Future simple

Long-term plan unit: Unit 3. Our countryside

School: №48 school – lyceum 

Date: 20. 11. 18

Teacher name: Zhexenova S. S.

CLASS: 6A

Number present:

Absent:

Theme of the lesson: 

Future simple  

Learning objectives(s) that this lesson is contributing to

6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics;

6.3.2.1- ask simple questions to get information about a growing range of general topics;

6.4.2.1-understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics;

6.5.1.1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics;

Lesson Objectives

All learners will be able to: 

• Answer 1-2 questions about the theme with support
• Do the exercises 80 % correctly

Most learners will be able to:

-           Answer 3 questions about the theme with support

-           Do the exercises 90 % correctly

Some learners will be able to:

• Answer 3 questions about the theme independently
• Do the exercises 100 % correctly

Value links

Respect (In work with their peers learners should respect different ideas and opinions to find compromise) 

Responsibility (Peer assessment is one of the way to teach learners to be responsible for their decisions)

Cross curricular links

Self – knowledge 

ICT skills

Processing information on the interactive board

Previous learning

Workbook, Exercises 1,3. P.32

PLAN

Planned timings

Planned activities 

Resources

   Beginning

2 minutes

5 minutes

Middle

15 minutes

10 minutes

5 minutes 

(W) Organisation moment:

Introduction of Learning and Lesson Objectives

Introduction to the new topic using the game  "Pictionary "

How to play Pictionary?

For a start, words are written on separate leaves and hid in a bag;

The class is divided into two teams, and the board is divided into two halves;

One student from each team pulls a random word out of the bag, and then starts drawing it. The first team that correctly guesses the word wins;

If the drawing is completed, and the word is not guessed, then another member of the team takes the place of the “artist”.

Checking the homework 

Время Future Simple ссылается на действие, которое совершится в неопределенном или отдаленном будущем.

Простое будущее время в английском языке обычно используется с обстоятельствами:

tomorrow – завтра

next year – в следующем году

in five years – через пять лет

in 2095 – в 2095 году

Образование Future Simple

Утвердительные предложения:

Вопросительные предложения:

Отрицательные предложения:

Для того, чтобы поставить глагол во временную форму Future Simple, нужно использовать его начальную форму и вспомогательный глагол will. В устной речи will чаще всего сокращается до формы ‘ll, которая может использоваться во всех лицах.

Exercises 1. Write P (for prediction), F (for facts) or I (asking for information). (Workbook)

Exercises 2. Match. (Workbook)

Exercises 3. Write a question and answers using will. (Workbook)

Exercises 2. Reorder the words to make sentences and questions. (Student’s book)

Task Cards

Exercises 2. 1 – will have, 2 – will be, 3 – will be, 4 – will get, 5 – will go, 6 – will be, 7 – will do, 8 – will have, 9 – will go, 10 - will take

Exercises 3. 1 – will begin, 2 – will get, switch, brush, 3 – will take, 4 – will have, 5 - will leave, 6 – will take, 7 – will take, 8 – will begin, 9 – will have, 10 – will have. 

Home work: Ex. 3 P.43 (SB)

Draw a drawing on the theme "My Future

End

3 minutes

(P, W) Reflection

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 students’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

1. Less able learners are provided with useful language according to their needs.
2. Less able learners may ask their peers about the meaning of unknown words.
3. .Teacher may provide learners with additional time to work with a dictionary.
4. Teacher gives time for creating a plan.
5. Less able learners can use their annotation notes.

Teacher monitors learners’ work.

Peer- assessment 

Soft – knowledge  

Collaboration while peer and group work

Reflection

Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?

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?