«Full Blast for Kazakhstan». 6 сыныптарға арналған қысқа мерзімдік жоспары Краткосрочный план для 6 класса

Short term lesson plan

Term 1
Hello School:
Date:______.09.2018 Teacher’s name:

Grade 8 __ Number present: absent:
Theme of the lesson: Hello/Diagnostic test
Learning objectives(s) 6.2.2.1 understand more complex supported questions which ask for personal information
6.3.1.1 provide basic information about themselves and others at discourse level on a range of general topics
6.4.1.1 understand the main points in a limited range of short simple texts on 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 • Greeting people and introducing oneself
• Asking for and giving personal information
• introducing themselves andasking for and giving personalinformation
• provide basic information about themselves and others at discourse level on a range of general topics
Value links Appreciating the magnificence of the people around you.
Crosscurricular links Geography.
Previous learning
Use of ICT Smart board for showing a presentation, getting additional information, playing the audio files.
Health and Safety Health saving technologies used.
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Beginning the lesson The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Main Activities 1 What’s your name?
Ask students to introduce themselves to the class. Say: Hello/
Hi, I’m/My name’s…
• Ask Ss to look at the pictures of the four
children and identify them. (Liv, Bill, Amy
and Stu-the main characters in the book).
• Ask Ss what they remember about thefour characters from Book 1 in the Full
Blast series and elicit answers.
• Play the CD and have Ss listen and followin their books. Tell them to underlineunknown words at the same time.

B. Aims: to give Ss practice inintroducing hemselves andasking for and giving personalinformation
• Draw Ss’ attention to the speech bubble
and make sure they understand it.
• Choose a student and act out the
Dialogue
2 Where are you from?
Stick the world map on the board.
• Ask Ss: Where are you from?
• Elicit the name(s) of the country/countries.
• Write the corresponding nationality/
nationalities on the board.
3 Days, months and seasons
Identifying the days of the week, themonths and the seasons of the year
Asking and answering about dates andseasons
STRUCTURES
When…?
A. Aim: to present the days of the week,the months as well as the seasonsof the year and give Ss practice inusing them

4 Family
6FUNCTIONS
Talking about one’s family membersRES
have got
Possessive adjectives
Possessive case
Who…?
VOCABULARY
• Draw Ss’ attention to the family in thepicture and then to the pictures of eachfamily member and explain to the

Ending the lesson Home task.
Assign activities Write about summer holidays
Self-assessment.
How well do I understand?
4 — I can do this and explain it to someone else.
3 — I understand and can do this by myself.
2 — I need more practice.
1 — I don’t understand this yet.
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? Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:
1. Provide a point of view in conversations and discussions.
2. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.
3. Form simple perfect forms for recent, indefinite and unfinished past actions.

Descriptor:
A learner:
• presents his/her information to the class.
• uses appropriate subject-specific vocabulary while speaking.
• uses the simple perfect forms accurately.

• Observation
• Feedback on the work
• Self-assessment Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Term 1
Hello School:
Date:______.09.2018 Teacher’s name:

Grade 8 __ Number present: absent:
Theme of the lesson: What’s the time?
Learning objectives(s) 6.1.2.1 use speaking and listening skills to provide sensitive feedback to peers
6.6.1.1 begin to use… noun phrases describing times… on a growing range of familiar general and curricular topics lesson a: act. 3, lesson b: act. 4
6.3.2.1 ask simple questions to get information about a growing range of general topics
6.2.4.1 understand with limited support the main points of extended talk on a range of general and curricular topics
Lesson objectives • Expressing ability/lack of ability in the Present, Identifying the location of objects, revising basic vocabulary
• respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics

Value links Respect their resources: time, abilities and respect others.
Cross curricular links Math.
Previous learning Previously learned vocabulary on the topic » «.
Use of ICT Smart board for showing a presentation, getting additional information, playing the audio files.
Health and Safety Health saving technologies used.
Plan
Plannedtimings Planned activities (replace the notes below with your planned activities) Resources
Beginningthelesson
Warm-up
Present the questions and ask them to give Ss practice in telling the time

MainActivities What’s the time?
Draw a clock on the board with thenumbers 1_12. Draw the small hand of theclock on the board pointing to a number
and the big hand of the clock pointing totwelve.
• Ask a student: What’s the time?

What can you do?

Draw Ss’ attention to the speech bubbleand make sure they understand it.
• Ask Ss to read through the list of promptsand make sure they haven’t got anyunknown words.
• Explain to Ss that they should use can(ability) and can’t (lack of ability) to askand answer about the ideas included in
the box.
Where is it?
to give Ss practice in asking andanswering questions about the
location of objects in a roomAsk Ss to look at the picture of the roomand make sure they understand what thewords correspond to.
• Draw Ss’ attention to the speech bubbleand make sure they understand it.
• Explain to Ss that they should use theprepositions of place on, in and underto identify the location of the objectsmentioned in the box in relation to theobjects speci_ied in the picture. Make surethat they know how the three prepositionsof place are used.
• Refer Ss to the Grammar Section in theWorkbook.
Endingthelesson Homework:WB Ex I,J p7
Students express their attitude 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: How do you feel about your work today?
• 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?
Additionalinformation
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? Critical thinking
Assessmentcriteria:

Descriptor:
A learner:

• Observation
• Feedbackonthework
• Self-assessment Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Unit 1. Our Class School::
Date: Teacher’s name:
Class: Number present:
absent:
Theme of the Lesson: Our school
Learning objective(s) that this lesson is contributing to 6.1.8.1 develop intercultural awareness through reading and discussion
6.3.4.1 respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics
6.4.1.1 understand the main points in a limited range of short simple texts on general and curricular topics
Lesson objectives  To differ and use abstract and compound nouns properly
 To share opinions on the topic
 Talking about school subjects
 Talking about habitual actions and routines
Success criteria
 A learner can differ abstract and compound nouns and use them correctly.
 A learner can share opinions on the given topic
Value links Respect, the lesson is aimed at group working and sharing opinions, also supporting each other
Cross curricular links Education, the lesson is aimed at discussing school subjects
Previous learning Hello, review
Plan
Planned timings Planned timings Resources
Beginning
0-3 Organizational moment.

Teacher presents the lesson objectives, explains students what they would be able to do by the end of this lesson.

Middle
15 min

25 min

1 Vocabulary
9
Aim: to present some school subjects
• Ask Ss to look at the pictures and read
through the school subjects presented.
Provide any necessary explanations.
• Play the CD and get Ss to repeat the
school subjects they hear.
• Help Ss deduce the meaning of the words
by relating them to the corresponding
pictures.
• Ask Ss:
What’s your (least) favourite school
subject?
What school subject are you good at?
• Elicit answers.

2 Read
10
A. Aims: to help Ss make predictionsabout the reading text basedon visual promptsto present vocabulary,structures and functions in thecontext of a textto give Ss practice in readingfor gist
• Draw Ss’ attention to the TIP and explain
it.
• Draw Ss’ attention to the title of the textand the accompanying pictures.
• Make sure that Ss understand thatMellway is the name of the school.
• Ask Ss to tell you where the children inthe pictures are (at Mellway) and whatthey are doing (they are playing music/singing, etc.).
• Help Ss deduce the meaning of thephrase performing arts by makingreference to di_ferent forms ofentertainment such as dancing, singing,
playing music, etc.
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at thisstage.
• Play the CD and have Ss follow in theirbooks and check their predictions. Tellthem to underline unknown words at thesame time.
• Check Ss’ predictions with the class.
B.
Aim: to give Ss practice in identifyingspecific information in the text
• Have Ss read the text again and do theActivity
Post-reading
Aims: to give Ss the opportunity to
elaborate on the topic of the text
• Ask Ss:
What do you think of Mellway?
Would you like to go to a school like
Mellway?
Would you study music or dance?
Is there a similar school in your country?
• Elicit answers and initiate a short
discussion.

End
5 At the end of the lesson, learners reflect on their learning:Students describe three things they have learned today.
Homework: WB Ex B p8
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:
Strong students can prepare their speech for 2 minutes and do not restrict them in their speaking. As for less able learners, let them work on pairs or groups, use dictionaries.
Monitoring learners’ activities, focusing on their speaking, jotting down typical mistakes or errors and discussing and working on correcting them. Provide some physical exercises for learners

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