- 10.12.2020
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Short term lesson plan
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Unit of a long term plan: Unit 5 Our Health.
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School: Karagash secondary |
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Date: 25.01.2019 |
Teacher's name: Zhylkaidarova A.A.
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CLASS: 6 |
Number present: |
absent: |
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Lesson title |
Food and drink. |
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Learning objectives(s) |
6.S2 ask simple questions to get information about a limited range of general topics 6.S3 give an opinion at sentence level on a limited range of general and curricular topics 6.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: · Identify the theme, new words and use them as the basis for discussion. · Demonstrate knowledge for usage of the structures: there is/ are, lots of, a lot of, some, much/ many for making stories about eating habits. Transfer information from the given information into a graphic organizer. Most learners will be able to: · Select, compile, and synthesize information for an oral presentation · Provide a point of view in conversations and discussions; speak about school lunch. Some learners will be able to: · Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. · Make a presentation about your school lunch and canteen. and after Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. · Make a presentation about your school lunch. |
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Level of thinking |
Higher order thinking skills (according to the revised Bloom's taxonomy). |
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Assessment criteria |
· Read the given text of description and identify the general information. · Demonstrate skills of organizing and expressing ideas accurately. · Illustrate a viewpoint in a discussion. |
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Target language |
Salad, chips, soup, sweets, fish, apple, bread, rice, pasta, nuts, eggs, burger, crisps, sandwich. fussy drinks, juice, ice cream, meat, school meals. |
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Values links |
Responsibility, Global Citizenship, Respect and Love to people and school, Care to modern technology, Love to nearest and dearest. |
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Cross-curricular links |
Social Science, Psychology, Information Technology, Art, Medicine. |
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Previous learning |
Vocabulary relating to people's activity, school and school subjects. |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start
3 min
3 - 4 min
Main part 15 min
10 min
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Class organisation Greetings Home task
Divide into 2 Group with methods «Letter» Pre-learning (W) The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. The teacher shows the picture and introduces the objectives of the lesson.
Lead-in (W, I) Task 1 Pre- listening stage. Ex.1 p.60 Extending vocabulary. Think of two more words to add to each group: 1. meat: chicken..... 2. vegetables: potato.... 3. fruit: pear..... 4. drinks: juice.....
Task 2 Free talk. What do you usually eat for breakfast and lunch?
What can you eat at school? Ex.1.p.60 What are children in different countries eat for lunch? ( 2 group discuss the meal at school in 4 countries). The teacher asks Sts. whose lunch is healthy? Speak about meals in Kazakhstan.
Ex.3 p.60. Speak about healthy and unhealthy eating. Is your lunch healthy?
Which food is the healthiest in 5 countries? Make a conclusion. |
Wishes I wish you…….
Pictures PPT
1.
A Table
Writing Worksheet
Student Book p.60
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End 5 min
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Home task. W.B. p.42, a menu Feedback Students give their stikers and give feedback to the lesson and give self-assessment using the method: “Six thinking hats”: · Green: How can you use today's learning in different subjects? · Red: Today s lesson was useful and interesting · White: What have you leant today? · Black: What were the weaknesses of your work? · Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... ) · Yellow: What did you like about today's lesson? |
Slide (Homework) Slide "Six thinking hats"
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Additional information |
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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 |
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Differentiation can be achieved through content (Based on the theory of Multiple Intelligences different tasks are used with the same text). By support: Less able learners will be supported through step-be-step instructions, glossaries, thinking time. By task: For more able learners additional leveled tasks are offered.
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Assessment criteria: · Read the given passage and identify the general information. · Demonstrate skills of organizing and expressing ideas accurately. · Illustrate a viewpoint in a discussion. Descriptors: A learner · reads the text for global understanding; · selects meaningful information, constructs the answer; · presents information in the group discussion. · evaluates the peers’ answers.
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Health saving technologies. Make sure power cords are not a tripping hazard Everyday classroom precautions
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