Journeys Reading Program Grade 6 Unit 2 Lesson 7

Unit of a long term plan:

Unit 5 Our Wellness.

School: Karagash secondary

Instructor's proper name: Zhylkaidarova A.A.

half-dozen.S2 ask simple questions to get information about a express range of full general

topics

six.S3 give an opinion at judgement level on a limited range of general and

curricular topics

6.R5 deduce meaning from context in short texts on a limited range of

familiar general and curricular topics

All learners will be able to:

• Identify the theme, new words and apply them every bit the ground for

discussion.

• Demonstrate knowledge for usage of the structures: there is/ are, lots

of, a lot of, some, much/ many for making stories most eating habits.

Transfer information from the given information into a graphic organizer.

Virtually learners will be able to:

• Select, compile, and synthesize information for an oral presentation

• Provide a point of view in conversations and discussions; speak near school

dejeuner.

Some learners will be able to:

• Reply to and talk over the reading passage using interpretive,

evaluative and creative thinking skills.

• Make a presentation about your school lunch and canteen. and after

Respond to and discuss the reading passage using interpretive, evaluative and

artistic thinking skills.

• Make a presentation virtually your schoolhouse luncheon.

College order thinking skills (according to the revised Bloom's taxonomy).

• Read the given text of clarification and identify the full general

information.

• Demonstrate skills of organizing and expressing ideas accurately.

• Illustrate a viewpoint in a give-and-take.

Salad, fries, soup, sweets, fish, apple, breadstuff, rice, pasta, basics, eggs, burger,

crisps, sandwich. fussy drinks, juice, water ice cream, meat, schoolhouse meals.

Responsibility, Global Citizenship, Respect and Beloved to people and school,

Intendance to mod technology, Fiftyove to nearest and dearest.

Social Scientific discipline, Psychology, Information Engineering science, Art, Medicine.

Vocabulary relating to people'southward activity, school and school subjects.

Planned activities (replace the notes below with your

planned activities)

Start

3 min

3 - iv min

Main part

15 min

10 min

Class organisation

Greetings

Home task

Split up into ii Group with methods «Letter»

Pre-learning (West)

The lesson greeting.

The teacher sets the lesson objectives, letting students

know what to anticipate from the lesson.

The instructor shows the picture and introduces the

objectives of the lesson.

Lead-in (W, I) Job 1

Pre- listening stage.

Ex.1 p.threescore Extending vocabulary. Call back of two more

words to add to each grouping:

1. meat: chicken.....

2. vegetables: tater....

3. fruit: pear.....

4. drinks: juice.....

Task two Costless talk.

What do you ordinarily eat for breakfast and lunch?

What can you eat at schoolhouse? Ex.1.p.60

What are children in different countries eat for lunch?

( 2 group discuss the meal at school in iv countries). The

teacher asks Sts. whose lunch is salubrious? Stop most

meals in Republic of kazakhstan.

Ex.3 p.60. Speak near healthy and unhealthy eating.

Is your lunch healthy?

Which food is the healthiest in five countries? Makeastward a

Wishes

I wish you…….

Pictures

PPT

one.

A Table

Writing

Worksheet

Pupil Volume p.sixty

Home task.

West.B. p.42, a menu

Feedback Students give their stikers and requite feedback

to the lesson and requite self-assessment using the

method: "6 thinking hats ":

• Light-green: How can you use today's learning in

different subjects?

• Red: Today due south lesson was useful and interesting

• White: What accept yous leant today?

• Black: What were the weaknesses of your work?

• Blue: How much progress have y'all made in this

lesson? (Now I can, I still need to work on, I've

improved in, Today I learnt... )

• Yellow: What did you like about today'southward lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation – how do

you plan to give more

support? How do you

plan to challenge the

more than able learners?

Assessment – how are you

planning to check learners'

learning?

Differentiation can be

achieved through content

(Based on the theory of

Multiple Intelligences

dissimilar tasks are u.s.a.ed

with the same text).

By support:

Less able learners volition be

supported through step-be -

step instructions,

glossaries, thinking fourth dimension.

Past task:

For more able learners

additional leveled tasks are

offered.

Assessment criteria:

• Read the given

passage and identify the

general information.

• Demonstrate skills of

organizing and expressing

ideas accurately.

• Illustrate a viewpoint

in a discussion.

Descriptors:

A learner

• reads the text for

global understanding;

• selects meaningful

information, constructs the

answer;

• presents information

in the grouping give-and-take.

• evaluates the peers'

answers.

Health saving technologies.

Make sure power cords are non a tripping

gamble

Everyday classroom precautions

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