Unit 7.
Reading for pleasure
School:
Date:
Teacher’s
name:
Class:
Number
present:
absent:
Theme
of the Lesson:
Er Tostik
Learning objective(s) that this lesson is contributing to
6.4.2.1 understand independently
specific information and detail in short, simple texts on a limited range of
general and curricular topics
6.4.4.1 independently a limited range of
short simple fiction and non-fiction texts
Lesson objectives
✓
To read the legend for detailed information
✓
To
identify details of a text, including setting
✓
To
formulate a basic summary of the legend
Assessment
criteria
✓
A learner can read and understand the details of the
legend
✓
A
learner can summarize the legend
Value links
Respect, Lifelong learning and academic honesty
Cross curricular links
English Literature
Previous learning
The
Grove of the Dancing Birches
Plan
Planned timings
Planned activities (replace
the notes below with your planned activities)
Resources
Beginning
0-2
2-7
Organizational
moment
-Good afternoon, students!
-How are you getting on? It’s nice to
see you again!
-Let me see if everyone is here.
-Is everybody ready to get new
knowledge?
Before you start the
lesson, clap those who are in a good mood today?! Well done. Now let’s smile
and give our smiles to each other.
Warm –up
Teacher asks some questions for discussion. Learners listen or
read the questions and discuss them in pairs.
Look at page 84. Who do you see? ( Er Tostik)
— Who is Er-Tostik? ( Er-Tostik is a Kazakh legendary hero)
— Have you ever read a legend about Er-Tostik?
— Do you believe that Er-Tostik was a real man?
The theme of our lesson for today is “Er-Tostik”.
Middle
7-15
15-25
25-40
Focus
on reading and listening
Pre-reading
The teacher presents
the new words, learners look into the online dictionary (Multitran) to find
out the meaning.
Destroy, lord,
underworld, livestock, brisket, pregnant, handsome, get married, servant,
capture, set off, rescue, reach, challenge, bring to darkness, peace
To interest the learners
more, the teacher shows a video on the topic.
Reading
Work in pairs. More-able learners are paired up with less-able ones and
help them comprehend the legend.
Teacher fixes time
for 10 minutes.
Post-reading
5 W
What happened when Ernazar’s wife ate the brisket?
Where did Bapy Khan’s servant bring Er-Tostic father?
When did Er-Tostik decide to go to the underworld?
Who did Er-Tostic meet on the way ?
Why did Bapy Khan send a dragon to eat Samruk’s eggs?
Retelling
Work in groups. The
teacher divides learners into small groups and gives a theme to each one.
Group1 tells about Ernazar
and his eight sons
Group 2 tells how
Er-Tostik was born
Group 3 presents Bapy
Khan and his actions
Group 4 tells how
Er-Tosik won his enemies.
Assessment criteria:
-tells the details of
the legend
— covers the main
events of the legend
.
https://www.youtube.com/watch?v=lPPQSyn3V-E
Excel 6 Student’s book
Grade 6
Express Publishing
V.Evans, J.Dooley,
B.Obee (Ex 1 p84)
End
40-45
Reflexion. Tick + or
—
|
I can understand the text |
||
|
I can retell the text |
||
|
I can use the new words |
Hometask is to do the online test.
https://onlinetestpad.com/hsvkxehucaqww
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 rules
More-able learners can be
paired up with less-able ones and help them comprehend the legend.
Teacher can also provide
less-able learners with dictionaries to support them.
Teacher observes
learners when participating in discussion and during pair work and makes
records to provide constructive feedback
Assessment criteria:
-tells the details of the
legend
— covers the main events
of the legend
Short physical exercises between the activities
Публикации
RCDO.KZ » Публикации » Asking forGiving directions. Lesson plan.6 Grade. Excel. Краткосрочный план
Опубликовано: 20.05.2022,
Автор: LiliyaAm0551
- 0
- 1
- 2
- 3
- 4
- 5
|
Unit 7. Our neighbourhood |
School: |
|
|
Date: |
Teacher’s name: |
|
|
Class: |
Number present: |
absent: |
|
Theme of the Lesson: |
Asking for/Giving directions |
|
|
Learning objective(s) that this lesson is contributing to |
6.1.2.1 use speaking and listening skills to provide sensitive feedback to peers; 6.4.2.1 — understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.4.8.1 use with some support familiar paper and digital reference resources to check meaning and extend understanding; 6.1.3.1 respect different points of view 6.3.2.1 ask simple questions to get information about a growing range of general topics |
|
|
Lesson objectives |
ü to ask and give the direction; ü to use new words and phrases in real situation; ✓ to read for comprehension of general information ✓ to consolidate new vocabulary |
|
|
Assessment criteria |
ü to ask and to give direction ü to use the new vocabulary correctly ü to mark the direction correctly |
|
|
Value links |
Respect, Lifelong learning and academic honesty |
|
|
Cross curricular links |
Geography |
|
|
ICT skills |
Learners use online dictionaries if necessary |
|
|
Previous learning |
Names of places and objects in a city; prepositions of place. |
|
|
Plan |
||
|
Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
|
Beginning 0-2 min 3-5 min |
Organizational moment Teacher greets learners: -Welcome, everybody! -How are you feeling today? -I hope you are all ready to start? Warm –up Teacher says: — Let’s start our lesson. I want you to answer my questions. — Where can you watch films? ( Cinema) — Where can you buy toys? ( Toy shop) — Where can you take books for a while? ( Library) — Where can you borrow or change money? ( Bank) — Where can you have hamburgers? ( Fast Food café) — Where can you get or send letters? ( Post Office) Learners give their answers |
PPT Slide 2 |
|
Middle 7-40 |
Focus on reading Pre-reading Teacher shows the phrases and ask to guess the theme. -Could you tell me how to get to…? — How do I get to…? — Where’s the…? -Go up/down/ through… -Turn left/right… -It’s next to/near/ opposite… Learners should understand the meaning of the phrases and name the theme. Teacher: -The theme of our lesson today is Asking for/Giving directions. By the end of the lesson you will be able to speak about direction. Reading Teacher tells learners to read the dialogue by role. Post-reading Task Teacher divides the learners into groups of 3-4 Task 1.Write the words under the pictures Answer keys: go round the roundabout, go straight on, go along the road, go past, stop, cross the road, turn left, turn right. Task 2. Look at the map. Read and follow the directions below. Write where you are. 1. Go left at the roundabout. Go past the florist’s. Turn left and stop. Where are you? the school 2. Go straight at the roundabout. Go along the road. Stop at the theatre. Cross the road. Where are you? 3. Go along the road. Turn left after the park. Stop before the roundabout. Cross the road. Where are you? 4. Go left at the roundabout. Turn right at the sports centre. Go straight on the roundabout. Stop after the big tree. Where are you? 5. Go straight on the roundabout. Go past the park and the museum. Stop. Where are you? Answer keys: 2- the toy shop; 3 – the cinema; 4 – the bakery; 5 – the theatre. Task 3: Look at the map. You are the child riding the bike. Give directions to the places. 1. Could you tell me how to get to the library? 2. Could you tell me how to get to the sport centre? 3. How do I get to the statue? 4. How do I get to the museum? Answer keys: 1. Go left at the roundabout. Turn left at the school. Cross the road. 2. Go left at the roundabout. Turn right and stop. 3. Go along the road. Turn left after the park. Go straight on at the roundabout and stop. 4. Go straight on at the roundabout. Go past the park. Turn left and stop. Cross the road. |
. PPT Slide 3 Excel 6 Student’s book Grade 6 ( ex.3 p.94) PPT Slide 4 Handout 1 PPT Slide 5,6 PPT Slide 5,6 |
|
End 40-45 |
The home task is to read the text and do the exercise; learn the phrases from ex.1 by heart At the end of the lesson, learners reflect on their learning: |
Handout 2 PPT Slide 8,9 |
|
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 rules |
|
less-able learners can be supported by teacher. Support them with vocabulary of necessary while reading the story or provide them with dictionaries. |
Teacher observes learners when participating in discussion and during pair work and makes records to provide constructive feedback |
Short physical exercises between the activities |
Полная версия материала
Наши олимпиады
Русский языкДля 1-11 классов, 1-2 курсов
Открыть
Казахский языкДля 1-11 классов, 1-2 курсов
Открыть
ИнформатикаДля 5-11 классов, 1-2 курсов
Открыть
ФизикаДля 7-11 классов, 1-2 курсов
Открыть
Математика (алгебра)Для 1-11 классов, 1-2 курсов
Открыть
ХимияДля 8-11 классов, 1-2 курсов
Открыть
БиологияДля 5-11 классов, 1-2 курсов
Открыть
ГеографияДля 5-11 классов, 1-2 курсов
Открыть
Английский языкДля 1-11 классов, 1-2 курсов
Открыть
История КазахстанаДля 5-11 классов, 1-2 курсов
Открыть
Для дошкольниковДля дошкольников от 4 до 6 лет
Открыть
Аттестацияның пробный
сұрақтарын тапсырып
тестке дайындалыңыз!
Ұлттық тестілеу орталығының тақырыптары бойынша жасалған
Материал туралы қысқаша түсінік
6 сынып оқушыларына арналған оқулық
Авторы:
Автор материалды ақылы түрде жариялады.
Сатылымнан түскен қаражат авторға автоматты түрде аударылады. Толығырақ
09 Қаңтар 2019
2762
25 рет жүктелген
Бүгін алсаңыз
30% жеңілдік
беріледі
770 тг 539 тг
Бұл бетте материалдың қысқаша нұсқасы ұсынылған. Материалдың толық нұсқасын жүктеп алып, көруге болады
Text Centered
«Ustaz tilegi» Республикалық ғылыми – әдістемелік журналы министірліктің №KZ09VPY00029937 куәлігімен ресми тіркелген.
Бұл сертификат «Ustaz tilegi» Республикалық ғылыми – әдістемелік журналының желілік басылымына өз авторлық жұмысын жарияланғанын растайды. Журнал Қазақстан Республикасы Ақпарат және Қоғамдық даму министрлігінің №KZ09VPY00029937 куәлігін алған. Сондықтан аттестацияға жарамды.
Сайтта заңсыз жарияланған материалды көрсеңіз бізге хабарласыңыз. Редакцияның көзқарасы автордың көзқарасымен сәйкес келмеуі мүмкін.
Материал іздеу
Сіз үшін 400 000 ұстаздардың еңбегі мен тәжірибесін біріктіріп, ең үлкен материалдар базасын жасадық. Төменде пәніңізді белгілеп, керек материалды алып сабағыңызға қолдана аласыз
Барлығы 663 959 материал жиналған
Unit of a long term plan:
Unit 5 Our Health.
School: Karagash secondary
Teacher‘s name: Zhylkaidarova A.A.
6.S2 ask simple questions to get information about a limited range of general
topics
6.S3 give an opinion at sentence level on a limited range of general and
curricular topics
6.R5 deduce meaning from context in short texts on a limited range of
familiar general and curricular topics
All learners will be able to:
• Identify the theme, new words and use them as the basis for
discussion.
• Demonstrate knowledge for usage of the structures: there is/ are, lots
of, a lot of, some, much/ many for making stories about eating habits.
Transfer information from the given information into a graphic organizer.
Most learners will be able to:
• Select, compile, and synthesize information for an oral presentation
• Provide a point of view in conversations and discussions; speak about school
lunch.
Some learners will be able to:
• Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
• Make a presentation about your school lunch and canteen. and after
Respond to and discuss the reading passage using interpretive, evaluative and
creative thinking skills.
• Make a presentation about your school lunch.
Higher order thinking skills (according to the revised Bloom’s taxonomy).
• Read the given text of description and identify the general
information.
• Demonstrate skills of organizing and expressing ideas accurately.
• Illustrate a viewpoint in a discussion.
Salad, chips, soup, sweets, fish, apple, bread, rice, pasta, nuts, eggs, burger,
crisps, sandwich. fussy drinks, juice, ice cream, meat, school meals.
Responsibility, Global Citizenship, Respect and Love to people and school,
Care to modern technology, Love to nearest and dearest.
Social Science, Psychology, Information Technology, Art, Medicine.
Vocabulary relating to people’s activity, school and school subjects.
Planned activities (replace the notes below with your
planned activities)
Start
3 min
3 — 4 min
Main part
15 min
10 min
Class organisation
Greetings
Home task
Divide into 2 Group with methods «Letter»
Pre-learning (W)
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
The teacher shows the picture and introduces the
objectives of the lesson.
Lead-in (W, I) Task 1
Pre- listening stage.
Ex.1 p.60 Extending vocabulary. Think of two more
words to add to each group:
1. meat: chicken…..
2. vegetables: potato….
3. fruit: pear…..
4. drinks: juice…..
Task 2 Free talk.
What do you usually eat for breakfast and lunch?
What can you eat at school? Ex.1.p.60
What are children in different countries eat for lunch?
( 2 group discuss the meal at school in 4 countries). The
teacher asks Sts. whose lunch is healthy? Speak about
meals in Kazakhstan.
Ex.3 p.60. Speak about healthy and unhealthy eating.
Is your lunch healthy?
Which food is the healthiest in 5 countries? Make a
Wishes
I wish you…….
Pictures
PPT
1.
A Table
Writing
Worksheet
Student Book p.60
Home task.
W.B. p.42, a menu
Feedback Students give their stikers and give feedback
to the lesson and give self-assessment using the
method: “Six thinking hats”:
• Green: How can you use today‘s learning in
different subjects?
• Red: Today s lesson was useful and interesting
• White: What have you leant today?
• Black: What were the weaknesses of your work?
• Blue: How much progress have you made in this
lesson? (Now I can, I still need to work on, I’ve
improved in, Today I learnt… )
• Yellow: What did you like about today’s lesson?
Slide (Homework)
Slide «Six thinking hats»
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?
Differentiation can be
achieved through content
(Based on the theory of
Multiple Intelligences
different tasks are used
with the same text).
By support:
Less able learners will be
supported through step-be—
step instructions,
glossaries, thinking time.
By task:
For more able learners
additional leveled tasks are
offered.
Assessment criteria:
• Read the given
passage and identify the
general information.
• Demonstrate skills of
organizing and expressing
ideas accurately.
• Illustrate a viewpoint
in a discussion.
Descriptors:
A learner
• reads the text for
global understanding;
• selects meaningful
information, constructs the
answer;
• presents information
in the group discussion.
• evaluates the peers’
answers.
Health saving technologies.
Make sure power cords are not a tripping
hazard
Everyday classroom precautions
Long-term
plan unit:
Unit 3. Our countryside
School: Sagakures
Date:
Teacher’s name:
Sagynayeva Akbota Talgatkyzy
Grade: 6
Number present:
absent:
Theme of the lesson: Things to
see in the countryside
Learning objectives(s)
6.3.3.1 give an opinion
at sentence and discourse level on an increasing range of general and
curricular topics
6.6.11.1 use
common impersonal structures with: it, there on a growing range of familiar
general and curricular topics
Lesson
objectives
All learners
will be able to:
— use new words
— tell about
countryside and make up impersonal sentence with support
Most learners
will be able to:
—
make up sentences with new words
—
tell
about countryside and make up impersonal sentence with little support
Some learners
will be able to:
—
tell about countryside and make up sentences
covering
all the criteria
Assessment criteria
Learners can
·
use new words in oral speech
·
Provide a point of view in conversations and discussions
·
Make up impersonal sentences with it, there
Value links
Common history, culture and language.
Caring about places of natural beauty
Cross—curricular
links
Geography
Previous learning
Nature
Plan
Planned
timings
Planned
activities
Resources
Beginning
2
min
5
min
(W) Organisation
moment:
Greeting.
Divide students
into 3 groups.
«Countryside», «Small town», «Village»
Introduction of
Lesson objectives.
(I,P) Warm-up: «Memory
game»
Teacher demonstrates the picture and gives some time
for students to memorise words. After that students write down the words they
can on their copybooks and compare their answers in pairs.
FA: Pair assessment with
red, blue, green stars
PPP slides 1-2
PPP slide 3
Excel for Kazakhstan grade 6
Middle
3 min
7 min
10 min
10 min
(I,
W)Vocabulary practice “Drilling”
Play the
recording. Students listen and repeat new words chorally, then individually.
(P)Activity
«Matching»
Teacher
presents the continents and then explains the task. Go through the list of
places and elicit whether Ss know any of them. Read out example, than T
elicits answers for the places from Ss around the class. As an extension ask
Ss to identify which of them are the same as the features in the pictures
(Mount Everest (mountain), Lake Geneva (lake), etc.) Ss match the places to
the continents. Ss work with the tasks in pairs.
FA: As
feedback teacher elicits the correct answers.
(I,P,G)Grammar.
Impersonal sentence with There is/are and It is. Activity “Think, pair,
share”
Ss read out
the theory box. (G)Than write examples on the paper
FA: “Three
claps”
(I)
Individual activity- differentiated assignment. Than T gives them individual tasks. Ss fill in
it or there.
FA:
Teacher’s assessment. T gives correct answers and discuss with students.
(G)
Activity “Go to guests”.
Assessment-criteria:
·
Provide a point of view in conversations and
discussions
·
Make up impersonal sentences with it, there
Descriptor:
A learner:
·
Discuss on the group on the topic “City or
countryside?”
·
Give own opinions and choose “Where do you want
to live?”, “Why?”
·
Use new words and there is/are and it is in
your speech.
·
Write own ideas on the paper and share with
other groups.
FA: Group-assessment “Red
stars”
Excel for Kazakhstan grade 6
iebook
Globus
Map
Worksheets
PPP slide 4
End
3 min
(W) Reflection
“Yurts”
Learners finish the statements:
Shanyrak
— I have learnt ….
Wall
— It was interesting …
Door- It was difficult …
Homework: Write 6 sentences about your
typical countryside.
PPP
slide 5
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
Cross-curricular
links
I
differentiate them with level tasks. For A level students I give phrases, for
B level students I give different resources and for C level students I give
difficult exercise.
Pair
assessment with red, blue, green stars
As feedback teacher elicits the correct answers
“Three claps”
Teacher’s assessment. T gives correct answers
and discuss with students.
Group-assessment “Red stars”
PPT
Geography
Reflection
Were the lesson
objectives/learning objectives realistic? Did all learners achieve the LO?
If not, why?
Did my planned
differentiation work well?
Did I stick to timings?
What changes did I make from
my plan and why?
Use the space below to
reflect on your lesson. Answer the most relevant questions from the box on
the left about your lesson.
Lesson and learning
objectives were realistic
The lesson went well as the learners were actively
involved in class discussion and group activity
The group activity was effective as it was aimed at
developing learners’ critical thinking and self-learning skills.
However, learners could not stick to timings and
group work went longer than expected.
Next time, I will plan group work better
taking into account learners’ skills (6 graders need more time while
preparing a group presentation and they spend more time on making their
posters nice)
Summary evaluation
What two things went really well (consider both
teaching and learning)?
1: Group activity
2: Matching
What two things would have improved the lesson
(consider both teaching and learning)?
1: Timing
2: Answer the questions
What have I learned from the lesson about this class
or individuals that will inform my next lesson?
Most of my learners love group work and
individual works