6 grade short term plan

LESSON: Unit 1 Lesson 1 Our class

School: №8

Date: 06.09.24

Teacher name: Serkebayeva M.

CLASS: 6а,ә

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

С9 L1 S1 S6

Lesson objectives

Learners will be able to:

identify some specific information from the text and use some target vocabulary to describe class's hobbies and interests accurately in response to prompts and in production tasks

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Warming-up Team work 10 min

Organization moment : 1.Greeting. T give them different shapes and ask them to divide into 3groups. I-circle II -square III–triangle In differentiation part «Flexible pace learning» method was used to give students a choice in order to make them interested in learning process.

“The wish flower” method helps to start the lesson with good wishes to each other. The aim: To develop Ss speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others.

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!”

Envelop with shapes

Begin-ning the lesson 5 min

Org. moment Teacher greets students What’s in this unit? Read the title of the unit Our Class and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module. To present vocabulary for hobbies and interests Play the recording. Ss listen and repeat chorally or individually. Draw Ss’ attention to the pictures and elicit which hobby or interest is which.

Students respond to greeting Ss listen and repeat chorally or individually

Class CD

Main Activities 20 min

To present/practise vocabulary related to class's hobbies and interests Play the next recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents from various Ss. Explain the task and read out the headings, translating them if necessary. Read the example sentences aloud and then Ss work in closed pairs and write the words under the headings and make sentences of their own.

Ss listen and repeat chorally or individually.

Formative assessment

Teacher can use this for some ideas: http://www.buzzle.com/articles/popular-hobbies.html - most popular hobbies

To predict the content of a text Direct Ss’ attention to the pictures and elicit what they show. Ask Ss to say what hobbies they really like or not using key phrases. Give prompts if necessary. Ask: Which of the hobbies or interests are you into? Which of them don't you like? Check Ss’ answers.

Ss guess the meaning of some adjectives describing a personality and try to use them speaking about their character.

Emoticon

Vienne Diagram

To check comprehension of a text Ask some pairs to report back to the class. Play the video.

Ss watch it then answer the questions that accompany it.

A video

Ending the lesson 10 min

To develop critical thinking skills Explain the task and read the prompts aloud. Brainstorm with Ss for interesting ideas. Allow Ss time to write their sentences, then ask various Ss around the class to read their sentences aloud.

A conceptual table

feedback

A conceptual table

Reflection Individual work:

Traffic light method is used to find out was the lesson clear or not. Use the stickers.

Ss use their stickers to show their knowledge according to the lesson Green- I understood Yellow-I have some questions Red-I need a help. Aim: To know how many Ss got the theme. Efficiency: Ss can use colors to show how much do they remember. Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!

Whiteboard Pupils Book Poster. stickers.

Тексерілді _____

LESSON: Module 1 Lesson 1		School: /8
Date: 01.09.21		Teacher name: Serkebayeva M.
CLASS: 6 E		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	6.4.1.1understand the main points in a limited range of short simple texts on generalandcurricular topics 6.3.1.1- provide basic information about themselves and others at discourse level on a range of general topics; 6.2.2.1- understand more complex supported questions which ask for personal information; 6.6.9.1- use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics; 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics
Lesson objectives	All learners will be able to:
	identify some specific information from the text and use some target vocabulary to describe school subjects accurately in response to prompts and in production tasks
	Most learners will be able to:
	identify most specific information from the text and use a limited range of target vocabulary to describe school subjects accurately in response to prompts and in production tasks
	Some learners will be able to:
	Identify all specific information from the text and use a wide range of target vocabulary to describe some school subjects accurately in response to prompts and in production tasks
Previous learning	vocabulary for school
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson 6.4.1.1 6.3.1.1 6.3.1.1	What’s in this module? Read the title of the module Our class and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module. Find the page numbers Explain/Elicit the meaning of any unknown words, thenSs find the page numbers for the items listed. Ask questions to check Ss’ understanding.		Class CD

	Main Activities 6.6.9.1 6.4.1.1	To present Vocabulary for School Subjects Play the recording. Ss listen and repeat chorallyand/or individually. Elicit the L1 equivalents from various Ss.(Ss’ own answers) Draw Ss’ attention to the pictures and ask various Ss to say which subject is shown in each picture. To personalise the topic Read the sentence stems aloud and allow Ss time to complete them, then ask some Ss to read their completed sentences aloud
	Ending the lesson 6.5.3.1	To check comprehension Check Ss’ answers.
	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
	support less able readers by encouraging them to confirm with another learner where target information is in text		monitor groups as they complete comprehension tasks and check understanding through follow-up questions in checking plenary			Benefits oflearning a foreign language
	challenge more able learners by adding two or three more words to the final			monitor pronunciation in checking final sentence task and highlight any word stress issues on board

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Unit 1. Our Class			School:/8
Date: 07.09.22			Teacher’s name: M.Serkebayeva
Class: 6 А,Ә			Number present:		absent:
Theme of the Lesson:		Countries and nationalities
Learning objective(s) that this lesson is contributing to		6.2.2.1 understand more complex supported questions which ask for personal information 6.4.1.1 understand the main points in a growing range of short, simple texts on general and curricular
Lesson objectives		To ask complex questions to get information. To understand some main points in a talk and text To express opinions with sufficient reasoning.
Assessment criteria		A learner can ask specific questions to get personal information A learner can read and understand the main idea of the text A learner can express his opinion about the topic
Value links		Respect value is instilled through the class discussions and cooperative work. Learners should also understand that it is important to respect other people despite their nationalities and languages they speak.
Cross curricular links		Geography, as the lesson is aimed at discussing countries, nationalies and languages. Learners will learn the names of countries, their nationalities and languages.
Previous learning		Getting to know our class
Planned timings	Teacher action			Pupil’s action		Assessment	Resources
Beginning	Organizational moment Warming –up Teacher greets learners and introduces the lesson objectives in a simplified manner. Teacher presents the phrases connected to the topic “Countries and nationalities” and asks learners to predict what this topic is about.			Learners greet teacher and try to predict the theme of the lesson.			PPT Phrases
Middle	2. Focus on vocabulary Give the topic title and ask learners to create a mind map of any associated vocabulary or ideas. (G) 3. Focus on reading and speaking Teacher presents Country flags of the world. Learners will read the names of the countries and try to remember them in English. Note for the teacher: It is therefore important to give all your learners the time and opportunity to join in, as you are not looking for right answers. You are looking to get everyone to respond in some way that will help you gain information about their English.			Learners read the short text about the Global North and Global South and prepare 2-3 questions (individually) for retelling the main idea to their partners (work in pairs) To develop the learners’ evaluation skills, teacher asks learners to complete the assessment Table, where they assess each other’s questions and retellings. 5. Country nationality board race Divide the whiteboard into two and get the class to stand in two teams in lines in front of the board, with the person at the front of the queue holding a whiteboard pen. The teacher calls out a category of a list of words that they should write as quickly as they can (either one category per team or the same for both), and the students take turns writing one word, passing the pen to the person behind them, and then going to the back of their line. Each person must write one word before they can move on, but their team mates can shout out words, spelling etc to help them. The team with the most correct words in the category when the teacher stops the game wins. Suitable topics for country and nationality words include “Countries where English/ French/ … is the first language”, “Countries that were British/ Portuguese/… colonies”, “Footballers and their nationalities” (maybe only allowing one per nationality), “Singers and languages they sing in” (ditto), “Countries in Africa”, “Cars and where they come from”, “Countries with red/ stripes/ stars/ the moon in their flag” and “Official languages of the European Union”.		Group assessment	PPT Country flags https://www.countries-ofthe-world.com/flags-of-the-world.html Handout 1 Handout 2
End	At the end of the lesson, learners reflect on their learning: What has been learned? What remained unclear? What is necessary to work on?

Тексерілді _____

Short-term lesson plan: Unit 1 World around us			School №8
Date: 13.09.22			Teacher’s name: Serkebayeva M.
Grade: 6А,Ә			Number present:			absent:
Theme of the lesson: Our class.Creating a word cloud
Learning objectives(s) that this lesson is contributing to		6.L.2 understand an increasing range of unsupported basic questions which ask for personal information 6.S.7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics. 6.UE.10 use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics
Lesson objectives		Learners will be able to: Ask and answer personal questions with some support Use some topical vocabulary to create 5-6 sentences use present continuous forms with present and future meaning with some support Identify the detailed information while listening
Assessment criteria		Learners have met the learning objectives if they can: Respond unsupported personal questions Apply their speech on topic related vocabulary Use present continuous forms present and future meaning correctly and appropriately
Value links		Respect, cooperation
Cross-curricular links		Self knowledge
ICT skills		Using flashcards, PPT
Previous learning		The know the names of classroom things
Planned timings	Teacher action			Pupil’s action	Assessment		Resources
Beginning	Greeting/Speech drill 1. The teacher greets pupils by saying -Good morning, children! - Good morning, teacher! -How are you today? -I am fine, thank you, teacher. Warm up. Teacher uses “Odd one out” to start the lesson. Teacher shows learners a set of words and explain which one does not belong with the rest and give a reason why.			Horse-copybook--cow-sheep January-August-July-September-bookcase Teacher-headmaster-student-pilot-ruler Maths-Friday-board-Art-biology Then teacher asks pupils “How do you think, what is the title of our lesson ?” Our class T. divides learner into 2 groups. (1- Bookcase, 2 –desk )	FA		a set of words
Middle	Teacher shows flashcard with words and practice the pronunciation of these words: open, copybook, close ,shut ,stand, come, think, speak. Activity 1. (6.UE.10) Individual work. Teacher plans and present the grammar. Then learners do another task to practice the grammar. Use of English Am/is/are + Present participle Past ______Present ______Future We can use the Present continuous to talk about arrangement in the future. E. g: My brother is playing football with his friends tonight. Learners find the mistakes, underline it and write the correct sentences: Lucy is speak now._______________ My friend is comes to dinner tonight._________________ I`m meet my friend after school. _________________ Pete is swim. _______________ They are read interesting books._____________ Descriptors: * Reads sentences. * Underlines correct sentences. * Finds the mistakes and correct Teacher assess learners giving stars and provides them for wrong answers. Activity 2 (6.L2) Individual work. Listen to the conversation and do the exercise. Before listening teacher asks learners personal questions as: What`s her/his name? Where`s she/he from? How old is she/he? What`s her/his favourite subject? While listening learners write own answers for questions: Name: Surname:			Country: Age: Favourite subject: After listening learners play a “memory game”. Learner should say about his/her partner. -What`s his/her name? -What`s his/her surname? -Where`s he/she from? -What`s her/his favourite subject? -What`s his/her favourite sport? Teacher gives feedback : -Correct -Good -Incorrect   Teacher gives suggestions for wrong answers Activity 3 (6.S.7) There are two circles, with one contained within the other The learners sat in the “inner circle” will discuss a question, whilst the “outer circle” will listen. After a certain amount of time, these roles can be swapped. The topic is “Your dream school” Teacher gives pupils feedback by giving fireworks and provides feedback (written/orally) for wrong answers. correct work Good work Incorrect work Activity 4 “Make a classroom scheme” Learners given information gap picture activity.(picture A/B) E.g –Where`s the bookcase? And draw information their picture according to the information they are given. At the end learners compare their pictures. Teacher monitors by Eavesdropping. Descriptor: -answer the questions -draw a picture -compares their pictures	Teacher assess with hands down, thumbs up by writing comments such as “Well done!” “Good job” “Satiesfied” Activity 5 Differentiated tasks Task A. individual work. Join the two halves of the transport, name it. Descriptor: Stands in two circles Thinks about their dream school Speaks with each other Descriptors: Reads the tasks. Corrects the given words and verbs Puts the missing words. Teacher gives pupils feedback by giving medals and provides feedback (written/orally) for wrong answers. correct work- 3 tasks well done Good work - 2 tasks good job Incorrect work-1 task satisfied		Flashcards Worksheet 1 CD 6.2.2.1 Worksheet 2
End	Reflection. “Five fingers” Learners place hand on a piece of papers and draw around fingers. Each finger has its own meaning and according to it express their thoughts on them *Thumb – it was meaningful and interesting for me to….. *Index finger – today I`ve realized….. *Middle finger – it was difficult for me to…. *Ring finger – my assessment is …because…. *Little finger – I would like to know……. Feedback Teacher gives her comments about students work and gives home work. (Write an essay “My dream school”)

Тексерілді _____

Unit 1. Our Class				School:№8
Date: 16.09.22				Teacher’s name: M.Serkebayeva
Class: 6А,Ә				Number present:	absent:
Theme of the Lesson:		Presenting a table of information about our class
Learning objective(s) that this lesson is contributing to		6.6.15 use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics 6.3.2 ask simple questions to get information about a growing range of general topics 6.3.1 provide basic information about themselves and others at discourse level on a range of general topics
Lesson objectives		All learners will be able to: To use infinitive properly Most learners will be able to: To communicate meaning clearly at sentence during pair work Some learners will be able to: To understand with support the main points of extended talk
Assessment criteria		A learner can use common verbs followed by infinitives A learner can ask general and special questions to get information A learner can share information about themselves.
Planned timings	Teacher action		Students action			Assessment	Resources
Beginning	Organizational moment Teacher asks simple questions to revise previous topic and introduces Learning Objectives of the lesson in a simple way. 1.Warming-up		Students watch a video how to put questions about hobbies.(W) After watching the video, the teacher writes two sentences highlighting the words Watching and to watch on a board and asks what the differences are. Students try to explain the difference. I like watching films I like to watch films If it is really difficult for students to explain, try to give more examples, let them see the difference.			FA	Video “Hobby” https://www.youtube.com/watch?v=nMFrC3UGtek
Middle	2. Focus on grammar Teacher explains the differences between infinitive and gerund. (I) Gerunds and infinitives can replace a noun in a sentence. Infinitive = to + the base form of the verb, e.g., to sing, to dance, to run. Gerunds can be used after certain verbs including enjoy, fancy, discuss, dislike, finish, mind, suggest, recommend, keep, and avoid. 3. Practice Ask learners to do some exercises on cards For most -able students do Ex-52.1 For more-able students do Ex-52.3		For less-able students do Ex-52.2 After learners finish doing their exercises, teacher should check or display the answers of exercises on the board so that learners will be able to check themselves. The answers of exercises are available in PDF . (Handout 2) (FA) Analyzing Student Work Take time to analyze students’ work after they finish doing their exercises. Focus on the following: A student’s current knowledge Strengths, weaknesses, and learning styles Need for further, or special, Read the conversation below. Practice with your partner. -What do you do in your free time? I play tennis. Really? Where do you play tennis? I play tennis at a club near my department. Oh yeah? Who do you play tennis with? Notes: The teacher’s role is to facilitate, offer differentiation by support and suggestions. Learners begin by discussing possible questions. For example, about sport, favourite food, colours, TV programme – anything they like. assistance 4. Activity Free Time Questionnaire Students are asked to design the questions of a survey. Here is the sample of conversation, learners will design questions and talk to his or her classmates to get personal information about each other. There are three cells in the survey, Name, Activity and Extra Information. Here is the sample of questions			FA	Messages 2, Student’s books, Cambridge Unit 5 D.Goodey and N.Goodey Handout 1 Handout 2 Messages 2, Student’s books, Cambridge Unit 5 D.Goodey and N.Goodey Handout 3 http://zsp-basznia.lubaczow.com.pl/stara_wersja/comenius/sp/freetime.pdf
End	At the end of the lesson, learners reflect on their learning: What they learnt during the lesson: e.g. new vocabulary. What skills did they develop? e.g.listening, speaking What did they know about Gerund and Infinitive? (reflection)

Тексерілді _____

Unit 1. Our Class				School:№8
Date: 20.09.2022				Teacher’s name:Serkebayeva M.
Class: 6а,ә				Number present:		absent:
Theme of the Lesson:		Getting to know about other classess around the world
Learning objective(s) that this lesson is contributing to		6.4.9.1recognise the difference between fact and opinion in short, simple texts on a wide 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		To differentiate facts from opinions To brainstorm ideas and outline a piece of writing To use feedback from others
Assessment criteria		A learner can distinguish facts from opinions A learner can brainstorm ideas and write on a paper A learner can give some feedback to his classmates
Value links		Cooperation, the lesson is aimed at improving students’ motivation, self-management and collaborative skills
Cross curricular links		Education, the lesson is aimed at learning some names of subjects, educational system of England and Kazakhstan.
Planned	Teacher action		Students action		Assessment		Resources
Beginning	Organizational moment Teacher presents the lesson objectives, explains students what they would be able to do by the end of this lesson. Teacher shows the photos of the schools around the world or watch the video and discuss about differences of them with Kazakhstani schools or		1. Warming-up. Brainstorming “Definition bingo” Where you give the learners a selection of words to choose 4 from, then you read the definitions. First one to cross off their 4 words wins.		FA		PPT school pictures https://www.google.kz/search?q=japan+school&tbm=isch&tbo=u&source=univ&sa=X&ved=2ahUKEwjDwoKl7L_dAhVIhywKHd0mDUgQsAR6BAgFEAE&biw=1517&bih=681 Video https://www.youtube.com/watch?v=at2gAjtsgtk
Middle	1. Focus on reading Ask learners to read the text and match the heading with the paragraphs. After learners match the heading, ask them to underline facts from the text. In the note you can see some information about the difference between a fact and an opinion. Remember, that the text is 90% based on facts, thus there are more facts than opinions.(See Solutions, Elementary Students Book, Tim Falla, Paul A Davis, Ex 2p30) Note: A fact is a statement that can be proven true or false. An opinion is an expression of a person's feelings that cannot be proven. Opinions can be based on facts or emotions and sometimes they are meant to deliberately mislead others. 3.Focus on speaking Ask learners to do Exercise 3 on page 30 (Solutions, Elementary Students Book, Tim Falla, Paul A Davis, Ex 2p30). They should decide if the sentences are true for England and then say what is true in their country.		Then students discuss the meaning of the unknown words or phrases with their partners. There are possible words that can be discussed by students. If learners are confused, and it is really difficult for them, let them use dictionaries or online dictionaries. 1.Compulsory 2. science 3. P.E (Physical Education) – 4.leave school 5. stay at school 6. take advanced level exams 7. expensive 8. cost - 4.Presentation Students in groups of 3-4, choose two countries to make a poster about their differences in a paper.		Answers: B. Subjects at secondary schools E. Exams at 16 and 18 D. British primary schools 2. Focus on vocabulary Answers: True False (They start at the age of 11) False (They take national exams at the age of 16) True (90% of students go to state schools) False (25% leave the school after national exams) True (One of the four compulsory subjects) True (10% go to private schools) Assessment criteria Make a presentation for 2 min Use 3-4 new words from the text Make the poster eye- catching		Handout 2 Exercises 2-3 p30 Handout 2 Exercises 2-3 p30 Solutions, Elementary Students Book, Tim Falla, Paul A Davis, Ex 2p30) Handout 2 Exercises 2-3 p30 Solutions, Elementary Students Book, Tim Falla, Paul A Davis, Ex 2p30) Posters, crayons
End	At the end of the lesson, learners reflect on their learning: What they learnt during the lesson: e.g. new vocabulary. What skills did they develop? e.g.listening, reading What did they know about schools in other countries? (reflection)

Тексерілді _____ .

Unit 1. Our Class				School: №8
Date: 21.09.22				Teacher’s name: Serkebayeva M.
Class: 6 А,Ә				Number present:	absent:
Theme of the Lesson:		Getting to know classmates. review of Wh questions,
Learning objective(s) that this lesson is contributing to		6.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.2.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 6.4.1 understand the main points in a growing range of short, simple texts on general and curricular
Lesson objectives		To express their opinion with insufficient reasoning. To recognize some topic vocabulary items in the flow of speech
Assessment criteria		A learner can understand the main points of a text. A learner can understand main points in a talk.
Value links		The lesson is aimed at improving students’ motivation, self-management and collaborative skills
Cross curricular links		Music, there are some terms of music like drummer, bass guitarist, students also read a text about a school band.
Previous learning		Leisure activities – learners discussed their leisure activities and learned how to use Gerund and Infinitive.
Planned timings	Teacher action		Students action			Assessment	Resources
Beginning	Organizational moment. Teacher presents the lesson objectives, explains students what students would be able to do by the end of this lesson. 1.Warm-up. Camera will work well if you have a good printer. Take a picture of each student. Then provide each student with a prepared questionnaire that includes questions about favorite foods, books, places, or hobbies. When the questionnaires are completed, students share their responses with one another.		Students examine their peers' questionnaires to find "connections" -- things they have in common with one another. Post student pictures on a bulletin board titled "Common Connections." Then students can use strips of construction paper to connect the pictures. On each strip that connects two pictures, students must describe the connection in writing.			(This can be done one-on-one, in small groups, or as a class activity.) (For example, a strip labeled "We have three brothers" will connect the pictures of two students who each have three brothers. A strip labeled "Harry Potter and the Chamber of Secrets" will connect the pictures of two students who listed that book as their favorite.)	a digital сamera https://elearningindustry.com/321-free-tools-for-teachers-free-educational-technology
Middle	Teacher should provide dictionaries or design cards in advance with translation of the following words. (See Messages 1, p 14 (Exercises 1, 2 a,b) Module 1, Unit 2) 1) exciting– захватывающий, қызықты 2) leader – лидер, көшбасшы 3) brilliant – умный, талантливый, өте ақылды, талантты 4) contact –связываться, контактировать, байланысу. 5) drummer – ударник, барабаншы 6) bass guitarist – бас гитарист Teacher elicits the meaning of exciting, leader, brilliant and contact. (ex 2a) Teacher plays the recording while students follow the text in their books. Read out the questions. 4. Activity Teacher writes these questions on the board or demonstrates them. Students read the answer and work out the question words. Then the teacher explains how to use Wh questions with and without a subject __________’s the date today? __________’s your favourite singer? __________’s your school? __________’s your next math’s lesson? Answer: 1. What 2. What 3. Where 4. When		2. Focus on reading Students read out the text. Students match them with the correct answers. In pairs, students ask and answer and write the answers. Answers: 1c, 2e, 3d, 4a, 5b 3. Focus on grammar (FA) To check students’ understanding of the question words. Teacher elicits an answer for each of the example questions. (See Messages 1, page 15 Exercises 5-6, Module 1, Unit 2) The questions are available on PPT. How do you say What, Where, Who and When in your language? Students look at the three alternatives and choose the correct answer. Ask them to give reasons for their answer (in their own language if necessary) Students work individually to complete the sentences in writing. (I) Answers: 2. When 3. Where 4. Who 5. What			Pair assessment	Messages 1, p 14 (Exercises 1, 2 a,b) Module 1, Unit 2 Handout 1 Audio It’s“ called Mansoon” Messages 1, page 15 Exercises 5-6, Module 1, Unit 2 Handout 2 PPT Wh questions PPT Wh question www.atc.ac.th/thaiatc/New%20Folder/.../Wh-Questions.ppt
End	At the end of the lesson, learners reflect on their learning: What they learnt during the lesson: e.g. new vocabulary. What skills did they develop? e.g. listening, speaking What did they know about Wh questions? (reflection)

Тексерілді _____ .

Unit 1. Our Class				School: №8
Date: 27.09.22				Teacher’s name: Serkebayeva M.
Class: 6 А,Ә				Number present:	absent:
Theme of the Lesson:		Revision
Learning objective(s) that this lesson is contributing to		6.6.15 use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics 6.3.2 ask simple questions to get information about a growing range of general topics 6.3.1 provide basic information about themselves and others at discourse level on a range of general topics
Lesson objectives		To use infinitive properly To communicate meaning clearly at sentence during pair work To understand with support the main points of extended talk
Assessment criteria		A learner can use common verbs followed by infinitives A learner can ask general and special questions to get information A learner can share information about themselves.
Planned timings	Teacher action		Students action			Assessment	Resources
Beginning	Organizational moment Teacher asks simple questions to revise previous topic and introduces Learning Objectives of the lesson in a simple way. 1.Warming-up		Students watch a video how to put questions about hobbies.(W) After watching the video, the teacher writes two sentences highlighting the words Watching and to watch on a board and asks what the differences are. Students try to explain the difference. I like watching films I like to watch films If it is really difficult for students to explain, try to give more examples, let them see the difference.			FA	Video “Hobby” https://www.youtube.com/watch?v=nMFrC3UGtek
Middle	2. Focus on grammar Teacher explains the differences between infinitive and gerund. (I) Gerunds and infinitives can replace a noun in a sentence. Infinitive = to + the base form of the verb, e.g., to sing, to dance, to run. Gerunds can be used after certain verbs including enjoy, fancy, discuss, dislike, finish, mind, suggest, recommend, keep, and avoid. 3. Practice Ask learners to do some exercises on cards For most -able students do Ex-52.1 For more-able students do Ex-52.3 For less-able students do Ex-52.2		After learners finish doing their exercises, teacher should check or display the answers of exercises on the board so that learners will be able to check themselves. The answers of exercises are available in PDF . (Handout 2) (FA) Analyzing Student Work Take time to analyze students’ work after they finish doing their exercises. Focus on the following: A student’s current knowledge Strengths, weaknesses, and learning styles Need for further, or special, assistance 4. Activity Free Time Questionnaire Students are asked to design the questions of a survey. Here is the sample of conversation, learners will design questions and talk to his or her classmates to get personal information about each other. There are three cells in the survey, Name, Activity and Extra Information. Here is the sample of questions			Notes: The teacher’s role is to facilitate, offer differentiation by support and suggestions. Learners begin by discussing possible questions. For example, about sport, favourite food, colours, TV programme – anything they like. They agree the number of questions and which questions they will use for the questionnaire.	Messages 2, Student’s books, Cambridge Unit 5 D.Goodey and N.Goodey Handout 1 Handout 2 Messages 2, Student’s books, Cambridge Unit 5 D.Goodey and N.Goodey Handout 3 http://zsp-basznia.lubaczow.com.pl/stara_wersja/comenius/sp/freetime.pdf
End	At the end of the lesson, learners reflect on their learning: What they learnt during the lesson: e.g. new vocabulary. What skills did they develop? e.g.listening, speaking What did they know about Gerund and Infinitive? (reflection)

Тексерілді _____ .

Unit 1.Helping and Heroes				School: №8
Date: 28.09.22				Teacher’s name: Serkebayeva M.
Class: 6 А,Ә				Number present:	absent:
Theme of the Lesson:		Helping and heroes.Who’s a hero?
Learning objective(s) that this lesson is contributing to		6.3.3 give an opinion at sentence and discourse level on an increasing range of general and curricular topics 6.4.1 understand the main points in a growing range of short, simple texts on general and curricular topics
Lesson objectives		To understand details in the text To share opinions and understand other students’ opinions and give reasoning answers
Planned timings	Teacher action		Students action			Assessment	Resources
Beginning	Organizational moment Teacher presents the lesson objectives, explains students what they would be able to do by the end of this lesson. Direct students to look for all kinds of heroes. Ask them to explain why they are considered to be a hero for them. Alternative activity Or let students watch a video what kids think about heroes and ask learners to share their opinions if they agree or disagree with them.		Warm-up. Students answer what a “hero” is and if they know any heroes. They write heroes they name on the board or a chart. If they name fictional heroes along with people, or occupations, from everyday life, list them in a separate column and use the opportunity to discuss the difference between heroes on television or in movies (some of whom might be “superheroes”) and real-life heroes.			FA	http://www.canlearn.com/guides/5-5138.pdf Handout 3 Video https://www.youtube.com/watch?v=FU8OsZLwQrQ
Middle	2. Focus on vocabulary Teacher presents new vocabulary from the text, explaining with synonyms 1) North Pole-Солтүстік полюс, Северный полюс 2) a dream – арман, мечта 3) alone – жалғыз, в одиночку 4) to decide – шешу, решать 5) completely- толықтай, полностью 6) except – қоспағанда, есептемегенде, кроме 7) a Canadian husky – Канадалық хаски, Канадский хаски 8) a polar bear – полярлық аю, полярный медведь 9) to attack – шабуылдау, атаковать 10) to determine – анықтау, белгілеу, определить, установить 11) come true – орындалу, сбываться, воплотиться 12) even – тіпті, даже 13) mile –миля (measuring unit) 1mile =1.6 kilometers) (See Herbert Puchta and Jeff Stranks, English in Mind1 ex 12 (a), p.55 or Handout 1) Teacher asks students the location of places from the text using the map of the world: - North Pole - New Zealand - Guatemala - United States - Canada		3. Focus on reading Learners read the text about Dave’s hero silently and match paragraphs and the questions with the paragraphs (See Herbert Puchta and Jeff Stranks, English in Mind1 ex 12 (a), p.55 or Handout 1) Divide the group into two groups according to their language level. High level students find out the passive voices or define the tenses of some verbs. Low level students discuss or translate the text in the group. 4. (FA) Focus on writing Students start to think of people they admire and who they would like to find out more information about. These could be pop stars, sports heroes, adventurers, etc. You could elicit students’ heroes as a whole class, or students could work in pairs to think of people. Students write three paragraphs about their hero using Dave’s example.			Smiles Group assessment Self-assessment:	PPT Vocabulary Handout 1 Herbert Puchta and Jeff Stranks, English in Mind1 ex 12 (a), p.55 Handout 2 https://www.google.kz/search? Handout 1
End	Reflection. At the end of the lesson, learners reflect on their learning: Students record what they’ve learnt, any difficulties they’ve had and set their targets

Тексерілді _____ .

Unit 2. Helping and Heroes				School:№8
Date: 30.09.22				Teacher’s name: Serkebayeva M.
Class: 6 А,Ә				Number present:		absent:
Theme of the Lesson:		Helping at home
Learning objective(s) that this lesson is contributing to		6.5.1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics 6.5.3 write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics
Lesson objectives		To recognize some topic vocabulary items in the flow of speech. To express their opinion with sufficient reasoning in a written form. To Understand most linking words and their usage in a sentence
Assessment criteria		A learner can understand and use the tenses appropriately in sentences. A learner can express his or her feelings. A learner can understand the context and deduce meanings of words accurately.
Planned timings	Teacher action		Students action		Assessment		Resources
Beginning 0-5	Organizational moment Teacher presents the lesson objectives, explains students what they would be able to do by the end of this lesson. 1.Warming-up. Teacher: Hello, everyone! Our topic for today is about helping at home. So who helps at home? How do you help and who do you help?		Elicit the answers from students and write them on the board. Pair work Pair them and let them work with each other discussing how and when do they help their parents.		Peer assessment
Middle 5-15 20-40	Washing machine Hoover Rubbish bin Sponge Carpet Dishwasher Cooker 3. Focus on writing Write a paragraph of your favourite helping work at home. Use the following vocabulary if necessary. Vocabulary list which can be used by learners. Iron Electric toothbrush		2. Focus on speaking. Role Playing Students are divided into two groups. Each member of each group is assigned one role picture from the ex 2A. So two groups will compete against each other for their artistic skills, fluency, and accuracy in a spoken language. 5 minutes for preparation and 3-5 minutes for presentation., and 2 minutes for assessment: (See Full Blast, Student Book, Exercise 2A page 10) Readers will find my sentences interesting The reader can understand what can I say Giving feedback to students’ writing assignment I like how your sentence … You could improve your sentence by.. You could add/change …		Criteria: What did I like about the other groups’ presentation and what they need to improve? Have the students exchange with a partner and read the sentences to each other. Assess each other’s strengths in the writing. Self-assessment I use topic related vocabulary A reader is able to make a picture in his head Note: The teacher can ask learners to give feedback to each other.		Handout 1 PPT vocabulhttps://www.google.kz/search?q=writing+assessment+criteria&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiD2_z9tb3cAhVByqYKHWKVDCwQ_AUICigB&biw=1517&bih=681#imgrc=pHXvw3Od-XvAUM
End 40-45	At the end of the lesson, learners reflect on their learning. Were the lesson objectives/learning objectives realistic? What did you learn today? What changes should I make from my plan and why?

Unit 2. Helping and Heroes			School:№8
Date: 04.10.22			Teacher’s name: Serkebayeva M.
Class: 6 А,Ә			Number present:		absent:
Theme of the lesson:		Helping at home
Learning objective(s) that this lesson is contributing to		6.5.1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics 6.5.3 write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics
Lesson objectives		To recognize some topic vocabulary items in the flow of speech. To express their opinion with sufficient reasoning in a written form. To Understand most linking words and their usage in a sentence
Assessment criteria		A learner can understand and use the tenses appropriately in sentences. A learner can express his or her feelings. A learner can understand the context and deduce meanings of words accurately.
Planned timings	Teacher action			Students action		Assessment	Resources
Beginning 0-5	Organizational moment Teacher presents the lesson objectives, explains students what they would be able to do by the end of this lesson. 1.Warming-up. Teacher: Hello, everyone! Our topic for today is about helping at home. So who helps at home? How do you help and who do you help?			Elicit the answers from students and write them on the board. Pair work Pair them and let them work with each other discussing how and when do they help their parents.
Middle 5-15 15-30 30-35	2. Focus on speaking. 3. Focus on creative writing Write a short essay of your favourite helping work at home. Use the following vocabulary if necessary. Vocabulary list which can be used by learners. Iron Electric toothbrush Washing machine Hoover Rubbish bin Sponge Carpet Dishwasher Cooker Have the students exchange with a partner and read the sentences to each other. Assess each other’s strengths in the writing. Giving feedback to students’ writing assignment I like how your sentence … You could improve your sentence by.. You could add/change …			Role Playing Students are divided into two groups. Each member of each group is assigned one role picture from the ex 2A. So two groups will compete against each other for their artistic skills, fluency, and accuracy in a spoken language. 5 minutes for preparation and 3-5 minutes for presentation., and 2 minutes for assessment: (See Full Blast, Student Book, Exercise 2A page 10)		Criteria: What did I like about the other groups’ presentation and what they need to improve? Assessment criteria Band 3 Band 4 Band 5 Clear, consistent Confident, Assured Sophisticated, impressive *cleat links between sentences; some discourse markers to create fluency *consistent accuracy with greater range of punctuation *phrase and sentence constructions self-consciously crafted for effect. *full range of punctuation marks used assuredly and accurately *high level of whole text coherence *varied and sophisticated sentence structures used to impressive effect	Handout 1 Full Blast, Student Book, Exercise 2A page 10) PPT vocabulary https://www.google.kz/search?biw=1517&bih Video https://www.youtube.com/watch?v=JGFhbDO-_UQ
40-45	At the end of the lesson, learners reflect on their learning. Were the lesson objectives/learning objectives realistic? What did you learn today? What changes should I make from my plan and why?

Тексерілді _____

Unit of a long term plan: Unit 2 Helping and heroes Lesson plan 3			School: /8
Date: 07.10.21			Teacher's name: Serkebayeva M.
CLASS: 6 e			Number present:			absent:
Lesson title		Helping around home
Learning objectives(s)		6.L1 understand a sequence of supported classroom instructions 6.C8 develop intercultural awareness through reading and discussion p.21 6.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges
Lesson objectives		All learners will be able to: Identify the theme, speak about countries and its capitals,answer the questions about the languages . Most learners will be able to: Select, compile, and synthesize information from the text for an oral presentation. Some learners will be able to: Respond to and discuss the reading about famous people from pictures and short passages using interpretive, evaluative and creative thinking skills.
Plan
Planned timings	Teacher’s activities			Pupil’s activities	Marks		Resources
Beginning of the lesson 5 min	Organization moment : 1.Greeting. T give them different shapes and ask them to divide into 3groups. I-circle II -square III–triangle In differentiation part t «Flexible pace learning» method was used to give students a choice in order to make them interested in learning process.			“The wish flower” method helps to start the lesson with good wishes to each other. The aim: To develop Ss speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others.	At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!”		Envelop with shapes
35 min	Org. moment The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. (E.g. - Hello, my friend, you speak English very well! -That's very nice of you to say so.)			Students respond to greeting	Emoticon		Slide (objectives) Slide (useful phrases)
Main activities	Pre-reading stage. Predicting and guessing. While-listening stage. The teacher informs the class that they will listen people from six countries, say what languages they are: German, English, Spanish, Italian, Mandarin, French. The teacher asks students to present the guest from one country. Then the teacher asks visual and word learners to read the text (auditory learners - listen to the text) (5 min) to practice each of the roles and make notes in their graphic organizers follow the instructions in their role cards (5 min). The teacher monitors students' progress and offer support where necessary. Role-cards. Discussion Director (Interpersonal Intelligence). Task: Lead the discussion. Prepare 5 open-ended and thought-provoking questions about the country that your group might want to discuss. Help others talk about the country. (Ex.6 p.20) 2. Think of new way to present your work. (e.g. quiz). Task: Prepare a brief description of the key points in the text Task: Draw a picture related to the text p.21 Task: Find a part of the story that reminds you of something Home task. W.B. p.16 Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”			Students move their eyes to the map of the world and think of a question about one country Students work in pairs discuss what famous and interesting information they can present about one country. Students present a short report Ss write at least 5 sentences. Write in your own words. Present the important events in a logical order.	Formative Assessment		Student's book Student's CD book CD Role-cards Graphic organizers Dictionaries CD Rubric
Reflection Individual work: 5 min.	Traffic light method is used to find out was the lesson clear or not. Use the stickers.			Ss use their stickers to show their knowledge according to the lesson Green- I understood Yellow-I have some questions Red-I need a help. Aim: To know how many Ss got the theme. Efficiency: Ss can use colors to show how much do they remember. Differentiation: «Conclusion» method is used to finish the lesson.	Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book Poster.

Unit 2.Helping and Heroes				School:№8
Date: 12.10.22				Teacher’s name: Serkebayeva M.
Class: 6 а,ә				Number present:		absent:
Theme of the Lesson:		Helping other people
Learning objective(s) that this lesson is contributing to		6.6.9 use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics 6.5.6 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics
Lesson objectives		To use present and past simple forms with a very few mistakes. To produce coherent and well written ideas. To understand most linking words and their usage in a sentence.
Assessment criteria		A learner can understand and use the tenses appropriately in sentences. A learner can use variety of connectors in sentences between paragraphs.
Planned timings	Teacher’s activities		Pupil’s activities		Assessment		Resources
Beginning 10 min	Organizational moment Teacher presents the lesson objectives, explains students what they would be able to do by the end of this lesson. Then elicit the answers from students and write them on the board.		1.Warm-up. Ask your learners to stand up, find the partner who likes to do the same work as you do. Go around and ask your classmates. Find at least three students who like to do the same thing as you do.		FA
Middle 5 min 25 min	2. Focus on writing. (See Full Blast, Student Book, Exercise 3 page 11) Turn on p 11, ex 3. Teacher goes over the words in the box, makes sure the students understand them. Let them work individually. Helping project Talking about helping is important, but actually helping people is the real test of whether this lesson is learned. Here are some projects that will make helping an everyday experience. Food drive Contact a local food bank and see what kinds of foods you can collect for the hungry and needy. Make this an ongoing project, not a one-time event. Take children on a field trip to the food bank, so they can meet the people who make a living out of helping others. Helping begins at home Have children ask their parents how they can be more helpful at home. Ask parents to write a “thank you note” to their children when they have been particularly helpful, and then read these notes in class. Finding organizations to support your efforts. Every community has service clubs that are dedicated to helping others. Ask one of them to send a speaker to your classroom and talk about their projects. See if there are ways that your class can help out. Community involvement is best way to keep the “helping spirit” active in the school.		Vocabulary: 1) take - Lay hold of (something) with one's hands; reach for and hold. 2) brush - Use a brush or one's hand to remove dust or dirt from (something) 3) iron - Smooth (clothes, sheets, etc.) with an iron. 4) tidy – to clean 5) hoover -  Clean (something) with a vacuum cleaner. 6) cook - Prepare (food, a dish, or a meal) by mixing, combining, and heating the ingredients. Answers: Take 2. Does 3. Brush 4. Hoover 5. tidies 6. Cooks 7. Do 3. Activity Let’s play a game. Think about the students who like to do the same house work as you from the first activity. Divide into two groups. Write a coherent story about one person who likes to do dishes (for example), each person contributes to the story by writing one sentences. Whoever writes the longer sentences or more appropriate words wins the game. Exchange the stories and each group reads another group’s story to the class. They are asked random questions what they have understood from the class. The answers are written on the board.		4. (FA) JIGSO Smiles		Handout 1 Full Blast, Student Book, Exercise 3 page 11 Or video https://www.youtube.com/watch?v=0htbPLUU8xw http://cfcc.info/handouts/teachkidshelp.pdf
5 min	At the end of the lesson, learners reflect on their learning.		Were the lesson objectives/learning objectives realistic? What did you learn today? What changes should I make from my plan and why?		reflection		stickers

Тексерілді _____.

Unit 2.Helping and Heroes			School: №8
Date: 11.10.22			Teacher’s name: Serkebayeva M.
Class: 6 А,Ә			Number present:			absent:
Theme of the Lesson:		Helping each other.
Learning objective(s) that this lesson is contributing to		6.5.1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics 6.3.7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 6.2.1 understand a longer sequence of supported classroom instructions
Lesson objectives		A learner A learner can plan, write, edit and proofread own work A learner can use appropriate subject-specific vocabulary and syntax in their essay A learner can understand classroom instructions
Planned timings	Teacher’s activities				Pupil’s activities		Assessment	Resources
Beginning 5 min	Organizational moment Teacher presents the lesson objectives, explains students what they would be able to do by the end of this lesson.			Warm-up. Teacher asks students if they send or receive emails. How often? Who do you write to? What do you write about?
Middle 15 min 20 min	Teacher checks any vocabulary problems. (See Herbert Puchta& Jeff Stranks, English in Mind1,second edition Exercise 10 a) Teacher reminds students of the differences between writing an email and a letter. Elicit/Give the following information about emails and write it on the board. Opening: include To, From, Subject Greeting: informal expressions like Hi! or Hello! Content: Does not have to be split into paragraphs as in a letter and can be very informal Signing off: Does not need full sentences, can just have your name.			2.Focus on reading Students are asked to read through the email quickly. Students are divided into differentiated pairs. In pairs, students answer the questions. Remind them to use the present continuous tense in their answers. Students now choose one of the events and plan their emails. 3. Focus on writing. Students write an email to a friend describing how they understand the following sayings. Ask learners to choose one of them and share opinions on it. “What you give today you get tomorrow.” “When you are in trouble, you are the nearest first person who can help you!” “Ask your friends for help if you need it. Asking for help can be costly if you don't have friends.” Support learners with vocabulary. Decide how many words you would like them to write, for example, maximum 150 words. Learners write an email by first making notes then writing a rough draft. After that students write the final draft.			Learners peer assess their work Criteria: The email includes opening The email includes greeting Appropriate content of the email	Handout 1 Herbert Puchta& Jeff Stranks, English in Mind1,second edition Exercise 10 a) Video writing an email https://www.youtube.com/watch?v=aO3Det4ir8U PPT Email https://www.wikihow.com/Write-a-Formal-Email
5 min	Reflection. What has been learned? What remained unclear? What is necessary to work on?			Where possible the learners could evaluate their own work as well as the work of their classmates using certain criteria

Тексерілді _____.

Unit 1.Helping and Heroes			School:№8
Date: 19.10.22			Teacher’s name: Serkebayeva M.
Class: 6 а,ә			Number present:			absent:
Theme of the Lesson:		Heroes of Kazakhstan
Learning objective(s) that this lesson is contributing to		6.5.3 write with some support about personal feelings and opinion on a limited range of familiar general and curricular topics 6.6.3 use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular
Lesson objectives		To write about heroes learners admire To use past and present participles correctly
Assessment criteria		A learner can write at least two areas that you hero showed special acts to admire him/her. A learner can use past and present participle adjectives to describe your hero.
Planned timings	Teacher’s activities			Pupil’s activities	Assessment		Resources
Beginning 10 min	Organizational moment Teacher presents the lesson objectives, explains students what they would be able to do by the end of this lesson. Write names of MANSHUK MAMETOVA and QAJIMUQAN MUNGAYTPASULI on the blackboard. Elicit your students to suggest their personal opinions about these personalities.			1. Warming-up. Ask your learners whether they know about national heroes of Kazakhstan (heroes of past and recent time) NOTE: students may use their notebooks for creating their sentences.	FA		Pictures of famous people in Kazakhstan
Middle 15 min 5 min 10 min	2. Focus on reading Distribute reading passages about the personalities discussed above to build a full overview about them. 3. Focus on grammar. Ask learners to watch a video how to use Participle Adjectives, write the examples from the video on the board and check learners if they can distinguish RELAXING from RELAXED etc. 4. Focus on writing Introduce students with learning objectives that they must achieve next lesson by preparing a project “My parents are my heroes”. Students plan their essay. They should write: -what kind of people they are			NOTE: Students read the texts independently (individually). All students are supported by vocabulary list. Some students may underline unfamiliar words to ask you. Ask your students to think about a special person who is a hero to them (I), for example, a sibling, grandparent, parent, neighbour, someone in their town, teacher who has done something that was particularly helpful or brave. NOTE: The person they choose does not have to have done something on a grand scale. Learners choose on the basis of something they admire	-what actions make them heroes -what heroic actions you remember Assessment criteria: -writes 80-100 words -uses Participle adjectives correctly -has few spelling mistakes (2 errors are possible) -uses Present, Past Tenses correctly		Handout 1 or PPT Heroes of Kazakhstan googlesearch Video “Participle adjectives” https://www.youtube.com/watch?v=kdfX4hBGOjc
5 min	Reflection. At the end of the lesson, learners reflect on their learning:			-What was the most important part in this lesson? -What was the most interesting part of the lesson? -What was the most difficult for them? -What was the easiest part of the lesson?	copybook

Тексерілді _____.

Unit 2.Helping and Heroes		School: №8
Date: 21.10.22		Teacher’s name: Serkebayeva M.
Class: 6а,ә		Number present:		absent:
Theme of the Lesson:		Heroes around the world
Learning objective(s) that this lesson is contributing to		6.1.3 respect differing points of view 6.3.7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 6.3.8 recount some extended stories and events on a limited range of general and curricular topics
Lesson objectives		To express their opinion with insufficient reasoning and show respect to others while speaking. To define subject specific vocabulary on curricular topics To use different strategies to build subject specific vocabulary
Assessment criteria		A learner can pronounce words and phrases correctly A learner can -use relevant subject -specific vocabulary A learner carefully listens their peers while speaking without interruption and show their respect A learner can tell the stories about their heroes by using the topic related words
Planned timings	Teacher’s activities		Pupil’s activities		Assessment	Resources
Beginning	Organizational moment Teacher presents the lesson objectives, explains students what they would be able to do by the end of this lesson. 1. Warming-up.		Learners have to stand up and circulate around the room, asking each person a maximum of 5 yes-or-no questions about who they might be? Am I alive? Am I female? Am I a politician? Am I young?		FA
Middle End	Show the pictures of celebrities and write down on the board at the same time: E.g.sports figures, performing artists, politicians etc. Teacher shall select photographs and pictures of people from Kazakhstan who demonstrate a variety of personal qualities. Pose this question to all students, and list their responses on the board/chard. Then invite children to create "hero" sandwiches (sandwich booklet) to identify the characteristics that they believe are most important in a hero. First, have them in pairs cut out a paper as "bread slices." Each student cut out a few paper for sandwich fillings (such as meat, cheese, lettuce, and tomato (students can color the paper)). Have them label each with one characteristic of a hero, using the chart you've listed on a board. -Teacher cuts out a large star shape paper/ or object in shape of the star. -Seat children in a circle and pass the star around. -Encourage each student to tell the way how they helped to someone. For example, "I was helpful when I made friends with the new kid," or "I was helpful when John fell off his bike and I brought him to the nurse." -Once everyone has had a turn, have classmates describe helpful qualities about each child and make sure each student gets a hearty round of applause!		Show them how to stack and staple the fillings between the bread to make booklets. Invite student to share and compare their booklets to discover that heroes can exhibit any combination of heroic qualities. Possible answer: Characteristics of a hero; courageous, unselfish, generous, caring, selfless, a volunteer, someone who goes above and beyond, stands for achievement, gives to society or the community. Help students develop the following characteristics for a celebrity: A celebrity is highly visible-well known. A celebrity is usually recognized for some form of talent, beauty, or material quality. A celebrity is usually recognized for a performance. A celebrity's image or recognition in the media may change. Activity 2: Personal hero (speaking) Then ask students (individually) to give the name of their favorite celebrities or family members/friends/neighbors/ teachers and tell to the whole class about the celebrity or family members by answering to the question: Which celebrity\person do you admire most? Why do they like him\her? As learners describe, write the words they use on the board. Activity 3: Hero in me (speaking) Give students an opportunity to think about times in their own lives when they faced a challenge in order to help someone (whole class).		Activity 1: Hero sandwich (writing skills) Then choose a picture of famous artist and sport figure to illustrate to the whole class and ask; What characteristics make up a hero?	Google search PPT celebrities Video https://www.youtube.com/watch?v=I8_9JE_PuyA
	:Celebrity: highly visible-well known, talent, beauty, material quality, good performance, recognition in the media Hero: courageous, unselfish, generous, caring, selfless, a volunteer, someone who goes above and beyond, stands for achievement, gives to society or the community		(W) Plenary Students in pairs shall put into right category “hero” or “celebrity” comparing the word "celebrity" with the word "hero," identifying at least three traits for each word. Prepare index card for		Note: Ask learners to pay attention to how the words are pronounced and spelled. While speaking and listening, learners should comprehend the meanings of words.	Index card Handout

Тексерілді _____.

Unit I ,II			School: №8
Date: 26.10.22			Teacher’s name: Serkebayeva M.
Class: 6а,ә			Number present:		absent:
Theme of the lesson:		Summative assessment for 1 term
Learning objective(s) that this lesson is contributing to		6.2.5.1 (6.L5) Understand most specific information and detail of supported, extended talk on a range of general and curricular topics 6.4.1.1 (6.R1) Understand the main points in a growing range of short, simple texts on general and curricular topics curricular topics curricular topics 6.5.3.1 (6.W3) Write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics 6.5.1.1 (6.W1) Plan, write, edit and proofread work at text level with some support on a growing range of general and 6.3.1.1 (6.S1) Provide basic information about themselves and others at discourse level on a range of general topics
Assessment criteria		Learners listen to the recording twice on topic ‘Our class’, having a chance to look through the questions before the recording starts (1-2 min to read the questions before the recording starts). The task consists of 5 questions. Learners choose the right option for questions 1-3 and complete the gaps for questions 4-5 with no more than 1 word while listening.Learners read the text on topic ‘Helping and Heroes’ and answer the questions. This task consists of 5 questions with one possible answer. In questions1-3 learners answer open ended questions. In questions 4-5 learners indicate sentences for True and False statements according to the text. Learners pair up and have a two-way conversation on topics: ‘Our class’, ‘Helping and Heroes’. They have 1 minute to prepare and 2 minutes to talk on the topic.
Planned timings	Teacher’s activities			Pupil’s activities		Assessment	Resources
Beginning 10 min	Choose the correct option to complete the sentences Ben… does not study studies and does well studies but does not do well does not go to school Ben usually studies… in the library at home in his friend’s house in the park On Ben’s desk there are… [1] papers, books and pens pencils, books and pens a pencil case and pens copybooks and a laptop			Fill in the gaps with ONE WORD only. Katy: Have lots of breaks. I always ___________ for thirty minutes. Then I have a break for five minutes. Ben: I never have a ____________. I sometimes study for two or three hours.		SA	Sheets of paper
Middle 30 min	Reading Task. Read the article about London police. The History of the London Police In 1700 London had no policemen at all. A few men protected the city streets at night. Many people were poor and there were so many thieves who stole money in the streets that people stayed in their homes as much as possible. In 1750, Henry Fielding started to pay a group of people to stop thieves. They were like policemen and were called ‘Bow Street Runners’ because they worked near Bow Street. Fifty years later, there were 120 Bow Street Runners, but London had become very big and needed more policemen. In 1829, the first London Police Force was started with 3000 officers. Most of the men worked on foot, but a few rode horses. Today, London police are quite well paid and for the few police officers who still ride horses, the pay is even better than for the others. Answer the questions. Why did people stay in their homes as much as possible? _____________________________________________________________ How did “Bow Street Runners” get their name? [1] What is your favourite subject? Why? What does a person do to be good at school? Do you enjoy spending time with your classmates? Why? What clubs or sport activities do you like most at your school? Why? Topic 2. Helping and Heroes Think about heroes of modern life. Give some information about any hero. Who do you think is a hero of modern life? Why? What does a hero do? Why do heroes enjoy helping the other people? Who is your superhero or a hero in real life? Why?			Choose True or False. In 1800, there were not enough policemen in London. [1] True False All of the first 3000 London Police Force rode horses. [1] True False Today, police officers who work with horses are paid more than their colleagues. True False [1] Total [5] W riting T ask. Choose ONE of the topics below. Topic 1. Our class Think about your favourite class. Give some information about the subject and classmates.		SA
End 5 min	Speaking Task. Work in pairs. Choose one of the cards and make a dialogue with a partner. Give own opinion on topic, ask questions, explain your position and answer your partners’ questions. You have 1 minute to prepare and 2 minutes to talk.						Descriptor

Тексерілді _____.

Unit 2.Helping and Heroes			School: №8
Date: 28.10.22			Teacher’s name: Serkebaeva M.
Class: 6 а,ә			Number present:		absent:
Theme of the Lesson:		Unit revision
Learning objective(s) that this lesson is contributing to		6.5.1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics 6.3.7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 6.2.1 understand a longer sequence of supported classroom instructions
Lesson objectives		To write an email following its structure To check and proofread the email To use subject –specific vocabulary appropriately
Assessment criteria		A learner A learner can plan, write, edit and proofread own work A learner can use appropriate subject-specific vocabulary and syntax in their essay A learner can understand classroom instructions
Planned timings	Teacher’s activities			Pupil’s activities		Assessment	Resources
Beginning 0-10	Organizational moment Warm-up. Teacher presents the lesson objectives, explains students what they would be able to do by the end of this lesson. Teacher asks students if they send or receive emails. How often? Who do you write to? What do you write about?			2.Focus on reading Students are asked to read through the email quickly. Teacher checks any vocabulary problems. (See Herbert Puchta& Jeff Stranks, English in Mind1,second edition Exercise 10 a) Students are divided into differentiated pairs. In pairs, students answer the questions. Remind them to use the present continuous tense in their answers.
Middle 10-15 15-20 20-35	Answers: The event is Peter`s grandfather`s sixtieth birthday it is happening that evening. There are about 40 people coming. Peter`s mother is cooking in the kitchen with his aunts. His dad is putting up lights in the garden. His uncle is organizing the tables and chairs. Teacher reminds students of the differences between writing an email and a letter. Elicit/Give the following information about emails and write it on the board. Opening: include To, From, Subject Greeting: informal expressions like Hi! or Hello!			Content: Does not have to be split into paragraphs as in a letter and can be very informal Signing off: Does not need full sentences, can just have your name. Students now choose one of the events and plan their emails. 3. Focus on writing. Students write an email to a friend describing how they understand the following sayings. Ask learners to choose one of them and share opinions on it. “What you give today you get tomorrow.” “When you are in trouble, you are the nearest first person who can help you!” “Ask your friends for help if you need it. Asking for help can be costly if you don't have friends.” Learners write an email by first making notes then writing a rough draft. After that students write the final draft.		Support learners with vocabulary. Decide how many words you would like them to write, for example, maximum 150 words. Learners peer assess their work Criteria: The email includes opening The email includes greeting Appropriate content of the email	Handout 1 Herbert Puchta& Jeff Stranks, English in Mind1,second edition Exercise 10 a) Video writing an email https://www.youtube.com/watch?v=aO3Det4ir8U PPT Email https://www.wikihow.com/Write-a-Formal-Email
40-45	Reflection. At the end of the lesson, learners reflect on their learning: What has been learned? What remained unclear? What is necessary to work on? Where possible the learners could evaluate their own work as well as the work of their classmates using certain criteria

Тексерілді _____

Unit:3	Our countryside
Teacher’s name:	Serkebayeva M.
Date:	09.11.22
Grade: 6 А,Ә	Number present: absent:
Theme of the lesson:	Learning some map reading skils
Learning objectives(s) that this lesson is contributing to:	6.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics 6.6.16.1 use conjunctions if, when, where, so, and, or, but, because , before, after to link parts of sentences in short texts on a growing range of familiar general and curricular topics
Lesson objectives:	All learners will be able They will learn names of geographical features. Most learners will be able They will talk about what places do they visit. Some learners will be able They will describe different places.

Time	Teacher’s activity	Student’s activity	Assessment	Resources
Beginning of the lesson Warming-up Team work 5 min	Organization moment: 1.Greeting. Ask about the weather. Stick sightseeing cards at the back of the chair for each S and ask them to divide according to the letters 3 teams: 1.A 2. B 3. C	“I wish….” method helps to start the lesson with telling supporting words to each other. The aim: To develop Ss speaking skills and create friendly atmosphere Efficiency: By telling the wishes they show their appreciations .	At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!”	CD player Microphone cards
Pre-learning «Brainstorming» method Team work 10 min	T writes the word: Geography and asks Ss to tell all the association connected with this word. In differentiation part Using «Question time» T asks different general questions connected to the theme. After that T introduces the aim and theme of the lesson.	Ss look lok at the word and try to share ideas. Aim: Revise the vocabulary knowledge. Find out how much do they remember. Efficiency: Ss refresh their mind before starting new theme.	Descriptor: -remember simple words - can make sentence - know vocabulary Total: 1point Praise Ss who has more cards and could name the cards.	Whiteboard Cards Student’s book
Middle of the lesson Presentation part. 8 min 2 min	«Match the pictures» method is used to open up the theme of the lesson. T asks to Ss to lookmat exercise1 on page 29. T presents new words, drill with whole class. T gives task to match the words with the picture.	Ss open their books on page 29 and write down new words. Practice the pronunciation. Match the words with suitable picture	Descriptor: -can spell the word -can label the picture Total: 1point	Whiteboard Student’s book Flashcards
	«Guess the place» T gives 2 min to remember new words and pictures. T asks to name the picture	Ss look at the exercise 1 during 2 min. Look at the picture and name the geographical features.	T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please”	Whiteboard Student’s book Poster
5 min	T gives exercise 2,p 29 Match the places to the continents. Gives each team 3-5 min. Aim: work new vocabulary Efficiency: To develop Ss critical thinkingskills and find out new words Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.	Ss look through new words match them with the continents Each team presents their versions Check each other Other teams check and evaluate them.	Descriptor: -cooperate as a team -work with new words -can complete the groups Total: 1point	Whiteboard Student’s book Poster
Individual work 5 min	T asks students to write about their favourite place. What places do they visit in their free time or on holiday. Aim: improve speaking Efficiency: To develop Ss writing skills and use new vocabulary Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.	Ss write about their favourite places. Name places and describe it	Descriptor: -can use active vocabulary -understand general idea. - can write a short paragraph Total: 1point	Whiteboard Student’s book Poster
Work in pairs. Speaking task 5 min	Work with dictionary. T presents adjectives that helps to describe sport. Show them on the board gives clear explanation. Exercise 3 on page 29 T asks to write sentences about palces in our country. Aim: enlarge vocabulary knowledge Efficiency: Ss use new vocabulary and practice it with groupmates. Differentiation: «Change the pair» game is used to develop their speaking and listening skills.	Ss look at the new key words. Write them down Practice pronunciation. Make a dialogue as in the example. Change the pair and continue with new dialogue.	Descriptor: -know new words-1point. -can ask and answer the questions -can make a dialogue -1point.	Whiteboard Student’s book
End of the lesson. Reflection Individual work: 5 min	The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.	Ss use their stickers to show their knowledge according to the lesson Green- I understood Yellow-I have some questions Red-I need a help. Aim: To know how many Ss got the theme. Efficiency: Ss can use colors to show how much do they remember. Differentiation: «Conclusion» method is used to finish the lesson.	Descriptor: Speak on the theme “Sport”, -can identify types of sport -describe sport - 2points. Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!	Whiteboard Pupils Book Poster: Success Ladder.

Тексерілді _____.

Unit:3	Our countryside
Teacher’s name:	Serkebayeva M.
Date:	11.11.22
Grade: 6A,Ә	Number present: absent:
Theme of the lesson:	Learning about the flora of Kazakhstan
Learning objectives(s) that this lesson is contributing to:	6.4.8.1 use independently familiar paper and digital reference resources to check meaning and extend understanding 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 6.5.2.1 and write with some support about real imaginary past events, activities and experiences on a limited range of familiar general topics and some 6.5.8.1 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics
Lesson objectives:	All learners will be able to: spell most high-frequency vocabulary accurately. Most learners will be able to: ask and answer the questions, choose the adjectives Some learners will be able to: compare the details given in the text spell most high-frequency vocabulary accurately for a limited range of familiar

Part of the lesson	Teacher’s activity	Student’s activity	Assessment	Resour-ces
Beginning of the lesson Warming-up 7 min	Organization moment: 1.Greeting. Ask about the weather. Stick sightseeing cards at the back of the chair for each S and ask them to divide according to the number Dividing into groups «Picture sort»	Increasing students` psychological motivation. T: Stand in a circle. The first student says the phrase «I believe you can….. » to the second student and the second student says, «Yes, I can» and this continues in the chain circle. S1: I believe you can do the best in this lesson. S2: Yes, I can! I believe you can answer all the teacher`s questions.. The aim: To develop Ss speaking skills and create friendly atmosphere Efficiency: By telling the wishes they show their appreciations .	At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!”	CD player Microphone cards
Pre-learning «Brainstorming» method 13 min	T asks to revise vocabulary of previous lesson «Catch the Ball» method used by T to make Ss speak according to the theme. In differentiation part «Think and share» method was used to check up student’s vocabulary knowledge. After that T introduces the aim and theme of the lesson.	Ss catch the ball and speak about their places that they know. Aim: Revise the previous lessons material. Find out how much do they remember. Efficiency: Ss refresh their mind before starting new theme.	Descriptor: -identify the card - can make sentence - know vocabulary of previous lesson. Total: 1point Praise Ss who has more cards and could name the cards.	Whiteboard Cards Student’s book
Middle of the lesson Presentation part. 10 min	«Use of English» method is used to open up the theme of the lesson. T asks to Ss to look at exercise3 on page 31. T asks to match the words..	Ss open their books on page 31 and match the words. Make up key phrases. Write them down	Descriptor: -can match words -can use phrases in the sentences Total: 1point	Whiteboard Student’s book Flashcards
	«Complete the sentence» T asks Ss use the phrases and complete the sentences.	Ss use new key phrases and complete the sentences in exercise 1 on page 31	T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please”	Whiteboard Student’s book Poster
	T presents new vocabulary. T asks to write down them. Exercise 4 on page 31 T gives task to read the phrases and list them under heading. Aim: work with vocabulary Efficiency: To develop Ss critical thinking skills and reading skills Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.	Ss read the phrases attentively. Write them down. Divide the phrases into two headdings: 1. Travel 2.Sport. Other teams check and evaluate them.	Descriptor: -cooperate as a team -work with new words -can complete the sentences Total: 1point	Whiteboard Student’s book Poster
Individual work 5 min	T gives exercise 5 Writing and Listening task. T asks Ss to listen and put the narrative story in correct order. Aim: improve listening Efficiency: To develop Ss speaking skills and use new vocabulary Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.	Ss listen the task twice and put the story in order. Compare and check with others.	Descriptor: -can use active vocabulary -understand general idea. - can answer the questions Total: 1point	Whiteboard Student’s book Poster
Work in pairs. Writing task 5 min	T presents adjectives that helps to describe activities. T gives exercise 4b to use adjectives and act out exchanges as in the example. “Think, pair and share” method is used in this task Aim: enlarge vocabulary knowledge Efficiency: Ss use new vocabulary and practice it with groupmates. Differentiation: «Change the pair» game is used to develop their speaking and listening skills.	Ss write down new words. Make phrases with key phrases. Use them in dialogue as in example. Act out to the class. Change pair and practice again	Descriptor: -know new words-1point. -can ask and answer the questions -can speak about activities -1point.	Whiteboard Student’s book Dictionary copybook
End of the lesson. Reflection Individual work: 5 min	The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.	Ss use their stickers to show their knowledge according to the lesson Green- I understood Yellow-I have some questions Red-I need a help. Aim: To know how many Ss got the theme. Efficiency: Ss can use colors to show how much do they remember. Differentiation: «Conclusion» method is used to finish the lesson.	Descriptor: Speak on the theme “Sport and activities”, -can identify types of key words -can share idea - 2points. Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!	Whiteboard Student’s book Poster: Success Ladder.

Тексерілді _____.

Unit 3: Our Countryside			School: №8
Date: 15.11.22			Teacher name: Serkebayeva M.
Grade: 6а,ә			Number present:			Number absent:
Theme of the lesson:		Learning about the flora of Kazakhstan. Countryside nature
Learning objectives		6.4.2.1 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6.4.5.1 deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts
Lesson objectives		All learners will be able to: -read the text and answer some open-ended questions; -deduce the meaning of some phrases; Most learners will be able to: -read the text and answer most open-ended questions; -deduce the meaning of most phrases; Some learners will be able to: -read the text and answer all the open-ended questions; -deduce the meaning of all the phrases;
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANISATION MOMENT: Introduction of Learning and Lesson Objectives Warm-up: A: It’s a forest. B: There are trees and flowers there. FA: teacher monitors learners’ work and takes notes of good use of language as well as errors. It is recommended to discuss with the whole class examples of good language and some common errors.			Learners work in pairs. The 1st learner names a place. The 2nd learner should say two things it has got.	Mutual evaluation		PPP
Middle 35 min	Pre-reading: vocabulary work Their task is to find the words in the text and underline or highlight them. Teacher asks for the meaning and drills pronunciation. Differentiation: 1) Less able learners may ask their peers about the meaning of unknown words. 2) teacher may provide learners with additional time to work with a dictionary. Post – reading: FA: teacher monitors reading and takes notes of good pronunciation and intonation as well as errors. Scaffolding: Teacher reads the text aloud as a model. To practise role-playing Read the Study Skills box aloud and explain that this tip will help them complete the task. Explain the situation. Remind Ss that they can use the dialogue in Ex. 2 as a model, as well as any ideas of their own to complete the task. To help Ss, draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task.			Learners get a list of words; they look through, and look them up if necessary. Then they work with the text. Learners should complete two tasks. They answer the questions to the text and deduce meaning from the context by matching phrases with their definition. Learners in pairs read the text aloud. They have to express emotions of main character. Ss complete the task in pairs.	Verbal evaluation FA: Teacher monitors, checks understanding of the words’ meaning. While – reading: Key answers: Task 1: Bren is in the countryside. There are dangerous farm animals. It is winter. He meets an angry cow. Task 2: 1.D 2.C 3.H 4.E 5.G 6.A 7.B 8. F FA: learners are given keys for peer-assessment.		book diagram
End 5 min	REFLECTION Teacher opens the slide with learning and lesson objectives. Home task: make up riddles to revise learnt vocabulary Saying goodbye			Learners discuss their results with peers. After that they can share their experience with the whole group.	Self-assessment		slide

Тексерілді _____.

Unit 3: Our Countryside				School: №8
Date: 16.11.22				Teacher name: Serkebayeva M.
Grade: 6 а,ә				Number present:		Number absent:
Theme of the lesson:		Learning about the flora of Kazakhstan. (This relates to Biology and Geography)
Learning objectives		6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.3.2.1 ask simple questions to get information about a growing range of general topics 6.6.9.1 use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics
Lesson objectives		All learners will be able to: Make up 1 simple riddle and questions Answer some questions of their peers Most learners will be able to: Make up 2-3 simple riddles and questions with learnt vocabulary and recommended structure Answer most questions of their peers Some learners will be able to: Make up 2-3 original riddles and with learnt vocabulary and appropriate grammar Answer all questions of their peers
Planned timings	Planned activities		Learners’ activities		Evaluation		Resources
Begining 5 min	ORGANISATION MOMENT: Introduction of Learning and Lesson Objectives Warm-up: Differentiation: less able learners are provided with pictures or cards with words.		Learners check riddles to revise learnt vocabulary.		Verbal evaluation		PPP
Middle 10 min 15 min 5 min 5 min	Pre-speaking: Teacher gives each learner a picture 1 or 2. Post – speaking: Learners with the same picture come together. They have to choose the best\ most interesting\ longest and etc. question. To practise pronunciation of situational language Play the recording. Pay attention to Ss’ pronunciation and intonation and correct as necessary. To listen for specific information Read the rubric aloud. Play the recording. To learn synonymous phrases Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class.		Learners write 3-4 questions to the picture. E.g. they use a modal verb can or any structure to revise. Learners show their picture to the partner and ask questions. Learners do the task Learners listen and repeat chorally and/or individually. Learners listen and follow the text in their books and find the information		Differentiation: 1) Less able learners are provided with models. FA: Teacher monitors, checks order and appropriate tense of questions. Speaking: FA: learners are given keys for peer-assessment. FA: teacher monitors retelling and takes notes of good use of language as well as errors. Peer – assessment: learners are provided with criteria for peer assessment. They have to write advice or recommendation for their peer. Differentiation: less able learners can use models or useful language		http://resources.campnavigator.com/things-to-do-while-camping/, https://www.visitlakegeorge.com/camping/island-camping
End 5 min	REFLECTION The tree of wishes Apple- I have known much information. Flower- I have understood much information. It was very useful information. Leaf- Today some questions were not clear for me. Home task: to write a short email about a place where you live Saying goodbye		Learners choose one		Self-assessment

Тексерілді _____.

School №8	Unit:3Values
Teacher’s name:	Serkebayeva M.
Date:	18.11.22
Grade: 6а,ә	Number present: absent:
Theme of the lesson:	Learning about the fauna of Kazakhstan
Learning objectives(s) that this lesson is contributing to:	6.4.4.1- read independently a limited range of short simple fiction and non-fiction texts; 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; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics
Lesson objectives:	All learners will be able to: read the new words and texts, do some exercises Most learners will be able to: listen and read the new words and text, do the tasks in a group Some learners will be able to: listen and read the new words and text, do the tasks in a group and do formative assessment.

Part of the lesson	Teacher’s activity	Student’s activity	Assessment	Resources
Beginning of the lesson Warming-up 5 min	Class organization Learning and lesson objectives are introduced.	Before beginning the lesson pupils will read a poem about nature. [w] White sheep, white sheep On a blue hill. When the wind stops You all stand still. You walk far away When the winds blow White sheep, white sheep.	At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!”	CD player Microphone cards
Pre-learning 7 min	(Activities to present and activate the new language.) Presentation of the new words from audio then they repeat it.: Willow [ˈwɪləʊ] ива Honeysuckle [ˈhʌnɪsʌk(ə)l] жимолость Vertebrates [ˈvɜːtɪbrɪt] позвоночное животное Imperial eagle [ɪmˈpɪərɪəl iːgl] императорский орел Golden eagle [ˈgəʊldən iːgl] беркут Eagle owl [iːgl aʊl] филин Altyn Emel National Park –Алтын Емельский природный заповедник Przewalski’s horse лошадь Пржевальского Turanga trees –деревья туранга			Whiteboard Cards Student’s book
Work in pairs. Writing task 23 min			FA	Whiteboard Student’s book Dictionary copybook
End of the lesson. 5 min Reflection 5 min	Ex 6 Write about a national park. Use the questions in exercise 2 to help you. You must write about other Kazakhstani national parks. Your work must be differ from others.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!	Whiteboard Student’s book Poster: Success Ladder.

Тексерілді _____.

Unit 3: Our Countryside			School: №8
Date: 22.11.22			Teacher name: Serkebayeva M.
Grade: 6 а,ә			Number present:			Number absent:
Theme of the lesson:		Learning about the fauna of Kazakhstan. Animals in the countryside
Learning objectives		6.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics
Lesson objectives		All learners will be able to: Use some topical vocabulary when speaking on farm animals Discuss on some functions and uses of farm animals Most learners will be able to: Use most topical vocabulary when speaking on farm animals Discuss on most functions and uses of farm animals Some learners will be able to: Use less-frequent topical vocabulary when speaking on farm animals Discuss on functions and uses of farm animals without support
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 10 min 10 min	Org moment: Greeting students. Setting the aim of the lesson: The aims of the lesson are given in PPT: develop vocabulary on countryside animals using vocabulary to speak about farm animals Lead-in Teacher continues the topic on countryside (nature). Teacher asks what learners did in the previous lesson. After learners answer, teacher puts up several pictures of farm animals. Teacher asks learners to guess the topic of today’s lesson using phrases written by a teacher on the board. Teacher may ask the following questions:			Learners answer the questions What do you see on the board? Why did I choose these animals? What do they have in common? Where do they live? Which are useful animals?	Verbal evaluation		PPP slides 1-2 PPP slides 3-4
Middle 20 min	Vocabulary work Next teacher names 3 animals (dog, cow and sheep) and asks why people keep these animals. Teacher elicits learners’ answers who share it with the class. Differentiation. Teacher may support with less able learners useful language : Dog gives protection and loyalty\Cows give milk and meat\Sheep give meat and wool. Teacher shows one example of it. Differentiation: less able learners may read some information from their mind map.			Learners do the task Learners get a hand-out to match animals with their pictures. Learners must make a concept map on A4 paper with a certain animal. Speaking Learners in pair do a concept map on a farm animal. Pairs sit facing each other and take turns describing their mind map.	Individual evaluation Mutual evaluation FA: Teacher oversees the process providing support where necessary. FA: teacher discusses criteria for assessing with learners and they evaluate their peers work according to these criteria.		Appendix 1 http://learnenglishteens.britishcouncil.org/vocabulary/beginner-vocabulary/animals PPP
End 5 min	Feedback Teacher writes incomplete sentences on the board; In this lesson I have learnt about………. Now I know that sheep …….. Dogs …….. Cats catch……. Further students may come up with other animals. Home task: to write a short assay about your pet Saying goodbye			Learners provide feedback on what they have learned at the lesson.	Self-assessment		blackboard

Тексерілді _____.

Unit of a long term plan: Holiday and travel				School№8
Date: 23.11.22				Teacher name: Serkebayeva M.
CLASS: 6A,Ә		Number present:		absent:
Lesson title		Researching and presenting a labeled map of information about the country
Learning objectives		6.R9 recognise inconsistencies in argument in short, simple texts on a limited range of general and curricular subjects 6.UE14 use prepositions before nouns and adjectives in common prepositional phrases on a wide range of familiar general and curricular topics
Lesson objectives		-all learners will be able to remember famous places in Kazakhstan in simple texts with support; -learn prepositions before nouns and adjectives in common prepositional phrases from simple text with support; -identify where famous places of Kazakhstan are situated in with support;
Values links		Values of the national idea “Mangilik Yel” - The independence of Kazakhstan and Astana.
Planned timings	Teacher’s activity		Student’s activity			Assessment	Resources
Start 5 min	Organization moment Forming in to four groups. I’ll give you a piece of papers with words and you should connect these pieces and make up one word. The first group is NORTH The second group is SOUTH The third group is WEST		Look at the pictures and answer the questions. What is it? What are going to speak about? How do you think what is the theme of our lesson?			FA	Pieces of papers Slide
Middle 15 min 20 min	Presentation of new theme. Task1. Read correctly the words in the box.Match with pictures and remember it. Read and repeat in choir. Words Pictures Mausoleum [mosәliәm] Locate [lokeit] Monument [monjumәnt] Valley[vali] lake [leik] Legend [ledзәnd] Mosque[mask] hollow [holәu] river [rivә] museum[mju:ziәm] reserve [rizәv] rock[rok] a) b) c) d) e) f) g) h) i) j) k) l) Answers: 1-l, 2-g, 3- h, 4 –i, 5-a, 6-f, 7-e, 8-d, 9- k, 10- j, 11- c, 12- b. A mountain is one of natural monuments in East Kazakhstan region. It is the highest peak of Altai and of all Siberia. It is one of the natural monuments in the region. It is the highest peak of Altai and of all Siberia. Borders of 4 states meet here (Kazakhstan, Russia,   China, Mongolia). A  lot of climbers from all over the world come to visit the mountain annually. Combination of different conditions: great heights, steep relief, different shapes of ice make it possible to climb in different complexity degrees. (Beluha mountain) Beautiful and rich Akmola region, an ancient land of an ancient people. Like a fairy eagle, that has widely spread its wings for the flight, it stretches itself in the north of the republic. Fruitful soils, numerous rivers and lakes, vast pastures, rich metal deposits, generous gifts of the woods, abundance of game-animals and fish ... (Buravoe) Task 3. Look at the map and tell what the main cities are and what part are situated there using the direction “south, north, east and west.				Task 2. Read short texts relate with pictures and guess what place it is? Work in group.Discuss them with the whole class. It is an 11th or 12th-century mausoleum for a noble woman located in the village of it, 18 km west of Taraz, Kazakhstan on the Silk Road. It is locally famous as a monument to love and faithfulness. According to legend, the mausoleum was built by a Karakhanid Dynasty ruler for his beautiful fiancée Aisha-Bibi, a daughter of Sufi poet Khakim-Ata. Matching the legend, the mausoleum looks light, well-proportioned, and delicate. The mausoleum's architectural forms and decoration are reminiscent of fine lace. The whole building is covered with carved terracotta tiles using 60 different floral geometric patterns and stylized calligraphy. It is a direct stylistic descendant of Samanid Mausoleum in Bukhara. (Aisha Bibi)	Descriptor: reads correctly and remembers the words; puts the words in the right columns.	pictures
End 5 min	But don’t forget: you should respect each other; every group has worked very well. “The tree of wishes” Students choose one Apple- I have known much information. Flower- I have understood much information. It was very useful information. Leaf- Today some questions were not clear for me.

Тексерілді _____.

Unit 3: Our Countryside			School: №8
Date: 25.11.22			Teacher name: Rogova V.V.
Grade: 6 a,ә			Number present:		Number absent:
Theme of the lesson:		Researching and presenting a labelled map of information about our country. Life in the countryside SA 1
Learning objectives		6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.3.8.1- recount some extended stories and events on a limited range of general and curricular topics
Lesson objectives		Identify the main ideas in extended talk with some support Provide a point of view in conversations and discussions Retell extended stories and episodes on a given topic
Previous learning		Researching and presenting a labelled map of information about our country. Life in the countryside
Planned timings	Teacher’s activities			Learners’ activities		Evaluation	Resources
Begining 5 min	Organisation moment: Introduction of Learning and Lesson Objectives Warm-up: Optional: teacher may organize competition.			Learners get the hand out with Unit ABC. They have to fill it in.		FA: teacher monitors learners’ work and clarifies meaning and pronunciation.	PPP Appendix 1
Middle 15 min	Speaking Teacher presents the idea of the concept map. Teacher gives learners time to create their concept map to reflect what they learned in the unit. Then learners go around to study their peers maps. Teacher may ask them to comment on stickers.			Learners create their concept map to reflect what they learned in the unit		FA: teacher monitors learners’ work. Differentiation: individual support for less able learners.	Ideas of concept map https://americanenglish.state.gov/files/ae/resource_files/etf_54_2_pg20-26.pdf
SA 20 min	LISTENING Task 1.Teacher reads story twice. The chicken and the duck were friends. They lived on a farm. They walked around together. They swam in the pond together. They talked about many things. They talked about the cat. They thought the cat was tricky. They thought the cat was dangerous. The cat looked at them a lot. They didn't trust the cat. "We must always keep our eyes open when the cat is around," they both agreed. They talked about the dog. The dog was very friendly. The dog wanted to play. The dog had lots of energy. It barked a lot. It ran around a lot. They both liked the dog. They talked about the farmer. The farmer brought them food. The farmer took care of them. The farmer took care of all the animals. He fed the cow. He fed the pig. He fed the goat. He fed the sheep. He fed the rabbit. They liked the farmer. He took good care of everyone. He was a nice man. "Farmers are good," said the chicken. "We need farmers," said the duck. Example: The chicken and the duck were friends/enemies. The speaker tells the story about farm friends/ city friends. The speaker says that the cat is a good animal/a bad animal. The speaker is sure that the dog is friendly/ angry. Task 2. Listen to the second time and complete the sentences. In the beginning the chicken and the duck are speaking about the___. The second animal they speak about the__. At the end of the story they speak about the__. SPEAKING Look at the picture. You have 1 minute to prepare. What can you see on the picture? Is it a city or a country? How many animals can you see on the farm? Can you name some animals? What do people do in villages? Do you want to live in a village? Why? / Why not?			Learners listen to the story and choose the correct option. Learners complete the sentences Learners gets a picture and describes it		Descriptors	Worksheets
End 5 min	REFLECTION Teacher opens the slide with learning and lesson objectives. Home task: to repeat the grammar themes Saying goodbye			Learners discuss their results with peers.		Peer-assessment

Тексерілді _____.

Unit 3: Our Countryside			School: №8
Date: 29.11.22			Teacher name: Serkebayeva M.
Grade: 6а,ә			Number present:			Number absent:
Theme of the lesson:		Unit revision
Learning objectives		6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.3.8.1- recount some extended stories and events on a limited range of general and curricular topics
Lesson objectives		All learners will be able to: Fill in some words in the tables; Tell some information on the given topic. Most learners will be able to: Fill in most words in the tables; Tell most information on the given topic. Some learners will be able to: Fill in all words in the tables; Tell detailed information on the given topic.
Previous learning		Unit revision .SA 1
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	Organisation moment: Introduction of Learning and Lesson Objectives Warm-up Then ideas are compared with another pair.			Learners discuss their ideas and fill in the table. They try to revise vocabulary on topic.	FA: teacher monitors learners’ work and clarifies meaning and pronunciation.		PPP slides 1-2 Appendix 1
Middle 15 min 10 min 10 min	Vocabulary work Step 1 (presentation): teacher explains the rule of Verbs followed by ‘ing’ or by ‘to + infinitive’. Some of the sentences are modeled at the board with detailed explanation. Step 2 (guided practice): Teacher presents pictures with camping vocabulary. Optional: teacher provides learners with handout 1. They work on the paper. Step 3: (independed practice) The number can be limited or not. Differentiation: less able learners are provided with support according to their needs. More able learners can write logically connected sentences like a text. Tell your neighbor Teacher presents a mini topic which was covered in the unit. Teacher asks a question/ or gives a topic, provides thinking time and then asks learners to tell their neighbor their thoughts. Personalise the topic and talk and write about a local place of natural beauty Ask Ss to think of a place of natural beauty in Ss’ own country they are familiar with. Allow Ss two or three minutes to make notes under the headings. Allow Ss a further five minutes to use their answers to write a short paragraph about the place. Ask various Ss to read out their piece of writing to the class. Unit feedback Learners work in pairs, reflect on Unit and discuss the following questions: •What skills have you practiced? •What new knowledge have you gained? •What was challenging for you? •What was easy?			Learners write sentences using the given words and verbs. Learners compose their own sentences. Learners should ‘tell their neighbors’ as a means of articulating their thoughts. Learners talk and write about a local place of natural beauty	Individual еvaluation FA: Teacher monitors learners’ work. Mutual еvaluation Verbal evaluation Mutual еvaluation		PPP slide 3 PPP slide 4
End 5 min	Reflection “The Bullet Point” technique -Learners get the sticky papers, write their names on them, go to the board and stick the paper on one of the four areas: -Participated actively; -It was interesting; -Everything was clear; -I have learned something new. Home task: to write an assay about your favourite places in your nativeland Saying goodbye			Learners get the sticky papers, write their names on them, go to the board and stick the paper on one of the four areas	Self-assessment		PPP slide 5

Тексерілді _____.

Unit:4	Drama and comedy
Teacher’s name:	Serkebayeva M.
Date:	30.11.22
Grade:6E	Number present: absent:
Theme of the lesson:	TV programmes,films and cartoons
Learning objectives(s) that this lesson is contributing to:	6.4.3.1 understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts
Lesson objectives:	- They will learn types of genres. -They will give an opinion at discourse level. -They will use speaking and listening skills to provide sensitive feedback to peers

Part of the lesson/Time	Teacher’s activity	Student’s activity	Assessment	Resources
Beginning of the lesson Warming-up Team work 3 min.	Organization moment: 1.Greeting. Ask about the weather. Stick sightseeing cards at the back of the chair for each S and ask them to divide according to the number 3 teams: 1. Comedy 2.Tradegy 3. Drama	“I wish….” method helps to start the lesson with telling supporting words to each other. The aim: To develop Ss speaking skills and create friendly atmosphere Efficiency: By telling the wishes they show their appreciations .	At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!”	CD player Microphone cards
Pre-learning «Brainstorming» method Team work 5 min.	T puts leters on the board and asks Ss to rearrange to find out the theme of the leson. T asks general questions to involve Ss. In differentiation part «Discussion» method was used to check up student’s vocabulary knowledge. After that T introduces the aim and theme of the lesson.	Ss look at the word and try to share ideas. Aim: Revise the previous lessons material. Find out how much do they remember. Efficiency: Ss refresh their mind before starting new theme.	Descriptor: -identify the card - can make sentence - know vocabulary of previous lesson. Total: 1point Praise Ss who has more cards and could name the cards.	Whiteboard Cards Student’s book
Middle of the lesson Presentation part. Team work. 8 min.	«Watch and discuss» method is used to open up the theme of the lesson. T asks to Ss to watch a short video of the theatre play. T asks different questions according to the theme.	Ss watch a video and speak about literature and theatre. Ss name theatres that they know in our city. Name plays they have seen.	Descriptor: -can spell the word -can label the picture Total: 1point	Whiteboard Student’s book Flashcards
	«Listen and repeat» T aks to listen and repeat key phrases connected with the unit.	Ss listen and repeat new words. Write them down.	T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please”	Whiteboard Student’s book Poster
Team work 6 min.	T gives exercise 1,p41 “ Read and answer” task. T asks Ss to read the definition and T asks question: Can you think of any popular tragedies or comedies? Make a list. Team work. Aim: work new vocabulary Efficiency: To develop Ss critical thinking skills and find out new words Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.	Ss work as a team. Read the deffinitions. Discuss as a team. Make a list of popular plays. Identify genres. Other teams check and evaluate them.	Descriptor: -cooperate as a team -work with new words -can identify the genres Total: 1point	Whiteboard Student’s book Poster
Individual work 8 min.	T asks students to look through the deffinitions and try to remember them. T asks Ss to tell them by heart. Aim: enlarge literature knowledge Efficiency: To develop Ss speaking skills and use new vocabulary Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.	Ss read the deffinitions xeveral times. Remember them Tell them by heart.	Descriptor: -can use active vocabulary -understand general idea. - can give the definition by heart. Total: 1point	Whiteboard Student’s book Poster
Work in pairs. 5 min Writing task	Work in pairs. T gives exercise 2 on page 41. Read the bulrbs in pairs decide whether these plays are comedies or tragedies. Give reasons. Aim: enlarge vocabulary knowledge Efficiency: Ss use new vocabulary and practice it with groupmates. Differentiation: «Change the pair» game is used to develop their speaking and listening skills.	Ss take their topic. Ss read the blurbs and identify genres. Discuss it. Use key phrases. Make a dialogue as in the example. Change the pair and continue with new dialogue.	Descriptor: -know new words-1point. -can identify and name the tupe of the problem -can make a dialogue -1point.	Whiteboard Student’s book
End of the lesson. Reflection Individual work: 5 min.	The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.	Ss use their stickers to show their knowledge according to the lesson Green- I understood Yellow-I have some questions Red-I need a help. Aim: To know how many Ss got the theme. Efficiency: Ss can use colors to show how much do they remember. Differentiation: «Conclusion» method is used to finish the lesson.	Descriptor: Speak on the theme “Vocabulary:Drama”, -can identify types of problem - describe environmental problems with key phrases - 2points. Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!	Whiteboard Pupils Book Poster: Success Ladder.

Тексерілді _____.

Unit 4: Drama and Comedy			School: №8
Date: 02.12.22			Teacher name: Serkebayeva M.
Grade: 6 А,Ә			Number present:			Number absent:
Theme of the lesson:		TV programmes, films and cartoons
Learning objectives		6.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts 6.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings; 6.1.6.1 organize and present information clearly to others 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics
Lesson objectives		All learners will be able: talk about programmes, films and cartoons genres they like/dislike with more support use some new phrases in their speech ask questions and interact with their partners with more support Most learners will be able: talk about programmes, films and cartoons genres they like/dislike with some support use new phrases in their speech appropriately ask questions and interact with their partners with some support Some learners will be able: talk about programmes, films and cartoons genres they like/dislike without support use less frequent phrases in their speech make correct questions and interact with their partners creatively
Previous learning		Unit revision
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	Introducing of learning and lesson objectives Warm-up Learners watch the video shown by the teacher and try to memorize types of movies. They write them down.			Learners compare their answers with peers and check as a group.	Verbal evaluation		https://www.youtube.com/watch?v=HVNYc0OiHfs
Middle 35 min	Vocabulary work Teacher asks to match the photos with the types of programmes, films and cartoons. Pre-speaking Learners work in pairs. Invite learners to tell about the programmes, films and cartoons they like and why. Speaking Teacher asks to make notes about a programmes, films and cartoons that they really liked and they hated. Differentiation: less able learners could be provided with a list of adjectives and models of sentence structures. - Tell about TV programmes in your life. Answer the following questions. What type of programme is it? What is it about? What are the characters like? What do they do? Why do you watch/ like it? They use learned words and phrases in their speech They talk about TV programmes they like and/or dislike They cover all the points in the task Post - speaking Teacher prepares a short quiz using information from learners speaking. Teacher asks questions like: Who likes to watch sports on TV?			Learners do the task Learners should use phrases: I`m a big fan of.... I really like.... ....are OK I prefer …to … Learners think about the points below and use the adjectives: The story The acting The images/special effects The music Then learners have to tell their partner about the TV programmes. Learners should write names of their classmates to match information.	Individual еvaluation (Peer assessment)		Appendix 1 PPP PPP slide 6
End 5 min	Feedback Home task: draw a picture to your like cartoon, film or TV program and then write about it Saying goodbye			Learners talk about what they can do after the lesson.	Self-assessment		PPP slide 7

Тексерілді _____.

Unit 4: Drama and Comedy			School: №8
Date: 06.12.22			Teacher name: Serkebayeva M.
Grade: 6 а,ә			Number present:			Number absent:
Theme of the lesson:		Role-playing and drama
Learning objectives		6.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics 6.6.12.1 - use an increased variety of adverbs, including adverbs of degree too, not enough, quite, rather on a growing range of familiar general and curricular topics;
Lesson objectives		All learners will be able to: To read for specific information, to give a presentation on two writers, to write about writer in your country, to learn about rhymes, to draw picture Most learners will be able to: To read for specific information, to give a presentation on two writers, to write about writer in your country, to learn about rhymes, to draw picture Some learners will be able to: To read for specific information, to give a presentation on two writers, to write about writer in your country, to learn about rhymes, to draw picture
Previous learning		TV programmes, films and cartoons
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	INTRODUCING THE LEARNING AND LESSON OBJECTIVES Lead-in Teacher shows a picture of Shakespeare and asks learners what they know about him.			Learners answer	Verbal evaluation		PPP
Middle 35 min	Pre –listening They work with their peers, and then they compare their answers as a whole group. Differentiation: teacher may provide additional time for work with a dictionary Listening Learners watch the story two times and they have to complete two tasks: to put the sentences in the right order and multiple choice questions. Differentiation: individual support for more struggling learners. Post – listening: Learners discuss the following questions in their groups: Which famous writers do you know? Tell about a famous writer from your country. To listen and read for specific information, to make notes from a text Play the recording. Write the table on the board and complete it with the class. To write a text about a writer from your country Explain the task and ask Ss to copy the headings into their notebooks. Then give Ss time to research information about a writer from their country and make notes under the headings. Tell Ss to use their notes to write a short text and pay attention to correct spelling. Ask various Ss to present the writer to the class. To predict the content of a text Direct Ss’ attention to the title and the picture and elicit what the poem can be about. Play the recording. To read for specific information Give Ss time to read the poem again and then answer the questions.			Learners fill the table with vocabulary. Learners watch the story and complete two tasks Learners discuss the questions Learners listen and read the texts, and complete the table Learners research information about a writer from their country and make notes under the headings Learners listen the text and find out the answer to the question	Individual avaluation		Appendix http://learnenglishkids.britishcouncil.org/en/short-stories/hamlet
End 5 min	Feedback Teacher opens the slide with learning and lesson objectives. After that they can share their experience with the whole group. Home task: To draw a picture Point out that the poem is divided into four parts and explain that each part is a verse. Then explain the task and give Ss time to complete it. Saying goodbye			Learners discuss their results with peers.	Self-assessment

Тексерілді _____.

Unit 4: Drama and Comedy			School: №8
Date: 07.12.22			Teacher name: Serkebayeva M.
Grade: 6 а,ә			Number present:			Number absent:
Theme of the lesson:		Role-playing and drama
Learning objectives		6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range 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; 6.3.2.1 - ask simple questions to get information about a growing range of general topics; 6.3.6.1 communicate meaning clearly at sentence level during, pair, group and whole class exchanges
Lesson objectives		All learners will be able to: To read for specific information, to talk about different types of films, to listen for specific information, to decide on a film to watch, to write an email Most learners will be able to: To read for specific information, to talk about different types of films, to listen for specific information, to decide on a film to watch, to write an email Some learners will be able to: To read for specific information, to talk about different types of films, to listen for specific information, to decide on a film to watch, to write an email
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	Introducing the learning and lesson objectives Warm Up Teacher shows a number of pictures and asks learners to guess the topic of the lesson. Teacher gives hints if necessary.			Learners guess			PPP
Middle 35 min	Pre –listening Students work individually, then they compare their answers with peers and as a whole group. Differentiation: teacher may provide additional time for work with a dictionary Listening Task 1: students put the events in the right order.(Teacher may cut cards out). Task 2: True/ False task Task 3: Write and draw Differentiation: Some students may be provided with the script of the story. Post – listening: Learners discuss in the group why Romeo and Juliet is drama. True or false sentences Watch the story. Circle true or false for these sentences. a. The Capulet family and the Montague family don’t like each other. b. Romeo meets Juliet at a Montague party. c. Romeo and Juliet get married in secret. d. Tybalt kills Mercutio, then Romeo kills Juliet. e. The Prince of Verona is very happy and sends Romeo away. f. Friar Lawrence gives Juliet a drink to make her sleep. g. Friar Lawrence sends Romeo a letter to tell him the plan. h. Romeo buys a knife and goes to see Juliet. i. Romeo and Juliet kill themselves. j. The Prince of Verona tells the families what happened.			Learners fill the table with vocabulary that comes from the listening. Learners watch the story and follow through these exercises. Learners discuss Learners watch the story and circle true or false for these sentences	FA: teacher manages and monitors learners’ work and keeps reflective notes about learners’ performance and learning gaps. Verbal evaluation Individual evaluation		Appendix 1 http://learnenglishkids.britishcouncil.org/en/short-stories/romeo-and-juliet
End 5 min	Feedback Teacher opens the slide with learning and lesson objectives. After that they can share their experience with the whole group. Home task: Write and draw! Imagine the Montagues and the Capulets have a party together to celebrate the end of their fighting. At the party Mrs Montague and Mr Capulet say sorry to each other. Draw a picture and write their conversation! Saying goodbye			Learners discuss their results with peers.	Self-assessment

Тексерілді _____.

Unit:4	School №8
Teacher’s name:	Serkebayeva M.
Date:	09.12.22
Grade:6 А,Ә	Number present: absent:
Theme of the lesson:	Making a poster about film
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 6.3.5.1 keep interaction going in longer exchanges on a range of general and curricular topics
Lesson objectives:	All learners will be able to: ask complex questions to get information about limited range of general topics and some curricular topics. Most learners will be able to: understand specific information and detail in texts on a range of familiar general and curricular topic Some learners will be able to: compare the details given in the text; understand with little support the main points in the listening.
Value link:	Be friendly, respect each other.

Part of the lesson/Time	Teacher’s activity	Student’s activity	Assessment	Resources
Beginning of the lesson Warming-up Team work 3 min.	Organization moment: 1.Greeting. Ask about the weather. Divide class into three teams: 1.Team A, 2.Team B and 3.Team c T asks Ss to sit as a team Dividing into groups «Random sort»	Increasing students` psychological motivation. T: Stand in a circle. The first student says the phrase «I wish you….. » to the second student and the second student says, «Thanks» and this continues in the chain circle. S1: I believe you can do the best in this lesson. S2: Yes, I can! I believe you can answer all the teacher`s questions.. The aim: To develop Ss speaking skills and create friendly atmosphere Efficiency: By telling the wishes they show their appreciations .	At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!”	CD player Microphone cards
Pre-learning «Brainstorming» method Team work 5 min.	T gives the task to “Listen and repeat” in exercise 1 on page 48. Useful expressions. In differentiation part «Make prediction» method was used to check up student’s vocabulary knowledge and speaking. After that T introduces the aim and theme of the lesson.	Ss write down new words. Practice the pronunciation Look for the definition in the dictionary. Use their dictionaries or gadgets. Ss listen and repeat useful expressions. Aim: Develop Ss critical thinking. Create team work atmosphere Efficiency: Ss refresh their mind before starting new theme.	Descriptor: -pronounce correctly - can work with dictionary - find the definition of the word Total: 1point Praise Ss who has more cards and could name the cards.	Whiteboard Cards Student’s book
Middle of the lesson Presentation part. Team work. 8 min.	T present some more useful expression. T gives clear explanation how to use them in conversation. T asks Ss to practice the pronunciation with correct intonation.	Ss listen and repeat new phrases. Write down them in three columns. Practice in speaking.	Descriptor: -pronunce the phrases correctly -can use in speech Total: 1point	Whiteboard Student’s Book
	«Making suggestions» T asks Ss to practice. Make a dialogue	Ss use the given key phrases and make a dialogue.	T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please”	Whiteboard Student’s book Poster
Team work 6 min.	T asks Ss to look at exercise 2 on page 48. T asks Ss to pay attention to the dialogue. T asks to find out what does Maria want to do? Aim: make them think on the theme. Efficiency: To develop Ss critical thinking skills and reading skills Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.	Ss look through the dialogue and answer the question in exercise 2 on page 48. Compare their answers with others.	Descriptor: -cooperate as a team -text -understand the question and answer Total: 1point	Whiteboard Student’s book Poster
Individual work 8 min.	T gives exercises 5 on page 48. “Listen and tick” method is used to do the listening task. Aim: improve reading and vocabulary knowledge Efficiency: To develop Ss reading skills and use new vocabulary Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.	Ss listen to the task and tick the correct answer..	Descriptor: -can find out correct answer Total: 1point	Whiteboard Student’s book
Work in pairs. 10 min Writing task	T asks students to look at exercise 4 on page 48 T gives the task to work in pairs. T asks to make up a new dialogue as in example. T asks to fo;;ow the strucure. “Role play” method is used in this task Aim: enlarge vocabulary knowledge Efficiency: Ss use new vocabulary and practice it with groupmates. Differentiation: «Change the pair» game is used to develop their speaking and listening skills.	Ss look at the example Makeup their own dialogue Act it to the class	Descriptor: -know new words-1point. -can make dialogue- 1 point -present it to the class -1point.	Whiteboard Student’s book Dictionary copybook
End of the lesson. Reflection Individual work: 10 min.	The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.	Ss use their stickers to show their knowledge according to the lesson Green- I understood Yellow-I have some questions Red-I need a help. Aim: To know how many Ss got the theme. Efficiency: Ss can use colors to show how much do they remember. Differentiation: «Conclusion» method is used to finish the lesson.	Descriptor: Use key phrases effectively. -can work with useful expressions. -can make /act our role play - 2points. Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!	Whiteboard Student’s book Poster: Success Ladder.

Тексерілді _____.

Unit 4: Drama and Comedy			School: №8
Date: 20.12.22			Teacher name: Serkebayeva M.
Grade: 6 а,ә			Number present:			Number absent:
Theme of the lesson:		Making a poster about favourite film (This relates to Art and Design and Computer Science)SA 4
Learning objectives		6.6.15.1- use common verbs followed by infinitive verb / verb + ing patterns;use infinitive of purpose on a limited range of familiar general and curricular topics 6.1.3.1 - respect differing points of view; 6.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics
Lesson objectives		All learners will be able to: To learn and discuss values, to practise infinitive and -ing forms, to do quiz, to write a quiz, to listen and read for gist Most learners will be able to: To learn and discuss values, to practise infinitive and -ing forms, to do quiz, to write a quiz, to listen and read for gist Some learners will be able to: To learn and discuss values, to practise infinitive and -ing forms, to do quiz, to write a quiz, to listen and read for gist
Previous learning		Making a poster about favourite film (by Shakespeare)
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	Org moment: Greeting students. Introducing learning and lesson objectives. Lead-in Learners discuss the following questions: Do you like to go to the cinema? How often do you go to the cinema? What genre do you usually watch?			Learners discuss the questions	Verbal evaluation		PPP
Middle 10 min 25 min	To talk about a story Explain the task and ask various Ss around the class to tell the rest of the class about a film they have seen. To test knowledge learnt in this module/to do a quiz Explain the task. Allow Ss some time to read the questions and decide if each statement is true or false. Alternatively, you may allow Ss to review the module and find the relevant information to mark the sentences correctly. True or false? a. Hamlet’s mother gets married to his father’s brother, Claudius. b. Hamlet sees the ghost of his friend. c. The ghost says that Claudius killed him with a knife. d. Hamlet is confused and doesn’t know what to do. e. When Claudius watches the play he is very happy. f. Hamlet knows that Claudius killed his father. g. Claudius and Laertes want to kill Hamlet. h. Hamlet and Laertes dance. i. Hamlet’s mother sleeps from the poisoned drink. j. Finally, Hamlet knows he must stop Claudius. To consolidate vocabulary learnt in the module/to write a quiz Explain the task and allow Ss time to work in pairs, look through the module and think of quiz questions. Tell Ss they can use the quiz in the previous task as a model. Offer an example (Shakespeare wrote Hamlet. [T]) While – making Learners make a poster about favourite film Differentiation: Teacher’s support individually for more struggling learners. FA: learners exchange their work for peer assessment. Post - making Learners should tell about their works.			Learners talk about a story. Learners read the questions and decide if each statement is true or false Learners discuss the questions Learners write a quiz Learners make a poster about favourite film Learners tell	Individual evaluation Mutual evaluation Individual evaluation Verbal evaluation		Appendix 1
End 5 min	Reflection “The Bullet Point” technique -Learners get the sticky papers, write their names on them, go to the board and stick the paper on one of the four areas: -Participated actively; -It was interesting; -Everything was clear; -I have learned something new. Home task: to finish your poster about favourite film Saying goodbye			Learners get the sticky papers, write their names on them	Self-assessment		Sticky papers

Тексерілді _____.

Unit 4: Drama and Comedy			School: №8
Date: 14.12.22			Teacher name: Serkebayeva M.
Grade: 6 а,ә			Number present:			Number absent:
Theme of the lesson:		Creating a cartoon strip (This relates to Art and Design and Computer Science)
Learning objectives		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: Match names of people with appropriate information with more support Most learners will be able to; Match names of people with appropriate information with some support Some learners will be able to: Match names of people with appropriate information with minimal support
Previous learning		Making a poster about favourite film (This relates to Art and Design and Computer Science)
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	Org moment: Greeting students. Introducing learning and lesson objectives. Lead-in Learners are given cards with “Find someone who” task. They have to find at least one person to match the statement. Who is the first to complete activity is a winner.			Learners find at least one person to match the statement	Verbal evaluation		PPP Slide 1-2 PPP slide 3 Appendix 1
Middle 30 min	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. While – reading They should match names of authors with the facts from the text. Read the text and match names of people with facts from the text. John, 12 I think TV is a great source of information. I know my friends don’t like the news, but I do. I think it is important to know what is happening in our world. I also watch documentaries, especially about wild life. I’m very curious about the way crocodiles, tigers and snakes live. I always have a lot of fun watching programmes about elephants or monkeys. Lisa, 10 I watch TV but not very often. As a rule I do it two times a week. I like that I can listen to my favourite music and watch the singer or band at the same time. My mum likes these types of shows too and sometimes we watch a concert together. Alibek, 11 I love TV. The first thing I do when I wake up is to switch it on. My favourite programme is the cartoon network. I can watch cartoons every day. I watch TV about three or four hours a day. My parents do not like my free time activity And ask me not to watch TV too often. They think my marks at school would be better if I concentrated more on homework work. I have already promised my parents to watch less TV every day. Who gives the following information: I watch TV every morning. I prefer to watch programmes about animals. I watch news. I listen to the songs on TV. I share my mother’s interest. I usually watch animated films. Post - reading Learners discuss the following questions with their peers. How often do you watch TV? What do you usually watch? Why?			Learners fill the table with vocabulary. Learners read short texts about TV Learners read the text and match names of people with facts from the text Learners discuss the questions	Individual evaluation Mutual evaluation FA: self-assessment. The keys are displayed on the board.		Appendix 2 PPP Key answers: Alibek John John Lisa Lisa Alibek
End 5 min	Feedback Teacher shows the slide with LOs again. Learners provide feedback on what they have done at the lesson. Home task: to prepare their stories for presentation for the next lesson Saying good-bye			Learners provide feedback on what they have done at the lesson	Self-assessment

Тексерілді _____.

Unit:4	Drama and comedy
Teacher’s name:	Serkebayeva M.
Date:	23.12.22
Grade:6А,Ә	Number present: absent:
Theme of the lesson:	Learning about narrative structure
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 6.1.6.1 organise and present information clearly to others 6.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.5.8.1 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics
Lesson objectives:	All learners will be able to: understand general idea of the text. Most learners will be able to: understand specific information in the reading text. Some learners will be able to: speak on the the understand specific information in the reading text and link with little or no support, sentences into coherent paragraphs.
Value link:	Be friendly, respect each other.

Part of the lesson	Teacher’s activity	Student’s activity	Assessment	Resources
Beginning of the lesson Warming-up Team work 3 min.	Organization moment: 1.Greeting. Ask about the weather. Divide class into two teams: 1. Kazakhstan. 2. The UK T asks Ss to sit as a team Dividing into groups «Flags sort»	Increasing students` psychological motivation. T: Stand in a circle. The first student says the phrase «I wish you….. » to the second student and the second student says, «Thanks» and this continues in the chain circle. S1: I believe you can do the best in this lesson. S2: Yes, I can! I believe you can answer all the teacher`s questions..	At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!”	CD player Microphone cards
Pre-learning «Brainstorming» method Team work 5 min.	T aks Ss to look at the writers in the reading text. T asks to tell what do they know about two great writers. In differentiation part «Think and share» method was used to check up student’s vocabulary knowledge and speaking. After that T introduces the aim and theme of the lesson.	Look at the picture and tell what they know about them Aim: Develop Ss critical thinking. Create team work atmosphere Efficiency: Ss refresh their mind before starting new theme.	Descriptor: -know witers - think and discuss - share opinion Total: 1point Praise Ss who has more cards and could name the cards.	Whiteboard Cards Student’s book
Middle of the lesson Presentation part. Team work. 8 min.	T shows a short video about two great writers and ask to check their information. T asks Ss to pay attention to the facts.	Ss watch the short video material. Make notes. Find factss. Present to the class.	Descriptor: -pronunce the phrases correctly -can use in speech Total: 1point	Whiteboard Student’s Book
	T asks Ss to look at the picture and write each team at least two questions and present to the class	Ss work as a team. Discuss and make decision. Write two reasons of extinction.	T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please”	Whiteboard Student’s book Poster
Team work 10 min.	T asks Ss to look at exercise 1 on page 49. T asks Ss to collect information and complete the table Aim: make them think on the theme. Efficiency: To develop Ss critical thinking skills and reading skills Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.	Ss read the text several times. Omplete the table. Each team evaluate each other. Give feetback.	Descriptor: -cooperate as a team -find material -make a table Total: 1point	Whiteboard Student’s book Poster
Individual work 8 min.	T gives exercises 2 “Portfolio” part on page 48. “My favourite actor” method is used writing task. T asks Ss to write a short text about favourite author. «Verbal support» method is used to help Ss use new words in the sentences.	Ss work individually. Think on the topic. Write about favourite or famous author.	Descriptor: -can write short text -can express opinion in written form Total: 1point	Whiteboard Student’s book
Work in pairs. 6 min Writing task	T asks students to speak about their favourite authors. Exchange ideas. Differentiation: «Change the pair» game is used to develop their speaking and listening skills.	Ss discuss as a pair. Share information and opinion.	Descriptor: -understand the main idea of the text-1point. -can choose the correct answer- 1 point -can prove answers -1point.	Whiteboard Student’s book Dictionary copybook
End of the lesson. Reflection Individual work: 5 min.	The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.	Ss use their stickers to show their knowledge according to the lesson Green- I understood Yellow-I have some questions Red-I need a help. «Conclusion» method is used to finish the lesson.	Descriptor: Use key phrases effectively. -can work with text. -can write short text - 2points. Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!	Whiteboard Student’s book Poster: Success Ladder.

Тексерілді _____.

Unit 4: Drama and Comedy			School: №8
Date: 27.12.22			Teacher name: Serkebayeva M.
Grade: 6 А,Ә			Number present:		Number absent:
Theme of the lesson:		Summative control work for the 2nd term
Learning objectives		6.L6 Deduce meaning from context in supported extended talk on a range of general and curricular topics 6.R3 Understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts 6.W2 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 6.S7 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics
Lesson objectives		Learners read the text on topic ‘Our Countryside’ and answer the questions. Learner should choose one topic. They should write on topics ‘Our countryside’ or‘Drama and Comedy’. Learners are provided with some questions to organize a monologue. They should provide own experience on topics, using appropriate subject-specific vocabulary.
Previous learning		Learning about narrative Structure
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 2 min	ORGANIZATION MOMENT 1.Greeting 2. Lesson objective
SA 40 min	LISTENING Task 1. Listen to the conversation between Harry and Elizabeth twice. Mark sentences as True or False. A horror movie is scary. Harry likes movies about love. Harry really hates action and adventure movies. Fill in the gaps with ONE word. Musicals do not sound too __for Harry. I heard it's pretty exciting because nobody can guess who the is. READING Task 2. Read the text about Alex’s hometown. Circle the 3 things Alex writes about. Rainy weather in Newquay Water activities in Newquay Interesting history of Newquay Water attraction to visit in Newquay Tasty meals in Newquay Location of Newquay in England Complete the sentences below follow the sentence structure: 4. Alex likes Newquay because he can go … 5. While coasteering you should always take a special instructor with you because it involves… WRITING Task 3. Choose ONE of the topics below. Follow the tips for writing. Answer all the questions. Spell topical vocabulary accurately. Use prepositions of time, location and direction. Topic 1. Our countryside Think about your home place (home town or village) and write some information about it. Where do you live? Write about its location. Do you like this town / village? Why? What is your favourite place in this town / village? Where is it located? What can you do in your home town / village? Write about some winter or summer activities and sports. Topic 2. Drama and comedy Think about your genre preferences and write some information about your experience. Do you like watching films on the weekdays or on Sundays? Why? Can you name your favourite cinema? Where is it located? How do you usually get to your favourite cinema? What is your favourite movie? Why do you like it? SPEAKING Task 4. Choose one of the cards and prepare an individual talk. Provide own experience on topics, using appropriate subject-specific vocabulary. You have 1 minute to prepare and 1-2 minutes to talk.			Learners listen to the conversation between Harry and Elizabeth twice. Mark sentences as True or False Learners read the text and circle Learners complete the sentences Learners write the topic Learners prepare an individual talk		Individual evaluation	Worksheets
End 3 min	REFLECTION Tree of success Green leaf - I totally understand Yellow leaf - I understand the lesson but I need some helps Red leaf - I don't understand Home task: to revise grammar themes Saying goodbye			Learners do the task		Self-assessment

Тексерілді _____.

Unit 4: Drama and Comedy			School: №8
Date: 30.12.22			Teacher name: Serkebayeva M.
Grade: 6 А,Ә			Number present:			Number absent:
Theme of the lesson:		Unit revision
Learning objectives		6.3.5.1 keep interaction going in longer exchanges on a range of general and curricular topics
Lesson objectives		All learners will be able to: Fill in some words in the word search; Tell some information on the given topic. Most learners will be able to: - Fill in most words in the word search; - Tell most information on the given topic. Some learners will be able to: - Fill in all words in the word search; - Tell detailed information on the given topic.
Previous learning		Summative control work for the 2nd term
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANISATION MOMENT: Introduction of Learning and Lesson Objectives Warm-up Learners work with the word search. They should find adjectives to describe films.			Learners find adjectives to describe films.	Verbal evaluation		PPP slides 1-2 Appendix 1
Middle 30 min	Category game This activity can be used as a review. The teacher chooses a category (types of films, theatre, TV programmes) and each learner has to say a word that belongs to that category. If a learner doesn't know, he / she stands up. Then, the teacher chooses another category the following learner starts again. In the following round, the learner who's standing will have another chance. If he / she can say a word that belongs to the new category, he / she can sit down. It's a great game for revision and to get learners tuned into the lesson topic. To read for structure and order of events and give a summary of a story Explain the task and read out the Study Skills box. Allow Ss time to read the text again and put the events in order and then ask various Ss around the class to give a summary of the story. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. To listen for ideas for a story Go through the plan with Ss. Underline the key words. Explain that these words will help them do the task. Play the recording twice if necessary. To write a story Allow Ss time to complete the task in class. Remind Ss to give their story a title. Ask various Ss to read out their stories to the class. Alternatively, assign as HW and check Ss answers in the next lesson. Unit feedback Learners work in pairs, reflect on Unit and discuss the following questions: • What skills have you practiced? • What new knowledge have you gained? • What was challenging for you? • What was easy?			Learners do the task Learners read for structure and order of events and give a summary of a story Learners listen and answer the questions in the plan. Learners write a story Learners discuss the following questions	Individual evaluation Mutual evaluation Verbal evaluation Individual evaluation		PPP slide 3 http://www.teachingenglish.org.uk/article/quick-revision-games
End 5 min	REFLECTION Teacher opens the slide with learning and lesson objectives. After that they can share their experience with the whole group. Home task: to revise grammar and vocabulary Saying goodbye			Learners discuss their results with peers.	Self-assessment

Тексерілді _____.

Unit 5: Our Health			School: №8
Date: 10.01.23			Teacher name: Serkebayeva M.
Grade: 6 а,ә			Number present:			Number absent:
Theme of the lesson:		Sport in our class
Learning objectives		6.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 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 6.6.13.1 use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular topics
Lesson objectives		To improve listening skills for specific information To apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. To use modal verbs “should” in positive and negative forms correctly
Previous learning		Unit revision
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 10 min	Organizational moment Teacher greets students. Teacher sets positive atmosphere by asking such ice breaking questions as How was your weekend? What date is it today? What is the weather like today? Teacher discusses learning objectives with the students. Warm –up. Teacher shows a PPT slide with the examples. Teacher elicits learners when should and shouldn’t are used. Learners work in pairs and match the problems and the advice. Open class discussion Teacher can write some additional examples on the board. I have a stomach ache, what should I should I do? You should ……., but you shouldn’t …….. I have a toothache, what should I do? You should ……., but you shouldn’t ..			Learners use the advice and should or shouldn’t to write sentence	Individual evaluation		PPT Handout 1
Middle 10 min 10 min 10 min	Focus on listening Pre-listening Teacher shows a PPT slide and explains to learners that they should complete the speech bubbles with the new words in the box. Teacher drills the pronunciation of the new words. Learners listen and check their answers. While-listening Teacher asks and makes notes on the number of correct answers and writes down the answers on the board so that learners could correct spelling mistakes. Post-listening: Speaking: Role play Student A imagines s/he has got one of the problems in pre-listening activity and s/he goes to a doctor (Student B). Student A tells Student B what’s wrong with him/her and asks for advice. Student B imagines s/he is a doctor. Student A has got a problem. Student B asks what’s wrong and gives him/her advice. Student B is to use should and shouldn’t and some of the ideas in the box. Pairs act out their dialogues in front of the class. Teacher listens attentively and makes notes on the mistakes made by learners then teacher elicits the correct answers from students.			Learners should write down the full sentences into their copybooks. Learners listen to a conversation between a doctor and a patient and complete the notes given. Learners work in pairs and use experiences from their life to hold a life-like conversation	Verbal evaluation Peers assess each other according to the answers provided by the teacher.		Audio Track 1 Handout 2, Handout 3
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: I would like to tell you about … I would like to explain why … The best part of today’s lesson was … One important thing to remember is.. Today I have learnt … Home task: to learn the new words Saying goodbye			Learners throw the dice to find out a random question they should answer	Self-assessment		Plenary Dice

Тексерілді _____.

Unit 5: Our Health			School: №8
Date: 11.01.23			Teacher name: Serkebayeva M.
Grade: 6 а			Number present:				Number absent:
Theme of the lesson:		Grade 6 is a healthy class!
Learning objectives		6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 6.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 6.6.8.1 use future form will and going to make offers, promises, and predictions and plans on a growing range of familiar general and curricular topics
Lesson objectives		To understand specific information from the recording To use future form “be going to” creating sentences To enrich vocabulary with new topical words
Previous learning		Sport in our class
Planned timings	Teacher’s activities			Learners’ activities		Evaluation		Resources
Beginning 5 min	Organizational moment Teacher greets learners and introduces the lesson objectives in a simplified manner. Warm –up. What healthy\unhealthy habits do you know? Do you think it is important to be fit and healthy? Teacher monitors and encourages students. Teacher conducts brief class feedback of students’ ideas by discussing them with the whole class.			Learners work in pairs and discuss the questions.		Pair assessment		PPT
Middle 35 min	Focus on listening Pre-listening Ask learners to predict what Rob is going to do using the words in the worksheet. Do not forget to give out the worksheet with words. Ask learners to follow the structure: I think he is going to … Note: In Handout 2 teacher can find the transcript of this audio and video, if it is difficult for learners to follow the speed, teacher can read himself or herself. Teacher says right answers or shows them on smart board on PPT Listening Teacher gives out worksheets with comprehension questions. Teacher asks learners to read the comprehension questions and underline key words before they listen to the recording. Teacher plays the audio or video again. Teacher shows right answers on PPP. Post – listening Teacher gives out worksheet. Ask learners to work individually to complete the sentences using the correct form of going to. Teacher monitors and corrects answers where necessary. Teacher tells learners to check their answers in pairs. The answers can also be found on PPT.			Learners listen to the recording or watch the video following the link and underline the words they hear from Handout 1. Learners need to answer the questions. Learners complete the sentences using the correct form of going to.		Verbal evaluation Teacher tells learners to check their answers together in pairs. Weaker learners can read the transcript before they watch the video.		Handout 1 Video http://esol.britishcouncil.org/content/learners/skills/speaking/health-and-fitness Handout 2 http://esol.britishcouncil.org/content/learners/skills/speaking/health-and-fitness Handout 3 Handout 4
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: Learners list 3 things they found out/learnt on the lesson. Home task: to write how you keep fit using future form “be going to” Saying goodbye				Self-assessment

Тексерілді _____.

Unit 5: Our Health			School: №8
Date: 13.01.23			Teacher name: Serkebayeva M.
Grade: 6 A			Number present:		Number absent:
Theme of the lesson:		How we keep fit and healthy
Learning objectives		6.1.8.1 develop intercultural awareness through reading and discussion 6.4.4.1 read independently a limited range of short simple fiction and non-fiction texts 6.3.2.1 give an opinion at sentence and discourse level on an increasing range of general and curricular topics
Lesson objectives		To read texts independently and discuss with others To apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.
Previous learning		Grade 6 is a healthy class!
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Beginning 5 min	Organizational moment Teacher greets learners. Teacher sets positive atmosphere by asking such ice breaking questions as How was your weekend? What date is it today? What is the weather like today? Teacher discusses learning objectives with the students. Warm –up. Teacher prepares cards with the words from the previous lesson and sticks them under the student’s chairs.			Learners should find the word and not showing it to group-mates explain the word (using either words or gestures) for others to guess.		Verbal evaluation	PPT Handout 1 cards
Middle 35 min	Focus on reading Pre-reading. New vocabulary Teacher shows a PPT slide with pictures and words to match. Learners should write down the new words into their vocabularies. Teacher drills the pronunciation of the new words. While-reading Learners listen to the recording and at the same time follow the text to identify who the man on the bus is. Teacher allocates 2 minutes to look through the text and the pictures. Teacher asks the whole class who the man on the bus is. Teacher explains to learners that they should write full answers in full sentences and provides examples. Open class discussion Post-reading Think-Pair-Share Teacher asks learners if they have been in such a situation at hospital. OR Learners work in pairs to act out the situation they have read about in the text. They are also free to make any changes. To introduce the topic, to listen and read for gist Direct Ss to the title of the article and the pictures. Elicit what remedies Ss think someone might find at home. Play the recording. To read for specific information Give Ss time to read the text again and complete the task. Check Ss' answers. Tell Ss to check any words they are unsure of in their dictionaries.			Learners make their own sentences using the new vocabulary. Learners listen and follow the text in their books to find out Learners read the text attentively to answer the questions given. Learners discuss their experiences in pairs, and then share with the class. Learners complete the task		Peer assessment Teacher asks and makes notes on the number of correct answers FA	PPT Audio Handout 2 https://www.gocomics.com/pickles pictures.
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: 3 new words they learnt 2 activities they liked 1 challenge (difficulty) they experienced Home task: to write an assay HOW TO KEEP HEALTH Saying goodbye			Learners reflect on their learning		Self-assessment

Тексерілді _____.

Unit 5: Our Health				School: №8
Date: 17.01.23				Teacher name: Serkebayeva M.
Grade: 6 А				Number present:		Number absent:
Theme of the lesson:		How we keep fit and healthy
Learning objectives		6.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.3.3.1 give an opinion at sentence and discourse level on an increasing range of general and curricular topics
Lesson objectives		To enrich vocabulary with new words related to the topic To apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. To share their personal pieces of advice for a healthy heart using new words
Previous learning		How we keep fit and healthy
Planned timings	Planned activities		Learners’ activities		Evaluation		Resources
Beginning 5 min	Organizational moment Teacher greets learners and introduces the lesson objectives in a simplified manner. Warm –up. Word race. Teacher divides class into 2-3 groups according to the rows. Teacher sets 2 minutes to write as many words from the previous lessons as they can within the time limit.		Learners play with Word race Learners are given A4 papers to write down the words. Learners take turns to write 1 word. The winner is the team who wrote the biggest number of words and made no spelling mistakes. Each spelling mistake takes away 1 point. Learners explain the meaning of the words.		Assessment by tokens		PPT
Mid-dle 35 min	Focus on vocabulary Pre-teaching new vocabulary Teacher tells learners to compare their answers with their partners. Teacher shows the answers on the slide. Teacher monitors the process and explains the phrases where learners have mistaken. Teacher shows the pictures again and asks learners to explain the meaning of the words. Focus on speaking Pre-speaking Teacher should also show the video about healthy and unhealthy habits to support learners with some ideas. While speaking Learners work in pairs and discuss whether they think they have healthy or unhealthy habits. Post speaking		Learners are given handout 1 with pictures and phrases to match (there is a slide with this task) for learning new phrases. They work on their own. Learners work in pairs and decide which of the phrases match keeping fit. Learners are shown the word keeping fit. Learners are divided into two groups. The task of the first group is to write the phrases into the first column (Healthy habits) and the task of the second group is to write the phrases into the second column (healthy eating). Learners discuss Learners present their dialogues to the whole class.		Learners swap their works and check the answers in pairs. Pair assessment Teacher and learners give feedback to the learners using “Two stars and a wish” technique (Two stars = 2 things that are good about the dialogues, a wish = something they can improve to make it even better).		Handout 1 Video https://www.youtube.com/watch?v=XcENkfwLjOc
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: 3 new words they learnt 2 activities they liked 1 challenge (difficulty) they experienced Home task: to learn the new vocabulary Saying goodbye				Self-assessment

Тексерілді _____.

Unit 5: Our Health			School: №8
Date: 18.01.23			Teacher name: Serkebayeva M.
Grade: 6 А			Number present:			Number absent:
Theme of the lesson:		Creating a presentation about our favourite sport
Learning objectives		6.3.6.1- communicate meaning clearly at sentence and discourse level during pair, group and whole class exchanges; 6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics;
Lesson objectives		All learners will be able to: To listen and read for gist, to read for specific information, to write about health services Most learners will be able to: To listen and read for gist, to read for specific information, to write about health services Some learners will be able to: To listen and read for gist, to read for specific information, to write about health services
Previous learning		How we keep fit and healthy
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 5 min	ORGANIZATIONAL MOMENT To practise role-playing Explain the situation. Remind Ss that they can use the dialogue in Ex. 2 as a model as well as any ideas of their own to complete the task.			Learners complete the task in pairs, draw the diagram on the board and elicit	Mutual evaluation		Poster,colourful pens
Middle 35 min	To earn intonation when expressing sympathy Play the recording with pauses for Ss to repeat chorally and/or individually. Pay special attention to Ss' intonation and pronunciation. To introduce the topic and predict the content of a text Direct Ss’ attention to the pictures, title and subheadings and elicit their guesses as to what the texts are about. To read for specific information Ask Ss to use the Word List to look up the meanings of the words in the Check these words box, then check Ss’ answers. To consolidate comprehension of a text Give Ss some time to consider their answers and then elicit answers from Ss around the class. To write about a health service Explain the task and ask Ss to copy the headings into their notebooks. Then give Ss time to research information about a health service from their country or another country and make notes under the headings. Tell Ss to use their notes to write a short text and pay attention to correct spelling. Ask various Ss to present the health service to the class To make a presentation about favourite sport Ask Ss to look up information on the Internet using the key word ‘Sport’ in the search bar or in encyclopedias/other reference books. Ss can use the website suggested at the Express Publishing website.			Learners earn intonation when expressing sympathy Learners listen and follow the texts in their books and check. Learners read the texts and answer the questions. Learners write a short text and pay attention to correct spelling Learners make a presentation about favourite sport	Verbal evaluation Individual evaluation Individual evaluation		Book poster
End 5 min	FEEDBACK. At the end of the lesson learners reflect on: What they learned; What remained unclear for them; What they need to continue working on; Teacher gives comments about learners work and awards learners. Home task: to finish the presentation about favourite sport Saying goodbye			Learners choose one and put on the board their stickers.	Self-assessment		stickers

Тексерілді _____.

Unit 5: Our Health			School: №8
Date:24.01.23			Teacher name: Serkebayeva M.
Grade: 6A			Number present:			Number absent:
Theme of the lesson:		Grade 6 eats healthy food!
Learning objectives		6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics 6.3.3.1 give an opinion at discourse level on a range of general and curricular topics 6.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts
Lesson objectives		To talk about food preferences; To present vocabulary in the context of article about fruit and vegetables To identify specific information in the text; To apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences
Previous learning		Creating a presentation about an aspect of keeping healthy
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 5 min	Organizational moment Greeting learners. Teacher draws students’ attention to the title of the lesson and asks them to tell what they think the lesson is about (eating the right kind of food or healthy food). Teacher discusses Learning Objectives with the learners. Warm –up. Teacher shows PPT slide with pictures and asks learners which of the fruit and vegetables they like most of all.			Learners use construction “I like/ I don’t like”.			PPT
Middle 35 min	Focus on vocabulary Learners are shown a PPT slide. They should write the food in the correct column. Teacher distributes the handouts with vocabulary words to the students. Open class discussion Teacher asks learners about the word that was new for them. Poster will look like a tree with words on its leaves. Focus on reading Pre-reading Learners read the title of the magazine article “A rainbow on your plate” and make predictions about the object of reading. Teacher may help to deduce the meaning of the word “rainbow” by brainstorming the word. Teacher writes the word “rainbow” on the board. While-reading Teacher distributes texts for reading in the form of magazine article. Post reading Teacher should write out the 6 statements below on A4 paper and post them around the room.			Learners read the words “proteins / fibre / vitamins / cereals / sugar” and put them in the suitable sentences. Learners write one or two new words and stick them to the poster Learners read the title of the magazine article Learners give any associations with the given word (rain, colourful, beautiful etc.). At first learners should choose an appropriate fruit or vegetable for each its function by ticking the boxes. Several food items can be chosen for each of the function. Learners have a further discussion on the topic of the article. Learners should walk around and write their opinion in response to at least 3 of the questions.	Verbal evaluation Individual evaluation Mutual evaluation Learners are encouraged to use phrases for expressing agreement and disagreement like “totally agree”, “totally disagree”, “not sure about that/partially agree or disagree”		Handout 1 Handout 2 Handout 3
End 5 min	Feedback Home task: to answer the questions and draw a poster: 1) What foods give energy? 2) What can protect us from different diseases? 3) How does the water help us? Saying goodbye			Learners reflect about the reading activity	Self-assessment

Тексерілді _____.

Unit 5: Our Health				School: №8
Date: 25.01.23				Teacher name: Serkebayeva M.
Grade: 6A				Number present:		Number absent:
Theme of the lesson:		Looking at Kazakhstan recipes
Learning objectives		6.1.8.1 develop intercultural awareness through reading and discussion 6.3.2.1 ask simple questions to get information about a growing range of general topics 6.4.4.1 read independently a limited range of short simple fiction and non-fiction texts
Lesson objectives		To ask special questions to make a dialogue To study the cost of food around the world and compare it with Kazakhstani To read information and analyze the text through discussion
Planned timings	Planned activities		Learners’ activities		Evaluation		Resources
Beginning 15 min	Organizational moment Teacher greets learners. Teacher sets positive atmosphere by asking some ice breaking questions. Teacher discusses learning objectives with students. Warm –up. Have each one of them give a short description of their dish, including how it is prepared. Elicit vocabulary from the dish presented and write it on the board. For example, if your student introduces falafel, you can write out vocabulary such as chickpeas, cumin, parsley and tahini. When assigning learners the work for this activity, encourage each student to bring in relevant pictures of ingredients used.		Learners do the task For this activity, learners bring a dish from their culture or personal background for their classmates to try.		Verbal evaluation		PPT https://www.fluentu.com/blog/educator-english/esl-food-activities/
Middle 25 min	Focus on listening Let learners know that they are going to discuss a variety of foods and their cost. Class discussion What is the video saying? What does it not take into consideration? (e.g. salaries) Is it surprising? Do we take food for granted? Teacher hands out the leaflet with some information about the average price of Kazakhstani food and ask learners to analyze the price and compare with the price of food all over the world. Focus on speaking Teacher shows some pictures of different foods around the world and asks learners if they are familiar with them, if yes, which one they like or dislike? Note: Teacher should pair learners in advance and ask learners what Kazakh food they would like to present to the world and explain why.		Learners watch the video and discuss what the different costs mean. Learners work in pairs and discuss the topic: “Which food should I present and how expensive it is”		Mutual evaluation Verbal evaluation		Video -Cost of food https://www.youtube.com/watch?v=2dS8qjJ4lQ0 Handout 1 https://www.numbeo.com/cost-of-living/country_result.jsp?country=Kazakhstan https://edition.cnn.com/travel/article/world-best-food-dishes/index.html
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: Home task: to write one of the recipes Traditional food of Kazakhstan Saying goodbye		Draw together what has been learned, Highlight the most important rather than the most recent points, Summarise key facts, ideas and vocabulary, and stress what needs to be remembered;		Self-assessment

Тексерілді _____.

Unit 5: Our Health			School: №8
Date: 27.01.23			Teacher name: Serkebayeva M.
Grade: 6A			Number present:			Number absent:
Theme of the lesson:		Looking at Kazakhstan recipes
Learning objectives		6.L7 Recognise the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics 6.S5 Keep interaction going in longer exchanges on a range of general and curricular topics 6.S7 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics
Lesson objectives		Identify the position of speakers in an extended talk with support Communicate with others in longer conversation on familiar topics Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 5 min	Organizational moment Warm –up. Make a fruit salad with as many fruits as you can. You may divide them into teams, give them points for correct guesses, and let them enjoy a healthy snack!			Students take turns being blindfolded and guessing the fruit they’ve been given to taste.	Verbal evaluation		PPT https://busyteacher.org/7055-6-esl-games-with-food.html
Middle 35 min	LISTENING Listen to the talk between Mrs Pickles and Dr Crawley twice and circle the correct answer. 1. Mrs Pickles thought the man _____ 2. According to Mrs Pickles, the man should drink warm tea because ________ 3. According to Mrs Pickles, the man should be _________ 4. Mrs Pickles is going to see a doctor because _______ 5. Mrs Pickles doesn’t know what Dr Crawley looks like because_____ Focus on listening Inform learners that they are going to watch a tutorial video how to calculate the cost of food for a particular recipe. Ask learners to take notes if necessary and remember as much as possible. Focus on writing Pre-writing Ask learners to choose food and write necessary ingredients for food. Demonstrate the simple example how to calculate. Ask more able learners to calculate for a person including serving as in video. For example: Beshbarmak Meat – 1.5 kg / 2250 tg Onion – 2/ 10 tg Eggs – 2 / 50 tg Flour – 300 gr/60 tg Potato – 300 gr/ 30 tg Total: 2400 tg Average price of the above food Meat costs about 1500 tg per 1 kg Onion costs about 100 tg per a 1 kg Eggs costs 250 tenge for 10 eggs Flour costs 200 tenge for 1 kg Potato costs about 100 tenge per 1 kg			Learners listen to the talk and circle the correct answer Learners calculate the cost of food for a particular type of dish. While-writing Students will write the recipe of the dish they have chosen and remember learners to use tips for writing. Less-able learners should be supported by teacher. Learners describe the whole process of cooking	Individual еvaluation Mutual еvaluation		Video https://www.youtube.com/watch?v=1WfyX5GaCmc Handout 1 http://learnenglishteens.britishcouncil.org/skills/writing/elementary-a2-writing/recipe
End 5 min	REFLECTION Write down 3 things you have done particularly well this lesson Write 1 thing that you think you could have done better Home task: to revise grammar and vocabulary Saying goodbye			Learners do the task

Тексерілді _____.

Unit 5: Our Health			School: №8
Date: 20.01.23			Teacher name: Serkebayeva M.
Grade: 6 A			Number present:			Number absent:
Theme of the lesson:		Creating a presentation about an aspect of keeping healthy
Learning objectives		6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 6.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 6.3.3.1 give an opinion at sentence and discourse level on an increasing range of general and curricular topics
Lesson objectives		To listen for specific information while doing listening assignments To share an opinion on the topic interacting classmates and using topical vocabulary
Previous learning		Creating a presentation about our favourite sport
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 5 min	Organizational moment Teacher greets learners and introduces the lesson objectives in a simplified manner. Warm –up. Show a photo, ideally of a celebrity, who’s particularly fit (e.g. Daniyar Eleusinov or Kazhymukan Munaitpassov) that learners might admire or simply use this photo, and ask learners how they would describe these people.			Learners describe people by photo	FA		Photos of celebrity
Middle 35 min	Focus on speaking Write these words on the board, explain that these are groups of some specific exercises within the workout: cardio exercises    core exercises         cool down exercises Predict definitions of these words or explain meanings if necessary. Show photos to explain the meaning: cardio activities     core exercises      cool down exercises Ask learners what type of exercises they do or did in each stage of the workout. Ask them to explain the activity. By recalling these exercises teacher will be able to elicit some key phrases. Depending on the level here are some phrases teacher can elicit: lift arm/leg, bend shoulder, hip circles, knee circles, crunches, squats, stretch. Focus on listening Tell learners that they’re going to watch a British TV presenter Davina talking about her new fitness programme. The task says Which of the words are used in the video? Cross out the words which are not used in the video.			Learners follow the instruction Learners watch the video and the find out the answers to the Task 1. Learners watch the video again and answer the questions. Show questions on PPT and ask learners to focus on questions. Remind them that before listening they should underline key words of each sentence. What is the name of Davina’s fitness programme? (Fit in 15) How many parts of workout are included in the programme, what are the names? (cardio, arms, legs and core,cool down,chill out stretch.) How long has Davina been exercising with the personal trainers? (10 years) What is the third exercise shown on the video? Do you think you can do 10 repetitions of this activity? (the activity  is called ‘squads’. The answer to the other question depends on learners physical condition.)	Verbal evaluation Individual evaluation		https://englishlessonplan.co.uk/fit-in-15-minutes-create-your-own-work-out/ Video https://www.youtube.com/watch?time_continue=8&v=jpgVbKutE-c Handout 1 https://englishlessonplan.co.uk/fit-in-15-minutes-create-your-own-work-out/
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: 3 new words they learnt 2 activities they liked 1 challenge (difficulty) they experienced Home task: to make a presentation about aspects of keeping healthy Saying goodbye				Self-assessment

Тексерілді _____.

Unit 5: Our Health			School: №8
Date: 04.02.22			Teacher name: Serkebayeva M
Grade: 6 E			Number present:			Number absent:
Theme of the lesson:		Looking at Kazakhstan recipes
Learning objectives		6.L7 Recognise the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics 6.S5 Keep interaction going in longer exchanges on a range of general and curricular topics 6.S7 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics
Lesson objectives		Identify the position of speakers in an extended talk with support Communicate with others in longer conversation on familiar topics Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences
Previous learning		Looking at Kazakhstan recipes
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 5 min	Organizational moment Warm –up. Make a fruit salad with as many fruits as you can. Students take turns being blindfolded and guessing the fruit they’ve been given to taste. You may divide them into teams, give them points for correct guesses, and let them enjoy a healthy snack!			Learners do the task	Verbal evaluation		Fruit salad
Middle 35 min	LISTENING Listen to the talk between Mrs Pickles and Dr Crawley twice and circle the correct answer. 1. Mrs Pickles thought the man _____ 2. According to Mrs Pickles, the man should drink warm tea because ________ 3. According to Mrs Pickles, the man should be _________ 4. Mrs Pickles is going to see a doctor because _______ 5. Mrs Pickles doesn’t know what Dr Crawley looks like because_____ Focus on listening Inform learners that they are going to watch a tutorial video how to calculate the cost of food for a particular recipe. Ask learners to take notes if necessary and remember as much as possible. Focus on writing Pre-writing Ask learners to choose food and write necessary ingredients for food. Demonstrate the simple example how to calculate. Ask more able learners to calculate for a person including serving as in video. For example: Beshbarmak Meat – 1.5 kg / 2250 tg Onion – 2/ 10 tg Eggs – 2 / 50 tg Flour – 300 gr/60 tg Potato – 300 gr/ 30 tg Total: 2400 tg Average price of the above food Meat costs about 1500 tg per 1 kg Onion costs about 100 tg per a 1 kg Eggs costs 250 tenge for 10 eggs Flour costs 200 tenge for 1 kg Potato costs about 100 tenge per 1 kg While-writing Students will write the recipe of the dish they have chosen and remember learners to use tips for writing. Less-able learners should be supported by teacher.			Learners listen to the talk and circle the correct answer Learners calculate the cost of food for a particular type of dish. Learners describe the whole process of cooking	Individual evaluation Mutual evaluation		video
End 5 min	REFLECTION Write down 3 things you have done particularly well this lesson Write 1 thing that you think you could have done better Home task: to revise grammar and vocabulary Saying goodbye

Тексерілді _____.

Unit 5: Our Health			School: №8
Date: 31.01.23			Teacher name: Serkebayeva M.
Grade: 6 A			Number present:			Number absent:
Theme of the lesson:		Unit revision
Learning objectives		6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 6.6.10.1 use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics 6.6.13.1 use modal forms including mustn’t (prohibition) need (necessity) should (for advice) on a range of familiar general and curricular topics
Lesson objectives		A learner can select necessary words/phrases and put them into the gaps to make meaningful sentences A learner can recognize grammar inconsistencies in the sentences and provide correct sentences A learner can recognize typical features of the target grammar and apply all rules correctly
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 5 min	Organizational moment Teacher greets learners. Teacher explains that today learners will perform a revision work –grammar and vocabulary tasks. Warm –up. Teacher organizes an activity: ‘Brain power’. The idea is the same as in ‘Hot potato’ – all participants one by one throw a ball to a classmate saying one word/phrase they remember from previous lessons (Topic Our Health). This way some vocabulary recap takes place.			Learners play a game “Hot potato”	FA		PPT slides 1 Small ball
Middle 35 min	Focus on vocabulary Quiz Teacher distributes the vocabulary quiz to learners. Teacher’s support should not be thorough – just some hints/clues are given. Note: Remember learners that the maximum point for 2 tasks are 25, and if the learner gets at least 15, he or she achieves. Focus on grammar Teacher reads out the definitions of 3 pieces of grammar and learners should say what grammar it is: We use this grammar (modal verb) to give advice (should/shouldn’t); We use this grammar to say that we have intention to do something in future (be going to + V); We use this grammar to give orders to somebody (Imperative mood). Teacher asks some learners to give examples using these grammar rules. Quiz Teacher distributes the quizzes and asks learners to work individually. Teacher’s support should take place occasionally. Note: Remember learners that the maximum points for grammar task are 20 and if a learner gets at least 10 points, achieves the goal.			Learners should do the tasks individually. If learners have problems understanding a task, they should ask the teacher to help them. Learners focus on the tasks and accomplish them independently Learners study grammar and give examples using these grammar rules Learners concentrate on the tasks and perform them independently. If learners appear to misunderstand the task, they may ask teacher to come up to them and give help where necessary.	Individual evaluation Verbal evaluation		Handout 1 Handout 2
End 5 min	At the end of the lesson, learners reflect on their learning: Name 3 tasks which were really difficult Name 2 tasks which were interesting and easy Home task: to revise the vocabulary from the unit Saying goodbye				Self-assessment

Тексерілді _____.

Unit 6: Holidays and Travel				School: №8
Date: 01.02.23				Teacher name: Serkebayeva M.
Grade: 6A				Number present:		Number absent:
Theme of the lesson:		Reviewing map reading skills
Learning objectives		6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics; 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics; 6.6.8.1 - use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics;
Lesson objectives		All learners will be able to: identify some specific information in the text correctly and use some target vocabulary correctly in production tasks with support Most learners will be able to: identify most specific information in the text correctly and use a range of target vocabulary correctly in production tasks with support Some learners will be able to: identify all specific information in the text correctly and use a range of target vocabulary correctly in production tasks with little support
Planned timings	Planned activities		Learners’ activities		Evaluation		Resources
Beginning 5 min	Organizational moment Greeting learners. Teacher focuses learners on the main goal of the lesson. Open class feedback Possible answers: Holidays by the sea: sunbathing, windsurfing, fishing Holidays in the mountains: hiking, exploring nature, camping Touring holiday in a city: visiting museums, tasting local food, shopping, meeting local people, staying at hotels.		Learners discuss learning objectives. Learners write the phrases in their copybooks. Warm –up. Learners brainstorm all types of activities during holidays. Teacher gives the instructions and demonstrates presentation with the phrases about holiday activities. Student should classify them into three groups: holidays by sea, holidays in the mountains, touring in a city.		FA		Holiday pictures
Middle 35 min	To present new vocabulary Draw Ss’ attention to the pictures. Play the recording. Ss listen and repeat chorally and/or individually. Elicit the L1 equivalents. (Ss’ own answers) To talk about holiday activities Explain/Elicit the meanings of any unknown words and read out the example, then Ss talk in pairs about their holiday activities using the phrases. To read for lexico-grammatical structure(multiple choice cloze) Allow Ss some time to read the text and complete the gaps. Explain that Ss should read the wholesentence before they decide on the best word tocomplete each gap. To understand the writer’s purpose and suggest alternative headings Read the Study Skills box aloud and then explain/elicit the meaning of the purposes in the rubric. Ask questions to check Ss’ understanding		Learners listen and repeat chorally and/or individually Learners talk about holiday activities Learners read the text and complete the gaps. Learners understand the writer’s purpose and suggest alternative headings		Verbal evaluation Mutual evaluation Individual evaluation
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: 3 new words which you have learned today 2 activities which you liked today 1 activity which was difficult for you Home task: to learn the new vocabulary Saying goodbye				Self-assessment

Тексерілді _____.

Unit 6: Holidays and Travel			School: №8
Date: 07.02.23			Teacher name: Serkebayeva M.
Grade: 6А			Number present:		Number absent:
Theme of the lesson:		Reviewing map reading skills
Learning objectives		6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics;
Lesson objectives		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		Reviewing map reading skills
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Beginning 5 min	ORGANIZATIONAL MOMENT To present and practice new vocabulary Explain/Elicit the meaning of any unknown words. Ss match the attractions (1-8) to the activities (A-H), then ask various Ss around the class to make sentences.			Learners present and practice new vocabulary			New words
Middle 35 min	Focus on vocabulary Teacher gives clear instructions and hands out the papers. Most able learners will have the task without any support. Less able learners will have a minimal support as written the first letters of the words. Teacher monitors while learners are doing the task. Teacher should drill the pronunciation of the words with the class. Focus on listening Pre-listening Teacher shows the picture and learners need to predict what the dialogue is about. Learners can do it pairs. Focus learners’ attention to the verbs. Ask if they are going to talk about their future plans for a holiday and past ones. Less-able learners should be supported with some phrases to share an opinion. While – listening. Teacher instructs learners clearly. Ask learners to read the task and underline key words in the task. Learners will listen to the recording twice. Ask some ICQs (Instruction checking questions) Are there 11 questions? (No, ten) Are you going to choose from options given? (No, we need to write a word or words) Can you write 3 words as an answer? (No, no more than 2) Remember learners that they can write only ONE or TWO words, no more than TWO. Alan and Henrietta meet on the train and talk about Alan's European trip. Complete these sentences with ONE or TWO words.			Learners should match the words with the pictures and write down translation for these words. Learners predict what the dialogue is about. Learners get familiar with the instruction.		Peer checking. Less able and most able learners might work in pairs so they will help each other. Mutual evaluation Verbal evaluation	pictures
End 5 min	REFLECTION Write down 3 things you have done particularly well this lesson Write 1 thing that you think you could have done better Home task: to write about a tourist destination Saying goodbye					Self-assessment	copybook

Тексерілді _____.

Unit 6: Holidays and Travel			School: /8
Date: 08.02.23			Teacher name: Serkebayeva M.
Grade: 6 A			Number present:			Number absent:
Theme of the lesson:		Learning about the weather and how to create a cloud
Learning objectives		6.R5 deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts 6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 6.UE10 use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics
Lesson objectives		All learners will be able to: Express own opinions by using the pictures Comprehend the general information in the text Most learners will be able to: Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences Some learners will be able to: Make the compound sentences by using the right verb tenses Present the conclusion of all the texts
Plan-ned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 5 min	Greetings. Teacher organizes the class and greets the students .In order to understand learning objectives students should paraphrase them by little support of a teacher. Warm-up: In order to reminisce types of transport, Teacher clicks a link below to show a short video about types of transport that are used during the travelling. After watching it, learners construct some compound sentences one by one (at least 2 sentences as well as present simple and past simple should be alternated). For example: There is no doubt that in summer season the usage of buses for travelling is not so convenient because of hot weather as well as crowd in it.			Learners construct some compound sentences one by one	Verbal evaluation		https://learningapps.org/view871010
Middle 35 min	Pre-teaching new vocabulary: Teacher shows a slide on the PPT to get acquainted the learners with the words from upcoming tasks. If students do not know them, they should write words down in their copybooks. Pre-reading Before starting to do a reading task, all the students discuss the places of interest in Astana (what places can they visit?). According to the learning objective the students should use the Past and Future simple while speaking (for example: what did they visit? Where will they go?). After all, there should be pair assessment, if a learner makes mistakes in word-ordering or using an appropriate tense, his/her pair may correct him/her by giving feedback orally (pair-assessment). A teacher monitors this procedure. Reading Each student is given one text (there are 5 different topics) and students read his/her own text individually within 2 minutes (Teacher should cut the 5 texts and then distribute reading passages for each student). After having done the reading, learners should be divided into 2 groups (if there are 10 students, it’s up to the teacher/the number of students in the class). Thus, each student retells his/her text to his team fellows in order to inform them what his/her topic is about, and one by one (by chain) learners discuss their texts to each other. When they complete retelling to each other, they will answer the questions in PPT related to 5 different topics.			Learners should match new words with the given pictures. Learners discuss Learners read his/her own text individually within 2 minutes, retells his/her text to his team fellows in order to inform them what his/her topic is about	Mutual evaluation Verbal evaluation Individual evaluation		Active board Handout 1 Reading texts Handout 2
End 5 min	PLENARY 3 new words you have learnt 2 activities you liked 1 difficulty you have experienced Home task: Learners should learn by heart new words and construct 5 compound sentences by using them. Saying goodbye				Self-assessment

Тексерілді _____.

Unit 6: Holidays and Travel			School: №8
Date: 10.02.23			Teacher name: Serkebayeva M.
Grade: 6А			Number present:		Number absent:
Theme of the lesson:		Learning about the weather and how to create a cloud (This relates Maths and Physics)
Learning objectives		6.C2 use speaking and listening skills to provide sensitive feedback 6.L5 understand most specific information and detail of supported, extended talk on a range general and curricular topic 6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topic
Lesson objectives		All learners will be able to: enrich their vocabulary on the topic practise listening for specific information Most learners will be able to: complete the listening task correctly use topic-specific words and phrases when speaking Some learners will be able to: produce correct simple sentences while participating in groupwork
Previous learning		Learning about the weather and how to create a cloud
Planned timings	Planned activities			Learners’ activities		Evaluation	Resour-ces
Begin-ning 5 min	Greetings Greeting learners. Setting positive atmosphere by asking some ice breaking questions. Discussing learning objectives with the learners. Warm-up: Teacher draws students’ attention to the title of the lesson. Teacher helps students guess the meaning of the word camping by drawing their attention to the pictures in the first activity. Teacher briefly explains that we use the verb go+ -ing forms to indicate physical activities, e.g. go camping/ fishing/ swimming/ shopping, etc.			Learners guess what the lesson will be about and elicits answers.		New words with -ing	PPT
Middle 35 min	Vocabulary: Teacher asks students if they know any camping equipment in English. Students look at the pictures and read through the words underneath them. Teacher helps students deduce the meaning of any unknown words by relating them to the content of the corresponding pictures. Teacher plays the listening track 1 and pauses so that students can repeat what they hear. Pre-listening: Teacher asks students to look at the pictures and discuss with a partner why people need these items when going camping. Check as a class. While-listening: Teacher asks students which of the things shown in the pictures they would take with them on a camping trip. Teacher draws students attention to the TIP and explains it to the class. Then, students are asked to go over the task and the assessment criteria. Listening track 2 should be played twice. Students work individually. Check as a class. If necessary, teacher plays the track again in order to clarify any questions students may have. Post-listening: Teacher asks students to imagine they are going on a camping trip. In small groups, teacher has students discuss and decide what each member of the group is going to do to prepare for the camping trip and then report their decisions to the class.			Learners present vocabulary related to camping Learners look at the pictures and discuss Learners do the task Learners discuss what each member of the group is going to do to prepare for the camping trip		Verbal evaluation Mutual evaluation Individual evaluation	pictures
End 5 min	Plenary: Teacher asks students to describe the lesson in 2 nouns and 2 adjectives. Home task: Students should write answers (7-10 sentences) to these questions: Are there many places where you can go camping in your town? What are the advantages and the dangers of camping in the mountains/ forest or by the sea? Saying goodbye					Self-assessment

Тексерілді _____.

Unit 6: Holidays and Travel			School: №8
Date: 14.02.23			Teacher name: Serkebayeva M
Grade: 6A			Number present:			Number absent:
Theme of the lesson:		Descriptive language to create an atmosphere
Learning objectives		6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics; 6.1.6.1- organise and present information clearly to others 6.5.7.1- use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics;
Lesson objectives		All learners will be able to: identify some specific information and ideas in the text correctly and use some target language correctly to recount information about the text Most learners will be able to: identify a range of specific information and ideas in the text correctly and use some target language correctly to recount information about the text Some learners will be able to: Identify a range of specific information and ideas in the text correctly and use a range of target language correctly to recount information about the text
Planned timings	Planned activities			Learners’ activities	Evaluation		Resour-ces
Beginning 5 min	GREETINGS Direct Ss’ attention to the picture and elicit what Ss think they are going to read about. Ask four Ss to each read out the first sentence of one paragraph. Play the recording. Ss listen and follow the text in their books to check.			Learners introduce the topic, to predict the content of the text; to listen and read for gist			picture
Middle 35 min	To read for specific information Allow Ss some time to read the text again.Ask Ss to use the Word List to look up the meanings of the words in the Check these words box, then give Ss some time to answer the questions. To consolidate comprehension of a text Elicit a variety of reasons from Ss around the class why someone should visit Turgen Gorge. To identify specific types of nouns Give Ss time to scan the text again and find the nouns required. Elicit answers around the class. To listen for specific information Explain the task. Ask Ss to read the sentences and possible answers to familiarise themselves with the content of the recording. Play the recording. Ss listen and choose the correct answers Check Ss’ answers. To talk about fixed arrangements Ss do the task in closed pairs, then ask some pairs to act out their completed dialogues in front of the class. To complete a letter to a friend about fixed future arrangements Allow Ss five minutes to complete the task, then check Ss’ answers around the class.			Learners answer the questions Learners consolidate comprehension of a text Learners identify specific types of nouns Learners read the sentences and answer to familiarise themselves with the content of the recording. Learners talk about fixed arrangements Learners complete a letter to a friend about fixed future arrangements	Verbal evaluation Mutual evaluation Individual evaluation		Word list book
End 5 min	PLENARY 3 new words you have learnt 2 activities you liked 1 difficulty you have experienced Home task: To design a brochure Divide Ss into small groups. Explain the task and assign it as HW. Tell Ss to use ideas from the text and/or research online. Check Ss’ answers in the next lesson. Saying goodbye				Self-assessment

Тексерілді _____.

Unit 6: Holidays and Travel			School: №8
Date: 15.02.23			Teacher name: Serkebayeva M.
Grade: 6A			Number present:			Number absent:
Theme of the lesson:		Descriptive language to create an atmosphere
Learning objectives		6.4.9.1- recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.1.6.1- organise and present information clearly to others 6.5.7.1- use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics;
Lesson objectives		All learners will be able to: use some language from the module to express views and write some relevant questions accurately Most learners will be able to: use a range of language from the module to express views and write a range of relevant questions accurately Some learners will be able to: use a wide range of language from the module to express views and write a range of relevant questions accurately
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 5 min	GREETINGS To learn situational language, introduce the context of a dialogue and practise pronunciation Play the recording. Elicit Ss’ guesses as to what the dialogue might be about			Learners listen and repeat chorally and/or individually.
Middle 35 min	To listen for specific information Play the recording. Ss listen and follow the text in their books and find out the answer to the question in Ex. 1a. To read for specific information Allow Ss time to read the dialogue again and do the task. Refer Ss to the Word List to look up the words in the box. To act out a dialogue Play the recording again. Monitor the activity around the class and ask somepairs to read out the dialogue in front of the class. To present and practise intonation inquestions Go through the theory and explain how the pitchgoes up at the end of a yes/no question and downat the end of a wh- question. Play the recording with pauses for Ss to listen and repeat chorally and/or individually. Pay specialattention to Ss’ pronunciation and intonation and correct as necessary. To write about a park in your country Explain the task. Ss work in groups and think of apark. Refer Ss to the Internet, encyclopaedias or otherreference books to find information about a park intheir country and then Ss complete the task.			Learners listen and follow the text and find out the answer to the question Learners elicit corrections for the false statements. Learners to work in pairs and take roles to read out the dialogue. Learners present and practise intonation in questions Learners write about a park in your country	Verbal evaluation Individual еvaluation Mutual evaluation Verbal evaluation
End 5 min	REFLECTION Write down 3 things you have done particularly well this lesson Write 1 thing that you think you could have done better Home task: To give a presentation on your own miniature model park Explain the task.Tell Ss to brainstorm for popular tourist attractionsin their country and then decide which ones wouldbe good to include in a model park and why. Saying goodbye				Self-assessment

Тексерілді _____.

Unit 6: Holidays and Travel			School: №8
Date: 21.02.23			Teacher name: Serkebayeva M.
Grade: 6A			Number present:		Number absent:
Theme of the lesson:		Researching and writing a magazine article on adventure holidays for families
Learning objectives		6.2.8.1- understand supported narratives including some extended talk, on a range of general and curricular topics 6.1.3.1- respect differing points of view; 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of 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; 6.5.8.1 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics
Lesson objectives		All learners will be able to: identify some specific information and ideas in the text correctly and use some target language correctly to recount information about the text Most learners will be able to: identify a range of specific information and ideas in the text correctly and use some target language correctly to recount information about the text Some learners will be able to: identify a wide range of specific information and ideas in the text correctly and use some target language correctly to recount information about the text
Previous learning		Descriptive language to create an atmosphere
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Beginning 5 min	GREETINGS To introduce the topic and predict the content of the text Elicit what if anything Ss know about H.G. Wells, then ask Ss to read the biography to check.						Internet resources
Middle 35 min	To predict the content of a text Direct Ss’ attention to the pictures and elicit what they show and how they may relate to the story. Play the recording. To read for sequence of events and retell a story Allow Ss some time to read the text carefully and put the events in the order they happened. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box and then ask various Ss to retell the story. To predict anddiscuss possible outcomes of a story Explain the task and allow Ss some time to talk about their ideas in pairs. Ask some pairs to report back to the class. Play the recording. Ss listen and check. To read for cohesion and coherence (missing sentences) Explain the task. Allow Ss time to put the missing sentences in the right place in the text. Ask Ss to use the Word List to look up the meanings of the words in the box. To understand the topic of each paragraph in a text Explain the task and read out the topics in the list and then elicit the topic of each paragraph from various Ss around the class. To present and practise order of adjectives Read out the Note!and explain the order of adjectives. Then elicit further examples.			Ss listen and follow the text in their books and find out the answers to the questions in the rubric. Learners read the text carefully and put the events in the order they happened. Learners identify adjectives describing feelings Learners read for cohesion and coherence Learners understand the topic of each paragraph in a text Learners complete the task		Verbal evaluation Individual avaluation Mutual evaluation	Pictures of the story
End 5 min	PLENARY 3 new words you have learnt 2 activities you liked 1 difficulty you have experienced Home task: To write an email about your holiday Saying goodbye					Self-assessment

Тексерілді _____.

Unit 6: Holidays and Travel			School: №8
Date: 21.02.23			Teacher name: Serkebayeva M.
Grade: 6A			Number present:			Number absent:
Theme of the lesson:		Researching and writing a magazine article on adventure holidays for families
Learning objectives		6.5.6.1 link with minimal support sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 6.5.7.1 use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics 6.6.8.1 use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics
Lesson objectives		To write a postcard using present continuous and future tenses To write a postcard following the structure of a postcard
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 5 min	Organizational moment Greeting learners. Teacher focuses learners on the main goal of the lesson. Warm –up. T: Show the video to learners and ask them what the girl in the video doing. Teacher can ask some questions What has she taken out from her bag? (A postcard) How did she start her letter? (Dear friends, hello from London) Where is she staying? (in a wonderful hotel) Where has she been? (Tower of London, River Thames ) What food has she tried? (Fish and chips) What is she planning to do? (to visit a musical at the London Palladium) How does she finish her letter? (Wish you were here. Love from Emma) What tenses has she used? (Present Simple, Present Perfect, Present Continuous )			Learners discuss and answer the questions	Verbal evaluation		PPT Video BBC English https://www.youtube.com/watch?v=1JC5Ig5Ik_g
Middle 35 min	Focus on writing Pre-writing Demonstrate the information in Handout 1 and ask learners to read the postcard and tips which are necessary to follow. When learners have finished reading, ask some questions for comprehension. What parts does the postcard consist of? (Introduction, main body and conclusion) Do you need to write the address? (Yes) Why is the writer using Present Continuous in the card? (Because she is visiting New York now) Has she visited any places yet? If yes, which ones? (Yes, the Statue of Liberty, the Brooklyn Bridge, and Central Park) What is the weather like there? (It is hot and sunny) What is she going to do? (She is going to watch a show at the theatre on Broadway) Writing Ask learners to write a postcard to their parents, friends or relatives. Let them imagine that they are somewhere visiting interesting places, sightseeing and enjoying their vacation. Assessment criteria: Writes sentences in present continuous, present prefect tense and going to			Learners read the postcard and tips which are necessary to follow Learners answer the questions Learners write a postcard to their parents, friends or relatives.	Mutual evaluation Individual evaluation		Handout 1 postcards
End 5 min	At the end of the lesson, learners reflect on their learning: How efficient were the strategies you used to tackle the task? How would you improve what you did next time? What are the next steps in your learning and why? Home task: to revise grammar themes Saying goodbye				Self-assessment

Тексерілді _____.

Unit 6: Holidays and Travel			School: №8
Date: 03.03.22			Teacher name: Serkebayeva M.
Grade: 6 Е			Number present:			Number absent:
Theme of the lesson:		Unit revision
Learning objectives		6.6.8.1 use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics 6.6.10.1 use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics
Lesson objectives		To revise “to be going to” through various exercises To use topic-related vocabulary To practice writing skill through writing information for a tourist brochure
Previous learning		Researching and writing a magazine article on adventure holidays for families
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 5 min	Organizational moment Greeting students. Students discuss learning objectives. Teacher focuses students on the main goal of the lesson. Warm –up. Teacher attracts learners’ attention the task. The activity is for vocabulary revision.			Learners look at the pictures and match them with the words given.	Individual уvaluation		PPT
Middle 35 min	Focus on grammar Focus learners’ attention on the structure “to be going to” and ask learners to read the instructions and complete the exercise. Fill in the correct verb from the list. Answers: 1) swim 2) eat 3) take 4) sit 5) stay 6) send 7) go 8) visit 9) relax Exercise 3. Fill in: cosmopolitan, precious, accommodation, attractions, ceremony. Answers: 1. Accommodation 2. Attractions 3. Cosmopolitan 4. Ceremony 5. Precious. Assessment: -answers at least 3 questions correctly Exercise 8. Ask learners to read the instruction of exercise 8 and do the task. Assessment: -answers at least 5 questions correctly Exercise 9. Ask learners to imagine that they are writing a short paragraph about their city for a brochure. Write: what sights/attractions tourists can see there, how they can get around, what food they can try and where they can stay. Assessment criteria. -uses present tenses correctly -uses topic – related vocabulary After learners have finished their writing task, ask them to swap their copy books or sheets and assess them.			Learners read the instructions and complete the exercise Learners answers at least 3 questions correctly Learners answers at least 5 questions correctly Learners write at least one paragraph (about 50 words)	Verbal evaluation Mutual avaluatio		Handout 1
End 5 min	At the end of the lesson, learners reflect on their learning: What was the most interesting task? What was the most challenging task? Why? Home task: to finish writing a short paragraph about their city for a brochure Saying goodbye				Self-assessment

Тексерілді _____.

Unit 7: Reading for Pleasure			School: №8
Date: 24.02.23			Teacher name: Serkebayeva M.
Grade: 6А			Number present:			Number absent:
Theme of the lesson:		Learners read non-fiction books in Kazakh, English, Russian languages
Learning objectives		6.C4 evaluate and respond constructively to feedback from others 6.R4 read independently a limited range of short simple fiction and non-fiction texts 6.R5 deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts 6.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics
Lesson objectives		All learners will be able to: Understand the reading text Enrich vocabulary with new words related to the topic Most learners will be able to: Identify specific information in the text Some learners will be able to: Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 5 min	Organizational moment Teacher starts with greetings and meets students with the plan of the lesson today and learning objectives. Hello, dear friends! Today we are going to have a story for reading about Lisa. She won first prize - a ticket to New York. Pre-reading: discussion. Teacher shows questions on Power Point Presentation. One of the students reads them and other answer. Do you have a computer? Do you ever use it to get on the Internet? What for? Have you ever won anything in a competition or a quiz? What do you know about New York? Would you like to travel there? What do you think Lisa’s trip will be like?			Learners discuss	Verbal evaluation		PPT
Middle 35 min	While-reading Teacher pays attention to read the task carefully all the time. When learners finish reading they assess each other in pairs. Teacher shows the answers on PPT and students do pair assessment. Teacher asks about the results and makes some notes about students’ success. Open class feedback to check the answers. Post-reading (Plenary) Open class feedback. Do you like the story? What was the most interesting for you?			Learners are given the text of Chapter 1 and the while-reading they do the tasks. At first they should do True/False exercise. Then they complete the paragraph with the words from the text. After that they match the words with their meanings from the text. Learners choose true or false sentences Learners do the task	Mutual evaluation Individual evaluation		Handout 1
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: Learners throw the dice to find out a random question they should answer. I would like to tell you about … I would like to explain why … The key focus was today … The best part of today’s lesson was … One important thing to remember is … Today I have learnt … Home task: learn the new words; make a crossword with the words from the text. Saying goodbye				Self-assessment

Тексерілді _____.

Unit 7: Reading for Pleasure			School: №8
Date: 28.02.23			Teacher name: Serkebayeva M.
Grade: 6А			Number present:			Number absent:
Theme of the lesson:		Learners read non-fiction books in Kazakh, English, Russian languages
Learning objectives		6.C8 develop intercultural awareness through reading and discussion 6.R7 recognise typical features at word, sentence and text level in a range of written genres 6.W4 write with some support topics with some paragraphs to give basic personal information 6.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics
Lesson objectives		All learners will be able to: Enrich vocabulary with new words related to the topic Most learners will be able to: Identify specific information in the text Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Some learners will be able to: Produce an effective paragraph about their free time using new words Demonstrate comprehension by answering most of the questions correctly
Planned timings	Planned activities			Learners’ activities	Evaluation		Resour-ces
Beginning 10 min	GREETINGS. Greeting learners. Discussing learning objectives with the learners. Teacher asks learners to recall the key points of the previous chapter. Lead-in: They are shown a PPT slide with the pictures of the Central Park. They discuss what they know about it and what people can do there in pairs or in small groups. Open class discussion			Learners recall where Lisa and George were going the next morning.	Verbal evaluation		PPT
Middle 10 min	Pre-reading			Learners do pre-reading vocabulary exercises to help better understanding of the text. Learners choose a or b to complete the sentences.	Mutual еvaluation		Handout 1
20 min	READING Task 1.Read the text Summer Holidays and complete the task. Mark the sentences True or False. Example: Sam finds summer an enjoyable season. True Sam usually has a relaxing timetable in summer. Sam prefers not to remember about school during vacation time. Sam wants to spend his holiday with his friends than with his parents. Lying in the sun is Sam’s favourite activity during holiday. The most exciting experience was a trip to Somerset. WRITING Task 2. Write a postcard to a friend. Include Greeting and closing sentence. Use Present Continuous tense. The following questions will help you to organize your writing: What are you doing at the moment? Where are you staying? What’s the weather like? What are you going to do this evening/ tomorrow?			Learners read the text and complete the task. Mark the sentences True or False. Learners write a postcard to a friend. Include Greeting and closing sentence. Use Present Continuous tense.	Individual evaluation		Black-board
End 5 min	Reflection Home task: learn the new words, write a paragraph about their free time using the new words (weaker students may write few simple sentences, stronger students may write a longer paragraph with more complex sentences) Saying goodbye				Self-assessment

Тексерілді _____.

Unit 7: Reading for Pleasure			School: №8
Date: 03.03.23			Teacher name: Serkebayeva M.
Grade: 6A			Number present:			Number absent:
Theme of the lesson:		Learners read non-fiction books in Kazakh, English, Russian languages
Learning objectives		6.C6 organise and present information clearly to others 6.R2 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6.W6 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 6.S4 respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics
Lesson objectives		All learners will be able to: Expand vocabulary with new words related to the topic Most learners will be able to: Identify specific information in the text Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Some learners will be able to: Produce an effective paragraph about a famous sight / monument in Kazakhstan using new words Demonstrate comprehension by fulfilling most of the tasks correctly
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 5 min	Greetings. Greeting learners. Discussing learning objectives with the learners. Teacher asks learners to recall the key points of the previous chapter. Lead-in: Learners are shown a PPT slide with the picture of the Statue of Liberty. They discuss what they know about it in pairs. Open class discussion.			Learners discuss	Verbal evaluation		PPT
Middle 35 min	Pre-reading: Think-Pair-Share Learners are given some time to do the tasks individually, then they work in pairs to compare and discuss the answers. Open class feedback to check the answers. Answer key: Task 1: 1.island 2.sticker 3.subway 4.Met 5.camera 6.excited 7.ferry THE WORD IN THE GREEN BOXES IS : LIBERTY Task 2: 1.leave 2.takes 3.arrive 4.visit 5.put 6.explain While-reading Learners are given the text of Chapter 4 (Handout 2) and the while-reading exercises (Handout 1). Task 3. They should complete the fact file about the Statue of Liberty with information from Chapter 4. Chapter 4. Weaker students can work in pairs. When learners finish reading they assess each other in pairs. Open class feedback to check the answers. Answer key: Task 3:1)Liberty Island, new York city 2)France 3)1886 4)150 feet 5) 350 Task 4: 1.F 2.T 3.F 4.F 5.T			Learners choose a or b to complete the sentences. Learners mark sentences as True or False Learners finish reading they assess each other in pairs.	Individual evaluation Mutual evaluation		Handout 1 Handout 2
End 5 min	Post-reading (Plenary) 1. Which famous sights/monuments would you like to visit? Why? 2. Do you like museums? Why? / Why not? 3. What do you like doing when you visit a new place? 4. What do you think the cousins are going to see in the Met? Open class feedback. Home task: learn the new words, write a paragraph about a famous sight/monument in Kazakhstan using the new words (weaker students may write few simple sentences, stronger students may write a longer paragraph with more complex sentences) Saying goodbye			Learners discuss whether they liked Chapter 4 and answer the post-reading questions in pairs or in small groups.	Self-assessment		book

Тексерілді _____.

Unit 7: Reading for Pleasure				School: №8
Date: 07.03.23				Teacher name: Serkebayeva M.
Grade: 6A				Number present:		Number absent:
Theme of the lesson:		Summarizing the chosen books
Learning objectives		6.1.7.1 develop and sustain a consistent argument when speaking or writing 6.5.5.1 develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics
Lesson objectives		To write the summary of the story using some vocabulary To develop paragraphing of a summary
Previous learning		Learners read non-fiction books in Kazakh, English, Russian languages
Plan
Planned timings	Planned activities		Learners’ activities		Evaluation		Resour-ces
Beginning 5 min	Organizational moment Teacher greets learners and introduces the lesson objectives in a simplified manner. Teacher discusses the leaning objectives with learners. Warm –up The teacher uses a vocabulary box. This box must mainly comprise of words on pieces of paper (verbs, adjectives, adverbs etc.) all said by the learners themselves in previous lessons. Importantly a lot of words are required for this activity.		Learners revise the previous vocabulary		FA		PPT http://www.teachingenglish.org.uk/article/revision-box
Middle 35 min	Focus on writing Pre-writing Teacher asks learners to watch a video about how to write a summary. Learners should take notes of what they should focus on in writing a summary. Ask some questions after watching the video. Possible questions to ask: 1) What does “to summarize” mean? (It means to retell a story in your own words) 2) What rules should you follow in writing a summary? (Using own words, keeping it short, writing the main idea, remembering who, what, where, when, why) 3) What strategy is good to summarize? (The big 5) Writing Teacher introduces the assessment criteria and asks learners to write their summary according to the criteria given. Reduces the details and writes just the main points Writes the story in a chronological order Uses Past Simple Does not change the order or balance of the original work Uses at least 3-4 new words from the story If necessary, teacher should revise Past Simple with the whole class or less-able learners. Or before writing teacher can pair up learners as One more-able and one less-able learner, the strong one should explain the usage of Past Simple to the weakest one. Post – writing After learners have finished writing, ask them to proofread their summary and if necessary, they can swap their sheets to check each other.		Learners take notes of what they should focus on in writing a summary Learners follow the instructions Learners finish writing		Verbal evaluation Mutual evaluation Individual evaluation		Video https://www.youtube.com/watch?v=dsB73dRuGcE Handout 1 https://studylib.net/doc/15654112/success-criteria-for-writing-a-chapter-summary
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: Based on what we have learnt today, what do you think we should study next? Why? Under what circumstances, or for what reason, might we need to use today’s learning? Home task: to finish your writing Saying goodbye				Self-assessment

Тексерілді _____.

Unit 7: Reading for Pleasure			School: №8 by N.Torekulov
Date: 10.03.23			Teacher name: Serkebayeva M.
Grade: 6 A			Number present:		Number absent:
Theme of the lesson:		Different activities, based on the content of the books
Learning objectives		6.1.7.1 develop and sustain a consistent argument when speaking or writing 6.3.5.1 keep interaction going in longer exchanges on a range of general and curricular topics 6.5.5.1 develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics
Lesson objectives		To discuss the story and summarize it To write about the main events of the story
Previous learning		Different activities, based on the content of the books
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Beginning 5 min	Organizational moment Teacher greets learners and introduces the lesson objectives in a simplified manner. Teacher discusses the learning objectives with learners. 1.Tongue-twister. You know New York You need New York You know you need Unique New York Warm –up The teacher uses a vocabulary box. This box must mainly comprise of words on pieces of TV paper all said by the learners themselves in previous lessons. Importantly a lot of words are required for this activity.			Learners should read the tongue-twister rapidly Learners revise the previous vocabulary		FA Verbal evaluation	Blackboard
Middle 35 min	Activity 1 Dividing into 2 groups by song. Hide the stickers under the desk for each student where is written two kind of songs. Students should find the content of the song and divide into 2 groups. Teacher asks learners to read the task in Handout 1 and identify what the major event of the story is. If there is an access to the internet, it would better to follow the link and show the picture. Teacher can also ask learners to watch a video to identify the main events of the story. Follow the link to play the video or see in the resources. Activity 2 “Talking pictures” method Teacher divides learners into pairs and asks them to name the genres of film Activity 3 Teacher asks learners to match words with the pictures			Learners discuss Learners read the task in and identify what the major event of the story is Learners should find the pair of cut pictures and name the genres Learners compare their answers with groups.		Pair assessment	stickers video Pictures of characters Billboarsds and active boards
End 5 min	VAK REFLECTION At the end of the lesson, learners reflect on their learning: Visual seeing and reading Auditory listening and speaking Kinesthetic touching and doing					Self-assessment

Тексерілді _____.

Unit 7: Reading for Pleasure			School: №8 by N.Torekulov
Date: 14.03.23			Teacher name: Serkebayeva M.
Grade: 6 A,Ә			Number present:		Number absent:
Theme of the lesson:		Different activities, based on the content of the books
Learning objectives		6.1.7.1 develop and sustain a consistent argument when speaking or writing 6.3.5.1 keep interaction going in longer exchanges on a range of general and curricular topics 6.5.5.1 develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics
Lesson objectives		To discuss the story and summarize it To write about the main events of the story
Previous learning		Different activities, based on the content of the books
Planned timings	Planned activities			Learners’ activities		Evaluation	Resour-ces
Begin-ning 5 min	Organizational moment Teacher greets learners and introduces the lesson objectives in a simplified manner. Teacher discusses the learning objectives with learners. Warm –up Teacher asks questions about identifying the main events of the story. What does “the main event” mean? What is the main event of the story? What should we know to identify it? What can “major events” include?			Learners answer		Verbal evaluation	PPT
Middle 35 min	Focus on speaking Identifying setting, characters, and major events in a story. "The Three Little Pigs" Activity 1 Teacher asks learners to read the task in Handout 1 and identify what the major event of the story is. If there is an access to the internet, it would better to follow the link and show the picture. Teacher can also ask learners to watch a video to identify the main events of the story. Follow the link to play the video or see in the resources. Activity 2 Teacher divides learners into pairs and asks them to discuss the main events, characters and setting of the story “The grove of the dancing birches”. -Who are the main characters? - Where did the story take place? - What events happened in the story? After learners have finished discussing, let them share their opinions about it. Activity 3 Teacher asks learners to find two sentences in the text that express the fact and two that express opinion.			Learners discuss Learners read the task in and identify what the major event of the story is Learners discuss the main events, characters and setting of the story “The grove of the dancing birches”. Learners compare their answers with their partners.		Mutual еvaluatio Assessment criteria: -names at least one main characters and explain why he or she is the main characters -knows and shares the setting -lists the main events of the story in order.	Handout 1 Video https://www.youtube.com/watch?v=bDB8dlWSvg8
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: What knowledge, understanding and skills did you use? Design an assessment to find out whether a partner had understood the task? Home task: to repeat grammar themes Saying goodbye					Self-assessment

Тексерілді _____.

Unit 7: Reading for Pleasure			School: №8 by N.Torekulov
Date: 15.03.23			Teacher name: Serkebayeva M.
Grade: 6 A,Ә			Number present:			Number absent:
Theme of the lesson:		Summative control work for the 3d term
Learning objectives		6.L8 Understand supported narratives including some extended talk, on a range of general and curricular topics 6.R4 Read independently a limited range of short simple fiction and non-fiction texts 6.W5 Develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics 6.S6 Communicate meaning clearly at sentence and discourse level during pair, group
Lesson objectives		All learners: -listen to the recording twice on topic ‘Holidays and Travel’, having chance to look through the questions before the recording starts . - read the text on topic ‘Our health’ and answer the questions. - should choose one topic. They should write on topics ‘Our health’ or ‘Holidays and Travel’. - pair up and have a two-way conversation on topics: ‘Our health’, ‘Holidays and Travel’.
Previous learning		Different activities, based on the content of the books
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 3 min	ORGANIZATION MOMENT 1.Greeting 2. Lesson objective
SA 40 min	LISTENING Task. Listen to the conversation between the travel tour guide and the tourists twice. CD3. Tapescript 2. And transcript for listening task can be found after the mark scheme. Put in order four places that the tour guide will visit first. Choose the right option. 5.Oxford Street is a famous street for… 6.The Queen lives at … READING Task. Read the text about fast food. Mark sentences as True or False. The hamburger is originally American. People can eat hamburgers anywhere around the world. McDonald’s is one of the world’s most famous fast food restaurants. Older people like this sort of food. Write answers. 5.Who took the hamburger to the United States of America? 6.Why do people go to MacDonald’s? WRITING Task. Choose ONE of the topics below. Write answers in full sentences. Give arguments supported by examples. Link these sentences into a well-structured paragraph with some basic connectors. Use future form ‘will’. SPEAKING Task. Work in pairs. Choose one of the cards and make a dialogue with a partner. Give own points of view on topics, ask questions to clarify the answers and get the needed information, explain and justify your positions and answer your partner’s questions.			Learners listen to the conversation between the travel tour guide and the tourists twice. Learners complete the sentences Learners read the text about fast food and mark sentences as True or False. Learners write answer Learners choose ONE of the topics below and write answers in full sentences. Learners choose one of the cards and make a dialogue with a partner.	Individual avaluation
End 2 min	REFLECTION Tree of success Home task: to revise grammar themes Saying goodbye				Self-assessment

Тексерілді _____.

Unit 8: Our Neighbourhood			School: №8
Date: 31.03.23			Teacher name: Serkebayeva M.
Grade: 6а			Number present:		Number absent:
Theme of the lesson:		Our neighbourhood, the places and buildings where we live, shopping and services
Learning objectives		6.3.2.1- ask simple questions to get information about a growing range of general topics; 6.1.3.1-respect differing points of view 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; 6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics;
Lesson objectives		All learners will be able to: To write short sentences in a paragraph. Answer the questions. Do exercises with grammar material; Most learners will be able to: To write short sentences in a paragraph. Answer the questions. Do exercises with grammar material; Some learners will be able to: Use grammar to make sentences. Speak about places in the city
Previous learning		Unit revision
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	ORGANIZATIONAL MOMENT What’s in this module? Read the title of the module Our neighbourhood and ask Ss to suggest what they think it means. Go through The topic list and stimulate a discussion to prompt Ss’interest in the module.			Greeting Learners answer the questions		FA	book
Middle 35 min	To present new vocabulary To present shops Draw Ss’ attention to the street map and the names of the shops in it. Play the recording. Ss listen and repeat chorally or individually. Ask various Ss to give the L1 equivalents.(Ss’ own answers) Elicit what sort of things we can buy/do in each shop and then ask various Ss around the class to say one thing for each shop. Encourage Ss to say different things and continue until all ideas have been exhausted. To practise prepositions of Place Revise prepositions of place with Ss and explain/ elicit the meanings of the ones presented through translation into Ss’ L1 or by demonstrating them with objects in the classroom. Explain the task and read out the example. Then, Ss ask and answer in pairs. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class. To predict the content of the text Direct Ss’ attention to the pictures and the title and allow them one minute to read the introduction. Elicit Ss’ guesses in answer to the questions in the rubric. Play the recording. Ss listen and follow the text in their books and check their guesses. To read for specific information Allow Ss some time to read the text and mark the statements. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Check Ss’ answers. As an extension Ss can correct the false statements. Explain that the author may have written the text for a number of reasons e.g. to inform, to entertain, etc..			Learners Learn new vocabulary Learners practise prepositions of Place Learners predict the content of the text Learners read the text and mark the statements.		Verbal evaluation Individual evaluation Mutual evaluation	Street map
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: How might you explain what you have learnt today to your parents. What key question would you ask to find out whether someone has understood today’s lesson Home task: Ex^ 1-2 at page 56 (Workbook) Saying goodbye					Self-assessment

Тексерілді _____.

Unit 8: Our Neighbourhood			School: №8
Date: 01.04.22			Teacher name: Serkebayeva M.
Grade: 6E			Number present:		Number absent:
Theme of the lesson:		Describing the shopping where we live
Learning objectives		6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics; 6.6.6.1- use a variety of personal, demonstrative and quantitative pronouns including someone, somebody, everybody, no-one on a growing range of familiar general and curricular topics; 6.6.9.1- use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics;
Lesson objectives		All learners will be able to: To write short sentences in a paragraph. Listen and answer the questions with support. Do exercises with grammar material; Most learners will be able to: To write short sentences in a paragraph. Listen and answer the questions with some support. Do exercises with grammar material; Some learners will be able to: Use grammar to make sentences. Speak about places in the city
Previous learning		Our neighbourhood, the places and buildings where we live, shopping and services
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	Organizational moment The aims of the lesson Explain the task. Write the two locations on the board and ask various Ss around the class to offer comparisons and make notes about them under the headings (e.g. Verona, USA is quiet but Verona, Italy is busy etc). Encourage Ss to make as many comparisons as possible. Then, allow Ss a few minutes to formulate their answers about which place they prefer and why and then ask various Ss to read out their sentences to the class.			Greeting Learners compare two places personalise the topic and express your opinion		Verbal evaluation
Middle 35 min	To read for gist Check Ss’ answers. Ask Ss to say which words helped them decide. To read for gist Explain the task and allow Ss some time to read the sentences and match them to the shops. Check Ss’ answers. To listen for specific information Explain the task. Ask Ss to identify the places in the photographs. Play the recording. Ss listen and complete the task. Check Ss’ answers. To act out a dialogue Explain the task and allow Ss some time to think of another shop and what they will say. Ss then act out their dialogues in closed pairs. Monitor the activity around the class To present and practise linking words showing comparisons and consolidate through translation Ask three individual Ss to read out the sentences and then ask three others to translate them. To make notes and compare two places using linkers of contrast Explain the task and read out the example.			Learners read the signs and match them to the places they can be seen. Learners identify the places in the photographs. Learners act out their dialogues in front of the class Ss complete the task. Learners read out their sentences.		Individual evaluation Mutual evaluation
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: Students describe three things they have learned. Home task: to write a short paragraph making comparisons (Ss complete the paragraph. Check Ss’ answers for the next lesson) Saying goodbye					Self-assessment

Unit 8: Our Neighbourhood			School: №8
Date: 06.04.22			Teacher name: Serkebayeva M.
Grade: 6Е			Number present:		Number absent:
Theme of the lesson:		Describing the shopping where we live
Learning objectives		6.1.2.1 use speaking and listening skills to provide sensitive feedback to peers 6.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 6.2.1.1 understand a longer sequence of supported classroom instructions 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 6.3.2.1 ask simple questions to get information about a growing range of general topics
Lesson objectives		All learners will be able to: -Listen and identify the names of objects and their directions with some support -Practice direction vocabulary for the instructions to find different places -Ask simple questions using degrees of comparison of adjectives (3-4) Most learners will be able to: -Listen and identify the names of objects and their directions with minimal support -Practice direction vocabulary for the instructions to find different places -Ask simple questions using degrees of comparison of adjectives (4-5) Some learners will be able to: - Listen and identify the names of objects and their directions without support -Practice direction vocabulary for the instructions to find different places -Analyse the peers’ performance in the group work
Previous learning		Describing the shopping where we live
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	Organizational moment 1.Pre-learning Teacher greets learners and asks question: Do you know the names of your street, the neighbouring streets? Can you find any place in your town without your parents’ help?			Learners name places for both urban and countryside areas		Verbal evaluation
Middle 35 min	2.Interactive Starter Teacher reminds learners the topic of the Unit “Our Neighbourhood” and asks them to write /or draw the things /places which they have in their Neighbourhood Note for a teacher: if learners do not know how to name the building or place let them write in their native language as later they will find new words in video. 3.Teacher tells the learners the objectives of the lesson 4. Focus on Speaking What is the difference between rural and urban? Learners are split up into two groups for identifying the words and ideas: 1 group - about rural(countryside) 2 group – about urban (city area) Differentiation: Less able learners can use the flashcards with the images of countryside and a city area for more active engagement into the process of communication with the more able peers. -Are there more people in the countryside or in the urban area and why? E.g More people live in the urban area, because there are more cinemas, parks, schools, colleges, etc. What is the difference between a town and a city? What examples of the cities and towns can you give? Note for a teacher: to know how well learners learned new words, teacher chooses any method Feedback: Teacher monitors whether learners managed to understand all the directions, asking them to peer check in pairs			Learners write /or draw the things /places which they have in their Neighbour-hood Learners write down the words, associated to both areas on separate posters for each group to observe and add more ideas. Learners in each group discuss the answer to the question and figure out the reasons.		Individual evaluation Mutual evaluation	PPT urban areas and countryside Video “My neighbourhood”/ “Places around town” /” Public Places ’’ Handout 1 Flashcards Handout 2
End 5 min	Reflection “Taboo” game – describe a word/key idea from the lesson with/without using given words. Teacher could present or learners write their own. Home task: to learn vocabulary Saying goodbye					Self-assessment

Unit 8: Our Neighbourhood			School: №8
Date: 07.04.22			Teacher name: Serkebayeva M.
Grade: 6E			Number present:		Number absent:
Theme of the lesson:		Describing the shopping where we live
Learning objectives		6.1.2.1 use speaking and listening skills to provide sensitive feedback to peers 6.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 6.2.1.1 understand a longer sequence of supported classroom instructions 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 6.3.2.1 ask simple questions to get information about a growing range of general topics
Lesson objectives		All learners will be able to: -Listen and identify the names of objects and their directions with some support -Practice direction vocabulary for the instructions to find different places -Ask simple questions using degrees of comparison of adjectives (3-4) Most learners will be able to: -Listen and identify the names of objects and their directions with minimal support -Practice direction vocabulary for the instructions to find different places -Ask simple questions using degrees of comparison of adjectives (4-5) Some learners will be able to: - Listen and identify the names of objects and their directions without support -Practice direction vocabulary for the instructions to find different places -Analyse the peers’ performance in the group work
Previous learning		Describing the shopping where we live
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	Organizational moment 1.Pre-learning Teacher greets learners and asks question: Do you know the names of your street, the neighbouring streets? Can you find any place in your town without your parents’ help?			Learners name places for both urban and countryside areas		Verbal evaluation
Middle 35 min	2.Interactive Starter Teacher reminds learners the topic of the Unit “Our Neighbourhood” and asks them to write /or draw the things /places which they have in their Neighbourhood Note for a teacher: if learners do not know how to name the building or place let them write in their native language as later they will find new words in video. 3.Teacher tells the learners the objectives of the lesson 4. Focus on Speaking What is the difference between rural and urban? Learners are split up into two groups for identifying the words and ideas: 1 group - about rural(countryside) 2 group – about urban (city area) Differentiation: Less able learners can use the flashcards with the images of countryside and a city area for more active engagement into the process of communication with the more able peers. -Are there more people in the countryside or in the urban area and why? E.g More people live in the urban area, because there are more cinemas, parks, schools, colleges, etc. What is the difference between a town and a city? What examples of the cities and towns can you give? Note for a teacher: to know how well learners learned new words, teacher chooses any method Feedback: Teacher monitors whether learners managed to understand all the directions, asking them to peer check in pairs			Learners write /or draw the things /places which they have in their Neighbour-hood Learners write down the words, associated to both areas on separate posters for each group to observe and add more ideas. Learners in each group discuss the answer to the question and figure out the reasons.		Individual evaluation Mutual avaluation	PPT urban areas and countryside Video “My neighbourhood”/ “Places around town” /” Public Places ’’ Handout 1 Flashcards Handout 2
End 5 min	Reflection “Taboo” game – describe a word/key idea from the lesson with/without using given words. Teacher could present or learners write their own. Home task: to learn vocabulary Saying goodbye					Self-assessment

Unit 8: Our Neighbourhood			School: №8
Date: 11.04.23			Teacher name: Serkebayeva M.
Grade: 6А			Number present:		Number absent:
Theme of the lesson:		Describing the shopping where we live
Learning objectives		6.1.3.1 respect differing points of view 6.2.4.1 understand with limited support the main points of extended talk on a range of general and curricular topics 6.3.1.1 provide basic information about themselves and others at discourse level on a range of general 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
Lesson objectives		All learners will be able to: provide some basic information about where they live at sentence level with some support use 1-2 subject-specific vocabulary to talk about what they can do and see in places around them Most learners will be able to: provide some basic information about where they and their classmates live at sentence and in the discussion use 3-4 subject-specific vocabulary to talk about what they can do and see in places around them Some learners will be able to: provide some information about where they and their classmates live and in the discussion without support use 5-7 subject-specific vocabulary to talk about what they can do and see in places around them
Planned timings	Planned activities			Learners’ activities		Evaluation	Resour-ces
Begining 5 min	1.Pre-learning Teacher greets learners and asks them: What is supposed to practice at the lesson? 2.Interactive Starter In pairs, learners match the pictures 1-11 with the words given below the pictures. Teacher elicits from learners what they think what is common for all these places. Teacher should guide learners to the notion “SERVICES”. All these are different types of services in the city/town/village. Teacher gets learners to brainstorm on other types of services, which are not mentioned in the pictures. Teacher introduces the topic of the lesson. 3.Teacher tells the learners the objectives of the lesson			Greeting Learners match the pictures 1-11 with the words given below the pictures		Verbal evaluation	Pictures and words
Middle 35 min	Pre-writing Learners discuss the following questions in pairs in order to write a short story about their own neighbourhood or a neighbourhood, they know. Do you have many friends in your neighborhood? How many? Do you greet your neighbours? Do your neighbors have children? Do they have pets? Are there any childhood friends among your neighbors? What is your relationship with your neighbours? Writing Ask learners to write about their own neighbourhood or a neighbourhood, they know. It could be true or imaginary. You could use a famous soap to inspire your learners –Coronation Street, for example! Ask learners to think if there are any people there like the ones who live on Main Street. You could also get the learners to describe their neighbourhoods for the rest of the class to draw Encourage learners to work individually before showing their stories to the classmates for peer assessing			Learners discuss the following questions in pairs . Learners write about their own neighbourhood or a neighbourhood, they know.		Mutual evaluation Individual evaluation	Handout 3
End 5 min	Reflection Learners provide feedback on what they have learned at the lesson. Home task: to finish your writing Saying goodbye					Self-assess-ment

Тексерілді _____.

Unit 8: Our Neighbourhood			School: №8
Date: 14.04.22			Teacher name: Serkebayeva M.
Grade: 6E			Number present:		Number absent:
Theme of the lesson:		School Magazine article Learning how to create a school magazine or ezine (This relates to Computer Science and Art and Design)
Learning objectives		6.1.5.1 use feedback to set personal learning objectives 6.5.2.1 write with some support about real and imaginary future events, activities and experiences on a limited range of familiar general topics and some curricular topics 6.5.6.1 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 6.6.15.1 use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics
Lesson objectives		All learners will be able to: - Understand what magazine article is, how to write it - Complete a raft organiser for writing a magazine article (not less than 6 sentences) with some support - Use subject specific vocabulary (4-5) Most learners will be able to: - Understand what magazine article is, how to write it - Complete a raft organiser for writing a magazine article (not less than 7 sentences) with minimal support - Use subject specific vocabulary (5-6) Some learners will be able to: - Understand what magazine article is, how to write it - Complete a raft organiser for writing a magazine article (not less than 7 sentences) without support Analyse your classmates raft organizers’ for improvement
Previous learning		School Magazine article
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	1.Pre-learning Teacher greets learners and asks them: Teacher sets positive atmosphere by asking some ice breaking questions. Do you believe that all the efforts about improving your neighbourhood will come true? What else can be done to motivate people? 3.Teacher tells the learners the objectives of the lesson			Greeting Learners answer the questions		Verbal evaluation	Interactive whiteboard/ overhead projector, PPT Slide 1 and 2 Handout 1
Middle 35 min	4. Practice Learners write their own magazine or article. They can work on this task by themselves or as a team. First, they should outline their magazine. For this purpose they can use this chart to do that. Raft organizer: Role (Who are you?) Audience (Who are you writing to?) Format (What kind of writing will you do?) Topic (What do you want to talk about?) 2 page: Topic sentence (to attract the audience’s attention) Paragraph : Give background information about the place you are going to describe: where it is, how fast you can get the center from your Neighbourhood, does it have a lot of places to entertain. Are there many trees in your neighbourhood? Do you know what kind? Who works in your neighbourhood? What are their jobs? Peer assessment: Learners share their plans with the partners for the improvement			Learners write their own magazine or article Learners share their plans with the partners for the improvement		Individual evaluation Mutual evaluation	Handout 2 Handout 3 Outline and Handout 4 Raft organizer
End 5 min	Reflection Learners provide feedback on what they have learned at the lesson. Learners will continue the following sentences: I was successful, because……. I failed partially, because……. I will do the following things next lesson….. Home task: to finish yout work Saying goodbye					Self-assessment	Reflective journals

Unit 8: Our Neighbourhood			School: №8
Date: 15.04.22			Teacher name: Serkebayeva M.
Grade: 6 E			Number present:		Number absent:
Theme of the lesson:		Describing the shopping where we live
Learning objectives		6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics; 6.6.6.1- use a variety of personal, demonstrative and quantitative pronouns including someone, somebody, everybody, no-one on a growing range of familiar general and curricular topics; 6.6.9.1- use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics;
Lesson objectives		All learners will be able to: To write short sentences in a paragraph. Listen and answer the questions with support. Do exercises with grammar material; Most learners will be able to: To write short sentences in a paragraph. Listen and answer the questions with some support. Do exercises with grammar material; Some learners will be able to: Use grammar to make sentences. Speak about places in the city
Previous learning		Our neighbourhood, the places and buildings where we live, shopping and services
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	Organizational moment The aims of the lesson Explain the task. Write the two locations on the board and ask various Ss around the class to offer comparisons and make notes about them under the headings (e.g. Verona, USA is quiet but Verona, Italy is busy etc). Encourage Ss to make as many comparisons as possible. Then, allow Ss a few minutes to formulate their answers about which place they prefer and why and then ask various Ss to read out their sentences to the class.			Greeting Learners compare two places personalise the topic and express your opinion		Verbal evaluation	blackboard
Middle 35 min	To read for gist Check Ss’ answers. Ask Ss to say which words helped them decide. To read for gist Explain the task and allow Ss some time to read the sentences and match them to the shops. Check Ss’ answers. To listen for specific information Explain the task. Ask Ss to identify the places in the photographs. Play the recording. Ss listen and complete the task. Check Ss’ answers. To act out a dialogue Explain the task and allow Ss some time to think of another shop and what they will say. Ss then act out their dialogues in closed pairs. Monitor the activity around the class To present and practise linking words showing comparisons and consolidate through translation Ask three individual Ss to read out the sentences and then ask three others to translate them. To make notes and compare two places using linkers of contrast Explain the task and read out the example.			Learners read the signs and match them to the places they can be seen. Learners identify the places in the photographs. Learners act out their dialogues in front of the class Ss complete the task. Learners read out their sentences.		Individual evaluation Mutual evaluation	Photo-graphs
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: Students describe three things they have learned. Home task: to write a short paragraph making comparisons (Ss complete the paragraph. Check Ss’ answers for the next lesson) Saying goodbye					Self-assessment

Unit 8: Our Neighbourhood			School: №8
Date: 19.04.23			Teacher name: Serkebayeva M.
Grade: 6A			Number present:			Number absent:
Theme of the lesson:		Designing our own page in the school magazine
Learning objectives		6.1.2.1 use speaking and listening skills to provide sensitive feedback to peers 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 6.5.6.1 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 6.8.9.1 punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy
Lesson objectives		All learners will be able to: -Write about changing the places they live in for the better one using new words from the video related to the topic with some support - Create your own plans for writing in accordance with a template with minimal support Most learners will be able to: Write about changing the places they live in for the better one using new words from the video related to the topic with minimal support - Create your own plans for the writing in accordance with a template with minimal support Some learners will be able to: Write about future changes without support Create your own plans for the writing without support Give your opinion on the peers’ writing
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	1.Pre-learning Teacher greets learners and asks them: Teacher sets positive atmosphere by organizing a Spelling Bee competition 2.Teacher tells the learners the objectives of the lesson			Learners make a circle where they are to spell the new words, which are tough in spelling from the previous lesson. Each learner spells only one letter without any pause. That one who misspells the letter is expelled from the circle. – Name three places around the place where you live in and describe them – Are they important for us? Why? – What can you do there? – Would you like to change anything there? What? Why?	Verbal evaluation		Spelling Bee
Middle 35 min	Preparation for the project Using subject-specific vocabulary they present before other learners and answer their questions. Prepare a poster with future changes and represent it to the audience. Teacher observes the work of pairs and supports or guides their work meanwhile marking the descriptor fulfillment Discussion: Teacher motivates learners to justify their choices why they have singled out this or that project.			Learners discuss what they can change in the place where they live in the future Learners follow the instructions Once learners have completed the poster and practiced the presentation, they display them on the walls. Before voting for the best project with the stickers, the authors of them explain the details of their products. The project, which gets more stickers, will win.	Differentiation: Teacher supports less advanced learners with creating the questions to ask their classmates about the place they would like to live in.		Blackboard/whiteboard, chalk/markers
End 5 min	Reflection Learners will continue the following sentences: Teacher writes incomplete sentences on the board; In this lesson I have learnt about………. Now I know how I can help my Neighbourhood to be improved I still hesitate how to help my Neighbourhood to be improved Home task: to finish your project Saying goodbye			Learners provide feedback on what they have learned at the lesson.	Self-assessment		this activity can be done orally

Тексерілді _____.

Unit 8: Our Neighbourhood			School: №8
Date: 21.04.22			Teacher name: Serkebayeva M.
Grade: 6E			Number present:		Number absent:
Theme of the lesson:		Writing about what the class has read (This relates to Literature) or what art the class has produced (This relates to Art and Design)
Learning objectives		6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 6.3.1.1 provide basic information about themselves and others at discourse level on a range of general topics 6.3.2.1 ask simple questions to get information about a growing range of general topics
Lesson objectives		All learners will be able to: Describe the place using adjectives with some support Complete the sentences with proper words with some support Express his/her opinion emotionally; Most learners will be able to: Describe the place using adjectives with minimal support Complete the sentences with proper words with minimal support Express his/her opinion emotionally; Some learners will be able to: Describe the place using adjectives and analyse the groupmates’ performance Complete the sentences with proper words without support Express his/her opinion emotionally;
Previous learning		Designing our own page in the school magazine
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	1.Pre-learning Teacher greets learners and asks them: 2.Interactive Starter My Word! Learners are given (or choose) a word related to the topic. They must stand up and point to someone in the class who must then give the meaning. That person then chooses the next person to pose a word. 3.Teacher tells the learners the objectives of the lesson			Greeting Learners do the instructions		Verbal evaluation	Paper and pen
Middle 35 min	4.Focus on practicing grammar structure There is/are (P) What's he doing? What are they doing? . What does he like to do What do they like to do?. Where's the sofa? Learners answer the questions as it is given in the example. Example: Where's the book store? It's on the corner of Lee Street and Oak Street. Is there a computer stores on Oak Street? Is there a hospital on the corner of Elm Street and Pine Street? Where's the police station? What can you do at the super market? Where's the video store? Where's the fire station? Is there a grocery store on the corner of Lee Street? Where can you find a post office? What can you do at the post office? Where's the toy store? 5. Focus on Speaking Role playing Learners are organised into groups of three to role play a situation between a teacher, beauty therapist and a coach hire firm. Firstly the groupmates should distribute the roles in a group in accordance with their interests and skills. The groupmates read the information together and decide how they will provide a dialogue. Differentiation: More able learners can give reasonable comments for his/her participation for the further improvement			Learners revise the use of structures There is/are to include the m into their role play Learners follow the instructions Learners analyse their groupmates’ performance in order to highlight strong and weak points		Individual evaluation Mutual evaluation	Handout 1
End 5 min	Reflection Learners provide feedback on what they have learned at the lesson. Learners will continue the following sentences: I was successful, because……. I failed a little bit, because……. I will do the following things next lesson….. Home task: to write about your classmates’ reading Saying goodbye					Self-assessment	This activity can be done orally

Бекітемін _____

Оқу ісі меңгерушісі: Н.Толаева

Unit 8: Our Neighbourhood			School: №8
Date: 22.04.22			Teacher name: Serkebayeva M.
Grade: 6E			Number present:		Number absent:
Theme of the lesson:		Writing about what the class has read SA 1
Learning objectives		6.L5 Understand most specific information and detail of supported, extended talk on a range general and curricular topics 6.S1 Provide basic information about themselves and others at discourse level on a range of general topics 6.S2 Ask simple questions to get information about a growing range of general topics
Lesson objectives		Recognise detailed information in extended conversation with support Give basic information about themselves and others in a talk Make up simple interrogative sentences to get information about the topic and ask questions
Previous learning		Writing about what the class has read (This relates to Literature) or what art the class has produced (This relates to Art and Design)
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	ORGANIZATIONAL MOMENT Family fortunes Example topic: Kazakh customs and culture / stereotypes Create a fake family fortunes style question: “We asked 100 people from different parts of Kazakhstan– which things make you a typical Kazakhstani person?”			Learners work in groups to prepare answers.		Verbal evaluation	poster
Middle 15 min	4. Writing a magazine article The topics for their articles might be the following: -I have the problems with my neighbours -Tolerant relationship between neighbours creates friendly environment Teacher encourages learners to think about some other topics for learners to write an article based on the previous learning of the unit Peer-assessment Subject specific vocabulary Spell the words correctly Write affirmative and negative sentences in the Present Simple, Past Simple and Past Continuous tenses No more than 2 vocabulary, spelling and grammar errors are allowed in the corresponding rubrics			Learners continue writing an article taking into consideration the assessment criteria. Learners assess their classmates’ writing in accordance with the criteria		Individual evaluation
SA 20 min	LISTENING Task 1.Listen to the conversation and fill in the gaps. Use NO MORE THAN ONE WORD and a NUMBER. 1.life 2.family 3.18 4.spent 5.relaxed 6.country. SPEAKING Task 2. Work with your partner and tell him/her about the neighbourhood you live in. You have 1 minute to prepare and 2-3 minutes to talk. The following questions will help you to organise your speaking: What do you like about your neighbourhood? Why? What are the popular places in your neighbourhood? What is the difference between a town and a city? What is the difference between rural and urban? Give examples. Do people like to live in rural or urban areas these days? Why?			Learners listen to the conversation and fill in the gaps. Learners work with your partner and tell him/her about the neighbourhood you live in.		Individual evaluation Mutual evaluation
End 5 min	REFLECTION Tree of success Green leaf - I totally understand Yellow leaf - I understand the lesson but I need some helps Red leaf - I don't understand Home task: to revise grammar themes Saying goodbye					Self-assessment

Бекітемін _____

Оқу ісі меңгерушісі: Н.Толаева

Unit 8: Our Neighbourhood			School: №8
Date: 27.04.22			Teacher name: Serkebayeva M.
Grade: 6Е			Number present:		Number absent:
Theme of the lesson:		Unit revision
Learning objectives		6.1.3.1-respect differing points of view 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics;
Lesson objectives		All learners will be able to: take part in some exchanges using some target language accurately and intelligibly and identify some target information in dialogue reading task Most learners will be able to: take part in a range of exchanges using most target language accurately and with some appropriate intonation and identify most target information in dialogue reading task Some learners will be able to: take part in a range of exchanges using most target language accurately and with clear intonation and identify all target information in dialogue reading task
Previous learning		Writing about what the class has read SA 1
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation	Resources
Begining 5 min	GREETINGS To discuss the value of being a good neighbour Ask Ss to work in small groups and discuss the value of being a good neighbour.			Learners discuss their ideas
Middle 35 min	To test knowledge learnt in this module/ to do a quiz Explain the task. Allow Ss some time to read the questions and mark the statements correctly. Tell Ss they can review the module and find the relevant information to help them if necessary. To consolidate vocabulary learnt in the module/to write a quiz Explain the task and allow Ss time to work in pairs and look through the module and think of quiz questions. Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. The Winged Victory is in the Louvre. [T]) Ss can swap their quiz with another pair and do it and then report back to the class. To listen and read for specific information Ask Ss to look at the picture and describe what it shows (a market stall with fresh fruit and vegetables on display). Play the recording. Ss listen and choose lines from the song that best matches the picture. Ask various Ss to tell the class. To give an opinion on the value of being a good neighbour Ask Ss to read the list of sentences about what makes a good neighbour and tick ‘✓‘ the ones that they agree with and put an ‘✗’ next to the ones they disagree with. To practise modals Give Ss time to use the modals in the list and their answers from Ex. 1 to make sentences. Elicit answers from Ss around the class. To discuss the value of being a good neighbour Ask Ss to work in small groups and discuss the value of being a good neighbour. To describe an imaginary scene Explain the task and give Ss a few minutes to think about their answers and then ask some Ss to describe a scene at the market in the picture to a TV audience who can see what you see.			Learners read the questions and mark the statements correctly Learners work in pairs and look through the module and think of quiz questions Learners look at the picture and describe what it shows Learners read the list of sentences and tick Learners use the modals from Ex. 1 to make sentences Learners discuss Learners describe a scene at the market in the picture	Mutual еvaluation Individual еvaluation Verbal evaluation	a market stall with fresh fruit and vegetables on display
End 5 min	REFLECTION Teacher opens the slide with learning and lesson objectives. Learners discuss their results with peers. After that they can share their experience with the whole group. Home task: to write an email about your neighbourhood Saying goodbye				Self-assessment

Unit 9: Transport			School: №8
Date: 28.04.23			Teacher name: Serkebayeva M.
Grade: 6А			Number present:		Number absent:
Theme of the lesson:		Learning about travel and transport
Learning objectives		6.1.3.1 respect differing points of view 6.2.6.1 deduce meaning from context in supported extended talk on a range of general and curricular topics 6.3.8.1 recount some extended stories and events on a limited range of general and curricular topics
Lesson objectives		All learners will be able to: Identify the meaning of the unknown words 3-4 with the help of context clues (synonyms, details, examples) Create a story, using supporting phrases Share the positive comments on the partners’ contribution into the group work
Previous learning		Unit revision
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation	Resources
Begining 5 min	1.Pre-learning Teacher shows the video about different kinds of transport for them to watch and name those ones which were mentioned by the speaker. 2.Interactive Starter Teacher asks learners to name as many other means of transportation as they can: Eg.: ship, boat, helicopter, motorbike, segway and others. 3.Teacher tells the learners the objectives of the lesson			Learners name as many other means of transportation as they can	Verbal evaluation	Video https://www.youtube.com/watch?v=Ut-HbauKzDw
Middle 35 min	4.Focus on Listening task: Pre-listening: Listen to five different conversations at a train station and do the exercises to improve your listening skills. Preparation Do this exercise before you listen. Match the vocabulary with the correct definition and write a – d next to the number 1 – 4. 1…….. platform a. A small piece of paper to allow you to use a train or bus. 2…….. ticket b. The place in a train station where people get on and get off trains. 3…….. single (ticket) c. A ticket to travel to a place, but not to travel back 4…….. return (ticket) d. A ticket to travel to a place and back again. Listening: While listening learners do the following exercises Complete the gaps with the correct place from the box. Oxford Manchester London Cambridge Exeter Check your understanding: question and answer Do this exercise while you listen. Write the correct answer to these questions. 5.Practice Focus on Speaking Do you often use the train? Why / Why not? What are the advantages of travelling by train? What is your favourite type of public transport? Why?			Learners listen to five different conversations and do the exercises Learners complete the gaps with the correct place from the box Learners choose the correct answer while listening Learners use the specific vocabulary Learner presents their own ideas	Individual evaluation Mutual evaluation Differentiation: more able learners can be asked to give more extended answers Teacher gives a feedback on how learners worked on the task	Handout 1 Exercises for Listening Handout 2 Answer sheet Audio for Listening Handout 3 Transcript PPT
End 5 min	Reflection Objective Traffic Lights How do you feel about the lesson objectives? Red = don’t think I have understood everything Amber = feeling OK about this, have just about got there Green = Confident I have achieved this Home task: to learn new vocabulary Saying goodbye				Self-assessment	Reflective journals

Тексерілді _____.

Unit 9: Transport			School: №8
Date: 02.05.23			Teacher name: Serkebayeva M.
Grade: 6А			Number present:		Number absent:
Theme of the lesson:		Learning about travel and transport
Learning objectives		6.1.8.1 develop intercultural awareness through reading and discussion 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
Lesson objectives		All learners will be able to: Identify the ideas for completing the task with some support Create and write the sentences, using the suggested words in a table (4-5) with some support Ask simple questions to learn more information about getting to school
Previous learning		Learning about travel and transport
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	1.Pre-learning Teacher writes the word Transport on the board and gives learners a minute to work in pairs and brainstorm as many different ways of travelling as they can. Teacher asks learners stand or sit in a circle and establishes a four clap rhythm (three claps on the knees and one clap with hands together). Going clockwise around the circle, learners must take it in turns to call out a method of transport on the fourth clap, e.g. clap one, two, three, BUS! Players who miss the clap, repeat an item or can’t think of anything to say are out of the game. The game continues until there is just one student left. 2.Interactive Starter Teacher asks learners: How do you get around your/another cities? What means of transport are popular in your country? Teacher tells that they will listen to three people talking how they get around their cities..			Greeting Learners do the instructions Learners answer the questions		Verbal evaluation	Handout 1
Middle 5 min	Pre-learning Teacher encourages learners to identify means of transport which seem to them the most comfortable to travel. Teacher asks learners to tell how they travel to school each morning and what they see and hear on their journey to school. Teacher tells learners that they are going to do the task “How people travel?” Using the words in the box below, complete the following sentences to make them true. ships rockets skateboard bicycle canoe Trains tram shuttles motorcar airplane bus To fly from Australia to China people travel in an _________________ . To travel in the city, you use a type of train called a _____________. _________________can only travel on railway tracks to get from one city to another. Astronauts travel in _________________ and _______________ to go to the moon. Large ____________ travel the seas carrying food, cars and other large things. 3. Learners are to write five short sentences using any five of the words in the box below. fast seatbelt accident brake engine ticket road airport sailor captain			Learners travel to school each morning and what they see and hear on their journey to school. Learners complete the following sentences to make them true Learners write five short sentences		Mutual еvaluation Individual еvaluation	Handout 1
End 5 min	Reflection I think the lesson was productive, because … I think I was not as active as it should be, because…. Home task: to find the most common means of transport which are popular among teenagers to get to school. Saying goodbye			Learners provide feedback on what they have learned at the lesson		Self-assessment	Reflective journals

Тексерілді _____.

Бекітемін _____

Оқу ісі меңгерушісі: Н.Толаева

Unit 9: Transport			School: №8
Date: 04.05.22			Teacher name: Serkebayeva M.
Grade: 6Е			Number present:		Number absent:
Theme of the lesson:		Designing a board game (booklet)
Learning objectives		6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 6.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.3.5.1 keep interaction going in longer exchanges on a 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
Lesson objectives		All learners will be able to: - Develop the ideas about transport in Kazakhstan, using specific vocabulary - Create a booklet about travelling, using supportive sentences with some support -Self and peer assess the booklets about transport and travelling Most learners will be able to: - Develop the ideas about transport in Kazakhstan, using specific vocabulary - Create a booklet about travelling, using supportive sentences with minimal support -Self and peer assess the booklets about transport and travelling Some learners will be able to: - Develop the ideas about transport in Kazakhstan, using specific vocabulary - Create a booklet about travelling, using supportive sentences without support -Self and peer assess the booklets about transport and travelling with the recommendations for the improvement
Previous learning		Learning about travel and transport
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	1.Pre-learning Teacher greets learners and asks them to revisit all types of transportation that have learned before. 2.Interactive Starter What convenient transport would you suggest to invent for your country? 3.Teacher tells the learners the objectives of the lesson			Learners stand in a circle to announce them, including unusual ones as well.		Verbal evaluation
Middle 35 min	4. Project designing a board game and making booklets Produce a booklet about popular means of transport and those ones, which learners can recommend to use in Kazakhstan. Teacher encourages learners to discuss the ideas about creating a booklet. In pairs learners think over and write down at least 5 steps to organise the effective booklet about transport in Kazakhstan. They share the ideas for making a booklet with all the classmates. -Maps -pictures/photographs -diagrams (if necessary) -dates and/or timeline -an example of a timetable Some funny facts are accepted to include into a story. Differentiation Teacher supports less able learners with the ideas to develop and suggest their groupmates to include into the booklet Assessment criteria: -Neat and creative design of the booklet -Creative and unusual ideas - Accurate grammar structures			Learners co-operate in a group so that to produce a booklet about an aspect of transport in Kazakhstan to include. Learners create their own stories about travelling with the family and read them out to each other in pairs or groups.		Individual еvaluation Mutual еvaluation	https://www.wikihow.com/Make-a-Booklet Handout 1 Paper, markers, crayons
End 5 min	Reflection Learners provide feedback on what they have learned at the lesson. Name one new fact that you learned today Whose booklet impressed you most of all and why? How would you improve your own booklet? Home task: Project designing a board game Saying goodbye					Self-assessment	this activity can be done orally Reflective journals

Unit 9: Transport			School: №8
Date: 04.05.22			Teacher name: Rogova V.V.
Grade: 6E			Number present:			Number absent:
Theme of the lesson:		Designing a board game (Planning your trip)
Learning objectives		6.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.3.2.1 ask simple questions to get information about a growing range of general topics 6.3.5.1 keep interaction going in longer exchanges on a range of general and curricular topics 6.5.9.1 punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy
Lesson objectives		All learners will be able to: -Answer the questions about planning a trip with some support - Develop the discussion about renting a car, using specific vocabulary - Create a story about travelling, using supportive sentences with some support Most learners will be able to: -Answer the questions about planning a trip with minimal support - Develop the discussion about renting a car, using specific vocabulary - Create a story about travelling, using supportive sentences with minimal support Some learners will be able to: -Answer the questions about planning a trip without support - Develop the discussion about renting a car, using specific vocabulary - Create an extended story about travelling without support
Previous learning		Designing a board game
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	Pre-learning Teacher greets learners and suggests to participate in the game “Cold chair” Any volunteer occupies a chair before the class in order to ask any corresponding questions to the topic from the classmates.			Greeting Learners play a game	Verbal evaluation		Audio Handout 1 https://www.youtube.com/watch?v=bcQwIxRcaYs
Middle 35 min	FOCUS ON SPEAKING Planning your trip Teacher asks learners: What kinds of transport can you use for travelling? How does your family prepare for a trip? Teacher shows the slides from the presentation for learners to develop the conversation about preparation for a trip. Learners complete the dialogues with the words about renting a car while travelling. tell rented booked check make repeat -Good morning! Can I help you? -Yes, I 1)____________a car by phone. My name is John Brown -Can you 2)____________me the booking reference, please? -Yes, it’s 586903 -One moment, please. I’ll 3)____________ the computer. I’m sorry, Mr. Brown. I can’t find your booking reference. Could you 4)________ the number, please? -Yes, it’s 586903. -OK, I have it. It’s a Renault Espace for 10 days. Is that correct? -Right. -Have you ever 5) ________ a car before? -Oh, no, I haven’t. -So, can I 6) _____________a photocopy of your passport and your driving license? -Sure. 3. Learners make up their own dialogues -Good afternoon! Can I help you? -Yes, 1) __________________________. -OK. What kind of car would you like, sir? -Not very big – 2)____________________. -Well, we have an economy model at 65 euros a day including insurance. -Yes, 3) ___________________________________. -Very good, sir. How many days do you want to rent a vehicle for? -Eh… 4)_________________________________. -Three days…. That’s fine. Could I see your driving license, please? -Yes, of course. 5) ________________________.			Learners answer the questions Learners complete the dialogues Learners complete the sentences with the linking phrases Learners make up their own dialogues	Mutual avaluation Individual avaluation Mutual avaluation		PPT Handout 2 Handout 3
End 5 min	Reflection “Taboo” game – describe a word/key idea from the lesson with/without using given words. Teacher could present or learners write their own Home task: Make your own dialogues. Use the model. Saying goodbye			Learners provide feedback on what they have learned at the lesson	Self-assessment		this activity can be done orally Reflective journals

Unit 9: Transport			School: №8
Date: 16.05.23			Teacher name: Serkebayeva M.
Grade: 6 А			Number present:		Number absent:
Theme of the lesson:		Creating a survey and table to show how we get to school
Learning objectives		6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 6.2.3.1 understand more complex supported questions on a growing range of general and curricular topics 6.2.6.1 deduce meaning from context in supported extended talk on a range of general and curricular topics 6.3.5.1 keep interaction going in longer exchanges on a range of general and curricular topics
Lesson objectives		All learners will be able to: -Identify the details to understand the meaning of some ideas with some support - Develop the discussion on the suggested topic, using specific vocabulary Most learners will be able to: -Identify the details to understand the meaning of some ideas with minimal support - Develop the discussion on the suggested topic, using specific vocabulary Some learners will be able to: -Identify the details to understand the meaning of some ideas without support - Develop the discussion on the suggested topic, using specific vocabulary
Previous learning		Designing a board game
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	1.Pre-learning Teacher greets learners and asks them: Can public transportation replace all the private cars? Why/ Why not? 2.Interactive Starter Teacher asks learners to imagine that they find themselves in a place without cars, trams, buses, only bicycles. How would you feel? Are you comfortable/ upset/ angry?			Greeting Learners answer the questions		Verbal evaluation	PPT
Middle 35 min	4. Focus on Listening Pre-listening: Teacher encourages learners to discuss the following question: Why do people use different means of transport for travelling? Listen to the interview about travelling by different means of transport and answer the following questions: 1) What's an easy way to get to Ruth's town? 2) When would Akane travel by train? 3) Where can Jeyong go in the subway? 4) Naomi lives in __________. 5) What problems does Ruth have with buses? 5. Focus on Speaking Discussion Teacher suggests learners to discuss the question about using transport in China, as it is one of the most overpopulated countries in the world. How is the problem with the transport solved there. Teacher divides learners into groups of three to discuss the following questions: There are nearly 200 million cars on the road in China and the number is growing every day. Traffic and parking are becoming serious problems. Why are cars so becoming so popular? Should everyone in China have the right to own a car? What can the government do to reduce traffic problems?			Learners follow the instructions Learners discuss the question about using transport in China, as it is one of the most overpopulated countries in the world.		Mutual еvaluation	http://elllo.org/english/Mixer051/T052-Transport.htm Handout 1 Handout 2 Handout 3
End 5 min	Reflection Learners provide feedback on what they have learned at the lesson. Learners will continue the following sentences: In this lesson I was a little bit surprised about………. I got interested in… The most difficult point for me was…. Home task: write how do you get to school. What are 2 advantages and 2 disadvantages of riding a bike? Saying goodbye					Self-assessment	this activity can be done orally Reflective journals

Тексерілді _____.

Unit 9: Holidays			School: №8
Date: 06.05.22			Teacher name: Serkebayeva M.
Grade: 5а,ә			Number present:			Number absent:
Theme of the lesson:		Destinations 2
Learning objectives		5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects 5.UE10 use present continuous forms with present and future meaning on a limited range of familiar and curricular topics
Lesson objectives		All learners will be able to: Read the text about Matt and find sentences in the Present Continuous tense Write sentences of Matt’s story Most learners will be able to: Make up sentences about holiday activities using Present Continuous tense Some learners will be able to: Write about their future trip using Present Continuous tense
Assessment criteria		Apply present continuous tense with present and future meaning in their writing works
Previous learning		Destinations2
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 5 min	Greeting: Teacher and learners stand in a circle. Inner and Outer circle Activity Ok. Then let’s begin our lesson with the revision of previous Lesson. Pupils stand in an inner and outer circle and speak about “Their last year Holiday”. Every student has 30 seconds to speak. For 1 round. Dividing into 3 groups using magic cards with pictures {1 group-cars; 2 group - backpack; 3 group - boats} Warming up: “Find the odd word out”-Activity Use words. (holiday, day off, weekend, day of rest) How do you think what theme have we got for today? Teacher introduces lesson objectives and Assessment Criteria to the learners.			Learners find the odd word and identify lesson’s theme.	Verbal evaluation		Pictures of transport, back bags, slides
Middle 35 min	Ind. Task-1 “Hungry Tom” activity. Read the text - “Matt’s holiday?” Find new words in the text. Pupils write new words on the stickers and put them on “Hungry Tom” on the board. Differentiation task for more able learners: AFL: Numbers speak - questioning G: Task 2. Missing words – Activity Present simple Present continuous I watch TV every evening. We live in the great hotel. I am watching TV now We’re living in a great hotel now. Teacher gives groups two envelopes with missing words in them, first envelope with the Present Simple tense sentence and the second one is with the Present Continuous tense. Students have to make right order of the sentences and say what differences they see. Then make their own sentences in the Present Continuous tense. - How do you think, how do we form the Present continuous tense? - What can you say about its structure? What auxiliary and general verbs do we use?			Learners find translation of new words Learners read the text and recognize the main idea, specific information of the text in a group. Learners makes a structure of the Present Continuous Tense Makes up their own sentences.	Individual avaluation Mutual avaluation		Message 2. Diana Goodey. Cambridge p.30 Pictures, cards
End 5 min	EVALUATION TREE I want to know more about how to use the PrCn tense I have known how to use the PrCn tense and can make sentences with it I don’t understand how to use the PrCn tense Home task is to make sentences using Pr Cn tense Goodbye!				Self-assessment

Unit 9: Transport			School: №8
Date: 19.05.23			Teacher name: Serkebayeva M.
Grade: 6 А			Number present:			Number absent:
Theme of the lesson:		Learning about the first ever steam-hauled train in the world
Learning objectives		6.2.6.1 deduce meaning from context in supported extended talk on a range of general and curricular topics 6.3.8.1 recount some extended stories and events on a limited range of general and curricular topics 6.6.15.1 use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics
Lesson objectives		All learners will be able to: -Complete the missing gaps with the words, while listening (5-6) -Answer the questions, while listening with some support -Role play a situation at a train station, including specific vocabulary Most learners will be able to: -Complete the missing gaps with the words, while listening (5-6) -Answer the questions, while listening with some support -Role play a situation at a train station, including specific vocabulary Some learners will be able to: -Complete the missing gaps with the words, while listening (5-6) -Answer the questions, while listening with some support -Role play a situation at a train station, including complicated specific vocabulary
Previous learning		Creating a survey and table to show how we get to school
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	1.Pre-learning Teacher greets learners: Have you ever travelled by train? Did you like it? Why or why not? 2.Interactive Starter Learners practice the use of vocabulary by writing nouns, verbs, adjectives related to the travelling by train 3.Teacher tells the learners the objectives of the lesson			Learners practice the use of vocabulary			Handout 1
Middle 35 min	Focus on Listening: Pre-listening: Learners do this exercise before listening. They are to match the vocabulary with the correct definition and write a – d next to the number 1 – 4. 1…….. platform a. A small piece of paper to allow you to use a train or bus. 2…….. ticket b. The place in a train station where people get on and get off trains. 3…….. single (ticket) c. A ticket to travel to a place, but not to travel back 4…….. return (ticket) d. A ticket to travel to a place and back again. 1. Check your understanding: matching Do this exercise while you listen. Complete the gaps with the correct place from the box. Listening A The speaker wants to go to ______ Listening B The speaker wants to go to _______ Listening C The speaker wants to go to _______ Listening D The train is going to ____ Listening E The passengers want to go to _______ 2. Check your understanding: question and answer Learners do this exercise while listening. 1. Which platform does the 10.15 train to Cambridge leave from? 2. How much is a single ticket to Manchester? 3. Which platform does the 12.30 train to Manchester leave from? 4. What time does the train arrive at Exeter? 5. What time is the train back to London? 6. Which platform does the train back to London leave from?			Learners match the vocabulary with the correct definition Learners listen to five different conversations at a train station and do the exercises to improve your listening skills. Learners write the correct answer to these questions.	Individual evaluation Mutual evaluation Verbal evaluation		Audio Handout 2 answers Handout 3 Transcript Handout 4
End 5 min	Reflection Teacher asks learners: Did you get any new information about travelling by train? Were you comfortable while working in your group? Home task: to write about your favourite type of public transport. Saying goodbye				Self-assessment		Reflective journals

Тексерілді _____.

Unit 9: Transport			School: №8
Date: 13.05.22			Teacher name: Serkebayeva M.
Grade: 6Е			Number present:		Number absent:
Theme of the lesson:		Learning about the first ever steam-hauled train in the world. SA 2
Learning objectives		6.R8 Use independently familiar paper and digital reference resource to check meaning and extend understanding W6 Link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 6.W9 Punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy
Lesson objectives		Provide meaning of the words using different reference resources and extend vocabulary Connect sentences into paragraphs with basic connectors and linking words with minimal support Use punctuation marks appropriately in a piece of writing
Previous learning		Learning about the first ever steam-hauled train in the world
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation		Resources
Begining 10 min	1.Leading-in stage “Hot chair” The aim of the game is for the learners in the teams to describe that word, using synonyms, antonyms, definitions etc. to their team-mate who is in the hot seat - that person can't see the word! 2.Interactive Starter Teacher asks learners if they have had any problems while travelling by train. 3.Teacher tells the learners the objectives of the lesson			Learners play a game		Verbal evaluation		Empty chair
Middle 10 min	Focus on Vocabulary: Fill in the gaps: Do you want a single or _______ticket? Where is the ticket ________? How long does it take _____________ St Petersburg by train? Which _______is it? When does the train ____________ the platform? Will the train __________ _____ time? When is the next__________? How much was the train _______?			Learners match words to make expressions		Mutual evaluation		Handout 4 Handout 5
SA 20 min	READING Task 1.Read the text and definitions below. Find the proper word in the text and insert it into the table. Look up the words in the dictionary and check the answers. Example: A means of conveying such as a track or a bus 1. any netlike combination of lines 2. the extent or amount of space between two things 3 a person who is travelling in a vehicle but is not driving it 4. a railroad, especially one operating over short distances 5. a machine that uses the energy from liquid fuel or steam to produce movement The Railways Many countries have a network of railways to help transport different types of products. The earliest system was in Ancient Greece in 600 BC. Later rail inks were built to connect short distances. In the 19th century, this changed very much. Many countries developed their own network. They had private links between different towns with Germany and Britain. Britain had the best links. These links allowed carrying heavy goods such as coal, iron, ore, and wood. Building a railway was a hard work for labourers. Railways are very expensive to construct but important to transport raw materials and such goods as textiles quickly and cheaply. In the early 19th century, the first passengers travelled on the railways with horse-drawn carriages. From 1840-1850 Britain was connected by railways and used steam engine to pull carriages. WRITING Task 2. Write a factual or fictitious story about your way to school. You can use the picture below or you can write about your own route to school.			Learners read the text and definitions below. Find the proper word in the text and insert it into the table Write a factual or fictitious story
End 5 min	Reflection Learners stand up. In order to take their seats they need to say one thing one by one that was the most useful/interesting/important at the lesson. After that they are allowed to sit down. Home task: to revise grammar themes Saying goodbye						Self-assessment

Бекітемін _____

Оқу ісі меңгерушісі: Н.Толаева

Unit 9: Transport			School: №8
Date: 19.05.22			Teacher name: Serkebayeva M.
Grade: 6 Е			Number present:			Number absent:
Theme of the lesson:		Learning about an aspect of transport in Kazakhstan
Learning objectives		6.4.4.1 read and understand with some support a limited range of short fiction and non-fiction texts 6.1.8.1- develop intercultural awareness through reading and discussion; 6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
Lesson objectives		All learners will be able to: identify some specific information in texts and research and write short organised text using some of their own words Most learners will be able to: identify most specific information in texts and research and write short organised text using a range of their own words Some learners will be able to: identify all specific information in texts and research and write more extended organised text using a range of their own words
Previous learning		Learning about an aspect of transport in Kazakhstan
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	Greetings To introduce the topic and predict the content of a text Direct Ss’ attention to the pictures and the title and elicit guesses to the questions in the rubric.			Learners read through the text and find out.	Verbal evaluation		pictures
Middle 35 min	To read for lexico-grammatical structure (missing words) Explain the task. Allow Ss time to complete the gaps with the missing words to make a cohesive and grammatical correct text. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Play the recording. Ss listen and check their answers. Play the video for Ss and elicit their comments. To compare two forms of transport Elicit comparisons from various Ss around the class between the metro and the cab. To practise the pronunciation of /eI/ Play the recording and ask Ss to find and underline the /eI/ sound in the sentences. Play the recording again with pauses for Ss to repeatchorally and/or individually. Pay attention to Ss’ pronunciation and correct as necessary. To plan a trip using different means of transport Explain the task. Ask Ss to work in groups and plan a trip around their country using different means of transport. Refer Ss to the Internet, encyclopaedias or other reference books to find information and make notes under the headings and then use their notes to complete the task To create a poster Ss work in groups. They find pictures of different kinds of transports in their country. To collect information related to the topic and present it to the class Explain the task and ask Ss to work in groups and look up information on the Internet using the key phrase in the search bar or in encyclopaedias or other reference books. Tell Ss that they can use the website suggested on the Express Publishing website to help them. Allow Ss some time to complete the task and then ask various groups of Ss to give their presentation to the class.			Learners complete the gaps with the missing words Learners compare two forms of transport Learners listen and pronounce Learners plan a trip around their country using different means of transport. Learners create a poster Learners collect information related to the topic	Individual evaluation Mutual evaluation Individual evaluation Verbal evaluation
End 5 min	At the end of the lesson, students reflect on: Feedback - What have you learnt today? What would you like to learn? What would you like to work on? Homework: to de-construct an essay Saying goodbye				Self-assessment