Разработкт уроков по вариативному компоненту

Term 4 Date: 3/05/18 Grade 6_ Theme of the lesson: Learning  objectives(s) that  this lesson is  contributing to School: Egindibulak Teacher’s name: Shaikhiyeva L. B. Number present: Verbs in Present Continuous Number absent: Students will recognize and use the present continuous tense to make oral & written statements like “he’s reading” with few or no errors (excluding spelling). Resources Planned Beginning the lesson Main Activities Plan Planned activities Introduction                                            Tell your students “Stand up.” Say & write on the board “You are standing.” Repeat with several other known commands to class or various individuals, asking students in each case what he, she, or they are doing and writing it on the board: “You’re sitting,” he’s reading,” “she is writing,” “I’m talking,” etc. Announce “Today we will practice the present continuous tense.” Presentation  Point out the rule: We form the present continuous tense with the verb  “be” and an active verb with an “­ing” ending. (Write on the board:  “Present continuous tense: be + ing.”) We use the present continuous  tense to talk about what’s happening right now. Show sentences from  the Introduction as examples.   Ask comprehension questions: What am I doing? (Write the correct  answers students give on the board.)  What is ____ doing? (a student  who is taking notes.)  Is this in the present continuous tense? (Write a  gerund on the board.)  (No) That’s right. Is this better? (Add “he is.”)  Have students open Side by Side 1 to pg. 17, or pass out similar  picture sheets (or hold up big pictures, or draw on the board and mime the actions) to pre­teach any new vocabulary for the pictures you will  Guided Practice 1  After demonstrating with a student, have students mime various  activities to their partners and ask, “What am I doing?” (During demo  write this on the board). The partners guess, then take their turns at  miming. Practice 2  Students hear, read, and tell or read aloud one or two simple stories to become more familiar with the present continuous tense. 1. Have students open Side by Side 1 to pg.22 or pass out the picture  story/stories you will use.  Elicit the location of each story from  students, then ask comprehension questions to make sure they  understand ‘in the park,’ ‘at home,’ ‘at the beach, or wherever the story takes place.’  2. Read the (first) story out loud while students read along.  Ask what  various people in the story are doing. 3. Students in pairs read the story to each other. 4. Ask for a volunteer to model looking at the picture and telling the  story (describing the picture) without reading it.  5. Partners take turns telling the story to each other (with the speaker  covering the text.)  When you give instructions, point out that the student telling the story  does not need to tell it exactly as written, but should try to correctly  describe character actions.   Ask: if your partner says “the boy is paying the guitar,” is that OK? Ending the lesson Evaluation (25 min.) Group Competition: writing present continuous tense sentences describing a  picture with lots of activity. 1. Divide students into groups.  2. Pass out copies of a picture with many different activities to each group or  have students open their texts or picture dictionaries to an appropriate picture. If students are using the New Oxford Picture Dictionary (for example), try  pg.90­91 to describe actions at the beach. .   3. After a demo, each group makes a list of sentences describing what people  are doing in the picture. (During demo point out that students should take  turns making up the sentences, but one may write them all if the group  prefers.) The group with the most correct present continuous tense sentences  “wins.” Circulate to observe, then call ‘time’ and collect and check the sentences.  All  sentences count if they have the correct present continuous form. Note  spelling and other errors for later but for now only announce the winning  group.  If competition is a problem for your students, have each group make as many School: Egindibulak Teacher’s name: Shaikhiyeva L. B. Number present: Verbs in Past Simple Number absent: Talking about yesterday using past tense regular verbs. Term 4 Date: 10/05/19 Grade 6 Theme of the lesson: Learning  objectives(s)  Plan Planned Beginning  the lesson Planned activities Lead in This is a very simple activity to conclude the lesson. Put your students into  teams. Hold up a verb flashcard everyone have to slap the table if they know  the verb. The student who slaps the table first to give his/her answer with the  Resource s Main  Activities Ending the  lesson New Learning and Practice: 1. Teach "today", "yesterday" and "tomorrow" The lesson is based around what your students did yesterday so we will begin with three important time words. Take a calendar and sit down with your students looking at it … it won't be long before everyone takes an interest in what you are doing. If you have already taught days of the weekand months, point to different days and months and ask what they are. You can also ask students to show you on the calendar when their birthdays are, Christmas and other holidays. Next, point at today's date on the calendar and ask, "What day is this?". As well as the actual day (e.g. Wednesday) teach "today". Then point to the days before and after today's date and teach "yesterday" and "tomorrow". 2. Play "Days Rope Jump" You'll need a length of rope, long enough to lay along the length of your classroom. Lay the rope on the floor and stand facing the rope, so it is horizontal to you. Get all the students to stand on the rope, facing you. Now demonstrate: jump one step back and shout "yesterday". Jump one step forward onto the rope and shout "today". Then jump one step forward, in front of the rope and shout "tomorrow". Then get everyone jumping, backwards and forwards as everybody shouts together "yesterday – today – tomorrow – today – yesterday – today – tomorrow – today – etc.". Keep going, getting faster and faster until it gets too quick to keep up. Next, you are going to do the same thing, but the teacher is going to say the days randomly. Everyone has to listen carefully and jump into the correct position according to the day the teacher shouts:  yesterday = behind the rope  today = on the rope  tomorrow = in front of the rope As you do this, try and trick people by saying the same day twice and go at different speeds. As students make mistakes they have to sit out of the game until there is only one left, who is the winner. It’s a really fun game and you can play this a few times. 3. Teach vocab for verbs and the regular past tense form Get everyone to sit down. On the board write "Yesterday, I …". Look like you are thinking and say to yourself "Hmm. What did I do yesterday?". Then draw a few things which you (may or may not) did yesterday, e.g. watched TV, kicked a ball, played a video game, etc. Make sure they are regular verb activities and try and use some from the song. As you are drawing the pictures get students to shout out what they think each one is and write the simple tense form under each picture (watch TV). When you have 3 or 4 pictures on the board take a different colored marker pen/chalk. Underline "Yesterday" and write "ed" onto the end of the verbs (e.g. Yesterday, I watched TV). Then chorus each of the sentences (e.g. "Yesterday, I watched TV"). 4. Practice saying past tense regular verbs Before class, print off as many flashcards as you can for regular verbs. You can select from our actions flashcards, daily routines flashcards, exercises flashcards and sports flashcards. Make sure you include the flashcards for the verbs in the song. Spread the flashcards out, face up, on the floor or a table and get everyone to gather round. Start off by saying, "Yesterday, I …" and select a flashcard and stick it to the board. Then get each student to pick a flashcard of something they did yesterday and also stick to the board – if you have a small class, get students to choose more cards – try and aim for about 10-15 cards and make sure the cards for the song vocab have been selected. Your board should now be full of Evaluation  Finished? Write the past forms of the verbs in the box.  watch jump climb attack finish dance Peer assessment by smiles