қмж, 6 сынып ағылшын

Lesson plan for the 6th Grades

Module 5 Lesson 1

Teacher’s name:

Date:

Grade: 6

Number of people present

Number of people absent

The Theme of the lesson

Accidents and injuries.

Objectives according to the Curriculum

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

6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;

6.5.8.1- spell most high-frequency vocabulary accurately.

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

• understand and use vocabulary for accidents and injuries.

• write and talk about accidents and injuries.

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)

• Books closed. Write the nouns accident and injury on the board. Explain that an accident is an unfortunate event, such as a car crash, which often occurs unexpectedly, and which results in an injury, e.g. Maria broke her arm in a car crash.

• Model the pronunciation of accident /ˈaksɪd(ə)nt/ and injury /ˈɪndʒ(ə)ri/ and ask students to repeat the words after you.

students respond to greeting and take their places.

The middle of the lesson – 35 min

• Ask students to look at and describe the photo, which shows

a teen signing a friend’s plaster cast. Elicit or teach the noun plaster cast and the verb sign (a plaster cast is a bandage stiffened with plaster in the shape of a limb that is broken and used to support and protect it). Ask students to say what they know about accidents.

• You could also ask students if they or one of their friends have ever had an accident.

• 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.

• Refer students to the unit’s title and explain the importance of being healthy by being aware and taking notice to avoid accidents.

• Tell students that the themes of Unit 5 are taking care of your health and avoiding accidents and dangerous situations.

• Ex1 Ask students to open their books at page 57.

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

• 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 tr2.02.

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

• Given that students might confuse the past simple verbs felt and fell, point out that felt is the past simple of feel whereas fell is the past simple of fall. E.g. I felt terrible after my football team lost the final of the Champions League. Last week my sister fell off her bike and broke her leg.

• Game Play The mime game to practise the vocabulary for accidents and injuries.

• See Games Bank on pages 28–29(TB).

• Ex2 Read out the example sentence.

• Ask students to work alone to complete the remaining sentences with the phrases in Exercise 1 in the correct form.

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

• Ex3 Ask a student to read out the example sentences.

• Give students time to write sentences about the last time they experienced any of the accidents and injuries from Exercise 1.

• 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 Put students into pairs to compare the sentences they wrote 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 126 and do the exercises for Accidents and injuries.

Students work with photo and describe it.

Students answer the questions and compare answers

Students work in pairs and do matching.

Students listen to the recording and check the answers.

Students follow the instructions and play a game.

Students work individually and complete the sentences with the phrases.

Students read the sentences and write sentences.

Students work in pairs and compare their sentences.

Students work with photo and describe it.

Students answer the questions and compare answers

Students work in pairs and do matching.

Students listen to the recording and check the answers.

Students follow the instructions and play a game.

Students work individually and complete the sentences with the phrases. They may use dictionaries

Students read the sentences and write sentences.

They may use vocabulary if needed

Students work in pairs and compare their sentences.

1 point for each correct answer

Teacher evaluates and guides students

1 point for each correct answer

Students evaluate each other

Slide

Book

Book, audio

Book, slide, audio

Book, slide

Bok, slide

The end of the lesson – 5 min

Homework (5 min)

1, 2, 3, 4 and 5 on page 43 of the Workbook for homework.

Module 5 Lesson 2

Teacher’s name:

Date:

Grade: 6

Number of people present

Number of people absent

The Theme of the lesson

An accident waiting to happen

Objectives according to the Curriculum

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

6.4.5.1- deduce meaning from context;

6.4.6.1- recognize the attitude or opinion of the writer in short texts.

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

• read and understand an article about a man who has had lots of accidents.

• learn expressions with get.

• write true and false sentences with expressions with get.

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 the following idiom on the board:

an accident waiting to happen.

• Explain that this is a common idiom and that it refers to a

dangerous situation in which an accident is very likely to occur, e.g. if a wheel is not properly secured on a car, then the wheel may come off, which will more than likely cause a crash.

students respond to greeting and take their places.

The middle of the lesson – 35 min

• Ex1 Ask students to open their books at page 58.

• Ask students to look at the photo of Mick as well as the other photos. Elicit the names of the animals and objects shown in Exercise 1 (horse, cat, stairs, hammer, tractor and potatoes).

• Read out the question and then put students into pairs to answer it.

• Elicit students’ ideas, but neither confirm nor reject them at this point. Students will check their ideas in Exercise 2.

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

• You could then ask students if they know of anyone who is as unlucky or as accident-prone as Mick Wilary. Students could briefly tell the class something about this person.

• Ex3 Ask students to read the magazine article again. Then ask them to work alone to do the true/false exercise.

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

• Read out the information in the FACT! box. Ask students to say how it might be possible to avoid slipping on or tripping over something, e.g. wear comfortable shoes, look where you are going, pay attention to what is in front and around you, walk more slowly.

• Ex4 Ask students to find three expressions with get in the article.

They should then look at the context of the expressions and say what the meaning of get is.

• Check answers.

• Ex5 Read out the example.