Урок по английскому языку "Writing an e-mail"

Short term plan

Lesson plan

Unit of a long term plan:				Our countryside
Date:				Teacher name: Fedulova M. S.
CLASS: 6				Number present:		absent:
Lesson title		Writing an email.
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)		6.4.5.1 - Deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts. 6.5.6.1 - Link with minimal support sentences into coherent paragraph using basic connectors on a growing range of familiar general topics. 6.1.6.1 - Use conjunctions if when, where, so, and, or, but, because, before, after to link parts of sentences in shot texts on a growing range of familiar general and curricular topics.
Level of thinking skills		Application
Lesson objectives		All learners will be able to : ·         read the text for specific information and complete the task using appropriate linkers with support ·         write an email in coherent paragraph using linkers with support
		Most learners will be able to : ·        read the text for specific information and complete the task using appropriate linkers with some support ·         write an email in coherent paragraph using linkers with some support
		Some learners will be able to : ·        read the text for specific information and complete the task using appropriate linkers without support ·        write an email in coherent paragraph using linkers without support
Assessment criteria		Identify the meaning and details of the reading texts. Connect sentences into coherent paragraph, with linking words. Link sentences into a paragraph using suitable conjunctions of reasons including if, when, where, so, and, or, but, because, before, after.
Values links		National security and its engagement in addressing global and regional issues
Cross-curricular links		Geography
Previous learning		Learners know about our Earth, our environment.
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Start 7min	Organizational moment Teacher greets students. Asks routing questions: Who is absent today? What date is it today? Warm up: “ Bingo strategies” The teacher gives sheets of paper. The learners draw “Bingo cells”. In each cell they write letters A-I. The teacher says what word or word combination should be written in appropriate cell. After the learners compete the Bingo sheet the teacher gives the definition or explanation of the words. The student who raises hand first and gives the right answer put cross in his/her. Bingo sheet other learners put zero. The first who crosses 3 words says “Bingo”. 1.     The Large area of salt water that covers most of the Earth - (g) 2.     A light wind – (b) 3.     A period of heavy rain in India or South East – (e) 4.     The second largest ocean in the world – (a) 5.     The smallest of all five oceans – (h) 6.     This small volcanic islands are situated in the Pacific Ocean – (d) 7.     It is smaller than the Atlantic and covers about 73000000 km – (i) 8.     It is largest in the world and has the deepest waters – (f) 9.     It is very cold ocean and covers an area of more than 20000000 km2 – (c) a.  The Atlantic Ocean b. breeze c. The Southern Ocean d. Hawaii Tonga  Samoa e. Monsoon f. The Pacific Ocean g. Ocean h. Arctic Ocean i. The Indian Ocean						Work Sheets: Bingo cells
Middle	Pre – reading Task 1. “Description of the picture”. Activity. Look at the picture. Can you guess where it is situated? -         What can you do in such places? -         For example: ski, climbing, skiing. -         Can you describe this picture? While – reading Task 2. “Fill the gaps”. Activity. Reading for specific information. Learners work individually. They are going to read an email and fill in the blanks with the words from the box. Differentiation: more able students will make the own sentences with missing words. Descriptor:                               A learner -                reads the text -                completes sentences with words from the box AFL: Laminated paper. Post – reading Task 3. “Conscripts and volunteers”. The teacher reads the question and chooses any volunteers to answer it. 1.     Can you name two Alice’s favourite places in Kazakhstan? 2.     What is Shimbulak? 3.     Why does she like Shimbulak? 4.     What can you do in Burabai? 5.     Why does she like to visit Burabai? 6.     Where would you like to go Shimbulak or Burabai? Why? Descriptor:                            A learner: -                answers the questions about the text -                gives his/her own opinion AFL:  “No hands questioning” Writing  Task 4. “Email to a pen friend”. Activity. The learners will be able to write an email to his/her English pen – friend. Learner will compare two favourite places of his/her and write email of 60-80 words. They are going to follow the plan. Differentiation. Less able learners will be allowed to rewrite two sentences from Exercise 1. Descriptor:                                 A learner: -    writes an email -    uses correct linkers AFL: Gallery wall.						Ex 1 p. 39 Excel SB Ex.3,p.39 Excel 6
End	“Traffic lights”  Red – I have managed with understanding of the text; written the email without support;  Yellow – I have some difficulties with the reading task; written the email with some support; Green – it was difficult for me to understand the text and write the email.
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
·        More able students will make the own sentences with missing words; ·        Less able learners will be allowed to rewrite two sentences from Exercise 1.			AFL: “Laminated paper”, “No hands questioning”, “Gallery wall”.		Students will be asked to be careful with electricity while using interactive board.
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? 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?