Short-term plan

LESSON: Vocabulary of appearance/describing School:

character
Date: Teacher name:
CLASS:6 Number present: absent:
Learning 6.3.6.1- communicate meaning clearly at sentence and discourse level
objectives(s) that during, pair, group and whole class exchanges;
this lesson is 6.6.5.1 - use questions including questions with whose, how often, how long
contributing to and a growing range of tag questions on a growing range of familiar general
and curricular topics;
6.1.1.1- use speaking and listening skills to solve problems creatively and
cooperatively in groups;
6.4.2.1 - understand independently specific information and detail in short,
simple texts on a limited range of general and curricular topics;
6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a
limited range of general topics, and some curricular topics;
6.5.3.1 -write with some support about personal feelings and opinion on a
limited range of familiar general and curricular topics;
6.6.3.1 - use common participles as adjectives and order adjectives correctly in
front of nouns on a growing range of familiar general and curricular topics;
6.2.1.1- understand a longer sequence of supported classroom instructions;
6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of
familiar general topics and some curricular topics
6.5.2.1 - write with some support about real and imaginary past events,
activities and experiences on a limited range of familiar general topics and
some curricular topics;
All learners will be able to:
identify some specific information in speaking and listening and use some
target vocabulary accurately in production tasks with support
Most learners will be able to:
identify most specific information in speaking and listening and use most
target vocabulary accurately in production tasks with support
Some learners will be able to:
identify all specific information in speaking and listening and use most
target vocabulary accurately in production tasks with little support
Previous learning express your opinion on a historical figure
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Organization “I wish….” At the CD player
lesson moment: method helps to organization Microphone
Warming-up 1.Greeting. start the lesson moment T tries cards
Team work Ask about the with telling to award active
3 min. weather. Open the supporting words Ss. «The
envelop and ask to each other. praise» method
students to take the The aim: To is used to
cards with develop Ss evaluate Ss with
numbers. They speaking skills and phrases like:
 should find their create friendly “Good job!
team according to atmosphere Well done!”
the number:1 First Efficiency: By
2. Second 3.Third telling the wishes
In differentiation they show their
part «Magic appreciations .
cards» method was
used to encourage
them to identify the
numbers. And find
his/her team.
37 min Explain the task To categorise T praise active Whiteboard
and allow Ss some new vocabulary Ss with phrases Pupils Book
time to Explain the task such as: “Good Poster
complete it and and ask Ss to job!
then check Ss’ write the headings Well done!”
answers around in “One more
the their notebooks. time, please”
class. Write the
As an extension, headings on the
ask Ss to use the board and elicit
phrases to which
describe their words go under
classmates. which headings
from Ss around
the class. Ss copy
the completed
table into their
notebooks.
To use vocabulary To present T praise active Whiteboard
in context and vocabulary for Ss with phrases Pupils Book
describe people describing such as: “Good Poster
Explain the task character job!
and read out the Explain the task Well done!”
example. and explain/elicit “One more
Ask various Ss the meanings of the time, please”
around the class to adjectives 1-5 and
describe the a-e. Ss match them
people. and then complete
Encourage Ss to the sentences.
describe them in as Check Ss’
much detail as they answers.
can.
To describe To listen for T praise active Whiteboard
people’s specific Ss with phrases Pupils Book
appearance and information such as: “Good Poster
character Explain the task job!
Explain the task and play the Well done!”
and ask two Ss to recording. Ss “One more
act out the example listenand markthe time, please”
dialogue. sentences.
Ss work in pairs Check Ss’ answers,
 and ask and answer then play the
the questionsWhat recording again for
does he/she look Ss to correct the
like? (ask about false statements.
appearance)What
ishe/she
like? (ask about
character) in closed
pairs.
Monitor the
activity around the
class and then ask
some
pairs to ask and
answer in front of
the class.
To complete a GameChoose a T praise active Whiteboard
short paragraph leader. He/She Ss with phrases Pupils Book
about ahistorical says a part of the such as: “Good Poster
figure body from the ones job!
Explain the task mentioned in Ex. Well done!”
and give Ss time to5. Ss, in teams, say “One more
complete the an adjective that time, please”
paragraph. can describe this
Check Ss’ answers. part of the body.
Each correct
answer gets 1
point. The team
with the most
points is the
winner.
Leader: face
Leader: hair
Team AS1: round
Team BS1: curly,
etc
End of the lesson. The Ladder method Ss use their stickers Descriptor: Whiteboard
was used as a to show their Speak on the Pupils Book
Reflection reflection. T asks knowledge theme “My Poster: Success
Ss to stick their according to the day”, Ladder.
stickers to the lesson -can describe
Individual work: Success Ladder. Green- I classroom with
5 min. understood prepositions of
Yellow-I have place
some questions -can use ordinal
Red-I need a help. numbers -
2points.
Aim: To know how
many Ss got the Ss evaluate each
theme. other and
Efficiency: encourage
Ss can use colors to classmate with
show how much do phrases like:
they remember. Well done!
Differentiation: Brilliant! Good
«Conclusion» job! I like it!
method is used to
finish the lesson.