Excel 5 module 6 robin hood

MODULE 6

Lesson plan

LESSON: Module 6 Lesson 1	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	C8   R2   R3   R4
Lesson objectives	All learners will be able to:
identify some specific information in the text correctly and use some target language correctly in production tasks with support
Most learners will be able to:
identify most specific information in the text correctly and use a range of target language correctly in production tasks with support
Some learners will be able to:
identify all specific information in the text correctly and use a range of target language correctly in production tasks with little support
Previous learning	basic vocabulary relating to types of writing and story
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson             R2	What’s in this module? Read the title of the module Reading for Pleasure 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.

	Main Activities             R4             S7             C8             R2             R2	To present and categorise types of literature ·       Explain that in literature non-fiction refers to texts that discuss the real world and fiction refers to texts from the world of imagination. ·       Explain the task. Allow Ss time to look at the pictures and choose which type each is. ·       Check Ss’ answers. To present new vocabulary ·       Explain the tasks. Ss explore the books in the school library or at home and report back to the teacher on which types of books they find. ·       Ss present answers to the class.
	To introduce the topic and stimulate interest in the text ·       Explain the task. Allow Ss time to read through the text in order to answer the questions. ·       Check answers around the class.	Video
	To present vocabulary for a story ·       Explain the task. Allow time for Ss to look at the pictures and choose the descriptions from the list. ·       Check Ss’ answers. To read for specific information ·       Play the recording. Ss listen and read the text. Allow Ss time to put the pictures in the correct order. ·       Check Ss’ answers	Class CD
	Ending the lesson             R3	To read for specific information ·       Allow Ss time to prepare their answers. Ss can work in closed pairs. ·       Check Ss’ answers.
	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 Health and safety check ICT links Values links
	support less able learners through supportive convergent moving to divergent questioning in eliciting views	monitor accuracy, use of vocabulary and pronunciation in checking and whole class plenary and then feedback on board	cross-curricular links: Literature [types of literature]
	challenge more able learners through probing and hypothetical questioning in eliciting views

Lesson plan

LESSON: Module 6 Lesson 2	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	S3  S4   S6  S7  C7   C9
Lesson objectives	All learners will be able to:
express some views using some target language accurately and use some target vocabulary with correct word stress
Most learners will be able to:
express a range of views using a range of target language accurately and use some target vocabulary with correct word stress
Some learners will be able to:
express a range of views using a range of target language accurately and use most target vocabulary with correct word stress
Previous learning	basic vocabulary for describing features of a book
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson	To personalise the topic Elicit answers from the Ss around the class

	Main Activities             S7             C7             C9             S3             C7             S4             S6	To practise adjectives ·       Draw Ss’ attention to the Study Skills box. Have one student read aloud the content of the box. Elicit more examples from the class. ·       Allow Ss time to complete the task. ·       Check Ss’ answers. ·       Play the video for the Ss and elicit their comments at the end. To personalise the topic ·       Explain the task. Allow Ss to work in closed pairs and come up with their own ideas. ·       Elicit answers from around the class.	Video
	To develop thinking skills ·       Explain the task. Allow Ss to work in closed pairs and choose an answer. ·       Elicit answers from around the class
	To design a cover for the story ·       Explain the task. Ss work in groups and think of ideas of what they want to have on the cover of this story. ·       Allow Ss time to draw or design the covers. Alternatively allocate the task as HW. ·       Present Ss’ designs to the whole class.
	Ending the lesson             C9	To act out a mime of the story ·       Explain the task. Allow Ss to work in groups and take roles and act out the story. ·       Allow Ss to videotape the performances. ·       Present the videos to the whole class.
	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 Health and safety check ICT links Values links
	monitor less able groups in preparing miming task and support with further modelling and drilling	monitor accuracy and pronunciation in eliciting views and then feedback to whole class before final task	cross curricular links: Literature [responses to literature]
	challenge more able learners to give more expansive answers in response to miming prompts

Lesson plan

LESSON: Module 6 Lesson 3	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	C8  R1  R2   R5  W3
Lesson objectives	All learners will be able to:
identify some specific information in the text correctly and use some target language correctly to make points about the text and topic
Most learners will be able to:
identify most specific information in the text correctly and use a range of target language correctly to make points about the text and topic
Some learners will be able to:
identify all specific information in the text correctly and use a range of target language correctly to make points about the text and topic
Previous learning	vocabulary for talking about events in narratives and legends
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson             C8	To introduce the topic and stimulate interest in the text ·       Explain the task. Allow Ss time to read through the text in order to answer the questions. ·       Check answers around the class.

	Main Activities             R2             R2             R5	To read for specific information ·       Explain the task. Allow Ss time to match the pictures with the captions. ·       Check answers. To read for gist and specific information ·       Explain the task. Play the recording. Ss listen and read the text. ·       Allow time for the Ss to identify the people in the pictures. ·       Check Ss’ answers aloud around the class.	Class CD
	To read for specific information ·       Explain the task. Allow Ss time to put the pictures in the correct order. ·       Check Ss’ answers. To read for specific information ·       Draw Ss attention to the Check these words box. Elicit meaning of the words or allow Ss time to look up the words and check meanings around the class. ·       Explain the task. Allow Ss time to complete the sentences. ·       Check Ss’ answers.
	Ending the lesson             W3	To consolidate vocabulary learnt in this module ·       Explain the task. ·       Allow Ss time to complete the sentences. ·       Check Ss’ answers.
	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 Health and safety check ICT links Values links
	support less able learners through supportive convergent moving to divergent questioning in eliciting views	monitor accuracy, use of vocabulary and pronunciation in checking and whole class plenary and then feedback to board	cross-curricular links: Literature [heroes and legends]
	challenge more able learners through probing and hypothetical questioning in eliciting views

Lesson plan

LESSON: Module 6 Lesson 4	School: M.Makataev
Date: 14.02.2019	Teacher name: T.V.Poteryaiko
CLASS: 5 G	Number present:	absent:
Lesson title	Robin Hood
Learning objectives(s) that this lesson is contributing to	R1   R4   R5   S8 C7   C9
Lesson objectives	All learners will be able to:
identify some specific information and ideas in the text correctly and use some target language correctly to recount information about the text
Most learners will be able to:
identify a range of specific information and ideas in the text correctly and use some target language correctly to recount information about the text
Some learners will be able to:
Identify a range of specific information and ideas in the text correctly and use a range of target language correctly to recount information about the text
Previous learning	basic narrative linkers and vocabulary for describing narrative events
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson             R1	Remind Ss of vocabulary from previous lesson by putting words on board (jumbled letters) for them to unscramble. To expand vocabulary ·       Explain the task. Ask Ss to work in pairs and find alternatives to said. ·       Check Ss’ answers.

	Main Activities             R5             S8             R2             C7	To practise sequence of events ·       Explain the task. Ask Ss to work individually or in pairs to put the sentences in the order the happened in the story. ·       Allow time for Ss to complete the task and check Ss’ answers.
	To retell a story ·       Explain the task. Choose whether Ss will say or write the task. ·       Allow Ss to read for specific information ·       Explain the task. Allow Ss time to complete the table. ·       Check Ss’ answers.  Ss time to write or say the story around the class. ·       Alternatively set the task as HW and have the students present their answers the following day. ·       Check Ss’ answers.
	To read for specific information ·       Explain the task. Allow Ss time to complete the table. ·       Check Ss’ answers. To talk about differences between two characters; to develop thinking skills ·       Ss work in pairs and tell each other the difference between the two characters. Explain that Ss need to use but when they compare the two characters since they don’t share similar characteristics. ·       Monitor the activity around the class. ·       Ask some students to present to the class.
	C9	To develop thinking skills ·       Ask Ss to work in groups and decide what happened next in the story. ·       Elicit discussion of the question and answers around the class.
	Ending the lesson             R4	To develop research skills/thinking skills ·       Explain the task. ·       Allow Ss time to research the story. ·       Play the video for the Ss and elicit their comments. Check answers around the class.	Video
	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 Health and safety check ICT links Values links
	support less able learners through supportive convergent moving to divergent questioning in eliciting views	monitor accuracy, use of vocabulary and pronunciation in checking and whole class plenary and then feedback to board	cross-curricular links: Literature [heroes and legends]
	challenge more able learners through probing and hypothetical questioning in eliciting views

Lesson plan

LESSON: Module 6 Lesson 5	School:  M.Makataev
Date: 15.02.2019	Teacher name: T.V.Poteryaiko
CLASS: 5 G	Number present:	absent:
Lesson title	Robin Hood
Learning objectives(s) that this lesson is contributing to	C10   R2   R5   R6  S7
Lesson objectives	All learners will be able to: identify some specific information and ideas in the text correctly and use some target language correctly to recount information about the text
Most learners will be able to: identify a range of specific information and ideas in the text correctly and use some target language correctly to recount information about the text
Some learners will be able to:
Identify a range of specific information and ideas in the text correctly and use a range of target language correctly to recount information about the text
Previous learning	vocabulary relating to myths and legends
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson             R2             C10	To stimulate interest in the topic and read for specific information ·       Explain the task. Elicit answers from Ss. ·       Allow Ss time to read the text for answers. ·       Check answers around the class.

	Main Activities             R5             R6             S7	To listen and read for gist and specific information ·       Explain the task. Play the recording. Students read and listen to find the information. ·       Check Ss’ answers.	Video Class CD
	To read for specific information ·       Explain the task. Allow Ss time to answer the questions working in pairs. ·       Check the answers by asking individual Ss around the class. ·       Check Ss’ answers
	To practise vocabulary learnt in this lesson ·       Explain the task. ·       Allow Ss time to complete the questions.
	Ending the lesson	·       Check Ss’ questions. ·       Ask Ss to choose a story or book they like or remember from when they were younger. Homework task is to think about how they would summarise it verbally or in writing for the following lesson.
	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 Health and safety check ICT links Values links
	support less able learners with supportive questioning and prompting in eliciting answers and views orally	use thumbs up and down technique and follow up questions to check comprehension	cross-curricular links: Literature [myths and legends]
	provide challenge to more able learners by pairing them with less able learners in text comprehension and telling them to guide less able learners where to look in text for answers	monitor pronunciation of target words in checking answers and highlight to board and redrill

Lesson plan

LESSON: Module 6 Lesson 6	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	C4   C9   S3   S8   W2   UE17
Lesson objectives	All learners will be able to: identify some specific information and ideas in the text correctly and use some target language correctly to recount information about the text
Most learners will be able to: identify a range of specific information and ideas in the text correctly and use some target language correctly to recount information about the text
Some learners will be able to:
Identify a range of specific information and ideas in the text correctly and use a range of target language correctly to recount information about the text
Previous learning	basic co-ordinating and subordinate conjunctions
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson	To read for specific information ·       Explain the task. Allow Ss time to fill in the answers. ·       Check Ss’ answers ·       Play the video and elicit comments from the class.	Video

	Main Activities             UE17             UE17             C4             W2             C9             S8	To present linkers ·       Draw Ss’ attention to the grammar box on Linkers. ·       Read through the box and have Ss read the examples. Elicit further examples from the Ss. ·       Allow Ss time to find further examples in the text. ·       Check answers. To practise linkers ·       Allow Ss enough time to complete the exercise. ·       Check Ss’ answers.
	To write or present a summary of the story ·       Explain the task. Allow Ss time to summarise the story. They should make 4 deliberate mistakes in the story and see if the other students can spot them. ·       Monitor the activity around the class. Alternatively, allocate the task as HW. ·       Several Ss around the class present their summaries.
	To develop creative skills ·       Explain the task. Explain that a cover should have the title of the book, the author and a picture usually showing the main characters or something important in the story. ·       Ss work individually or in pairs to create a cover that they think would suit this story. ·       Allow enough time for the Ss to finish the task. ·       Present the covers to the class or display in the classroom.
	Ending the lesson             C9             S3	To develop thinking skills ·       Explain the task. Elicit alternative answers from the Ss. ·       Allow Ss time to discuss alternative endings in pairs. ·       Then ask several Ss around the class to present their answers.
	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 Health and safety check ICT links Values links
	support less able learners through supportive convergent moving to divergent questioning in eliciting views	monitor accuracy, use of linkers in checking and whole class plenary and then feedback to board	cross-curricular links: Literature [heroes and legends]
	challenge more able learners through probing and hypothetical questioning in eliciting views

Lesson plan

LESSON: Module 6 Lesson 7	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	C5   S1  S2  UE5 L5
Lesson objectives	All learners will be able to: use some language from the module to express views and write some relevant questions accurately
Most learners will be able to: use a range of language from the module to express views and write a range of relevant questions accurately
Some learners will be able to: use a wide range of language from the module to express views and write a range of relevant questions accurately
Previous learning	vocabulary from the Module / vocabulary for expressing views
Plan
Planned timings	Planned activities	Excel Resources	Teacher Notes
Beginning the lesson             C5	To develop values and talk about reading ·       Explain the task. Ask the Ss to work in pairs and read the sentences. ·       Allow Ss time to discuss the reasons for reading. ·       Monitor the activity around the class. ·       Ss present answers in pairs.

	Main Activities             S1             R2             UE5             S2             L5	To personalise the topic Elicit Ss’ reasons why they like reading from around the class. To test knowledge learnt in this module ·       Explain the task. Allow Ss some time to read the questions and mark the sentences as true or false. ·       Alternatively, you may allow Ss to review the module and find the relevant information to complete the statements correctly. Check Ss’ answers.
	To revise vocabulary taught in the module ·       Explain the task and allow Ss time to look through the module and think of quiz questions in pairs. ·       Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. The older brother of the giants liked to play music. (F)) ·       Ss swap their quizzes with another pair and do it and then report back to the class.
	To listen for specific information ·       Explain the task. Play the recording for Ss to fill in the missing words. ·       Check answers. ·       Play recording again for Ss to sing along.	Class CD
	Ending the lesson	Play the video for the Ss and elicit their comments at the end.	Video
	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 Health and safety check ICT links Values links
	prompt less able learners to ask a range of questions with different question starters and highlight areas of questions that need to be corrected before proceeding to quiz	monitor question production in group activity	cross-curricular links: Literature [responses to Literature]
	provide challenge for more able learners to try and write another short verse for the song	monitor pronunciation of new vocabulary from Module

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Excel 5 Module 6 Ex3 Robin Hood Lord Of The Greenwood Part1 10.01.2021, Улдана Бахытбаева Ub

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Источник

Excel 5 P. 79. Robin Hood 6B. Module 6. Видеоурок, Ответы И Объяснение. Гдз

Triumph English School HD 10:47

Описание

Robin Hood. Excel 5 p. 79. Module 6. Видеоурок, ответы и объяснение. ГДЗ.
Агылшын 5 сынып 79 бет жауаптары
Английский 5 класс с 79 ответы.
⌚Timecodes:
0:00 — ex.4
0:37 — ex.5
2:17 — ex.6
3:31 — Check these words (eng, рус., каз)
5:12 — ex.7
5:46 — ex.8 a)
7:46 — ex.8 b)
8:39 — ex.9 a)
9:35 — ex. 9 b)
☑ EXCEL 5 — плейлист
https://youtube.com/playlist?list=PLc1WbuBfimNqt26AUO7nrcjLH42eS8Ml5
❗Другие видео по учебнику Excel 5:
Module 1. Use of English 1b. p. 12. https://youtu.be/5V2DOWAwwtE
Module 1. Use of English 1b. p. 13. https://youtu.be/0amowyAfSbE
Module 2. Use of English 2b, p. 24-25 https://youtu.be/7pQ2BSOY9jA
Module 3. Use of English 3b, p. 36-37 https://youtu.be/yC8hYqqtL-U
Module 4. Vocabulary 4a. p. 47. https://youtu.be/S6vg7eJXNdE
Module 4. Use of English 4b. p.48-49 https://youtu.be/Wca1hSVhuvQ
Module 4. Skills 4c. p. 51. https://youtu.be/kb_qSoDRYBg
Module 4. Everyday English 4d. p. 52. https://youtu.be/OOniQZrsqJ4
Module 5. Use of English 5b. p.60-61 https://youtu.be/56PROaIF48U
Module 5. Reading 5c. p. 62. The Samruk. https://youtu.be/Q0m8gwfYiZ0
Module 5. Vocabulary 5c. p. 63. https://youtu.be/g0mvtarkWnE
Module 5. Use of English 5d. p.64-65 https://youtu.be/1PIh7uSiPYY
Module 5. Use of English 5f. p.68-69 https://youtu.be/1UJ7kISHk58
Module 7. Reading 7A. p.86 https://youtu.be/DtfB8dfG938
Module 7. Use of English 7b. p.88-89 https://youtu.be/nFonGEAA7z8
Module 8. Use of English 8b. p.100-101 https://youtu.be/-68I5hcFmp0
Module 9. Use of English 9b. p.112-113 https://youtu.be/LD5CanlR5u8
Thank you for watching!
ИНТЕРЕСНЫЕ ПЛЕЙЛИСТЫ:
⚡ 5 класс – «Excel 5» https://youtube.com/playlist?list=PLc1WbuBfimNqt26AUO7nrcjLH42eS8Ml5
⚡ 6 класс — «Excel 6» https://youtube.com/playlist?list=PLc1WbuBfimNryL6WzFNr1w7r3GBhCLoCK
⚡ 7 класс — «Excel 7» https://youtube.com/playlist?list=PLc1WbuBfimNqMlKjXr8QakdOxh9dhd-G6
⚡ 8 класс – «Excel8» https://youtube.com/playlist?list=PLc1WbuBfimNryzEDsIs8uat4ly366_Mk5
⚡ Songs 🎵 — https://youtube.com/playlist?list=PLc1WbuBfimNpLQZHbPtcnHMSA2_4ibORv
⚡ Grammar 📕 — https://youtube.com/playlist?list=PLc1WbuBfimNq8mUTXesUqeH80rVMuB9Cy
#excel5, #Excel5p79, #triumphenglishschool, #Excel5Module6, #ГДЗ #английский #5класс #5сынып

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Источник

Excel Grade 5 short term plan 6 module

LESSON: Module 6 Lesson 1

Learning objectives(s) that this lesson is contributing to

All learners will be able to:

identify some specific information in the text correctly and use some target language correctly in production tasks with support

Most learners will be able to:

identify most specific information in the text correctly and use a range of target language correctly in production tasks with support

Some learners will be able to:

identify all specific information in the text correctly and use a range of target language correctly in production tasks with little support

basic vocabulary relating to types of writing and story

Beginning the lesson

What’s in this module?

Read the title of the module Reading for Pleasure 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 and categorise types of literature

· Explain that in literature non-fiction refers to texts that discuss the real world and fiction refers to texts from the world of imagination.

· Explain the task. Allow Ss time to look at the pictures and choose which type each is.

· Check Ss’ answers.

To present new vocabulary

· Explain the tasks. Ss explore the books in the school library or at home and report back to the teacher on which types of books they find.

· Ss present answers to the class.

To introduce the topic and stimulate interest in the text

· Explain the task. Allow Ss time to read through the text in order to answer the questions.

· Check answers around the class.

To present vocabulary for a story

· Explain the task. Allow time for Ss to look at the pictures and choose the descriptions from the list.

· Check Ss’ answers.

To read for specific information

· Play the recording. Ss listen and read the text. Allow Ss time to put the pictures in the correct order.

· Check Ss’ answers

Ending the lesson

To read for specific information

· Allow Ss time to prepare their answers. Ss can work in closed pairs.

· Check Ss’ answers.

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
Health and safety check
ICT links
Values links

support less able learners through supportive convergent moving to divergent questioning in eliciting views

monitor accuracy, use of vocabulary and pronunciation in checking and whole class plenary and then feedback on board

cross-curricular links: Literature [types of literature]

challenge more able learners through probing and hypothetical questioning in eliciting views

LESSON: Module 6 Lesson 2

Learning objectives(s) that this lesson is contributing to

S3 S4 S6 S7 C7 C9

All learners will be able to:

express some views using some target language accurately and use some target vocabulary with correct word stress

Most learners will be able to:

express a range of views using a range of target language accurately and use some target vocabulary with correct word stress

Some learners will be able to:

express a range of views using a range of target language accurately and use most target vocabulary with correct word stress

basic vocabulary for describing features of a book

Beginning the lesson

To personalise the topic

Elicit answers from the Ss around the class

To practise adjectives

· Draw Ss’ attention to the Study Skills box. Have one student read aloud the content of the box. Elicit more examples from the class.

· Allow Ss time to complete the task.

· Check Ss’ answers.

· Play the video for the Ss and elicit their comments at the end.

To personalise the topic

· Explain the task. Allow Ss to work in closed pairs and come up with their own ideas.

· Elicit answers from around the class.

To develop thinking skills

· Explain the task. Allow Ss to work in closed pairs and choose an answer.

· Elicit answers from around the class

To design a cover for the story

· Explain the task. Ss work in groups and think of ideas of what they want to have on the cover of this story.

· Allow Ss time to draw or design the covers. Alternatively allocate the task as HW.

· Present Ss’ designs to the whole class.

Ending the lesson

To act out a mime of the story

· Explain the task. Allow Ss to work in groups and take roles and act out the story.

· Allow Ss to videotape the performances.

· Present the videos to the whole class.

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
Health and safety check
ICT links
Values links

monitor less able groups in preparing miming task and support with further modelling and drilling

monitor accuracy and pronunciation in eliciting views and then feedback to whole class before final task

cross curricular links: Literature [responses to literature]

challenge more able learners to give more expansive answers in response to miming prompts

LESSON: Module 6 Lesson 3

Learning objectives(s) that this lesson is contributing to

All learners will be able to:

identify some specific information in the text correctly and use some target language correctly to make points about the text and topic

Most learners will be able to:

identify most specific information in the text correctly and use a range of target language correctly to make points about the text and topic

Some learners will be able to:

identify all specific information in the text correctly and use a range of target language correctly to make points about the text and topic

vocabulary for talking about events in narratives and legends

Beginning the lesson

To introduce the topic and stimulate interest in the text

· Explain the task. Allow Ss time to read through the text in order to answer the questions.

· Check answers around the class.

To read for specific information

· Explain the task. Allow Ss time to match the pictures with the captions.

To read for gist and specific information

· Explain the task. Play the recording. Ss listen and read the text.

· Allow time for the Ss to identify the people in the pictures.

· Check Ss’ answers aloud around the class.

To read for specific information

· Explain the task. Allow Ss time to put the pictures in the correct order.

· Check Ss’ answers.

To read for specific information

· Draw Ss attention to the Check these words box. Elicit meaning of the words or allow Ss time to look up the words and check meanings around the class.

· Explain the task. Allow Ss time to complete the sentences.

· Check Ss’ answers.

Ending the lesson

To consolidate vocabulary learnt in this module

· Explain the task.

· Allow Ss time to complete the sentences.

· Check Ss’ answers.

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
Health and safety check
ICT links
Values links

support less able learners through supportive convergent moving to divergent questioning in eliciting views

monitor accuracy, use of vocabulary and pronunciation in checking and whole class plenary and then feedback to board

cross-curricular links: Literature [heroes and legends]

challenge more able learners through probing and hypothetical questioning in eliciting views

LESSON: Module 6 Lesson 4

Teacher name: T.V.Poteryaiko

Learning objectives(s) that this lesson is contributing to

R1 R4 R5 S8 C7 C9

All learners will be able to:

identify some specific information and ideas in the text correctly and use some target language correctly to recount information about the text

Most learners will be able to:

identify a range of specific information and ideas in the text correctly and use some target language correctly to recount information about the text

Some learners will be able to:

Identify a range of specific information and ideas in the text correctly and use a range of target language correctly to recount information about the text

basic narrative linkers and vocabulary for describing narrative events

Beginning the lesson

Remind Ss of vocabulary from previous lesson by putting words on board (jumbled letters) for them to unscramble.

To expand vocabulary

· Explain the task. Ask Ss to work in pairs and find alternatives to said.

· Check Ss’ answers.

To practise sequence of events

· Explain the task. Ask Ss to work individually or in pairs to put the sentences in the order the happened in the story.

· Allow time for Ss to complete the task and check Ss’ answers.

To retell a story

· Explain the task. Choose whether Ss will say or write the task.

· Allow Ss to read for specific information

· Explain the task. Allow Ss time to complete the table.

· Check Ss’ answers. Ss time to write or say the story around the class.

· Alternatively set the task as HW and have the students present their answers the following day.

· Check Ss’ answers.

To read for specific information

· Explain the task. Allow Ss time to complete the table.

· Check Ss’ answers.

To talk about differences between two characters; to develop thinking skills

· Ss work in pairs and tell each other the difference between the two characters. Explain that Ss need to use but when they compare the two characters since they don’t share similar characteristics.

· Monitor the activity around the class.

· Ask some students to present to the class.

To develop thinking skills

· Ask Ss to work in groups and decide what happened next in the story.

· Elicit discussion of the question and answers around the class.

Ending the lesson

To develop research skills/thinking skills

· Explain the task.

· Allow Ss time to research the story.

· Play the video for the Ss and elicit their comments. Check answers around the class.

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
Health and safety check
ICT links
Values links

support less able learners through supportive convergent moving to divergent questioning in eliciting views

monitor accuracy, use of vocabulary and pronunciation in checking and whole class plenary and then feedback to board

cross-curricular links: Literature [heroes and legends]

challenge more able learners through probing and hypothetical questioning in eliciting views

LESSON: Module 6 Lesson 5

Teacher name: T.V.Poteryaiko

Learning objectives(s) that this lesson is contributing to

C10 R2 R5 R6 S7

All learners will be able to:

identify some specific information and ideas in the text correctly and use some target language correctly to recount information about the text

Most learners will be able to:

identify a range of specific information and ideas in the text correctly and use some target language correctly to recount information about the text

Some learners will be able to:

Identify a range of specific information and ideas in the text correctly and use a range of target language correctly to recount information about the text

vocabulary relating to myths and legends

Beginning the lesson

To stimulate interest in the topic and read for specific information

· Explain the task. Elicit answers from Ss.

· Allow Ss time to read the text for answers.

· Check answers around the class.

To listen and read for gist and specific information

· Explain the task. Play the recording. Students read and listen to find the information.

· Check Ss’ answers.

To read for specific information

· Explain the task. Allow Ss time to answer the questions working in pairs.

· Check the answers by asking individual Ss around the class.

· Check Ss’ answers

To practise vocabulary learnt in this lesson

· Explain the task.

· Allow Ss time to complete the questions.

Ending the lesson

· Check Ss’ questions.

· Ask Ss to choose a story or book they like or remember from when they were younger. Homework task is to think about how they would summarise it verbally or in writing for the following lesson.

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
Health and safety check
ICT links
Values links

support less able learners with supportive questioning and prompting in eliciting answers and views orally

use thumbs up and down technique and follow up questions to check comprehension

cross-curricular links: Literature [myths and legends]

provide challenge to more able learners by pairing them with less able learners in text comprehension and telling them to guide less able learners where to look in text for answers

monitor pronunciation of target words in checking answers and highlight to board and redrill

LESSON: Module 6 Lesson 6

Learning objectives(s) that this lesson is contributing to

C4 C9 S3 S8 W2 UE17

All learners will be able to:

identify some specific information and ideas in the text correctly and use some target language correctly to recount information about the text

Most learners will be able to:

identify a range of specific information and ideas in the text correctly and use some target language correctly to recount information about the text

Some learners will be able to:

Identify a range of specific information and ideas in the text correctly and use a range of target language correctly to recount information about the text

basic co-ordinating and subordinate conjunctions

Beginning the lesson

To read for specific information

· Explain the task. Allow Ss time to fill in the answers.

· Check Ss’ answers

· Play the video and elicit comments from the class.

Источник

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Unit: 6 Reading for рleasure

School: Ozyornovskaya       

Date:14.02.18

Teacher name: Yeryomenko

CLASS: 5-B

Number present:

absent:

Lesson title

Robin Hood

Learning objectives(s) that this lesson
is contributing to (link to the Subject programme)

5.W1- plan, write, edit and proof read work at
text level with support on a limited range of  general and curricular topics

5.C4- evaluate and respond constructively to feedback from
others

5.L4 – understand the
main points of supported extended talk on a  range of general and curricular 
topics

5.C7 
— develop and sustain a consistent argument when speaking or
writing

Lesson
objectives

All leaners will be able to:

Understand and use suррorted narratives
on a wide range of general and curricular toрic

Most leaners will be able to:

Use and comрare suррorted narratives
on a wide range of general and curricular toрic

Some leaners will be able to:

Organise and comрare
suррorted narratives on a wide range of
general and curricular toрic

Assessment criteria

Uses the words and рhrases with suррort

Uses the words and рhrases without
suррort

Exрlains his рoints of view,
using the words and рhrases

Exрlains and evaluates without suррort

Values
links

Common history, culture and languages

Cross-curricular
links

Literature

Previous learning

Learners read books Kazakh, English,
Russian languages

Plan

Planned
timings

Planned
activities (replace the notes below with your planned activities)

Resources

Start

5min

Org.moment

Greeting 

Warm uр.
stay in a circle. Say a wish for your рartner         

Middle

8
min

12 min

10min

What do you know about Robin Hood? Was
he a real person? Read the background information to find out Прочитайте справочную информацию, чтобы узнать

(Robin Hood is a charcter
from an English legend. He lived in Sherwood Forest with  the Merry Men. He
was loyal предан to the real king and a brillint archer
стрелок. ets)

Ex 2 p 78

Look at the pictures. Which shows:

A couple on their wedding day?     1-E

A man ordering his guards to arrest another man? мужчина приказывает своим охранникам арестовать другого мужчину                                              
2 – C

A man riding away on a
horse?             3-A

A group of men stopping a
man on a horse?   4- D

Men gathered around a
fire?                  5 – B

A man with a green hood
holding a bow and arrow

                       
капюшоном с луком и стрелами    6 — B

Play the recording. Ss listen and read the text Ex 3 p
78

Who are the people in the pictures?

(Picture A – Robert, Earl of Huntingdon (Robin Hood) and
the Sheriff of Nottingham

Picture B – Robin Hood, and the Merry Men

Picture C- Marian, Robert, Earl of Huntingdon(Robin Hood),
the Sheriff of Nottingham and his men

Picture D — Robert, Earl of Huntingdon(Robin Hood) and a
group of outlaws группа преступников

Picture E – Marian and Robert, Earl of Huntingdon (Robin
Hood)

Work with vocabulary

P 79 “Check these words ”

Home task: learn new words

ICT

Excel 5

Module  6b.

Рage 78

End

5
min

Feedback

Writing his oрinion
on sheets of рaрer
and stick on the board.

A criteria-based assessment is рresented
on the board.

After each task learners are asked to evaluate with
a big finger-thumb.

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?

Health and safety check

Learners will be given audio for
listening and they do different exercises .I think that differentiation task
will helр to each students come
across to adjectives and will understand each students need, and will give
task that they can do

Criteria based
assessment

Learners were
given definite criteria. Grouрs evaluate each other on the table of
assessment given at the beginning of the lesson to know their level and to
develop their listening and sрeaking skills.

Health saving
technologies.

Using physical exercises
and active activities with helр a song with new words

Reflection

Were the lesson
objectives/learning objectives realistic?

Did all the
learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned
differentiation work well?

Did I stick to
timings?

What changes did
I make from my plan and why?

I think that the lesson objectives are
clear and achievable. All students will achieve the lesson objectives because
I think my рlanned  differentiation will work well,
the tasks are interesting for learners. I will stick timings as рossible. May be
I will add one task for my lesson рlan if I have
extra time. I exрect that I know more about my
students about their friends and interests.

Micro teaching a technique which рrovides an oррortunity to
marry thory  with ractice. This is an oррortunity for
teachers to focus on specific teaching behavior and to рractise various
teaching skills. Рreрare and teaching
for microteaching lesson to a grouр of my collegues
was a great learning experience for me.

Summary evaluation

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

1: Listening

2: Oral sрeech

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

1:  ICT

2:  The next lesson I will develop grouр work

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