Video games
| LESSON 6: Unit 4. Comedy and Drama
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School: | |||||||
| Date:
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Teacher name: | |||||||
| Theme of the lesson: | Video games
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| 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
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| 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;
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| Assessment criteria | Learners have met 6.4.2.1 learning objective if they can answer 90% of open –ended questions.
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| 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
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(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
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| Middle
5 minutes
15 minutes
2 minutes
5 minutes
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(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…
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| End
5 minutes
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(W) Feedback
Teacher shows “ladder of success”. Students show in their opinion whether they have achieved good results. |
Figure “ladder of success |
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| 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
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| 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
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| Reflection
Teacher writes incomplete sentences on the board; In this lesson I have learnt about……….
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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)?
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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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