Материалдар / 6 сынып ағылшын тілі қмж

6 сынып ағылшын тілі қмж

Материал туралы қысқаша түсінік

6 сыныптарға арналған қысқа мерзімді жоспар 6 сынып

Бұл бетте материалдың қысқаша нұсқасы ұсынылған. Материалдың толық нұсқасын жүктеп алып, көруге болады


Teacher name:			Turarbekova
Date:8.11.2022
Grade: 6			Number present:			Number absent:
Theme of the lesson:		CLIL. History.The feudal system
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; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics 6.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups;
Lesson objectives		Read for specific information, to listen for sequence and order of events, to tell about their experiences
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANISATION MOMENT: Introduction of Learning and Lesson Objectives What’s in this module? Read the title of the module Our countryside 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. Warm-up: Teacher asks learners to read and drills pronunciation.			Ss suggest what this module is about. Learners read and drills pronunciation.	Individual avaluation
Middle 35 min	To present new vocabulary Draw Ss’ attention to the pictures and ask various Ss to read out the geographical feature each one shows. Play the recording. To match places to continents Present the continents and then explain the task. Go through the list of places and elicit whether Ss know any of them. Read out the example, and then elicit answers form Ss around the class. Play the recording. Ss listen and check their answers. To describe pictures Direct Ss’ attention to the pictures and ask various Ss around the class to describe them Ask them to imagine they are there and elicit what they might be able to see, hear, smell, etc. Pre-listening: vocabulary work Differentiation: 1) teacher may provide learners with additional time to work with a dictionary before they start the game. 2) more able learners can explain the words to the peer to guess. While – listening: Dictation Teacher dictates the text. Post – listening: Teacher recommends to use prepositions of place.			Ss listen and repeat chorally or individually Ss identify which of them are the same as the features in the pictures. Ss describe pictures Learners work in pairs. They have a pile of cards. The task is to take a card and translate the word. If the answer is correct, a learner keeps the card. Who has more cards, is a winner. Learners listen to each sentence and draw the picture. Learners add more details to their pictures and write 3-4 sentences to describe them.	Verbal evaluation Verbal evaluation Mutual avaluation Individual avaluation		Class CD PPP http://www.download-esl.com/tonguetwisters/easy/easytongue.html
End 5 min	Reflection Teachers opens the slide with learning and lesson objectives. Home task: to learn the new vocabulary Saying goodbye			Learners discuss their results with peers. After that they can share their experience with the whole group.	Self-assessment

LESSON 28			Unit 3: Our Countryside
Teacher name:			Turarbekova
Date:09.11.2022
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Extra reading .
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 6.3.3.1 give an opinion at sentence level on a limited 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		Answer 3 questions about the picture independently Annotate the text and complete the table 100 % correctly Retell the text completely
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining	ORG.MOMENT: Introduction of Learning and Lesson Objectives Warm-up: Teacher demonstrates the picture of village. Then teacher asks learners some questions about it. Differentiation: less able learners are provided with useful language according to their needs. It is recommended to discuss with the whole class examples of good language and some common errors.			Learners discuss the questions in pairs. The list of questions: Where is the village? What does it look like? What kind of people do live there?	Individual avaluation
Middle	Pre-reading: vocabulary work Teacher provides learners with the text. 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. FA: Teacher monitors, checks understanding of the words’ meaning. While – reading: text annotation Teacher introduces the criteria. Scaffolding: if it is the first time for learners to annotate the text, teacher should show how to do it. _ _ _ activities to do in the village ……. places in the village _____ emotions and feelings of people Post – reading: retelling the text Learners are recommended to ask questions to their peers to help them in retelling the text. They have to answer the question: Do you want to live in this village? Why? Why not?			Learners scan it for unfamiliar words. They should underline/ highlight them Learners work independently. They read the text and annotate it in the following way: After that they complete the table in the appendix 3. Learners retell the text as a Chain recounting	Verbal evaluation Verbal evaluation Mutual avaluation
End	Reflection Teachers opens the slide with learning and lesson objectives. Home task: to write an assay about your village Saying goodbye			Learners discuss their results with peers. After that they can share their experience with the whole group.	Self-assessment

			Unit 3: Our Countryside
Teacher name:			TurarbekovaZH.K
Date:11.11.2022
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Our Countryside.Wild Animals
Learning objectives		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; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics; 6.1.6.1 - organiseand presentinformation clearly to others
Lesson objectives		Read for specific information, to listen for sequence and order of events, to tell about their experiences
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANISATION MOMENT To consolidate new vocabulary Warm-up: Teacher plays hangman with the word ‘garden’ on the board. Asks learners to imagine a typical garden and to tell some of the things they would expect to see there. FA: teacher monitors learners’ work and clarifies meaning and pronunciation.			In pairs they write as many words as possible connected with gardens. Teacher may set time limit. Asks the pair with the most words to write their list on the board. Invite others to add to the list.	Mutual avaluation
Middle 35 min	To present and categorise new vocabulary Write the heading on the board and ask Ss around the class to read out the activities one at a time and elicit which heading they go under. To act out exchanges talking about activities Explain/Elicit the meanings of the adjectives in the list. Ask a pair of Ss to model the example. Monitor the task around the class. Then ask various pairs to act out their exchanges. To listen for specific information and order of events Explain the situation and the task and play the recording. Listening Teacher tells learners that s/he is going to describe the garden of his/her grandparents/sister’s in England and that they have to listen and draw. Keeps it simple and use some of the vocabulary from the warm up task. FA: teacher holds up a prepared sketch for learners to compare their drawings with. Post listening: FA: teacher monitors learners’ work and takes notes of good use of language as well as errors. Differentiation: individual support for less able learners.			Ss copy the completed table from the board in their notebooks. Ss work in pairs and act out similar exchanges using the adjectives. Ss listen and put events in the order they happened. Ss can write words on the garden if they don’t want to draw. Learners invent an ideal garden (they may all live in flats and not have gardens). They have to write 3-5 sentences to say what they like/dislike about their garden.	Verbal evaluation Verbal evaluation Individual avaluation Mutual avaluation
End	To narrate person’s experience Play the recording again. Then ask various Ss to narrate Ian’s experience using the sentences in Ex.5. Home task: to describe the garden of your grandparents Saying goodbye			Ss narrate Ian’s experience	Self-assessment

LESSON 30

Unit 3: Our Countryside

Teacher name: TurarbekovaZh.K/

Date:15.11.2022

Grade: 6

Number present:

Number absent:

Theme of the lesson:

An online forum.Expressions with do

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

-read the text and answer all the open-ended questions;

-deduce the meaning of all the phrases;

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

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 1^st learner names a place. The 2^nd learner should say two things it has got.

Mutual avaluation

PPP

Middle

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.

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.

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

Individual avaluation

Mutual avaluation

End

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

LESSON 31			Unit 3: Our Countryside
Teacher name:			School:
Date:16.11.2022
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Language focus 2. Participial adjektives
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		Make up 2-3 original riddles and with learnt vocabulary and appropriate grammar Answer all questions of their peers
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining	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.
Middle	Pre-speaking: Teacher gives each learner a picture 1 or 2. 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 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	Individual avaluation Individual avaluation Individual avaluation
End	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

LESSON 32			Unit 3: Our Countryside
Teacher name: Zh.K.Turarbekova
Date:18.11.2022
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Listening .A radio interview
Learning objectives		6.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics
Lesson objectives		Use less-frequent topical vocabulary when speaking on farm animals Discuss on functions and uses of farm animals without support
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining	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: 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?			Learners answer the questions	Verbal evaluation		PPP slides 1-2 PPP slides 3-4
Middle	Vocabulary work Learners get a hand-out to match animals with their pictures. 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. Speaking Learners in pair do a concept map on a farm animal. Teacher shows one example of it. Pairs sit facing each other and take turns describing their mind map. Differentiation: less able learners may read some information from their mind map. 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.			Learners do the task Learners must make a concept map on A4 paper with a certain animal.	Individual avaluation Mutual avaluation		Appendix 1 PPP
End	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

LESSON 33			Unit 3: Our Countryside
Teacher name:			Turarbekova
Date:22.11.2022
Grade: 6			Number present:		Number absent:
Theme of the lesson:		Language focus.Past Simple Passive
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 6.5.2.1- 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;6.2.6.1- 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		Write all plural forms of the words correctly Recount all facts and events on the farm according to criteria
Plan
Planned timings	Planned activities		Learners’ activities	Evaluation		Resources
Begining 10 min	Organisation moment: Introduction of Learning and Lesson Objectives Warm-up: Teacher writes on the board all the words in column in singular. Differentiation: teacher asks more able learners to write the animals on the board It is recommended to elicit the words: horse, cow, donkey, sheep, camel, goose, chicken and etc.		Learners brain storm what kind of animals and birds live on the farm.	Verbal evaluation		PPP
Middle 35 min	Pre-speaking: vocabulary work Step 1. teacher monitors their work and explains the rule if necessary. Step 2. They use their own experience or background knowledge. Differentiation: for less able learners teacher may prepare useful language or a model answer according to their needs While – speaking: FA: learners are given criteria for peer-assessment. Post – speaking: FA: teacher monitors their discussion and keeps notes of good use of language and common errors. 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 act out a dialogue Ask Ss to work in pairs, take roles and read out the dialogue. Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class.		Learners write plural form of each word on the board. Learners should tell about life in the farm. Learners make a plan of their description. Learners listen to each other and take some notes. Learners discuss the question: Is life on the farm hard? Why? Why not? Learners listen and repeat chorally and/or individually. Learners listen and follow the text in their books and answer Learners read out the dialogue in front of the class.	Individual avaluation Mutual avaluation		PPP
End 5 min	REFLECTION Teachers opens the slide with learning and lesson objectives. After that they can share their experience with the whole group. Home task: to write an assay about farm’s life Saying goodbye		Learners discuss their results with peers	Self-assessment

LESSON 34			Unit 3: Our Countryside
Teacher name:			Turarbekova
Date:23.11.2022
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Discover culture.
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 6.3.3.1 give an opinion at sentence level on a limited 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		Answer 3 questions about the picture independently Annotate the text and complete the table 100 % correctly
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 10 min	Organisation moment: Introduction of Learning and Lesson Objectives Warm-up: Teacher demonstrates the picture of village. Then teacher asks learners some questions about it. Differentiation: less able learners are provided with useful language according to their needs.			Learners discuss the questions in pairs.	Verbal evaluation
Middle 30 min	Pre-reading: vocabulary work Teacher provides learners with the text. 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. While – reading: text annotation Teacher introduces the criteria. Learners work independently. They read the text and annotate it in the following way: _____ activities to do in the village _____ places in the village _____ emotions and feelings of people After that they complete the table in the appendix 3. Scaffolding: if it is the first time for learners to annotate the text, teacher should show how to do it. FA: learners are given keys for peer-assessment. Post – reading: retelling the text OR learners work in a group of 3 people: the 1^st learner tells about activities to do in the village; the 2^nd learner’s task is to tell about places in the village; the 3^rd learner tells about emotions and feelings of people. Learners are recommended to ask questions to their peers to help them in retelling the text. They have to answer the question: Do you want to live in this village? Why? Why not? FA: teacher monitors retelling and takes notes of good use of language as well as errors. Differentiation: 1) teacher gives time for creating a plan. 2) less able learners can use their annotation notes.			Learners scan it for unfamiliar words. They should underline/ highlight them. Learners read the text and complete the table Learners retell the text as a Chain recounting: one learner – one sentence.	Individual avaluation Mutual avaluation
End 5 min	REFLECTION ‘suitcase’ – I know the material; ‘meat grinder’- I need to repeat the material. Students answer the concept questions: What did you take from the lesson? What tasks were interesting to do? What were the problems? Were the criteria of the lesson realized? Home task: To prepare a quiz on the world’s oceans . Look up information on the Internet using the key word ‘oceans’ in the search bar or in encyclopaedias, atlases or other reference books. Saying goodbye			Learners stick the smiles to the column and answer the concept questions	Self-assessment

LESSON 35

Unit 3: Our Countryside

Teacher name:

Turarbekova

Date:25.11.2022

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Reading a blog.

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

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

Organisation moment:

Introduction of Learning and Lesson Objectives

Warm-up:

Optional: teacher may organize competition.

FA: teacher monitors learners’ work and clarifies meaning and pronunciation.

Learners get the hand out with Unit ABC. They have to fill it in.

Verbal evaluation

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.

FA: teacher monitors learners’ work.

Differentiation: individual support for less able learners.

Learners create their concept map to reflect what they learned in the unit

Mutual avaluation

Ideas of concept map

https://americanenglish.state.gov/files/ae/resource_files/etf_54_2_pg20-26.pdf

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

Individual avaluation

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.

Self-assessment

LESSON 36

Unit 3: Our Countryside

Teacher name:

Date:29.11.2022

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Asking for and offering help

Learning objectives

6.3.8.1- recount some extended stories and events on a limited range of general and curricular topics

Lesson objectives

Fill in all words in the tables;

Tell detailed information on the given topic.

Plan

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.

FA: teacher monitors learners’ work and clarifies meaning and pronunciation.

Learners discuss their ideas and fill in the table. They try to revise vocabulary on topic.

Verbal evaluation

PPP slides 1-2

Appendix 1

Middle

35 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.

FA: Teacher monitors learners’ work.

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 avaluation

Mutual avaluation

Verbal evaluation

Mutual avaluation

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

LESSON			Unit 3
Teacher name: TurarbekovaZh.K.
Date:30.11.2022 -2.12.2022
Grade: 6			Number present:			Number absent:
Theme of the lesson:		A discription of a favourite walk. SA 1
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		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
Plan
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. (Peer assessment) - 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 avaluation Mutual avaluation		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

LESSON 38			Unit 3
Teacher name			Turarbekova
Date:6.12.2022
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Extra reading.Protektion 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 6.1.6.1 - organise and present information clearly to others; 6.3.8.1 - recount some extended stories and events 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; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics
Lesson objectives		To read for gist and specific information, to learn literary elements, to summarise a text, to act out an excerpt, to write a new ending for story
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	Organisation moment: Introduction of Learning and Lesson Objectives Warm-up: Work in pairs. The winner is the first person to get a correct line.			Learner A chooses a letter from their box. Learner B then says an adjective OR movie type beginning with that letter. Then, swap roles.	Verbal evaluation
Middle 35 min	To talk about types of films; to practise using adjectives Explain the task and read out the example. To read for specific information Allow Ss two minutes to read the text again and answer the questions. To consolidate new vocabulary through synonyms Draw Ss' attention to the words in bold in the text and give Ss time to match them to the synonymous words/phrases in the list. Check Ss' answers around the class. To consolidate comprehension of a text Read the questions aloud and give Ss time to look through the text again and formulate their answers. Ask various Ss around the class to share their answers with the rest of the class. To present literary elements Ask Ss to read the definitions. Then give Ss time to read the excerpt again and then answer the questions. Elicit answers from Ss around the class. To act out a scene Divide the class into groups and have them act out the scene from the excerpt using their own words. To predict the next events in a story Then ask some pairs to tell the class their ideas. To listen for specific information Play the recording for Ss to listen and check their answers to Ex. 9, and see what happens to Oliver Twist.			Ss discuss their favourite types of films in pairs following the example dialogue. Ss read the text again and answer the questions. Ss answer the questions Ss read the text again and list the main events in order Ss discuss in pairs what they think will happen next.	Mutual avaluation Individual avaluation
End 5 min	Reflection They can share their experience in pairs or with the whole group.Home task: to write an alternative ending to the story Saying goodbye			Learners complete ‘I can’ sentence.	Self-assessment

LESSON 39			Unit 4: Drama and Comedy
Teacher name:			Turarbekova
Date:7.12.2022
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Drama and Comedy.
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		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
Plan
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

LESSON 40			Unit 4: Drama and Comedy
Teacher name:			Turarabekova
Date:9.12.2022
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Reading story
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		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
Plan
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. FA: teacher manages and monitors learners’ work and keeps reflective notes about learners’ performance and learning gaps. 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	Mutual avaluation Individual avaluation Verbal evaluation Individual avaluation		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

LESSON 41			Unit 4: Drama and Comedy
Teacher name:			Turarbekova
Date:13.12.2022
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Language focus. Prezent Perfect
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 6.1.10.1 - 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 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics 6.1.3.1 - respect differing points of view;
Lesson objectives		To read for sequence of events, to listen for specific information and ideas, to write a story
Plan
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. What’s the order? Hamlet asks some actors to perform a play showing a king poisoned like Hamlet’s father. Hamlet and Laertes cut each other with the poisoned sword. Hamlet’s father dies and his mother gets married again to Claudius. Claudius and Laertes make a plan to kill Hamlet. The ghost of Hamlet’s father tells Hamlet that Claudius killed him. Hamlet kills Claudius with the poisoned sword and the poisoned drink. Claudius runs away from the play so Hamlet knows that Claudius killed his father. Hamlet’s mother drinks the poisoned drink. Think about it! What do you think? Do you feel sorry for Hamlet? Did he do the right thing? Did he wait too long to punish Claudius?			Learners fill the table with vocabulary. Learners watch the story and complete two tasks Learners discuss the questions Learners watch the story and put the sentences in order.	Individual avaluation Mutual avaluation Verbal evaluation Individual avaluation		Appendix 1 http://learnenglishkids.britishcouncil.org/en/short-stories/hamlet
End 5 min	Feedback The results of the lesson can be summed up on the "Tree of Success". After the lesson, the children attach a fruit, a flower or a leaf to the tree (a poster is drawn) Home task: Write and draw. Imagine you see a ghost one day! What does the ghost say to you? Draw a picture and write about it! Saying goodbye			an apple - everything worked out, the flower -worked well, but something did not quite work out, the leaflet -did not work today, but I do not despair	Self-assessment

LESSON 42			Unit 4: Drama and Comedy
Teacher name:			Turarbekova
Date:14.12.2022
Grade: 6			Number present:			Number absent:
Theme of the lesson:		A Funny story.
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; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics
Lesson objectives		To learn and discuss values, to practise infinitive and -ing forms, to do quiz, to write a quiz, to listen and read for gist
Plan
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 35 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 avaluation Mutual avaluation Individual avaluation 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

LESSON 43			Unit 4: Drama and Comedy
Teacher name:			Turarbekova
Date:20.12.2022
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Language focus 2
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		Match names of people with appropriate information with minimal support Make a poster about favourite film (This relates to Art and Design and Computer Science)
Plan
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 35 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. FA: self-assessment. The keys are displayed on the board. 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 avaluation Mutual avaluation Individual avaluation Verbal evaluation		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

LESSON 44

Unit 4: Drama and Comedy

Date:21.12.2022

Teacher name: Turarbekova

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Reading.An article

Learning objectives

6.R2 Understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics

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.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

Lesson objectives

Find particular facts and parts in short simple texts

Write sentences about real and imaginary past events, activities and experiences with support

Write coherent arguments with support

Give examples and reasons to support arguments

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

Org moment: Greeting students. Introducing learning and lesson objectives.

Lead-in

Memory challenge: Teacher displays 10 words on the topic. Learners try to memorize them for a minute. Then the slide is covered and learners should write the words.

FA: teacher monitors their work, checks spelling and clarifies meaning.

Learners follow the instruction

Verbal evaluation

Middle

15 min

Presentation

Students present their a cartoon strip about favourite cartoon

Learners present their a cartoon strip

Mutual avaluation

20 min

READING

Task 1. Read about a famous movie’ Life of Pi’ and do the task below.

Life of Pi

When Pi is 16, his family decides to close the zoo and move to Canada. They sell some of the animals to zoos in North America and the family takes the animals with them on a ship to Canada. On the way, there is a terrible storm and the ship sinks. Pi finds himself in a lifeboat with a hyena, zebra, orang-utan and a tiger. When he sees the animals, Pi is scared and he jumps into the ocean. Then he remembers there are sharks in the ocean and he climbs back into the lifeboat.

Pi and the tiger spend 227 days in the lifeboat. They live through terrible storms and are burnt by the Pacific sun. They are often hungry and ill. Sometimes, Pi is happy and hopeful, but sometimes he feels sad and lonely. Finally, they arrive at the coast of Mexico, but you will have to read the book to find out what happens in the end!

Circle True or False for these sentences.

The family sells some of the animals to zoos in North America

Pi is scared when he sees the animals in the lifeboat.

Pi fights with a big shark.

At the end they land in the USA.

WRITING

Task 2. Read the blurbs and write the article using the information below and finish it.

1. Pomeo and Juliet.

Pomeo and Juliet like each other, but their families are enemies. Will the be together?

2. Hamlet

When his father died, Hamlet’s uncle, Claudius, becomes the king. The ghost of Hamlet’s father tells him that Claudius murdered him. Will Hamlet take revenge?

Learners listen to the story and choose the correct option.

Learners read the blurbs and write the article using the information below and finish it

Individual avaluation

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 repeat the grammar themes

Saying goodbye

Learners discuss their results with peers.

Self-assessment

LESSON 45 Unit 4: Drama and Comedy
Date:23.12.2022			Teacher name: Turarbekova
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Explore nouns with -er
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 6.1.10.1 - 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 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics
Lesson objectives		To learn and discuss values, to practise infinitive and -ing forms, to do quiz, to write a quiz, to listen and read for gist
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANISATION MOMENT: Introduction of Learning and Lesson Objectives Warm-up: Teacher demonstrates the title of the lesson and asks learners to share ideas what a review is. If it was taught before teacher may ask about structure of a review. To practise the infinitive/-ing form, to learn about the importance of reading Explain the task and give Ss time to complete the sentences. Check Ss' answers.			Learners answer Learners complete the sentences	Verbal evaluation Individual avaluation
Middle 35 min	To read for specific information Give Ss time to read the poem again and then answer the questions To express feelings and give reasons Give Ss time to consider their answers and then elicit answers with reasons from various Ss around the class. To identify rhyming words Elicit the words that rhyme in the poem from Ss around the class. To predict the order of events in a story Explain the task and direct Ss’ attention to the pictures. Ask questions. How many characters are there? (3) How do you think they are related? (They’re a family.) Where are they? (By a lake.) What are they doing there? (They are having a picnic.) 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. Check Ss’ answers. 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 (e.g. Shakespeare wrote Hamlet. [T])			Learners read and answer the questions Learners discuss the questions Learners do a quiz Learners swap their quiz with another pair and do it and then report back to the class.	Verbal evaluation Mutual avaluation Individual avaluation
End 5 min	REFLECTION To listen and read for gist Read the question in the rubric aloud and play the recording. Elicit an answer to the question in the rubric from Ss around the class. Home task: to revise grammar theme and vocabulary Saying good-bye			Learners listen and follow the song in their books.	Self-assessment

LESSON 46			Unit 4: Drama and Comedy
Teacher name:			Turarbekova
Date:27.12.2022
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Telling someone your news SA Unit 4
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 6.5.3.1 write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics
Lesson objectives		write a film review about the picture with minimal support.
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	Organisation moment: Introduction of Learning and Lesson Objectives Warm-up: Teacher demonstrates the title of the lesson and asks learners to share ideas what a review is. If it was taught before teacher may ask about structure of a review.			Learners do the task	Verbal evaluation		PPP slides 1-2
Middle 35 min	Pre-writing: Learners are provided with handouts. They read a film review and complete tasks 1a, 1b. Differentiation: For more able learners teacher could give an additional challenge to write headings for each paragraph. FA: Teacher monitors, checks comprehension and answers learners’ questions. While – writing: Teacher introduces the criteria. Learners work independently. They write a film review. They can follow the questions in Appendix 3. FA: Teacher monitors and helps if necessary. Questions to answer in your review. 1 What is the name of the movie? What kind of movie is it? 2 Who do you watch the movie with? 3 What is it about? 4 What characters are in the movie? 5 What is good in the movie? 6 Why do you think the movie is great? Differentiation: for less able learners teacher may prepare useful language and\or some grammar reference according to the learners’ needs. Post – writing: FA: peer assessment They should comment on each other’s work according to the criteria and steps for peer assessment. Teacher should encourage learners to write some recommendations for improvement. Differentiation: teacher may ask more able learners to underline errors using Correction code. Useful language My favorite film is ……………… It’s a ………………… (genre) The movie’s about ………… I like it because ………… My favorite character is ……because In my opinion, a film is…………… because			Learners complete the task Learners write a film review Learner keeps the structure of a review Learner covers all the questions Learners work in pairs and exchange their reviews.	Individual avaluation Mutual avaluation Individual avaluation		Appendix 1 PPP slide 3 PPP slide 4 Appendix 3 PPP slide 5 Appendix 2
End 5 min	Reflection Learners complete ‘I can’ form. After that they can share their experience in pairs or with the whole group. Tick every point you can: I can write most of the words with correct spelling _____ I can answer questions in written form ____ I can express my opinion _____ Home task: to finish writing about favorite film Saying good-bye

LESSON 47			Unit 4: Drama and Comedy
Teacher name:			Turarbekova
Date:28.12.2022
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Summative control work for the 2^nd 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.
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 avaluation		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

LESSON 48

Unit 4: Drama and Comedy

Teacher name:

Turarbekova

Date:29.12.2022-30.12.2022

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Writing a story

Learning objectives

6.3.5.1 keep interaction going in longer exchanges on a range of general and curricular topics

Lesson objectives

- Fill in all words in the word search;

- Tell detailed information on the given topic.

Plan

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

35 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 avaluation

Mutual avaluation

Verbal evaluation

Individual avaluation

Mutual avaluation

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

Жариялаған:

Турарбекова Жазира Кабийдолдиновна

14 Қаңтар 2025

337

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