қмж, 6 сынып ағылшын

Lesson plan for the 6th Grades

Module 7 Lesson 1

Teacher’s name:

Date:

Grade: 6

Number of people present

Number of people absent

The Theme of the lesson

A short biography. Reading a long extract from a novel.

Objectives according to the Curriculum

6.3.1.1.- understand the main points in a growing range of short, simple texts; 6.3.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts;

6.1.4.1- evaluate and respond constructively to feedback from others.

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

read and understand a short biography of George Eliot.

read and understand an extract from the The Mill on the Floss.

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)

• On the board, draw a simple mill (a big house like a farm with a wheel on its side) and two stick figures; a boy and girl.

• Write the title of the book above the picture: The Mill on the Floss. Explain what a mill is (a building where they used to grind grains to make flour) and that Floss is the name of a river.

• Give students a minute to think about and predict the plot. Help them by asking: What are the main characters’ names? What’s the relationship between them? What’s their life like? etc.

• Put students in pairs or small groups to share their ideas. Monitor and help as necessary.

students respond to greeting and take their places.

Students predict a plot and share ideas

students respond to greeting and take their places.

Students predict a plot and share ideas

Teacher guides students

The middle of the lesson – 35 min

• Focus attention on the photo of the girl on page 82. Ask students to describe what they can see.

• Put students into pairs and give them a couple of minutes to answer the three questions.

• Ask two or three students to report back to the class on what their partner said about the photo. Have a class discussion about the differences between the Victorian times and today.

• You can extend the discussion by asking students to imagine they lived in the Victorian era. What would they enjoy about their life?

What would they dislike.

Ex1 Ask students to read the biography quickly to find out who wrote The Mill on the Floss.

• Elicit the answer and ask students what they found interesting about the author’s life. Make sure they understand the concept of a pen name, i.e. a name the writer uses instead of his/her real name.

• Give students two minutes to complete the fact sheet.

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

Ex2 Read out the question and discuss ideas as a class.

•Alternatively, put students in pairs to discuss their ideas. Then elicit ideas from individual students.

•If appropriate, explain why Mary Ann Evans used a male pen name sharing some or all of the information from the Background above.

Ex1 Go over students’ predictions from the Warm-up briefly.

• Ask them to read the first part of the story once and check whether their ideas about the main characters were correct.

• Check answers with the whole class.

• Ask three individual students to read out one question each.

• Set a three-minute time limit to read the passage and answer the questions.

• Pair stronger students with weaker students to compare their answers before you check answers with the class.

• When you check answers, ask students to say which part of the text gave them the answers.

Ex2 Write a list on the board:

–Tom’s reaction

–Adults’ reaction

–Other ideas

• Put students in pairs to predict how the story will continue. Read out the questions and explain that students must guess what the characters will do when they see Maggie’s hair. Encourage them to think of any other ideas about how the story will continue. Monitor and help as necessary.

• Choose individual students to share their ideas with the whole class. Write key words on the board, next to the corresponding heading in the list.

Ex3 Set a three-minute time limit for students to read the next part of the story. Tell them not to worry about words they don’t understand. They should focus on the gist (general meaning).

• Put students in pairs to discuss whether their predictions were correct.

• Discuss this as a whole class. Ask students to think about the information or language in the first part of the story that helped them make predictions.

Students work with photos and describe them.

Students work in pairs and answer the questions.

Students discuss on the topic and correct each other

Students read the bibliography and find the answer. They then discuss and correct each other

Students read the questions and answer them.

Students make predictions and answer the questions

Students work in pairs and answer the questions. By answering the questions they predict the end of the story

Students work in pairs, read the ending of the story and answer the questions

Students work with photos and describe them.

Students work in pairs and answer the questions.

Students discuss on the topic and correct each other

Students read the bibliography and find the answer. They then discuss and correct each other

Students read the questions and answer them.

Students make predictions and answer the questions. Weaker students may use plot.

Students work in pairs and answer the questions. By answering the questions they predict the end of the story

Students work in pairs, read the ending of the story and answer the questions

1 point for each correct answer

Teacher evaluates and guides students

Students evaluate each other

1 point for each correct answer

Teacher evaluates and guides students

Book

The end of the lesson – 5 min

Homework (5 min)

Ask students to do some research and find one or more famous authors who wrote under pen names (e.g. Agatha Christie, Stephen King, J.K. Rowling, etc.). Encourage students to make a note of the pen names; titles they wrote with the real name and pen name; why they decided to use a pen name, etc.

• Set Exercises 1, 2 and 3 on page 63 and Exercises 4, 5, 6 and 7 on page 64 of the Workbook for homework

Module 7 Lesson 2

Teacher’s name:

Date:

Grade: 6

Number of people present

Number of people absent

The Theme of the lesson

Get reading.

Objectives according to the Curriculum

6.3.1.1.- understand the main points in a growing range of short, simple texts; 6.3.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts;

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 an extract from the The Mill on the Floss.

practise scanning and reading for details.

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 Mary Ann, George, Maggie, Tom, Mrs Tulliver on the board. Check that students remember who these names refer to.

• Put students into small groups and ask them to write down a description of the people.

• Ask students from each group to read out their notes to the class. Tell students they can look up the necessary information in their pupil’s books.

students respond to greeting and take their places.

The middle of the lesson – 35 min

Ex4 Before students do the task, read out the information in the Get Reading box. Tell students that reading a text quickly (in any order) to find specific information is called scanning. Elicit why it is such an important skill – because…