қмж, 6 сынып ағылшын

Lesson plan for the 6th Grades

Module 8 Lesson 1

Teacher’s name:

Date:

Grade: 6

Number of people present

Number of people absent

The Theme of the lesson

Our neighbourhood Shops.

Objectives according to the Curriculum

6.1.2.1- use speaking and listening skills to provide sensitive feedback to peers4

6.1.3.1-respect differing points of view

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

• learn vocabulary for shops.

• talk about shops I go to.

Some learners will be able to:

Evaluation criteria

Identify the main information of a talk using supporting Information

Recognize the meaning of a story and extended talk with some support

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

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. On the board, write the names of famous shops in the country in which your students live.

Refer to what you have written on the board, elicit the words shop and shopping, and write them on the board.

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.

CD 2.20

• Ask students to open their books at page 87.

• Put students into pairs to do the matching exercise.

• Weaker students can look up the meanings of the words in a dictionary.

• Play the recording for students to check their answers and repeat the words.

• Read out the questions.

• Put students into pairs to answer the questions.

• When checking answers, ask students to name a local example for each of the shops in question.

• Using the questions in Exercise 2 as a model to follow, students write 3–4 questions about the shops in Exercise 1.

• Put students into pairs to ask and answer their questions

• Play Pictionary using the shops vocabulary.

• See Games Bank on pages 28–29.

• Ask students to work in small groups to design their own shop.

• Students should decide what the shop sells, how big it is, where it is located and its name.

• Students present their design for the class to decide which is its favorite

• Ask one student to read out the four questions and another student to read out the example answer.

• Ask students to work alone to answer the questions.

Stronger students need only write notes to the questions.

Weaker students should write full answers to the questions as it will help them in the speaking exercise which follows.

• Monitor while students do this. Help as necessary.

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

• Ask some students to tell the class about their partner.

• To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 128 and do the exercises for Shops

Students work with the photos and answer the questions

Students work in pairs and do matching exercise.

Students work in pairs and answer the questions

Students work in pairs and develop their speaking skills.

Students follow the instructions and play a game

Students work in groups and complete the task.

Students read the questions and answer.

Stronger students need only write notes to the questions.

Students work in pairs and answer the questions

Students work with the photos and answer the questions

Students work in pairs and do matching exercise.

Weaker students may use dictionaries

Students work in pairs and answer the questions

Students work in pairs and develop their speaking skills.

Students follow the instructions and play a game

Students work in groups and complete the task.

Students read the questions and answer.

Weaker students should write full answers to the questions as it will help them in the speaking exercise which follows

Students work in pairs 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

Book, slide

Book

Book, internet resources

Book, slide

The end of the lesson – 5 min

Homework (5 min)

1, 2, 3, 4 and 5 on page 65 of the Workbook for homework.

In the following lesson, students will read about the Dubai Mall. As preparation for this, ask students to research malls online. Students can find out about the biggest malls, the malls which have the largest numbers of shops, malls located in unusual places or buildings, etc.

Module 8 Lesson 2

Teacher’s name:

Date:

Grade: 6

Number of people present

Number of people absent

The Theme of the lesson

An English boy in Dubai

Objectives according to the Curriculum

6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics;

6.4.7.1- recognise typical features at word, sentence and text level in a range of written genres

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

• read a blog post about a day at the Dubai Mall.

• learn extreme adjectives.

• talk about shopping centres.

Some learners will be able to:

Evaluation criteria

Read and identify the main idea in the blog

Identify details in a text with little support

Provide a point of view in connected sentences

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. Elicit examples of famous shopping centres in the students’ countries. (Students will talk about shopping centres where they live in Exercise 6, so don’t go into details at this point.)

students respond to greeting and take their places.

The middle of the lesson – 35 min

1. • Ask students to open their books at page 88.

• Ask students to look at the photos of the Dubai Mall.

Help weaker students answer the question by eliciting or teaching the following vocabulary: theme park, aquarium, ice rink and skating.

2. • Ask students to work alone to read Liam’s blog.

• Put students into pairs to check their ideas to Exercise 1 and to match the photos with the places in bold in the blog.

• Check answers and then refer students to the information in the FACT! box. Ask: Which do you prefer: a small shop or an enormous shopping centre?

• Refer students to the numbers in the box. Check students are able to say the larger numbers: 120 is read one hundred and twenty; 1,200 is read one thousand two hundred; million is pronounced /_m_lj_n/.

• Put students into pairs and ask them to find out what the numbers refer to in the text.

• Check answers.

Explore

extreme adjectives

• Teach the meaning of extreme by writing excellent on the board. Explain that the word means very good and that it is an example of an ‘extreme’ adjective, i.e. an adjective that intensifies the meaning of a ‘normal’ adjective such as good.

• Read out the adjectives in the box. Check students are able to pronounce them.

• Put students into pairs. Ask them to look at the adjectives in context to decide whether they mean very good or very bad.

5 • Read out the information, then give students time to look for the three adjectives in the text.

• Once students have found the adjectives in the text, elicit that we use absolutely with them.