6 сыныпқа арналған ағылшын тілі бойынша қысқа жоспарлар

Short - term plans

Lesson plan

Unit 1

LESSON: Unit 1 Lesson 1

My class's hobbies and interests.

School:

Date:

Teacher name:

CLASS: 6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

С9 L1 S1 S6 S7 W8

Lesson objectives

All learners will be able to:

identify some specific information from the text and use some target vocabulary to describe

class's hobbies and interests accurately in response to prompts and in production tasks

Most learners will be able to:

identify most specific information from the text and use a range of target vocabulary to describe hobbies and interests in response to prompts and in production tasks

Some learners will be able to:

Identify all specific information from the text and use a range of target vocabulary to describe class's hobbies and interests accurately in response to prompts and in production tasks

Previous learning

vocabulary for describing people, places, things / hobby/interests/ free time/ I really like / to be into/ to be fond of/ to be interested in

Plan

Planned timings

Planned activities

Resources

Teacher Notes

Beginning the lesson

5min

S7

What’s in this unit?

Read the title of the unit Our Class and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

To present vocabulary for hobbies and interests

Play the recording. Ss listen and repeat chorally or individually.

Draw Ss’ attention to the pictures and elicit which hobby or interest is which.

Class CD

Main Activities

L1

S6

S7

S1

C9

W8

To present/practise vocabulary related to class's hobbies and interests

Play the next recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents from various Ss.

Explain the task and read out the headings, translating them if necessary. Read the example sentences aloud and then Ss work in closed pairs and write the words under the headings and make sentences of their own.

Ask various Ss around the class to read their sentences aloud to check Ss’ answers.

( Our interests, our future)

Teacher can use this for some ideas:

http://www.buzzle.com/articles/popular-hobbies.html - most popular hobbies in the world

To predict the content of a text

Direct Ss’ attention to the pictures and elicit what they show. Ask Ss to say what hobbies

they really like or not using key phrases. Give prompts if necessary. Ask: Which of the hobbies or interests are you into? Which of them don't you like?

Complete the table about class's hobbies

and make the conclusion about popular class's hobbies and interests.

Direct Ss to the 5 sentences about classmates, read them to the class and guess who they are.

To read for specific information

Allow Ss time to read the sentences again and answer the questions.

Check Ss’ answers.

Class CD

Vienne Diagram

To check comprehension of a text

Allow Ss two minutes to go through the questionnaire. Ss guess the meaning of some adjectives describing a personality and try to use them speaking about their character.

Ask some pairs to report back to the class.

Play the video. Ss watch it then answer the questions that accompany it.

Video

Ending the lesson

S6

To develop critical thinking skills

Explain the task and read the prompts aloud.

Brainstorm with Ss for interesting ideas.

Allow Ss time to write their sentences, then ask various Ss around the class to read their sentences aloud.

A conceptual table

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 linksHealth and safety checkICT linksValues links

support less able readers by encouraging them to confirm with another learner where target information is in text

monitor groups as they complete comprehension tasks and check understanding through follow-up questions in checking plenary

Cross-curricular links:

P.T, Culture, Art.

precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Breaks and physical activities

challenge more able learners by adding two or three more words to the final task e.g. outside space.

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.

monitor pronunciation in checking final sentence task and highlight any word stress issues on board

Monitoring

Feedback on the work

ICT links

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

Values links:

Healthy lifestyle.

Health and safety check:

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from the lesson about this class or individuals that will inform my next lesson?

Lesson plan

LESSON: Unit 1 Lesson 2

Reading. What are you into?

School:

Date:

Teacher name:

CLASS: 6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

S1 S3 R2 S7 UE9 W1 W6 W8

Lesson objectives

All learners will be able to:

use, pronounce and spell some target vocabulary accurately in production tasks with support

Most learners will be able to:

use, pronounce and spell most target vocabulary accurately in production tasks and integrate with some success in extended writing task

Some learners will be able to:

use, pronounce and spell a range of target vocabulary accurately in production tasks and integrate to good effect in extended writing task

Previous learning

vocabulary for describing people, places, things / hobby/interests/ free time/ I really like / to be into/ to be fond of/ have got

Plan

Planned timings

Planned activities

Resources

Teacher Notes

Beginning the lesson

S7

5min

Teacher suggests singing a song as a warm-up for the lesson.Learners sing A Free Time Song (Hobbies + Pastimes)

To present vocabulary for free - time activities

Draw Ss’ attention to the picture. Play the recording.

Ss listen and repeat chorally or individually.

Class CD

https://www.youtube.com/watch?v=lfLGtb258fM

Main Activities

C6

R2

W8

S1

W6

UE9

To categorise vocabulary

Write words "Hobby" and "Interests" and give associations with these words. Speak about your hobby.

Ss look at the photo on p.10 for a minute and guess three people's interests. Ss copy the headings into their notebooks and try to list as many words as they can remember under each heading. Ss in pairs check their answers and add more words under each heading.

To activate and consolidate vocabulary

Explain the task and read the text aloud.

Ask various Ss to say what the people's interests are.

Cluster

" Hobby and Interests"

Write about friend's hobby or interest

Explain the task and allow Ss some time to speak about 3 people's interests. Ss then compare with their partner their interests and note the similarities and differences.

Ask various pairs around the class to present their friend's interest to the class.

Alternatively, assign the task as HW and check Ss’ answers in the next lesson. Display the conceptual tables to the class.

Ask Ss to make a dialogue with a structure have got and prepositions: of, about, by

Presentation

"Prepositions"

Ending the lesson

S3

W1

Game

APlay in teams. One team says a letter from the English alphabet. The other team says a word which starts with this letter and is related to hobbies or interests. If the team can’t think of a word within 5” they miss their turn. Any correct answer gets 1 point. The team with the most points wins.

Team AS1: S!

Team BS1: Skateboarding!

" Spelling Bee" (competition)

BPlay in class. Take a card, give it to the teacher. The teacher says a word, you in turn spell this word.

A: Taekwondo

B:T -A-E-K-W-O-N-D-O.

Whiteboard

Class CD

Cards

Word list

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

P.E., Social Studies, Languages

support less able learners by getting them to highlight problem parts of word spellings e.g. double letters, long vowel sounds

monitor learner spellings in categorisation task and provide remedial support

Health and safety check

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

provide challenge for more able learners by getting them to present information about class's hobbies and interests.

check learner pronunciation in whole class feedback and drill and highlight word-stress to board as necessary

ICT linksProjector or Smart board for showing a presentation