| Module 3 | Grade 6 | School- lyceum # 53 |
| Date: | Teacher’s name: Tleulenova A.B. |
| Theme of the lesson: | Module 3 Our countryside Lesson 2 |
| Learning objectives(s) that this lesson is contributing to | 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics 6.1.6.1 - organise and present information clearly to others 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics |
| Lesson objectives | All learners will be able to: read for some specific information listen for sequence and order of events write about sb’s experience with support Most learners will be able to: read for most specific information listen for sequence and order of events write about sb’s experience with some support Some learners will be able to: read for specific information listen for sequence and order of events write about sb’s experience |
| Assessment Criteria | Students achieve the lesson objectives if they can: read for some specific information listen for sequence and order of events write about sb’s experience with support |
| Level of thinking skills | Higher order thinking skills |
| Cross curricular links | Environment |
| Value | In Term 2 Unit 1 learners are given the opportunity to explore the topic Our Countryside and get to know some of the animals and plants found in |
| Kazakh culture | This module moves onto talking about our personal heroes, heroes in Kazakhstan and around the world |
| ICT skills | Looking at how we keep fit and healthy, making a video |
| Health and Safety | Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords |
| Previous learning | Module 3 Lesson 1 |
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| Planned timings | Planned activities | Resources |
| Beginning the lesson 5 min | To describe pictures • Direct Ss’ attention to the pictures and ask various Ss around the class to describe them. Ask them to imagine they are there and elicit what they might be able to see, hear, smell, etc Suggested Answer Key The first picture shows a person scuba diving and a large fish swimming in front of them. I can see a large yellow fish with white spots and some smaller fish. I can’t hear anything except my own breathing and I can’t smell anything. The second picture shows an ancient ruined city on top of a mountain. I can see stone buildings and green mountains. I can smell the fresh air and the green grass and I can hear insects humming. I can feel a gentle breeze. The third picture shows a large sand dune in a big desert. I can see lots of sand and small bushes. I can see mountains in the distance. I can hear the sound of the wind blowing through the sand. I can feel a gentle breeze.
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Students’ Book Excel p. 30 |
| Middle 30 min
| Speaking a) To describe the geographical features of their country • Direct Ss’ attention to the pictures and ask various Ss around the class to describe them. Ask them to explain the geographical features of this city.
b) To introduce the topic and predict the content of the text • Read the name of each place aloud and elicit whether any Ss know of these places and what people can see/do there. Elicit a variety of questions about the places from Ss around the class. Write the best ones on the board. Play the recording. Ss listen and follow the text in their books and find out about the places and see if their questions were answered. Suggested Answer Key Where is the person scuba diving? (The Great Barrier Reef, Australia) Where are these ancient ruins? (Peru) Where is this desert? (Altyn Emel)
2 a) To read for specific information • Give Ss time to read through the text again and answer the questions. • Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. • Check Ss’ answers. Answer Key 1 F 2 T 3 T 4 T 5 T |
Pictures of main cities of Kazakhstan
Student’s Book Excel p.30
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| End 5 min
| Homework: Ex. (WB) p.21 Teacher asks learners 1) What was difficult to do at the lesson? 2) What do you need to work on? 3) Which activities will be effective to develop writing skills? Feedback (I) |
Evaluation sheet |
| 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 weak learners in task completion and question and answer sequences | monitor pronunciation of target vocabulary and constantly give feedback on errors | Values: Caring about places of natural beauty |
| Challenge strong learners to find 3 more new words that can complete the Check these words box. |
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| Reflection
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
| Answer the most relevant questions from the box on the left about your lesson. |
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