Language Focus. Countable and uncountable nouns: a/an, the, some, any, much, many, a lot of. Talking about food and meals.
Английский язык
Класс:
6 класс
Раздел:
Our Health
Тема:
Language Focus. Countable and uncountable nouns: a/an, the, some, any, much, many, a lot of. Talking about food and meals.
31.12.2019
300
5
| Learning objectives(s) that this lesson is contributing to | <p>6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups </p><p> 6.C9 use imagination to express thoughts, ideas, experiences and feelings </p><p> 6.UE1 use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics</p><p> 6.UE2 use quantifiers many, much, a lot of ,a few on a limited range of familiar general and curricular topics </p><p> 6.S2 ask simple questions to get information about a limited range of general topics</p><p> 6.S3 give an opinion at sentence level on a limited range of general and curricular topics </p><p> 6.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges </p><p> 6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics </p> |
| Lesson objectives | <p><b>All learners will be able to:</b></p><p>• Listen to the passage and complete the gaps with the correct speaker; </p><p> • Read the text and translate “Food and meals” and answer the questions on it; </p><p> • Pupils learn how to beware of natural disasters. </p><p><b>Most learners will be able to:</b></p><p>• Do the listening exercises with minor mistakes;</p><p> • Read the text “Did you know?” and answer at least 70% of all the questions correctly; </p><p><b>Some learners will be able to: </b></p><p>• The pupils will learn the rules of the Countable and uncountable nouns and do the exercises</p><p> • Pupils learn to read and write correctly without errors. </p> |
| Assessment criteria | <p>• Identify the position of speakers in an extended talk with some support</p><p> • Figure out the content of a conversation with some support in extended talk</p><p> • Recognise the meaning of a story with some support </p> |
| Crosscurricular links | Grammar, Kazakh language |
| Level of thinking skills | Knowledge and comprehension Higher order thinking skills |
| Languageobjective | Vocabulary related to food and meals «Articles» |
| Previous learning | Exercise 4. Read the dialogue |
Ход урока
| Этапы урока | Запланированная деятельность на уроке | Ресурсы |
|---|---|---|
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I. Warm up (2 minutes) |
<p>- Good afternoon dear boys and girls! </p><p> - How are you?</p><p> - I am fine too. Thanks. Sit down please. </p><p> - Who is on duty today?</p><p> - Who is absent?</p><p> - What date is it today?</p><p> - What is the day today?</p><p> - What season is it now?</p><p>- What is your weather like today? </p><p> - What was your home task? </p> | |
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II. Psychologically minutes (3 minutes) |
<div style="text-align: center;">Creating cooperation</div><div style="text-align: center;"><img src="/uploads/lesson_plans/5e0b2a64e5760/images/5e0b2ed448ef4.png" style="width: 343px;"><br></div> | <p><br></p><p><br></p><p>Appendix 1 - for more able.doc</p> |
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III. Presentation (10 minutes) |
<p><u><b>The main part of the lesson</b> </u></p><p><b>Rules</b></p><p> 1. We always use a singular/plural verb with uncountable nouns. </p><p> 2. We use much/many with uncountable nouns. </p><p> 3. We use much/many with countable nouns.</p><p> 4. We often use any, much and many in negative/ affirmative sentences. </p><p> 5. We use some, any and a lot of with countable and uncountable nouns </p><p><br></p><p>Brush up your grammar <span style="background-color: rgb(255, 255, 255); color: rgb(255, 0, 0);">«Article» </span></p><p><img src="/uploads/lesson_plans/5e0b2a64e5760/images/5e0b3037b03f3.png" style="width: 156px;"><img src="/uploads/lesson_plans/5e0b2a64e5760/images/5e0b304418fef.png" style="width: 155px;"><span style="background-color: rgb(255, 255, 255); color: rgb(255, 0, 0);"><br></span></p><p>Article (артикль) – сөзтабы, затесімдердіңалдындақолданыладыжәнеоныанықтаптұрады. </p><p>Ағылшынтіліндеартикльдіңүштүрібар: </p><p> 1. Indefinite article (белгісізартикль) – a, an </p><p> 2. Definite article (белгіліартикль) – the </p><p> 3. Zero article (артикльдіңқолданылмауы) </p><p><br></p> | <p><br></p><p><br></p><p>Book: Malcolm Mann Steve Taylore- Knowles. Laser for Kazakhstan Student’s Book includes material for KET. </p> |
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IV. Rounding up (9 minute) |
<p><span style="color: rgb(0, 0, 255);">1. Indefinite article</span> (белгісізартикль) – a, an</p><p> Бұлартикль one (бір, біреу) санесіміненшыққан.</p><p> Қолданылуы: затесімніңжекешетүрінде:</p><p> I am a pupil.</p><p> a – дауыссыз дыбыстардың алдындақолданылады: </p><p> a table</p><p> a dictionary</p><p> a teacher</p><p> a big apple </p><p> Take a map. – Бір картаны алыңыз. </p><p> an – дауысты дыбыстардың алдындақолданылады </p><p> an apple </p><p> an orange </p><p> an hour </p><p> an yellow pencil</p><p> I am reading an interesting book. –</p><p> Менқызықтыкітапоқыпотырмын. </p><p> Ескерту!</p><p> Белгісіздікартикльдерітекжекешетүрдегізатесімдердіңалдынақойылады. </p><p>Көпшетүрдегінұсқасындаартикльтүсіпқалады. Мысалы: </p><p> I am a student. | We are students (Біз – студентпіз). </p><p>2. <span style="background-color: rgb(247, 247, 247);"><span style="color: rgb(0, 0, 255);">Definite article</span> </span>(белгіліартикль) – <span style="color: rgb(0, 0, 255); background-color: rgb(247, 247, 247);">the</span></p><p>Белгіліартикльбұлдегенсөзденшыққан. Демек көптеген заттардың ішінен біреуі туралы айтатын болса қолзат есімді белгілі артикльмен айтамыз.</p><p> the Sun – күн </p><p> the Moon – ай</p><p> the Earth – жер</p><p> the Amazon River – Амазонка</p><p> the Pacific Ocean – Тынықмұхиты </p><p> the United States of America </p><p> the Netherlands – Нидерланды the Congo – Конго</p><p> The sun was shining. – Күнсәулесіншашыптұрды. </p> | Oxford. English Plus by Sheila Dignen, Emma Watkins |
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Еnd of the lesson (3 minute) |
<p style="text-align: center; ">Tasks 1. Complete the text with a/an andthe.</p><p>There is__ good café near my school. I often go to __ café and I buy __ sandwich and __ fizzy drink for lunch. There is __ vending machine near my classroom. I sometimes buy__ chocolate bar from __ machine. I never eat at__ school canteen because I don’t like the food. </p><p> Answers </p><p> 1.a 2.the 3.a 4.a 5.a 6.a 7.the 8.the </p><p><br></p><p>Tasks 2. Put the correct form of the article and countable/uncountable nouns</p><p><img src="/uploads/lesson_plans/5e0b2a64e5760/images/5e0b355683739.png" style="width: 156px;"><img src="/uploads/lesson_plans/5e0b2a64e5760/images/5e0b355fec84f.png" style="width: 148px;"><br></p><p><br></p><p><span style="text-decoration-line: underline;">Home task: </span>Exercise 2,5 </p><p><span style="text-decoration-line: underline;"> Feedback:</span><span style="color: rgb(255, 0, 0);">«Two stars one wish» </span> </p><p><img src="/uploads/lesson_plans/5e0b2a64e5760/images/5e0b35bbae949.png" style="width: 239px;"><br></p> |
Дополнительная информация
<p>Additionalinformation</p><table class="table table-bordered"><tbody><tr><td>Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?</td><td>Assessment – how are you planning to check learners’ learning?</td><td>Critical thinking</td></tr><tr><td><p>Descriptor </p><p> A learner</p><p> • writes the answers;</p><p> • chooses True or False correctly. </p></td><td><p>• Monitor learners to check they can write the summative assessment.</p><p> • Did all learners manage to do the listening exercises correctly? If not, why? </p></td><td>Some questions provide critical thinking while answering to them.</td></tr></tbody></table><p><br></p>
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