07 нұсқа, 6-модуль бойынша ағылшын тілі жоспарлары

Module 6

Lesson plan

LESSON: Module 6 Lesson 1 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that this lesson is contributing to

L3 L5 L9 S1 S4 R1 R2 R6 W6 W7 UE2 UE3

Lesson objectives All learners will be able to: recognise and spell some of the numbers correctly and respond to some spoken and written prompts correctly

Most learners will be able to:

recognise and spell most of the numbers correctly and respond to most spoken and some written prompts correctly

Some learners will be able to:

recognise and spell all numbers correctly and respond to most spoken and most written prompts correctly

Previous learning Birthday today How old are you? I’m happy numbers 1-20

Plan

Planned timings Planned activities Smiles Resources

Teacher

Notes

Beginning the lesson

S1

Name a part of a body, e.g. eyes. Ask a pupil to point to his/her eyes. Ask the rest of the class for verification. Repeat with some more parts of a body.

Presentation and practice

L9

S1

Step 1 Listen, point and repeat.

Pupils’ books closed. Put up the ‘My Numbers’ poster on the board. Point to each item, one at a time, and say the appropriate words. The pupils repeat, chorally and/or individually. Point to each number in random order. Ask individual pupils to name it. Ask the rest of the class for verification. Ask two pupils to come to the front of the classroom. Say a number from 2-12. The pupils work together and show the number on the fingers of their hands.

Pupils’ books open. Play the CD. The pupils listen, point to the numbers, and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually.

Track 1 CD2

My Numbers Poster

L5

R1 R2

W6 W7

L9

S4

R6

Step 2 Complete. Talk with your friend. (activity 1)

The pupils point to and say the numbers. For stronger classes, allow the pupils some time to write the missing letters. Check their answers. Write on the board: Happy Birthday! How old are you? Point to and read the sentences. Have the pupils repeat after you. Explain their meaning. Then write as you say: I’m seven! Have the pupils repeat after you. Explain the activity. The pupils, in pairs, imagine it’s their birthday and ask and answer as in the example. Explain to the pupils that they can refer to the sentences on the board or at the bottom of the page in their Pupil’s books for help. Go around the classroom providing any necessary help. Ask some pairs to report back to the class.

Step 3 Sing the ‘Birthday Song!’ (activity 2)

Draw a happy face on the board, smile and say: I’m happy today! The pupils repeat after you. Then draw a simple sketch of a birthday cake on the board. Point to it and say: It’s my birthday! The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen to the song. Divide the class into two groups and assign a verse to each group. Play the CD. The groups sing their assigned verse. Time permitting, play the song a third time for the pupils to sing the song as a class.

Track 02 CD2

Step 4 Listen and read. (activity 3)

Set the scene by asking the pupils questions about what they can see in the pictures. Play the CD and ask the pupils to listen and follow the story in their books.

Track 03 CD2

Step 5 Tick (✓) (activity 4)

Ask: How old is Lilly? Ask the pupils to look at the pictures, read the dialogue silently and tick the right number. Check the pupils’ answers. Play the CD again pausing for the pupils to repeat, chorally and/or individually. Ask individual pupils to read the dialogue out loud.

Track 03 CD2

L3 Ending the lesson

Say: It’s my birthday today. I’m (seven)! The pupils who are seven stand up and leave. Continue with another age and until all the children have left the classroom.

Check pupils’ birth dates. Use randomly.

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?

Cross-curricular links Health and safety check ICT links Values links  give some weaker learners an extra letter in number words they do not know

 have stronger learners sound out spellings in giving feedback

 check control in writing tasks of letter formation and spelling

 check text comprehension through questioning

 ICT links: ask learners to check some spellings using an online picture dictionary projected to the board

Lesson plan

LESSON: Module 6 Lesson 2 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that this lesson is contributing to

L9 S3 S4 R2 W2 UE1 UE5 UE9 UE15

Lesson objectives All learners will be able to: pronounce and spell the names of some food words and use some simple present forms correctly when prompted

Most learners will be able to:

pronounce and spell the names of most food words and use most simple present forms correctly when prompted

Some learners will be able to:

pronounce and spell the names of food words and use most simple present forms correctly when prompted including using question forms

Previous learning names of foods I like lovely too question words : What Where ?

Plan

Planned timings Planned activities Smiles Resources

Teacher

Notes

Beginning the lesson

S3

Ask a pupil to come to the board. Call out a number, e.g. ten, and tell the pupil to write it on the board. Ask the rest of the class for verification. Repeat with as many pupils as you think is necessary. Play the ‘Birthday Song’ from the previous lesson (Track 02 CD2). Invite the pupils to sing along.

Track 02 CD2

Presentation and practice

S3

Step 1 Listen, point and repeat.

Pupils’ books closed. Put up the My Food poster on the board and present the food items. The pupils repeat, chorally and/or individually. Point to each food item in random order. Ask individual pupils to name the item. Ask the rest of the class for verification.

Pupils’ books open. Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually

Track 04 CD1

My Food Poster

Step 2 Think and draw. (activity 5)

UE1 UE15 UE 9

L9

S4 UE5

R2 W2

Draw a happy face on the board. Point to the chocolate and say: Mmm, chocolate. I like chocolate! Ask the pupils to repeat after you. Draw a sad face on the board. Then point to the chocolate again, mime and say: Chocolate, yuk! I don’t like chocolate. The pupils repeat after you. Give the pupils enough time to complete the activity. Then pupils say which food items they like/don’t like. Explain to them that they can refer to the sentences on the board or at the bottom of the page for help.

Step 3 Sing the ‘Food’ Song! (activity 6)

Count on your fingers and say: One, two, three, four. The pupils repeat after you. Then rub your stomach and say: Yummy chocolate! The pupils repeat after you. Then gesture and say: Give me more! The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen to the song. Divide the class into two groups and assign a verse to each group. Play the CD. The groups sing the assigned verses. Time permitting, play the song a third time for the pupils to sing the song as a class.

Track 05 CD2

Step 4 Listen and read. (activity 7)

Set the scene by asking the pupils questions about what they can see in the pictures. Play the CD and ask the pupils to listen and follow the dialogue in their books.

Track 06 CD2

Step 5 Complete. (activity 8)

Explain the activity. The pupils look at the pictures, read the dialogue silently and complete the phrases. Check the pupils’ answers. Play the CD again pausing for the pupils to repeat, chorally and/or individually. Ask individual pupils to read the dialogue out loud.

Track 06 CD2

Ending the lesson

S3

Ask the pupils to draw the food they like and present it to the class.

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?

Cross-curricular links Health and safety check ICT links Values links  prompt and elicit letters from letters  check use of simple  Health and safety: remind