Country and language report.

Unit of a long term plan:

Unit 2 Helping and heroes

School: №109

Date: 11.10.2018

Teacher's name: V .Shaikhova

CLASS: 6 b

Number present: 10

absent:

Lesson title

Country and language report.

Learning objectives(s)

6.C6 organise and present information clearly to others

6.S2 ask simple questions to get information about a limited range of general topics

6.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

Lesson objectives

All learners will be able to:

• Identify the theme, study a model report, facts in the reading passage "Canada" and use them as the basis for discussion.

• Transfer information from the reading passage "Canada" into a graphic organizer(mind - map).

Most learners will be able to:

• Select, compile, and synthesize information from the reading passage "Canada" for an oral presentation.

Some learners will be able to:

• Respond to and discuss the reading passage "Canada" using interpretive, evaluative and creative thinking skills and compare facts with Kazakhstan.

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.

Target language

country, language(official/ main), population, nationality, to get a border with, capital, currency, in particular.

Values links

Appreciating the love to the native country and respect to the people all over the world

Cross-curricular links

Geography, History, Social Science

Previous learning

Talking about helping with house work

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

I . Greetings .

-Good morning , children!

-Good morning ,teacher !

II. Warm up : Dear ,students come here and stand in a circle ,and say good wishes to each other .

CH: Have a nice day !

III. Dividing groups :

-I want to divide you into groups . You should take the signs and take your sits .

The 1^st group is “ The maple leaf’’

The 2^nd group is : “ Flag”

IV. Asking hometask : to read the dialogue.

Slide (objectives)

Slide (useful phrases)

Presentation

Cards

Middle

The main part of the lesson

T: Now students look at the flag and the maple leaf .

What do you think about these?

Do you know anything about these things?

Students express their ideas (1 minutes).

T: That’s right. Today we are going to learn about Canada

-Look at the activeboard. ( To introduce with presentation)

1. To make a poster : “ Canada ”

( Working in a group )

1. To read the text : “ Canada”

2. Answer the questions : exercise : 2

• Exercise:1
  Read the model text and match the paragraphs 1-3 with these topics.

• 1.Languages: English, French, Spanish, German, Mandarin
  2.34 million
  3. English, French, Spanish, German and Mandarin
  4.Ottavva
  5.Europe,Asia, the USA, Africa and South America.

• Descriptor : A learner -to read the text

1. Working in a group : Match the words with the translation

• 1.Тіл a. Capital
  2.Астана b. City
  3.Халық c. Language
  4.Қала d. Population
  5.Жапырақ e. Leaf

• 1.School a. Білім

• 2.Speak b. Мектеп

• 3.South c. Оңтүстік

• 4.Flag d. Сөйлеу

• 5.Knowledge e. Ту

• Descriptor : a learner -To use vocabulary words

Exercise:3
Look at the model text and complete the key phrases. Then write similar sentences for your country.
1.It’s___the (USA) in the (south).
2.The___is to the ___ of (Canada).
3.Most(Canadians)___(English).
4.(French) is the ___ language in___.
5.A lot of ___from other countries live___.
6.In particular, there are ___ people from___.

E) Rules : Punctuation

• F) To work with workbook :

Exercise:1 Rewrite the sentences using capital letters

my teacher likes british and american films

My teacher likes British and American films.

G ) Formative assessment : “ Canada ”

Descriptor : a learner – to read the text

• To write the words with capital letters

Student's book

A map of Canada and a mind - map of Canada

Student's book

Dictionaries

Writing

Worksheets

Pictures

Slide (useful phrases)

A table

Writing

Worksheets

End

• : Home task:Exercise:2

• Giving marks: “ Traffic lights”

• Rewrite the sentences using commas, full stop and capital letters.

Example : hugo speak spanish polish german and french he doesn’t speak italian

Hugo speak Spanish, Polish, German and French. He doesn’t speak Italian

• Feedback : Now , students : Do you like this lesson ?

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

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.

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.

Teacher's observation using observation checklist (Appendix 2 - reference to the resource "Literature Circle Role Sheets" by Christine Boardman Moen. p.28) and monitoring.

Self-assessment.

Peer-assessment.

Constructive teacher and peer feedback.

Health saving technologies.

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?