W.B. p.73

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 (Homework)

Slide "Six thinking hats"

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?

Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

40.Identify the main idea in extended talks with little support.

41.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

42.Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

•selects an appropriate answer.

•completes the task.

•uses appropriate subject-specific vocabulary while speaking.

•discusses questions and answers the questions within the group.

•Observation

•Feedback on the work

•Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas