Short- term plan
Lesson plan
Long-term plan: Unit3 Our countryside | School :Secondary school №47 | ||||||
Date:26.11.2019 | Teacher name: Utepova E.G | ||||||
Grade:6 | Number present: | absent: | |||||
Lesson title: An E-mail comparing two places | |||||||
Learning objectives | 6.5.6.1-link,with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 6.6.16.1- use conjunctions if, when, where, so, or, and, but, because, after, before to link parts of sentences in short texts on a growing range of familiar general and curricular topics 6.5.1.1 - plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics 6.5.3.1-write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics | ||||||
Lesson objectives | Аll learners will be able to -lead a discuss among the practical way of linking words -classify the mean steps in a way of making sentences in order of comparing places Most learners will be able to -select their major definite purpose in life and to get a perform among their favorite places - get an opportunity for an depth understating of the linking the words Some learners will be able to -think up point of view among the situation and create the targets -compare different places with a quiz, pear work and writing letter to a pen- friend -analyze information about comparing the places | ||||||
Assessment criteria | -present yourself as a writer of a particular idea - classification the images according the qualities of each places -demonstrate a strategic vision in writing the best letter of their own -discuss the topic with peers, agree or disagree on it and make conclusions to fulfill the task -present the information by making connections, summarizing and highlighting the main ideas of other students | ||||||
Value links | Demonstrate to students how to develop a strategic vision for writing an e-mail. To establish illustrate the key characteristics of writing an email letter must develop realistic goals and objectives that students can accomplish in the near future with a high spirituality.(«MangilikYel’»3) | ||||||
Cross curricular links | Society, geography and ICT | ||||||
ICT skills | Smart board for demonstration a video | ||||||
Previous learning | “Earth’s oceans” | ||||||
Plan | |||||||
Planned timings | Planned activities | Resources | |||||
Start 5 min 5 min 5 min 20min 2 min | Greeting with students Task1 “Let’s guess the crossword” - The theme of our lesson is ‘An email comparing two places’. - I want you to divide into groups. Select their places among the groups according the cards Dividing into groups with pictures. The 1st group is “Email” The 2nd group is “Gmail” We have video Skype. (I) Task 2Brainstorming “Conjunctions”. Descriptor:Identify the conjunctions (linking words) in the sentences. Now, we know using the linking words in the topics. Task 3 Filling in the letter (G,I) Descriptor:use the linkers in brackets to join the sentences Although students are working in a group or individually Teacher assesses students orally – good job, perfect etc. So we’re going to talk about why to link the words correctly in order to write sentences during our lesson today. Today we’re going to have an unusual, the most creative lesson at all! I expect an open communication from all of you! Introducing the structure of the letter Task4 Project work Differentiation task (G,I) FA Level 1: Read the e-mail and copy out only conjunctions: but, when, and, because, on the other hand. Level 2: Find the adjectives. Say, what degree is it? Write their all forms. Level 3: Find the irregular verbs give their three forms. Descriptor: Write the correct conjunctions. Fill in the table. Naming 3 forms of irregular verbs. Teacher assess students with orally and give stars for the best answer Teacher assess students orally You’re the cleverest! You’re the best! Brilliant words! So on… Reflection “Gadgets” Students put their sticker on the gadgets | Students’ answers Cards Video Slide | |||||
End 3 min | Feed-back: Students comment their opinion about the lesson, making conclusion with selecting points during the lesson, evaluate the students with sweets in the e mail box. All of you have achieved the goals. It was interesting lesson. I will write a comment to your e-mail! See you online! Bye! | ||||||
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 | |||||
Differentiationby tasks For all students -explain your interests for another group For most students -discuss in a group and explain to another group For some students -compare places in order to get the best outcomes Differentiation by pace All groups make up a project | Peer assessment -students exchanges comments for the best answer they liked Group assessment groups assess each other by “comments” and “likes” Group assess with different ways such as Self-assessment Verbal assessment Very nice! Well done! Teacher assess students orally –good job, perfect You’re the cleverest! | ||||||
Skills and abilities | Description | poor | good | Fantastic |
General intelligence (G) | Understands introductions | |||
Verbal (V) | Understands the meaning of words and ideas clearly | |||
Important sites (P) | Useful the most important idea of you | |||
Fact discovering (F) | You got more than 2 interesting facts | |||
You total: | Assess yourself |
