Lesson plan. theme

LESSON__: Unit 8.Our Neighbourhood

School:3

Date: - .04.19

Theme: Language focus. is there/are there

Teacher’s names: Rakhmetildakyzy Ayazhan

Grade 6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings

6.3.1.1 provide basic information about themselves and others at discourse level on a range of general topics

6.3.2.1 ask simple questions to get information about a growing range of general topics

Lesson objectives

All learners will be able to:

-Describe the place using adjectives with some support

-Complete the sentences with proper words with some support

-Express his/her opinion emotionally;

Most learners will be able to:

• Describe the place using adjectives with minimal support

• Complete the sentences with proper words with minimal support

• Express his/her opinion emotionally;

Some learners will be able to:

• Describe the place using adjectives and analyse the groupmates’ performance

• Complete the sentences with proper words without support

• Express his/her opinion emotionally;

Assessment Criteria

Learner can complete the sentences correctly ;

Learner can create the ideas for role play ;

Value links

Respect, cooperation

Cross curriculum links

Geography, Social Studies

Previous learning

Making a leaflet

Planned timings

Planned activities

Resources

Lesson Part I

Start

0-5 minutes

5-10 minutes

1.Pre-learning (W)

Teacher greets learners and asks them:

2.Interactive Starter (W)

My Word!

Learners are given (or choose) a word related to the topic. They must stand up and point to someone in the class who must then give the meaning. That person then chooses the next person to pose a word.

3.Teacher tells the learners the objectives of the lesson

-Describe the place using adjectives with some support

-Write a paragraph describing the ideal place for living, including 6-7 sentences

Organise your writing with logical sentences, using Present Simple and Present Continuous Tenses with some support

10-15minutes

4.Focus on practicing grammar structure There is/are (P)

Learnersrevise the use of structures There is/are to include the m into their role play

What's he doing?

What are they doing? .

What does he like to do

What do they like to do?.

Where'sthesofa?

Learners answer the questions as it is given in the example. Example: Where's the book store? It's on the corner of Lee Street and Oak Street.

1. Is there a computer stores on Oak Street?

2. Is there a hospital on the corner of Elm Street and Pine Street?

3. Where'sthepolicestation?

4. What can you do at the super market?

5. Where'sthevideostore?

6. Where'sthefirestation?

7. Is there a grocery store on the corner of Lee Street?

8. Where can you find a post office?

9. What can you do at the post office?

10. Where'sthetoystore?

11. Is there a flower shop on Lee Street?

What can you do at the post office?

Handout 1

15-40 minutes

5.Focus on Speaking

Role playing

Learners are organised into groups of three to role play a situation between a teacher, beauty therapist and a coach hire firm.

Firstly the groupmates should distribute the roles in a group in accordance with their interests and skills.

Miroslav Perovic, 38, teacher.

Maria Lyons, 43, beauty therapist.

Stella Powell, 67, partner in a local garage and coach hire firm.

The groupmates read the information together and decide how they will provide a dialogue.

Differentiation: More able learners can give reasonable comments for his/her participation for the further improvement

Peer assessment:

Learnersanalyse their groupmates’ performance in order to highlight strong and weak points

Handout 2

5 min

(I)

Reflection

Learners provide feedback on what they have learned at the lesson. Learners will continue the following sentences:

I was successful, because…….

I failed a little bit, because…….

I will do the following things next lesson…..

This activity can be done orally

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Learners’ Assessment – how are you planning to check learn learning?

Health and safety check

Differentiation by length of response - word limits or other length expectations - e.g. the number of exchanges in a reflection - can be different to indicate how much individual learners should write or prepare to speak.

Circulate about the room helping learners with vocabulary and expressions. Monitor learners to check they can pick up main points from the collaborative work.

Monitor learners to check they can pick up main ideas while writing an article

Teachers will keep a close eye on safe learners’ activity

Summary evaluation

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

1:

2:

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

1:

2:

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