қмж, 6 сынып ағылшын

Lesson plan for the 6th Grades

Module 2 Lesson 1

Teacher’s name:

Date:

Grade: 6

Number of people present

Number of people absent

The Theme of the lesson

Jobs.

Objectives according to the Curriculum

6.3.1.1- provide basic information about themselves and others at discourse level;

6.3.2.1- ask simple questions to get information on a limited range of familiar general and curricular topics;

6.2.4.1- understand with limited support the main point of extended talk.

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

• use and understand the words for different jobs;

• talk about which jobs they would and would not like to do.

Some learners will be able to:

Evaluation criteria

Demonstrate respect to people’s opinions using lexical units of topic vocabulary;

Form opinion and give constructive answers to feedback;

Identify facts and details in extended talks with little support.

Level of thinking skills

Low order thinking

During the lesson:

The stage of the lesson/timing

Actions of the teacher:

Actions of the pupils:

Student actions with special educational needs

Assessment

Resources

The beginning of the lesson/

min

Greetings (1 min)

The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up (4 min)

• Ask students to look at and describe the photograph. Elicit or teach the verb rescue and explain that it is always used with an object, e.g. she rescued the dog rather than she rescued.

• Ask students what people who rescue others from danger are usually called. Elicit the words life saver, lifeguard and hero.

• Give students a couple of minutes to answer the three questions.

• Students can then compare answers in pairs before you check answers with the class.

• Tell students that the theme of Unit 2 is people who make or have made a difference.

students respond to greeting and take their places.

Students describe the photos and answer the questions

students respond to greeting and take their places.

Students describe the photos and answer the questions

1 point for each correct answer

The middle of the lesson – 35 min

• Books closed. Write the word jobs on the board. Elicit any jobs that students know the English words for and then write these words on the board.

• Ex1 Asks students to open their books at page 17.

• Put students into pairs to match the words and phrases in the box with the photos.

• You could turn this into a game by asking pairs to compete to be the first to complete the matching exercise correctly.

• Play the recording tr1.12.

• Students listen to it, check their answers and repeat the words.

• Game Play Hangman to practise the vocabulary for jobs.

• See Games Bank on pages 28–29 (TB).

• Ex2 Refer students to the table.

• Ask students to work alone to complete the table by putting the jobs in Exercise 1 into the correct place in the table. Explain the meaning of the headings if necessary.

• Students can compare answers in pairs before you check answers with the class.

• Ex3 Ask a student to read out the two questions. Elicit or introduce some examples of why people may like or dislike different jobs, e.g. people may like the hours, the money, the people they work with; people may dislike the uniform, the time of day they have to work, the amount of work they have to do.

• Give students time to make notes in response to the questions.

• Monitor and help with vocabulary as necessary.

• Encourage stronger students to write full sentences in their answers. Weaker students can write in note form if they find that easier.

• Ex4 Read out the example question and answer.

• Put students into pairs to ask and answer the questions in Exercise 3.

• Ask some students to report their partner’s answers to the class.

• To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 123 and do the exercises for Jobs.

Students answer the questions

Students work in pairs to match the words.

Students listen to the recording and complete the task

Students read the questions and answer them. They make notes and write sentences.

Students answer the questions

Students work in pairs to match the words.

Students listen to the recording and complete the task

Students read the questions and answer them. They make notes and write sentences.

1 point for each correct answer

Book, slide

Book, slide, audio

Book, slide

The end of the lesson – 5 min

Homework (5 min)

Exercises 1, 2, 3 and 4 on page 13 of the Workbook.

Ask students to choose a different country that they haven’t encountered in Unit 1 and would like to know more about. Ask them to find information about the country’s education system. They should make notes on anything that interests them, any similarities or differences between their own education system.

Module 2 Lesson 2

Teacher’s name:

Date:

Grade: 6

Number of people present

Number of people absent

The Theme of the lesson

People who made a difference

Objectives according to the Curriculum

6.4.1.1- understand the main points in a growing range of short, simple texts;

6.6.5.1- use questions including questions with whose, how often, how long and a growing range of tag questions;

6.4.4.1- read independently a limited range of short simple fiction and non-fiction texts.

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

• read and understand a quiz about people who made history.

• learn expressions with make.

• talk about a famous person from their country.

Some learners will be able to:

Evaluation criteria

Identify the main idea in extended talks with little support;

Identify details in a text with little support;

Interact in a pair, group and a whole class work presenting

Level of thinking skills

Low order thinking

During the lesson:

The stage of the lesson/timing

Actions of the teacher:

Actions of the pupils:

Student actions with special educational needs

Assessment

Resources

The beginning of the lesson/

min

Greetings (1 min)

The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up (4 min)

• Books closed. Write people who make history on the board. Check that students understand the meaning of this phrase (it refers to people whose actions are not only remembered, but which influence the course of history in some way).

• Put students into small groups and ask them to make a list of people who have made history.

• Ask one student from each group to read out their list to the class.

students respond to greeting and take their places.

Students work in small groups and make a list of people in history.

students respond to greeting and take their places.

Students work in small groups and make a list of people in history.

1 point for each correct answer

The middle of the lesson – 35 min

• Ex1 Ask students to open their books at page 18 and look at the photos of the three famous people.

• Read out the two questions and then put students into pairs to answer them.

• Elicit students’ ideas, but neither confirm nor reject them at this point.

• Ex2 Ask students to read the magazine article quickly to check the ideas they came up with in Exercise 1.

• Ex3 Ask students to read the magazine quiz again. Students work alone to answer the three questions.

• Students can compare answers in pairs before you check them with the class.

• Refer students to the information in the FACT! box and then ask students if they know anyone who has ever saved someone’s life.

• Ex4 Ask students to find three expressions with make in the text.

• Elicit the fact that nouns (e.g. a cake, friends, money) and adjectives (e.g. sure) come after make.

• Ex5 Read out the example.

• Put students into pairs to complete the remaining sentences with make and one of the words in the box.

• Check answers.

• To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 123 and do the exercises for Explore expressions with make.

• Ex6 Give students time to think of a famous person from their country. While it is better for the students to choose someone whose life they know something about.

• Give students a few minutes to answer the five questions.

• Monitor while students do this task.

• Ex7 Put students into pairs to ask and answer questions about the famous person they choose in Exercise 6.

• Ask some students to tell the class about which famous person their partner chose to write and talk about.