Video games

LESSON 6: Unit 4. Comedy and Drama

 

 

School:
Date:

 

Teacher name:
Theme of the lesson: Video games

 

CLASS: 6 Number present: absent:
Learning objectives(s) that this lesson is contributing to  6.4.2.1  understand independently specific information  and detail in short, simple texts on a limited range of general and curricular  topics

 

Lesson objectives All learners will be able to:

-Complete 80 % of reading task correctly;

Most learners will be able to;

–       Complete 90 % of reading task correctly;

Some learners will be able to:

–       Complete 100 % of reading task correctly;

 

Assessment criteria Learners have met 6.4.2.1 learning objective if they can answer 90% of open –ended questions.

 

Value links Respect
Cross curricular links   link Art
ICT skills Projector or Smart board for power point
Previous learning Vocabulary on topic
Plan
Planned timings Planned activities Resources
Beginning

 

2 minutes

 

 

 

6  minutes

 

 

 

(W) Org moment: Greeting students. Introducing learning and lesson objectives.

Create a favorable psychological climate.

 

 (G) Lead-in

– What do you do in your free time?

– Are you keen on playing computer games?

– When do you go fishing?

– Where can we go windsurfing?

– Do you often meet friends?

– Do you like cycling?

– What ball games do you know?

– What is your favourite board game?

FA: teacher monitors their work, keeps notes on good use of language and common errors.

 PPP Slide 1-2

 

PPP slide 3

 

Middle

5 minutes

 

 

 

 

 

 

 

15 minutes

 

 

 

 

2 minutes

 

 

 

 

 

 

 

 

5 minutes

 

(I,P) Pre-reading

Learners are given a text. They have to scan it for the words they do not know.  They write them down and look up their meaning.

Differentiation: more able learners can share their knowledge with peers.

FA: teacher monitors learners work and checks pronunciation and meaning.

(I) While – reading

Learners read the dialogue. They should answer open-ended questions.

Differentiation: Teacher’s support individually for more struggling learners.

FA: learners exchange their work for peer assessment. The answers are discussed as the whole group.

PPT

I see you are tired. Let’s have a short break and do some exercises with my assistants. Today they are …. and … .

At first, … , do gymnastics for our eyes with your classmates, then … , do some physical exercises.

That was brilliant! Take your seats, please, and let’s go on our lesson.

(P) Post – reading

Learners should act short conversation. They should call a friend and invite him/her to play video games

 

 

 

 

 

PPP slide 4

 

 

 

 

 

 

 

Funny phisical training in English! Let’s move!

People & Blogs…

 

 

End

 

5 minutes

 

(W) Feedback

Teacher shows “ladder of success”. Students show in their opinion whether they have achieved good results.

 

Figure

“ladder of success

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

 

 

1) More able learners can share their knowledge with peers.

2) Teacher’s support individually for more struggling learners.

Teacher monitors learners’ work and keeps reflective notes.

Self -assessment

 

Art

 

Reflection

Teacher writes incomplete sentences on the board;

In this lesson I have learnt about……….

 

 

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?

 

 

 

 

 

 

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