Helping and Heroes

LESSON: Module 2 Lesson 1 Helping and heroes

School: Kargaly 3

Date:

Teacher name: Shakhanova N.A.

CLASS: 6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges;

6.6.5.1 - use questions including questions with whose, how often, how long and a growing range of tag questions on a growing range of familiar general and curricular topics;

6.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups;

6.4.2.1 - understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics;

6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics;

6.5.3.1 -write with some support about personal feelings and opinion on a limited range of familiar general and curricular topics;

6.2.1.1- understand a longer sequence of supported classroom instructions; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics

6.5.2.1 - write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics;

Lesson objectives

All learners will be able to:

identify some specific information from the text and use some target vocabulary to describe some things

Most learners will be able to:

identify most specific information from the text and use some target vocabulary to describe some things

Some learners will be able to:

identify all specific information from the text and use a range of target vocabulary to describe some things

Previous learning

discuss the benefits of learning a foreign language

Plan

Planned timings

Planned activities

Excel

Resources

Teacher

Notes

Beginning the lesson

6.2.1.1 6.3.6.1 6.6.5.1

6.5.8.1

What’s in this module?

Read the title of the module Helping & Heroes and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

Explain/Elicit the meaning of any unknown words,

Class CD

thenSs find the page numbers for the items listed. Ask questions to check Ss’ understanding.

Main

Activities

6.1.1.1

6.4.2.1

6.3.7.1

6.5.3.1

6.5.2.1

To identify historical figures vocabulary

Draw Ss’ attention to the pictures and ask various Ss to read out the names, countries and dates for each person. Explain/Elicit the meanings of any unknown words and read out the example, then Ss match the people to what they were.

To talk about historical figures

Explain that we read years before 2000 by splitting them into two numbers (e.g. 1450 = fourteen fifty, 1899 = eighteen ninety-nine).

Ask two Ss to read out the example exchange, thenSs ask and answer in pairs. Monitor the activity around the class. Explain that when a date is BC we count down to zero to go forwards in time.

Background information

Leonardo da Vinci was an Italian painter, sculptor and architect. He painted the Mona Lisa.

Marie Curie was a Polish scientist. She discovered radium

and won the Nobel prize.

Cleopatra was an Egyptian queen. She was a beautiful and powerful woman. There are many books and films about her.

Florence Nightingale was a British nurse and writer who

pioneered modern nursing during the Crimean War. Many people came to know her as ‘the lady with the lamp.’ Genghis Khan was a Mongolian emperor. He built the

second largest empire in the history of the world.

BauyrzhanMomyshuly was a Kazakh hero. He was a

military officer and author.

Abraham Lincoln was the 16th American President. He

helped end the Civil War and slavery.

William Wallace was a Scottish warrior. He fought against

the English to help free Scotland.

Ending the

lesson

6.5.3.1

To check comprehension Check Ss’ answers.

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?

Cross-curricular links

Health and safety check

ICT links

Values links

support less able readers by encouraging them to confirm with another learner where target information is in text

monitor Ss as they complete comprehension tasks and check understanding through follow-up questions in checking plenary

Being a hero

provide challenge for more able learners by asking them to mark stress on words and model pronunciation for others

monitor pronunciation of new vocabulary and drill and feedback to whole class in plenary

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.