Yeti and Nessie

LESSON: Unit 3 №49

School: Gymnasium №41

Date:05.12.2016

Teacher name: Bakieva Gulaim Kydyrgalievna

CLASS: 6 «G»

Number present: 15

absent:

Theme

Yeti and Nessie

Learning objectives(s) that this lesson is contributing to

2.6L8-understand short, supported narratives on an increasing range of general and some curricular topics.

4.6R6-understand with some support some specific information and detail in short, simple texts on a growing range of general and some curricular topics.

5.6W8-to include appropriate use of full stops and question marks at sentence level with some accuracy when writing independently.

Lesson objectives

All learners will be able to:

/there are

• understand meaning of the texts

Most learners will be able to:

• do exercises according the texts correctly

Some learners will be able to:

• write short story

Previous learning

Grammar: using verbs WAS/WERE .Vocabulary according theme “Stories”.

Plan

Planned timings

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

Resources

Start

7 minutes

3 minutes

Warm – up.

Teacher shows pictures of Yeti and Nessie.

Teacher shows video about Nessie and Yeti.

Ask the question.

What do you think what’s the theme of our lesson?

Students make predictions about the theme of lesson.

Teacher gives cards. Students should write what do they want to know(before reading)what do they know(after reading)

https://www.youtube.com/watch?v=RtMZ4UawBog

https://www.youtube.com/watch?v=LZnAo_2cpYY

What do I want to know What I know

Middle

30 minutes

There are words from the texts . Students should find and circle these words in the texts.

Teacher asks students:

Where do Yeti live? Where do Nessie live? Is it fiction or fact?

Students discuss(work in pair)

Reading. Students read one by one.

Check understanding of the text.

Work in copybooks. Students should find verbs in the past simple and write it.

Students read verbs. They check each other.

(G)Students write questions according the text.(G)(5-6 questions)Students from the first group asks second group, second group asks third group, third group asks first group.

(W)(I) (F)Some students write short mystery story.

Most students make sentences about Yeti.

Cards with words from the texts: Strange creatures, Big fish, watersnake ,Fiction , Lake , Fact, Mystery, Mountains.

Texts A(Yeti) and B(Nessie) on page 34 (Students’ Book)

Ex.:1p34 match the facts with creatures

1.It’s from Scotland a. The Yeti

2.It lives in the mountains b. Nessie

3.It’s got strange hair

4.It lives in a lake

5.It’s got long arms

6.There’s a photo of the creature

Ex.:2p35 (Students’ book)

Ex.:5p35(Students’ book)

End

5 minutes

(W) Concept checking questions: Is Yeti live in lake? Is Nessie hairy and have big foots ?Is Nessie live in Scotland?

Students should write)what do they know(after reading)

Home task :retell the texts

Give marks.

What do I want to know What I know

Students’ book p.34

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

• Giving thinking time

• more support can be given during elicitation, using the construction and questioning phases of the lesson

• Through the ex.:1 p 34

• Ex.:2p35

• Trough the ex.:5 p 35

• through observation in group

• through the completing chart WHAT DO I KNOW