Разработка урока "Our class"
Оценка 4.9

Разработка урока "Our class"

Оценка 4.9
Разработки уроков
docx
английский язык
6 кл
16.11.2018
Разработка урока "Our class"
Unit 1. Our Class School:3 Date: 26.09.2018 Teacher’s name: Abdurakhmanova M.Dz. Class: 6 Number present: 13 absent: 0 Theme of the Lesson: Getting to know classmates 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 6.5.1.1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics 6.5.8 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics Lesson objectives  To create an outline of a survey  To spell most high-frequency words correctly  To get specific information from the text Success criteria  A learner can spell the words accurately.  A learner can create the outline of the survey  A learner can read and proofread the survey according to the given writing task criteria. Value links The lesson is aimed at improving students’ motivation, self-management and collaborative skills Cross curricular links Music, Sport, in this lesson learners can face with some terms related to their interests and hobbies. Previous learning How to do a survey Plan Planned timings Planned timings Resources Beginning 0-3 3-8 Organizational moment Teacher presents the lesson objectives, explains students what they would be able to do by the end of this lesson. 1. Warm-up. Brainstorming Teacher reads out the words in the list. Then asks students to match the words with the pictures. They will already be familiar with some words and others may be similar to words in their own language. (See Messages 1, p 17. Ex 4. Module 1, Unit 2. www.ebook777.com) Teacher plays the recording. Students listen, check their answers and repeat the words. Teacher may get students to repeat the word each time they check an answer. See for the resources to show the answer on the smart board. Answers: 1. Computer games 2. cooking 3. reading 4. sport 5. art 6. swimming 7. science 8. music Handout Messages 1, p 17. Ex 4. Module 1, Unit 2. www.ebook777.com) PPT Answer Middle 8-15 15-25 25-35 2. Focus on reading and listening. A survey. Teacher explains the meaning of a survey. Note: The four main reasons to conduct surveys. Businesses and researchers across all industries conduct surveys to uncover answers to specific, important questions. These questions are varied, cover a diverse range of topics, and can be asked in multiple formats. The decisions you will make as a result of the survey data Then asks the question. Students scan the survey quickly to find the answer. Teacher points out three choices for answers in the survey and explains that not bad means OK –it’s not negative but it’ not very positive either. Similarly, quite interested is positive but not very positive. Answer: It’s about interests, activities and school subjects. 3. Practice. (I) Ex 5 b, p 17 Teacher explains that one of Jack’s ticks is in the wrong box and asks students to read the survey again and to guess which one it is. Teacher introduces the listening and makes it clear that Mel is asking Jack the survey questions. Teacher plays the recording. Students listen and follow the answers in Jack’s survey. Teacher asks them to pick out the tick that is wrong and to say where it should go instead. Teacher drills the questions, answers and some expressions. Answer: The tick for music should go in the No, I’m not box. 4. Conclusion. Focus on speaking and writing. Students write at least three sentences, based on the survey - those who finish quickly can write more. Remind them of the prepositions: good/ bad/ not bad at/and interested in. Teacher chooses two students to read out the example dialogue. In pairs, students ask and answer the survey questions. For less – able students: Teacher supports in designing questions, writes samples or just monitors if they have any difficulties in designing the survey questions. For more –able students: ask learners to design creative survey Assessment criteria: *spells high-frequency words correctly *uses good/ bad/ not bad at/and interested in properly. * creates an outline of a survey Note: Teacher can display the assessment criteria on PPT Exercise answers See Messages 1, p 17 (Ex.5) Module 1, Unit 2 See Messages 1, p17 (Ex.5b) Module 1, Unit 2 Audio (A survey) PPT Exercise answers End 35-40 At the end of the lesson, learners reflect on their learning: • Students describe three things they have learned. 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 For less – able students: Teacher supports in designing questions, writes samples or just monitors if they have any difficulties in designing the survey questions. More able students can be asked to design a more creative survey Monitoring students’ individual work, taking notes of their progress and typical mistakes. Students’ writing assignment is also evaluated according to the assessment criteria. Provide some physical exercises for learners
Документ Microsoft Word (14).docx
Unit 1. Our Class Date: 26.09.2018 Class:  6 Lesson plan School:3 Teacher’s name: Abdurakhmanova  M.Dz. Number  present:  13   absent: 0 Theme of the Lesson: Getting to know classmates   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 6.5.1.1 plan, write, edit and proofread work at text level with some support on a growing range of  general and curricular topics 6.5.8    spell   most   high­frequency   vocabulary   accurately   for   a limited range of familiar general topics and some curricular topics   To create an outline of a survey   To spell most high­frequency words correctly   To get specific information from the text   A learner can spell the words accurately.  A learner can create the outline of the survey   A learner can read and proofread the survey according to the given writing task criteria.  The lesson is aimed at improving students’ motivation, self­ management and collaborative skills Lesson objectives Success criteria Value links  Cross curricular links Music, Sport, in this lesson learners can face with some terms  related to their interests and hobbies.  Previous learning  How to do a survey Plan Planned timings Planned timings  Resources Beginning  Organizational moment 0­3 Teacher   presents   the   lesson   objectives,   explains students what they would be able to do by the end of this lesson. 1. Warm­up. Brainstorming Teacher reads out the words in the list. Then asks students to match the words with the pictures. They 3­8 Lesson plan will   already   be   familiar   with   some   words   and others   may   be   similar   to   words   in   their   own language.                  (See Messages 1, p 17. Ex 4. Module 1, Unit 2. www.ebook777.com) Teacher plays the recording. Students listen, check their answers and repeat the words. Teacher may get   students   to   repeat   the   word   each   time   they check an answer. See for the resources to show the answer on the smart board.  Answers:  1. Computer games 2. cooking 3. reading 4. sport 5. art 6. swimming 7. science 8. music 2. Focus on reading and listening. A survey.   Teacher explains the meaning of a survey.  Note:  The four main reasons to conduct surveys. Businesses   and   researchers   across   all   industries conduct surveys to   uncover   answers   to   specific, important questions.   These   questions   are   varied, cover a diverse range of topics, and can be asked in multiple formats. The decisions you will make as a result of the survey data Then asks the question. Students scan the survey quickly to find the answer. Teacher points out three choices for answers in the survey and explains that  not bad  means  OK  –it’s not   negative   but   it’   not   very   positive   either. Similarly,  quite interested  is positive but not very positive.  Answer:  It’s about interests, activities and school subjects. 3. Practice. (I) Ex 5 b, p 17 Handout Messages   1,   p   17. Ex   4.   Module   1, Unit 2. www.ebook777.com )   PPT Answer See Messages 1,    p 17 (Ex.5) Module 1, Unit 2 Teacher explains that one of Jack’s ticks is in the wrong  box  and  asks  students  to  read   the  survey See   Messages   1, Middle  8­15 p17 (Ex.5b) Module 1, Unit 2 Audio (A survey) PPT   answers  Exercise 15­25 25­35 End  35­40 Lesson plan again and to guess which one it is.  Teacher introduces the listening and makes it clear that Mel is asking Jack the survey questions.  Teacher   plays   the   recording.   Students   listen   and follow the answers in Jack’s survey. Teacher asks them to pick out the tick that is wrong and to say where it should go instead.  Teacher   drills   the   questions,   answers   and   some expressions. Answer:  The tick for  music  should go in the  No, I’m not box. 4. Conclusion. Focus on speaking and writing.  Students write at least three sentences, based on the survey ­ those who finish quickly can write more. Remind them of the prepositions:  good/ bad/ not bad at/and interested in. Teacher   chooses   two   students   to   read   out   the example dialogue. In pairs, students ask and answer the survey questions. For   less   –   able   students:  Teacher   supports   in designing   questions,   writes   samples   or   just monitors if they have any difficulties in designing the survey questions. For more –able students:   ask learners to design creative survey Assessment criteria: *spells high­frequency words correctly  *uses  good/   bad/   not   bad   at/and  interested   in properly.  * creates an outline of a survey Note:  Teacher can display the assessment criteria on PPT Exercise answers  At the end of the lesson, learners reflect on their learning:  Students   describe   three   things   they   have learned. Lesson plan ASSESSMENT – how are you planning to check learners’ learning? Health   and   safety   rules Monitoring   students’   individual   work, taking notes of their progress and typical mistakes.   Students’   writing   assignment   is also evaluated according to the assessment criteria.  Provide physical for learners    some   exercises DIFFERENTIATION –  how  do  you   plan  to give   more   support? How   do   you   plan   to challenge the more able learners? less   –   able For   students:  Teacher supports   in   designing questions, writes samples or just monitors if   they   have   any difficulties   in   designing the survey questions.    More   able   students   can be   asked   to   design   a more creative survey

Разработка урока "Our class"

Разработка урока "Our class"

Разработка урока "Our class"

Разработка урока "Our class"

Разработка урока "Our class"

Разработка урока "Our class"

Разработка урока "Our class"

Разработка урока "Our class"
Скачать файл