Материалдарды шектеусіз жүктеңіз ҚМЖ, ашық сабақтар, презентациялар, көрнекіліктер, дидактикалық материалдар, авторлық бағдарламалар және тағы басқа 400 000-астам материалды шексіз жүктеп алғыңыз келе ме?

Толығырақ

Тақырып бойынша 31 материал табылды

6 сынып Қмж

Материал туралы қысқаша түсінік

6 сынып бойынша қмж

Материалдың қысқаша нұсқасы

Short term plan

Unit: 8 Our neighbourhood		lesson 79
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Vocabulary: shops
Learning objectives	6. 2. 5. 1 understand with support most of the specific information and sections in a long conversation on general and academic topics; 6. 3. 2. 1 asking simple questions to get information on general topics;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - present shops - revise/practise prepositions of place Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month March “Independence and patriotism” Quote of the week 4: “A nation without patriotism is like a body without a soul.”/ 4-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks students: Do you live in a town or in the country?

Ask: What can you find in a town? Try to elicit some words for places in a town, e.g. shops, cinema

Teacher tells values of this month. The value of creativity and innovation.

Personal safety, life safety:

- Risk recognition: being able to distinguish between threats such as bullying, drugs, violence, and fraud;

- Making conscious decisions: avoiding actions that are harmful to one's life and health;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh yurt

Middle

15 min

Ex: 1 P:87

Teacher draw Ss' attention to the street map and the names of the shops in it.

Play the recording. Ss listen and repeat chorally eat chora 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.

Differentiation:

The teacher provides L1 equivalents and simple prompts (e.g., You can buy bread in the bakery).

Students listen and repeat. Answer the question. Name one thing you can buy/do in each shop.

Answers:

You can buy bread at a bakery.

You can buy flowers at a florist's.

You can buy stamps at a post office.

You can buy foreign currency at a bank.

You can buy trousers at a clothes shop.

You can buy football shoes at a sports shop.

You can buy glasses at an optician's.

You can buy books at a bookshop.

You can buy magazines at a newsagent's.

You can buy musical instruments at a music shop.

You can buy food at a supermarket.

You can buy a (gold) ring at a jeweller's.

Descriptor:

A learner

- listens and repeat

- answers the question

Point-5

Well done

Pictures

20 min

Ex: 2 P: 87

Teacher 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.

Differentiation:

Provide a visual support sheet with pictures of prepositions of place (in, on, under, next to, behind, between, etc.)

Functional literacy

Choose the correct shop

Read the situation and choose the correct shop.

You want to buy bread. Where do you go?
a) bakery
b) pharmacy
c) bookshop
You need medicine for a headache. Where do you go?
a) clothes shop
b) pharmacy
c) toy shop
You want to buy a T-shirt. Where do you go?
a) clothes shop
b) supermarket
c) bakery

Students use these prepositions to ask for and give directions, as in the example.

Answers:

A: Excuse me. Where is the clothes shop?

B: It's on Apple Street next to the jeweller's.

A: Excuse me. Where is the optician's?

B: It's on Milton Street in front of the sports shop.

A: Excuse me. Where is the newsagent's?

B: It's on Apple Street behind the music shop.

A: Excuse me. Where is the music shop?

B: It's on Apple Street between the supermarket and the newsagent's.

Excuse me. Where's the bank?

B: It's on AFT Harper Street opposite the jeweller's. etc .

Descriptor:

A learner

- completes the sentences

- uses these prepositions

Point -5

Excellent

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Our neighbourhood		lesson 80
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Reading: the Twins cities
Learning objectives	6. 4. 5. 1 identify the main idea from the context within some familiar general and reading topics, including long texts; 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 (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - predict the content of the text - read for specific information - consolidate new vocabulary Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 1: Work, joy, laziness - inseparable suffering (Abai)/ 1-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks students to look at the photo on page 20 and the title of the text. Ask students to try to guess where this city is, but do not tell them whether they are right or not. Elicit some ideas and write them on the board.

Pre-teach the words floor (a building with three floors), gym and lake.

Teacher tells values of this month.

The value of creativity and innovation.

Understanding the importance of health:

- Understanding the need for a healthy lifestyle (sports, proper nutrition, rest);

- Avoid harmful habits (smoking, alcohol, drugs);

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh yurt

Middle

10 min

Ex: 1 P: 88

Teacher 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.

Differentiation:

Allow students to work in pairs to discuss their predictions before sharing with the class

Students look at the pictures and read the title and the introduction. Answer the question. Discuss in pairs.

Answers:

look at the pictures and read the title and the introduction. Answer the question. Discuss in pairs.

Descriptor:

A learner

-discuss the pictures

- answer the question

Point-3

Well done

13 min

Ex: 2a P: 88

Teacher 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.

Differentiation:

Provide guiding questions and encourage them to use the Word List to check unfamiliar vocabulary.

Students mark the statements.

Answers:

1 F It is a small city in the USA.

4 DS

6 F Thousands of tourists visit every summer.

7F Restaurants serve local and international dishes.

8 F The

Descriptor:

A learner

- read the text

- write true or false

Point -4

Excellent

12 min

Ex: 2 b P: 88

Teacher explain the task. Give Ss time to complete it, then check Ss' answers

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Students fill the gaps

Answers:

1 tree-lined

2 clothes

3 local

4 cosy

5 cosmopolitan

6 ancient

Descriptor:

A learner

- complete the sentences

-fill the gaps

Point -3

Excellent

Total points 10

Pictures

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Our neighbourhood		lesson 81
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Vocabulary: places in a city
Learning objectives	6. 2. 5. 1 understand with support most of the specific information and sections in a long conversation on general and academic topics; 6. 3. 2. 1 asking simple questions to get information on general topics;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - read for gist - listen for specific information Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 1: Work, joy, laziness - inseparable suffering (Abai)/ 1-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher tell students to imagine they are visiting a new town or city.

Tell them that they need to find out whether there is a cinema in the town. Elicit the question they would ask, and write it on the board: Is there a cinema in this town?

Teacher tells values of this month.

The value of creativity and innovation.

Understand responsibility for one's own life:

- Demonstrate a sense of responsibility for one's own life and health;

- To show conscious responsibility for one's actions and life choices.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh yurt

Middle

10 min

Ex: 3 P: 89

Teacher sks Ss read the signs and match them to the places they can be seen.

Check Ss' answers. Ask Ss to say which words helped them decide

Differentiation:

Allow students to work in pairs and underline key words in the signs that help them choose the correct place

Students match the places to the sings.

Answers:

1 C

2 A

3 D

4 E

5 B

Descriptor:

A learner

- reads the signs

- matches the places

Point-3

Well done

10 min

Ex: 4 P: 89

Teacher explain the task and allow Ss some time to read the sentences and match them to the shops.

Check Ss' answers.

Differentiation:

Provide a list of shop names with pictures or translations in L1.

Students read the sentences and match them to the shops.

Answers:

1 g

2 f

3 d

4 c

5 h

6 e

7 a

8 b

Descriptor:

A learner

- reads the sentences

- matches the shops

Point -3

Excellent

7 min

Ex: 5 P: 89

Teacher explain the task. Ask Ss to identify the places in the photographs.

Play the recording. Ss listen and complete the task.

Check Ss' answers.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Students name the places in the pictures

Answers:

A butcher's

B clothes shop

C chemist's

Descriptor:

A learner

-discuss the pictures

- name the places

Point -2

8 min

Ex: 6 P: 89

Teacher explain the task and allow Ss some time to think of DR another shop and what they will say. Ss then act out their dialogues in closed pairs.

Monitor the activity around the class and then ask some pairs to act out their dialogues in front of the class.

Differentiation:

Learners will receive support from the teacher and classmates who assist them

Functional literacy

Choose the correct place

You want to watch a movie. Where do you go?
a) cinema
b) bank
c) post office

You want to borrow a book. Where do you go?
a) hospital
b) library
c) restaurant

You want to send a letter. Where do you go?
a) post office
b) museum
c) park

Students work in pairs, act out a similar dialogue for another shop.

Answers:

A: How can I help you?

B: Do you have these shoes in a size 6?

A: Yes, here you are

Descriptor:

A learner

-read the dialogue

- act out in closed pairs

Point -2

Well done

Total points-10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Our neighbourhood		lesson 82
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Use of English; a / an some / any
Learning objectives	6. 5. 6. 1 logically combine sentences into paragraphs with little support using basic connectives on various familiar topics; 6. 6. 6. 1 use of basic participle, referential and numerical pronouns someone somebody, everybody, no-one on many general familiar and educational topics;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - present a/an, and some/any/every/no and their compounds -practise a/an and some/any/no -practise some/every/any and their compounds Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 2: “Happiness comes to those who work hard” - Leonardo da Vinci/ 2-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher write the heading My town on the board.

Ask students to describe their town.

Elicit some adjectives, for example big, small, nice, and write them on the board.

Teacher tells values of this month.

The value of unity and solidarity.

Respect and mutual respect:

- Respect for the rights and individuality of each person;

- Not to have a negative impact on others with one's actions;

Learners read the given sentences on the board and guess the topic and share with their ideas.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh yurt

Middle

7 min

Ex: 1 P:90

Teacher asks Ss go through the table with Ss and elicit the L1 equivalents for the examples

Differentiation:

The teacher can model pronunciation and meaning and provide additional explanations if needed.

Students read the table. Say the examples in your language.

Answers:

Student’s own answer

Descriptor:

A learner

- reads the table

- says the examples in L1

Point-2

10 min

Ex: 2 P:90

Teacher explain the task.

Ss do the task in closed

Students use some, every any and their compound to complete the postcard.

Answers:

A 1 some

2 a

3 any

B 1 a

2 some

3 an

C 1 any

2 any

3 some

D 1 no

2 some

3 any

Descriptor:

A learner

- complete the postcard

- use some, a and any

Point -3

Excellent

10 min

Ex: 3P:90

Teacher explain the task. Ss complete the task. Check S answers.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Students choose the correct word.

Answers:

1 Everything

2 something

3 every

4 everyone

Descriptor:

A leaarner

- complete the sentences

- choose the correct word

Point -3

Excellent

8 min

Ex: 4 P:90

Teacher present the passive. Explain that we use the passive to talk about an action when we don't know who performed it or when it is obvious who performed it from the context or when the action is more important than the person who performed it.

Read out the theory box and explain/elicit that we form the passive tense with the verb to be + the past participle.

Differentiation:

Learners will receive support from the teacher and classmates who assist them

Students read the theory. Answer the question.

Answers:

Student’s own answer

Descriptor:

- read the theory

- answer the question

Point -2

Well done

Total points-10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Our neighbourhood		lesson 83
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Use of English: Present or past continuous
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. 9. 1 correct use of active and some passive forms of simple present and past tenses on many familiar general and academic topics;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - practise the passive -practise the passive with an agent - practise changing active sentences to passive sentences Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 2: “Happiness comes to those who work hard” - Leonardo da Vinci/ 2-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher write on the board the names of two cities, for example Brighton and Tokyo.

Ask students what they think the differences are between the two cites.

Elicit some examples of comparative adjectives and write them on the board, for example: Brighton is smaller than Tokyo. Tokyo is more modern

Teacher tells values of this month.

The value of unity and solidarity.

Openness in communication:

- Express your opinion confidently but politely;

- Avoiding ulterior motives or lies;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh yurt

Middle

7 min

Ex: 5 P:91

Teacher explain the task and give Ss time to complete it. Check Ss' answers around the class. .

Differentiation:

Provide a short reminder of the verb “to be” forms on the board (is, are, was, were) with examples.

Students fill the gaps: is, are, was or were

Answers:

1 is

2 were

3 were

4 was

5 are

Descriptor:

A learner

- complete the sentences

Point-2

Well done

8 min

Ex: 6 P:91

Teacher explain the task and give Ss time to complete it.

Check Ss' answers around the class.

Remind Ss that if the agent is a person we use by and if the agent is an object we use with.

Differentiation:

Allow students to work in pairs and identify the agent in each sentence before choosing the correct preposition

Students fill in by or with

Answers:

1 by

2 with

3 with

4 by

5 by

6 by

Descriptor:

A learner

- complete the sentences

- fill the gaps

Point -2

Excellent

10 min

Ex: 7 P:91

Teacher explain that to change an active sentence to a passive sentence the object of the active verb becomes the subject of the passive verb and the active form changes to a passive form while the subject becomes the agent.

Do the first item with the class as an example and the give Ss time to complete the task alone.

Check Ss' answers

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Students rewrite the sentences in the present simple passive.

Answers:

1 Astana is visited by millions of tourists every year.

2 The Saryarka Velodrome is used mainly for track cycling events.

3 The President's Cup tennis tournament is held at the Daulet National Tennis Centre every year.

4 30,000 spectators are held by the Astana Arena stadium

Descriptor:

A learner

- rewrite the sentences

- use present simple passive

Point -3

Excellent

10 min

Ex: 8 P:91

Teacher explain the task and give Ss time to complete it and then check their answers around the class.

Differentiation:

Provide additional guidance if necessary.

Students put the verb in bracket into the correct form of the present or past continuous.

Answers:

1 The Astana Arena was designed by Populous and Tabanlioglu Architects.

2 The masterplan of Astana was made by Kisho Kurokawa.

3 Astana's new university was opened in 2010.

4 Khan Satyr was named one of the world's top 10 eco- buildings by Forbes style magazine

Descriptor:

A learner

- complete the table

- write questions with comparative adjectives

Point -3

Well done

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Our neighbourhood		lesson 84
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Reading: Buildings above the clouds
Learning objectives	6.4.7.1 recognise typical features at word, sentence and text level in a range of written genres 6. 5. 1. 1 planning, writing, correcting and checking text-level works on various general and academic topics with the support of the teacher;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - introduce the topic - predict the content of the text. - read for specific information. Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 2: “Happiness comes to those who work hard” - Leonardo da Vinci/ 2-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks students how often they use trains, and how often they use coaches. Ask when they last travelled by one of these methods. Was it cheap or expensive? Did they travel a long way?

Teacher tells values of this month.

The value of unity and solidarity.

Resolve disputes peacefully:

- Control emotions during an argument and avoid hasty actions;

- Solving problems through non-violent, civilized language;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh dombra

Middle

10 min

Ex: 1 P:92

Teacher play the recording and tell Ss to imagine they are in one of the tall buildings in the pictures.

Ask various Ss around the class to say how they feel

Differentiation:

The teacher can model a sentence: “I feel ___ because ___.”

Students listen to music. Answer the question.

Answers:

I can see other tall buildings below me, but all around I can see only the sky and some cloud I feel scared to be so high up./I feel excited. It's like I'm on top of the world

Descriptor:

A learner

-discuss the tall buildings in the pictures

-answer the question

Point-3

Well done

12 min

Ex: 2 P:92

Teacher elicit what, if anything, Ss know about skyscrapers, and where the term came from.

Play the recording. Ss listen and follow the text in their books and find out

Differentiation:

Allow students to share ideas in pairs before answering

Students listen and complete the dialogue

Answers:

Skyscrapers are tall buildings made from steel. The word 'skyscraper' comes from the name sailors gave to the tallest mast on a ship.

Descriptor:

A learner

-read the dialogue

- answer the question

Point -3

Excellent

13 min

Ex: 3 P:92

Teacher asks Ss to use the Word List to look up the meanings of the words in the Check these words box, then allow Ss some time to read the text and answer the questions. Read out the Did you know? box.

Check Ss' answers around the class.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Functional literacy

True or False

Skyscrapers are very tall buildings.
Skyscrapers are usually built in villages.
Some skyscrapers have restaurants and observation decks.
Burj Khalifa is one of the tallest buildings in the world.

Students read the text answer the question

Answers:

1 Bricks weren't strong enough and they didn't have steel or elevators.

2 From the 1880s.

3 People could build tall buildings without worrying how to get to the top.

4 They needed living space and offices for business.

5 Because many ex-sailors worked on them and it is their word for the tallest mast on a ship.

6 One floor a day.

7 You can find shops, offices, apartments and a hotel

Descriptor:

A learner

-read the text

- answer the question

Point -4

Excellent

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Our neighbourhood		lesson 85
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Listening. Expressing likes dislikes
Learning objectives	6. 2. 5. 1 understand with support most of the specific information and sections in a long conversation on general and academic topics; 6.3.1.1 provide basic information about themselves and others at discourse level on a range of general topics;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - Study a model text. - Learn key phrases for describing a town or city. - Learn about the position of adjectives. - Write about a town you like Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 3: “There are no promising professions, there are only promising specialists.” / 3-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks students : Do you like your town? Why? What’s your favourite place in the town? Why?

Elicit some ideas from students and then ask: What’s your favourite town? Why?

Teacher tells values of this month.

The value of hard work and professional qualifications.

Responsibility for work

- A sense of full responsibility for the results of actions;

- Maintain order and consistency in performing tasks;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh dombra

Middle

7 min

Ex: 4 P:93

Teacher explain the task and give Ss time to complete the gaps, then check Ss' answers.

Differentiation:

Allow students to work in pairs

Students fill the gaps.

Answers:

1 elevators

2 steel

3 living

4 skyscraper

5 skyline

Descriptor:

A learner

- completes the gaps

- uses the words

Point-2

Well done

8 min

Ex: 5 P:93

Teacher explain the task and play the recording. Ss listen and choose the correct answers.

Check Ss' answers around the class.

Differentiation:

Allow students to read the questions and answer options before listening.

Students listen to Jane Sam talking in a department store. For questions choose the correct item.

Answers:

1 baseball cap

2 £15

3 electrical department

4 3030 BC

5 in an hour

Descriptor:

A learner

- listen to Jane Sam talking

- choose the correct item

Point -2

Excellent

10 min

Ex: 6 P:93

Teacher asks Ss read the Note box and the examples. Elicit further examples from Ss.

Go through the phrases and the activities in the boxes and read out the examples. Give Ss some time to complete the task.

Check Ss' answers around the class

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Students use the phrases in the list to make five sentences about yourself.

Answers:

I love playing football.

I hate eating out.

I want to go to the pool.

I enjoy going to the cinema.

I like buying books.

I don't like visiting the theme park.

I don't mind going shopping

Descriptor:

A learner

-read the examples

- the examples

Point -3

Excellent

10 min

Ex: 7 P:93

Teacher explain the task and ask Ss to work in small groups and look on the Internet or in other resources for photos and videos of the skyscrapers in the text.

Give Ss some time to prepare a presentation or write a fact about each one and present them to the class.

Differentiation:

Lees motivated learner work in pairs to compare answers before checking with the class.

Functional literacy

Complete the sentences

I ______ (like / don’t like) vegetables.
She ______ (loves / hates) watching films.
We ______ (enjoy / don’t enjoy) playing basketball.

Students find videos/photos about the building in your country

Answers:

The Empire State Building is located on Fifth Avenue. It is 443 metres tall.

The Triumph of Astana is 142 metres tall and was designed by SIASK

Descriptor:

A learner

- find videos /photos

- write a fact about each one

Point -3

Well done

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Our neighbourhood		lesson 86
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Everyday English: Asking for / giving directions
Learning objectives	6. 2. 5. 1 understand with support most of the specific information and sections in a long conversation on general and academic topics 6. 3. 1. 1 providing basic information about oneself and others at the discussion level within the framework of general topics;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - present situational language and practise pronunciation and intonation - identify the context of a dialogue, listen and read for specific Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 3: “There are no promising professions, there are only promising specialists.” / 3-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks students work in pairs, students think of a park they like and write a list of the things they like about it, for example beautiful trees, café, flowers, etc. Get feedback from the class by asking a few pairs to read their lists. Go through any words students use that other members of the class might have difficulty with.

Teacher tells values of this month.

The value of hard work and professional qualifications.

Self-development and professional growth:

- Striving to acquire new professional knowledge and skills;

- Effective use of experience and knowledge in the workplace;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh dombra

Middle112 min

Ex: 1 P: 94

Teacher play the recording with pauses for Ss to repeat chorally or individually.

Repeat if necessary, then elicit which syllables are stressed.

Students listen and repeat. Find the stressed syllables.

Answers:

Excuse me

Could you tell me how to get to the hospital?

I'm sorry, what road was that?

On the right, did you say?

Thank you very much

Descriptor:

A learner

- repeat chorally or individually

-find the stressed syllables

Point-3

10 min

Ex: 2 P: 94

Teacher explain the task and read out the question.

Play the recording. Ss listen and follow the dialogue in their books and find out the answer.

Differentiation

Learners will be supported by teacher will support students each other in difficult moments.

Students read the sentences in ex 1 appear in the dialogue below. Answer the question.

Answers:

Kairat wants to go to the hospital.

Descriptor:

A learner

- read the sentences

- answer the question

Point -3

Excellent

13 min

Ex: 3 P: 94

Teacher allow Ss time to read the dialogue again and mark the route on the map.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Functional literacy

Choose the correct answer

You want to find the hospital. What do you say?
a) Where is the hospital?
b) I am the hospital.
c) Hospital go there.
Someone tells you: “Go straight and turn right.”
What should you do?
a) Walk forward and then turn right
b) Stop walking
c) Turn left

Students read the dialogue. Show the route on the map

Answers:

Descriptor:

A learner

- read the dialogue

- mark the route on the map

Point -4

Excellent

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Our neighbourhood		lesson 87
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Across cultures: Markets around the world
Learning objectives	6.4.7.1 recognise typical features at word, sentence and text level in a range of written genres 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 (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - describe pictures and predict the content of a text - consolidate new vocabulary - personalise the topic and write about a local market Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 3: “There are no promising professions, there are only promising specialists.” / 3-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher writes the word map on the board and elicit the meaning.

Ask students what information we can find on maps, and elicit some ideas.

Ask students when they use maps.

Tell students they are going to practise reading maps in English

Teacher tells values of this month.

The value of hard work and professional qualifications.

Discipline and organizational skills:

- Effective planning of work schedules and tasks;

- Complete difficult or complex tasks in stages;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh dombra

Middle

10 min

Ex: 1 P:95

Teacher direct Ss' attention to the pictures and ask various Ss around the class to describe them.

Elicit how many Ss have been to a street market.

Read out the words in the list. Explain/Elicit the meanings of any unknown words and then elicit which of them Ss think

Differentiation:

Provide picture clues and simple explanations for the words in the list

Students describe the markets in the picture. Listen, read and check

Answers:

The market at the top of the page is indoors. There are two levels and lots of stalls. I can see fruit and vegetables downstairs and it looks like a café upstairs. I think you can find vegetables, meat and fish here.

The market at the bottom of the page has a lot of nuts and dried fruit. It seems quite exotic. I think it is indoors too. I think you can find tea, nuts, dried fruit and chocolate here

Descriptor:

A learner

- describe the markets in the picture

- answer the question

Point-3

Well done

8 min

Ex: 2 P: 95

Teacher asks Ss read out the example.

Allow Ss some time to fill the gaps and make sentences. DRA

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.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Students use the phrases to make sentences about the markets in the texts

Answers:

2 local

3 meeting

4 selection

Descriptor:

A learner

- read the examples

- fill the gap

Point -2

Excellent

10 min

Ex: 3 P: 95

Teacher explain the task. Refer Ss to the Internet, encyclopaedias or other reference books to find information about a local market and complete the task.

Ask various Ss to present their market to the class

Differentiation:

Provide guiding questions or a simple template (e.g., Where is the market? What can people buy there? When is it open?).

Students think of a popular markets or shopping centre in your town/city. Collect information, then write a paragraph about it.

Answers:

name: Artem Market

where it is: in the middle of Astana

what it is like: covered market, two levels

what you can buy there: downstairs - fresh fruit and vegetables, dried fruit and nuts, meat, fish, homemade sauces; upstairs clothes, toiletries, furniture, nail bars, barber's shops, souvenirs

Descriptor:

A learner

- find information about a local market

- write a paragraph about it.

Point -3

Excellent

7 min

Ex: 4 P: 95

Teacher explain that in multisyllabic words sometimes more than one syllable is stressed.

Play the recording. Ss listen and repeat chorally or individually. Pay special attention to Ss' pronunciation and intonation and correct as necessary.

Elicit how

Functional literacy

Ask students:

Do you like markets or supermarkets?
What can you buy in markets in Kazakhstan?
Which market would you like to visit?

Students list the three syllables words as in the box.

Answers:

balconies – 3 tropical - 3

tradition – 3 expensive - 3

souvenirs – 3 selection - 3

vegetables – 3 together - 3

popular – 3 exciting - 3

Descriptor:

A learner

- listen and repea

- identify the three syllables words

Point -2

Well done

Total point 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Our neighbourhood		lesson 88
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Across Curriculum, Citizenship
Learning objectives	6. 4. 5. 1 identify the main idea from the context within some familiar general and reading topics, including long texts; 6.5.6.1 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - present new vocabulary - introduce and discuss the topic - consolidate information in a text Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 4: “By gaining deep knowledge, one will build a profession; By tasting the sweetness of learning, one grows and masters art.” / 4-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher writes the word map on the board and elicit the meaning.

Ask students what information we can find on maps, and elicit some ideas.

Ask students when they use maps.

Tell students they are going to practise reading maps in English

Teacher tells values of this month.

The value of independence and patriotism.

Respect, self-respect:

- Maintaining personal dignity, not degrading oneself;

- To cultivate the ability to treat oneself and others fairly.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh dombra

Middle

7 min

Ex: 1a P:96

Teacher asks Ss read the list of public facilities aloud and explain/elicit their meanings, Elicit which ones Ss' towns/cities have.

Then, draw Ss' attention to the pictures and elicit which facilities they show.

Students read the list of public facilities and say which ones your town/city has.

Answers:

1 playground

2 library

3 wildlife reserve/national park

4 swimming pool

5 skate park

Descriptor:

A learner

- read the list

- complete the sentences

Point-2

Well done

8 min

Ex: 1 b P: 96

Teacher asks various Ss around the class to tell the class what their free-time activities are and which public facilities they use to do them.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Students ask and answer the question. Tell your partner.

Answers:

I like rollerblading, so I go to the skate park every weekend.

I like reading, so I go to the library every week.

I like running, so I go to the park every afternoon. etc

Descriptor:

A learner

- ask and answer the question

- discuss with your partner

Point -2

Excellent

10 min

Ex: 2 P: 96

Teacher read the rubric aloud and elicit a variety of answers from Ss around the class. Write the two b

Students answer the question. In pairs, think of two ways.

Answers:

Leisure and sport facilities in a town can help to reduce crime such as vandalism and graffiti because young people have a place to go and use their energy positively. They can also help to develop young people's skills and abilities and give them a healthy hobby.

Descriptor:

A learner

- read the rubric

- answer the question

Point -3

Excellent

10 min

Ex: 3 P: 96

Teacher asks Ss read the rubric aloud and elicit a variety of answers from Ss around the class referring

Students write three ways local town councils can improve the local community.

Answers:

1 They can encourage people to do sports and create places where they can play.

2 They can use sports centres to create more job opportunities and reduce unemployment.

3 They can use sport to reduce crime

Descriptor:

A learner

- read the rubric

- write three ways local town

Point -3

Well done

Total point 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Our neighbourhood		lesson 88
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Writing: an email about your new house Summative Assessment for Unit 7.
Learning objectives	6. 4. 5. 1 identify the main idea from the context within some familiar general and reading topics, including long texts; 6.5.6.1 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - read for cohesion and coherence - brainstorm for ideas and write about your neighbourhood Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 4: “By gaining deep knowledge, one will build a profession; By tasting the sweetness of learning, one grows and masters art.” / 4-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher write the word map on the board and elicit the meaning.

Ask students what information we can find on maps, and elicit some ideas.

Ask students when they use maps. Tell students they are going to practise reading maps in English

Teacher tells values of this month.

The value of independence and patriotism.

Respect, self-respect:

- Maintaining personal dignity, not degrading oneself;

- To cultivate the ability to treat oneself and others fairly.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh yurt

Middle

10 min

Ex: 1 P:97

Teacher direct Ss' attention to the sentences (A-D) and then ask Ss to use them to fill the gaps (1-4). Check Ss answers.

Then ask Ss to use the Word List to look up the meanings of the words

Differentiation:

Provide less motivated learner help with vocabulary using the Word List.

Students read the email and complete the gaps with the sentences in the list. Look at the underlined sentences.

Answers:

1 C

2 A

3 D

4 B

Descriptor:

A learner

- read the email

- complete the gaps

Point-3

Well done

12 min

Ex: 2 P:97

Teacher asks Ss read the Study Skills box aloud and explain/elicit what brainstorming is (thinking of various ideas related to a theme/topic and writing down whatever comes to mind).

Explain the task and allow Ss some time to brainstorm for ideas and complete the sentences.

Check Ss' answers around the class.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Students think of your neighbourhood. Brainstorm for ideas. Then complete the sentences below about it.

Answers:

1 I live in a flat.

2 My neighbourhood is busy and noisy.

3 It has a great view of the city.

4 There are a lot of shops and cafés nearby.

5 There isn't a cinema in my neighbourhood.

6 The people here are very friendly.

7 I really like my neighbourhood because it is a nice place to live with everything we need nearby

Descriptor:

A learner

- read the Study Skills box

- complete the sentences

Point -3

Excellent

Stickers

13 min

Ex: 3 P:97

Teacher allow Ss time to complete the task in class. Remind Ss to use their answers to Ex. 2 to help them and the text in Ex. 1 as a model. Ask various Ss to read out their emails to the class.

Alternatively, assign the task as HW and check Ss' answers in the next lesson.

Differentiation:

Allow students to refer to their answers from Ex. 2 and the text in Ex. 1 as a model while writing

Students use your answers from ex2 to write an email to your pen- friend about your house and your neighbourhood.

Answers:

Hi Keith,

How are you? Sorry I didn't write earlier, but we were busy moving house.

Our new flat is really nice. It's on the 5th floor of a block of flats and it has a great view of the city. The neighbourhood is nice, too. There are a lot of shops and cafés nearby, although there isn't a cinema. I really like the neighbourhood and the people here are really friendly. Well, I've got to go now. Write back soon.

Yours,

Descriptor:

A learner

- write an email to your pen- friend

Point -4

Excellent

Total points 10

Pictures

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Our neighbourhood		lesson 89
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Edutainment
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; 6.6.13.1 use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - give an opinion on the value of being a good neighbour - discuss the value of being QRE - test knowledge learnt in this module/ to do a quiz Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 4: “By gaining deep knowledge, one will build a profession; By tasting the sweetness of learning, one grows and masters art.” / 4-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks students: Do you like your town? Why? What’s your favourite place in the town? Why?

Elicit some ideas from students and then ask: What’s your favourite town? Why?

Teacher tells values of this month.

The value of independence and patriotism.

Being able to speak well:

- Maintaining polite and cultured language standards;

- Avoid using rude and unpleasant words in communication;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh yurt

Middle

8 min

Ex: 1 P: 98

Teacher asks Ss to read the list of sentences about what makes a good neighbour and tick '' the ones that they agree with and put an 'X' next to the ones they disagree with. Check Ss' answers

Differentiation:

Allow students to discuss their answers in pairs before ticking or marking the statements.

Students read and mark the sentences.

Answers:

2√

3√

5√

7√

8√

Descriptor:

A learner

- read the list

- complete the sentences

Point-2

Well done

10 min

Ex: 2 P: 98

Teacher 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.

Differentiation:

Allow students to work in pairs and refer to their answers from Ex. 1 while forming sentences.

Students use must/mustn’t or should/shouldn’t to tell the class what makes a good neighbour.

Answers:

A good neighbour mustn't play loud music at night.

A good neighbour should know his/her neighbour's name.

A good neighbour should greet his/her neighbour when he/she meets them.

A good neighbour shouldn't let his/her pet play freely in the neighbourhood.

A good neighbour must clean up after his/her pet. A good neighbour mustn't leave rubbish on the street.

A good neighbour should invite neighbours to dinner

Descriptor:

A learner

- complete the sentences

- use must/ mustn’t or should/ shouldn’t

Point -3

Excellent

Stickers

10 min

Ex: 3 P: 98

Teacher asks Ss to work in small groups and discuss the value of being a good neighbour.

Give Ss some time to discuss their ideas and then ask some Ss to tell the class.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Students answer the question. Discuss in groups.

Answers:

We need to be good neighbours and help each other because if we do, life will be easier and happier for everyone. If we help one another then we can make our neighbourhood an amazing place to live

Descriptor:

A learner

- Discuss in groups

- answer the question

Point -3

Excellent

7 min

Ex: 4 P:98

Teacher 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.

Check Ss' answers.

Students do the quiz. Mark the sentences

Answers:

1 F

2 F

3 F

4 F

5 T

6 T

Descriptor:

A learner

- do the quiz

Point -2

Well done

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit:9 Transport.		lesson 90
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Vocabulary: means of transport
Learning objectives	6. 2. 2. 1 to understand more complex questions about the presentation of personal information with the support of the teacher; 6. 3. 1. 1 providing basic information about oneself and others at the discussion level within the framework of general topics;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - present new vocabulary - categorise means of transport Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 4: “By gaining deep knowledge, one will build a profession; By tasting the sweetness of learning, one grows and masters art.” / 4-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks students to think of some famous cities. Write these on the board, and ask them to say which country each city is in

Teacher tells values of this month.

The value of independence and patriotism.

Ability to communicate warmly:

- Maintaining personal dignity, not degrading oneself;

- Maintain decency and courtesy;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh dombr

Middle

10 min

Ex: 1 P: 99

Teacher draw Ss' attention to the pictures. Play the record

Ss listen and repeat chorally and/or individually the L1 equivalents.

Differentiation

Less motivated learner repeat chorally several times before asking for individual repetition.

Students listen and repeat.

Answers:

Students own answers

Descriptor:

A learner

- listen and repeat

-answer the question

Point-3

Well done

12 min

Ex: 2 P: 99

Teacher asks Ss to write the headings into their notebooks and then give them time to complete the task and categorise the means of transport under the correct headings.

Differentiation

Learners will be supported by teacher will support students each other in difficult moments

Students look at the means of transport. List them under the correct heading.

Answers:

Land: lorry, motorbike, snowmobile, tram

Air: helicopter, aero plane

Sea: ferry, hovercraf

Descriptor:

A learner

-discuss the means of transport

- write under the correct heading

Point -3

Excellent

Stickers

13 min

Ex: 3 P: 99

Teacher asks Ss go through the adjectives and explain/elicit the meanings of any unknown words.

Explain the task and read out the example.

Elicit answers for the remaining sentences from Ss around the class.

Differentiation

Provide simple definitions, pictures, or L1 translations for unfamiliar adjectives

Functional literacy

Choose the correct answer

Which transport travels in the air?
a) train
b) plane
c) bicycle
Which transport travels on water?
a) boat
b) bus
c) taxi
Which transport travels on railway tracks?
a) plane
b) train
c) car

Students use the adjectives to complete the sentences

Answers:

2 I don't enjoy travelling by ferry. It's slow.

3 I'd like to travel by snowmobile. It's exciting.

4 I think travelling by motorbike is dangerous.

Descriptor:

A learner

- complete the sentences

- use the adjectives

Point -4

Excellent

Total point 10

Pictures

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 Transport		lesson 91
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Reading: Exploring the world
Learning objectives	6. 4. 2. 1 understand special information in simple, short texts within a number of general and educational topics without the help of a teacher 6. 6. 3. 1 use of a variety of adjectives and adjectives subject to the rules and not subject to the rules in a limited set in the general familiar and educational topics;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - predict the content of the text - read for specific information Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 1: “The sunlight is shared by all, just like the wise words of a good person.” / 1-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks Ss what famous people they know.

Students will probably give the names of current celebrities. Accept a few names, then ask students if they know any famous people from the past.

Elicit a few names and write them on the board. Tell students they are going to do a quiz about famous people from the past.

Teacher tells values of this month.

The value of justice and responsibility.

Understanding responsibility:

- Know and respect their duties and rights;

- Ability to admit one's mistakes and strive to correct them;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh map

Middle

10 min

Ex: 1 P:100

Teacher direct Ss' attention to the pictures and elicit guesses to the question in the rubric.

Play the recording. Ss listen and follow the texts in their books and check if their guesses are correct.

Students look at the pictures. Answer the question. Listen and read to find out.

Answers:

You can see a gondola in Italy. You can see a longtail boat in Thailand. You can see a rickshaw in China.

Descriptor:

A learner

- discuss the pictures

- answer the question

Point-3

10 min

Ex: 2 P:100

Teacher give Ss time to read the text again and then answer the questions.

Check Ss' answers around the class.

Differentiation

Learners will be supported by teacher will support students each other in difficult moments

Students read the text again and answer the question.

Answers:

1 The best way to see Venice is on a gondola.

2 They sing traditional Italian songs.

3 A longtail boat looks like a banana in shape.

4 They use them to travel around the island.

5 No, it isn't expensive. Prices are not too high

Descriptor:

A learner

- read the text

- answer the question

Point -3

Excellent

8 min

Ex: 3 P:100

Teacher asks Ss read out the question and elicit answers from various Ss around the class.

Students answer the question.

Answers:

I would like to go on a gondola tour of Venice because the city is beautiful and I really like Italian music too.

Descriptor:

A learner

- read the question

- answer the question

Point -2

Excellent

7 min

Ex: 4 P:100

Teacher read out the Study Skills box and point out that this information will help Ss to complete the task successfully.

Explain the task and give Ss time to complete it.

Check Ss' answers.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Students fill in the correct preposition

Answers:

1 by

2 on

3 by

4 in

Descriptor:

A learner

- fill the gaps

- use correct preposition

Point -2

Good job!

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 Transport		lesson 92
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Vocabulary:
Learning objectives	6.2.3.1 understand an increasing range of unsupported basic questions on general and curricular topics 6. 3. 2. 1 asking simple questions to get information on general topics;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - present and practise verbs relating to transport - listen for specific information Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 1: “The sunlight is shared by all, just like the wise words of a good person.” / 1-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks Ss do a name survey in the class. Does anyone share a name? Do most people like their names, or would they like to change them?

Teacher tells values of this month.

The value of justice and responsibility.

Being fair to oneself:

- Be able to critically and honestly assess one's own actions, be able to admit mistakes and be ready to correct them;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh map

Middle

10 min

Ex: 5 P:101

Teacher asks students go through the verbs in the list and then give Ss time to use them to complete the sentences.

Ask Ss to check the meanings of the verbs in their dictionaries and then check Ss' answers around the class

Students choose the correct item.

Answers:

1 catch

2 rides

3 drives

5 Get

4 takes

6 travel

Descriptor:

A learner

- complete the sentences

- choose the correct item

Point-3

Well done

10 min

Ex: 6 P:101

Teacher asks Ss read the examples aloud and explain that we use both... and to show that two things or people share a quality, neither... nor (negative statement) to show that two things or people do not share a specific quality and either ... or (affirmative sentence) to refer to a choice between two possibilities.

Give Ss time to complete the task, then check Ss answers.

Differentiation

Learners will be supported by teacher will support students each other in difficult moments

Students fill in the gaps.

Answers:

1 Both, and

2 Neither, nor

3 either, or

4 Both, and

5 both, and

Descriptor:

A learner

- read the examples

- fill in the gaps

Point -3

Excellent

8 min

Ex: 7 P:101

Teacher Explain the task. Play the recording twice Ss listen and answer the questions in the rubric.

Check Ss' answers

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Students listen again and answer the question.

Answers:

James goes to school by bike. It takes him 20 minutes to go to school.

Stella goes to school by train. It takes her an

Descriptor:

A learner

-listen and read

- answer the question

Point -2

Excellent

Pictures

7 min

Ex: 8 P:101

Teacher asks students talk in pairs for a minute about their journey to school.

Monitor the activity around the class and then ask some pairs to report back to the rest of the class

Students describe your journey to school to your partner.

Answers:

A: I go to school by bus. How about you?

B: My mum drives me to school in her car

Descriptor:

A learner

- talk in pairs

- describe your journey to school

Point -2

Good job!

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 Transport		lesson 93
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Use of English: Comparative / Superlative
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. 9. 1 correct use of active and some passive forms of simple present and past tenses on many familiar general and academic topics;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - present comparatives & superlatives - personalise the topic and practise comparatives - compare two means of transport using comparative forms Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 1: “The sunlight is shared by all, just like the wise words of a good person.” / 1-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher write was, wasn’t, were and weren’t on the board and elicit which are affirmative and which are negative.

Elicit that was and were are the past forms of is and are.

Teacher tells values of this month.

The value of justice and responsibility.

Self-control, accountability:

- Monitor your own behavior and emotions;

- Identify and strive to correct reported deficiencies;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh map

Middle

7 min

Ex: 1 P:102

Teacher explain that we use the comparative form to compare two people, things, places, etc. We usually use than with comparative adjectives (e.g. Janet is taller than Paul.). We use the superlative form to compare one person/thing, etc with

Differentiation:

Provide simple definitions, pictures, or L1 translations for unfamiliar adjectives.

Students read the table. Say the examples in your language

Answers:

Student’s own answer

Descriptor:

A learner

- read the table

- use the comparative form to compare two people

Point-2

Well done

8 min

Ex: 2 P:102

Teacher explain the task and allow Ss some time to complete it.

Check Ss' answers around the class.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Students complete the sentences with the adjectives in the comparative form

Answers:

1 more expensive

2 noisier

3 bigger

4 more crowded

Descriptor:

A learner

- complete the sentences

-use adjectives in the comparative

Point -2

Excellent

10 min

Ex: 3 P:102

Teacher explain the task and give Ss some time to make comparative sentences about two towns/cities/ villages in their country.

Elicit answers from Ss around the class.

Differentiation

Learners will be supported by teacher will support students each other in difficult moments

Students compare two cities/towns/ villages in your country.

Answers:

Almaty is bigger than Taraz.

Astana is more expensive than Shymkent. Almaty is more crowded than Astana.

Shymkent is noisier than Karaganda

Descriptor:

A learner

- compare two cities/towns/ villages

Point -3

Excellent

Pictures

10 min

Ex: 4 P: 102

Teacher explain the task and read out the examples.

Allow Ss some time to complete the task and refer them back to the table in Ex. 1 to the conjunctions than and (not) as ...as.

Check Ss' answers around the class.

Learners look at the pictures. Compare the two means of transport.

ANSWERS

Trains are more relaxing than planes./Planes aren't as relaxing as trains.

Planes are more expensive than trains./Trains aren't as expensive as planes.

Trains are noisier than planes./Planes aren't as noisy as trains.

Trains are more comfortable than planes./Planes aren't as comfortable as trains.

Descriptor:

A learner

- compare two cities/towns/ villages

Point -3

Excellent

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 Transport		lesson 94
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Use of English: relative pronouns
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. 17. 1 using subordinate clauses with if (in zero conditional sentences), subordinate clauses with where, subordinate clauses with before/after (in the past tense), which, who, that , using relative clauses with where
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - practise making comparisons - present and practise question tags - present/practise relative pronouns/defining relative clauses Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 2: “If there is no unity, there is no organization; if there is no organization, there is no future.” / 2-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher write was, wasn’t, were and weren’t on the board and elicit which are affirmative and which are negative.

Elicit that was and were are the past forms of is and are.

Teacher tells values of this month.

The value of law and order.

Being able to distinguish between discipline and subordination:

- Obey the rules of conduct, understanding their meaning;

- Be able to distinguish between a legitimate, fair claim and an unreasonable, unfounded claim;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh map

Middle

10 min

Ex: 8 P:103

Teacher explain the task and read out the example.

Ss complete the task. Ask various Ss to read out their answers to the class, then elicit how many Ss share the same opinions.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Learners make comparisons, as in the example.

ANSWERS

2 In my opinion, flying is more exciting than driving. Driving isn't as exciting as flying.

3 In my opinion, a taxi is more convenient than a coach./A coach isn't

Descriptor:

A learner

- complete the table

Point-3

Well done

10 min

Ex: 9 P:103

Teacher asks Students read out the theory and explain the form and use of question tags. (We use question tags at the end of sentences to ask for/confirm information. We form them with the auxiliary/modal verb from the sentence and an appropriate subject pronoun.)

Explain that when the sentence is positive the question tag is negative and when the statement is negative

Differentiation

Learners will be supported by teacher will support students each other in difficult moments

Learners read the theory and complete the question tags. Then listen and mark the intonation

ANSWERS

1 hasn't he

2 is he

3 can she

4 weren't they

5 can they

6 didn't he

7 were y

Descriptor:

A learner

- complete the sentences

-use there was/wasn’t, there were/weren’t

Point -3

7 min

Ex: 10 P:103

Teacher asks Ss read out the theory box and explain that in some sentences we use relative pronouns to give information about the subject of the sentence.

Explain that we use who/that for people, which/ that for animals and things, and whose to show

Differentiation

Allow students to work in pairs and identify the subject in each example sentence

Learners read the theory. Then choose the correct pronouns

ANSWERS

1 that

2 who

3 whose

4 which

Descriptor:

A learner

- complete questions

- use the words in the box

Point -2

Excellent

Pictures

8 min

Ex: 11 P: 103

Explain the task and read out the example.

Give Ss time to complete the task and then check Ss'

Learners join the sentences. Use who, which or whose.

ANSWERS

2 Nurzhan is the mechanic who fixed my bike.

3 This is the bus which goes to the airport.

4 Serik is the man whose car is parked outside my house

Descriptor:

A learner

-read the example

- use who, which or whose

Point -2

Excellent

Total points-10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 Transport		lesson 95
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Reading: smart rules
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; 6.5.8.1 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - predict the content of the text - read for specific information - consolidate new vocabulary Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 2: “If there is no unity, there is no organization; if there is no organization, there is no future.” / 2-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher write on the board: Christopher Columbus America.

Ask students what verb should go in the gap (discover) and elicit that the verb must be in the past tense because this happened in the past.

Teacher tells values of this month.

The value of law and order.

Principled, able to keep one's word, able to understand the meaning of authority:

- express one's position based on specific principles;

- distinguish between influence and dominance through argument;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh map

Middle

8 min

Ex 1 P:104

Teacher elicit answers to the questions in the rubric from various Ss around the class.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Learners answer the question.

ANSWERS

Yes, I have got a bike. I like cycling because it's good exercise./No, I don't have a bike. My parents say it's dangerous to ride a bike on busy streets.

Descriptor:

A learner

- complete the sentences

- answer the question

Point-2

Well done

10 min

Ex: 2 P: 104

Teacher direct Ss' attention to the pictures and elicit what they know about safe cycling. Draw Ss' attention to the tip in the Study Skills box.

Play the recording. Ss listen and follow the text in their books and check.

Differentiation

Learners will be supported by teacher will support students each other in difficult moments

Learners answer the question. Look at the pictures and know discuss. Listen, read and check.

ANSWERS

To cycle safely you must wear a helmet, gloves, knee pads and reflective clothing. You must give clear hand signals to drivers. You must look after your bike and check it regularly and you mustn't listen to music while cycling

Descriptor:

A learner

-discuss the pictures

- answer the question

Point -3

7 min

Ex: 3 P: 104

Teacher allow Ss some time to read the text and mark the sentences. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box.

Check

Differentiation

Allow students to work in pairs while reading the text and marking the sentences

Learners read the text and mark the sentences T (true), F (false) or DS (doesn't say).

ANSWERS

1 T

2 F

3 T

4 T

Descriptor:

A learner

- write true or false

Point -2

Excellent

10 min

Ex: 4 P: 104

Teacher explain the task and allow Ss some time to scan the text and find suitable sentences to match the pictures.

Check Ss' answers. Then ask various Ss to say how to cycle safely using only the pictures

Differentiation

The teacher can guide them to the relevant parts of the text and provide vocabulary support if necessary.

Learners use the pictures. Tell the class how you can cycle safely.

ANSWERS

A: The most important thing to remember is that you must wear a helmet.

B: You must put reflectors on your bike and wear something bright such as a reflective belt.

C: You shouldn't wear loose clothes or headphones.

D: Gloves and knee pads are a good idea.

E: Check the brakes, tyres and chain regularly.

F: You must respect road signs and use hand signals to tell drivers that you want to change direction.

Descriptor:

A learner

- scan the text

- match the pictures

Point -3

Excellent

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 Transport		lesson 96
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Listening
Learning objectives	6.2.4.1 understand the main points of supported extended talk 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 (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - predict the content of the text - read for specific information Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 2: “If there is no unity, there is no organization; if there is no organization, there is no future.” / 2-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher write on the board: Lions eat grass.

Elicit that the sentence is not true, and elicit the negative form: Lions don’t eat grass. Write on the board: Columbus discovered Australia.

Elicit that the sentence is not true, and ask students how they would make this verb negative.

Elicit some ideas, but do not give students the answer.

Teacher tells values of this month.

The value of law and order.

Understanding the importance of the principle of honor:

- Accepting conscience as the main criterion of behavior;

- To prevent injustice and unfair practices;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh map

Middle

10 min

Ex 6 P:105

Teacher explain the task and read out the example exchange.

Give Ss some time to complete the gaps and then have Ss ask and answer in closed pairs. Remind Ss to use the past participle of the verbs in the present perfect tense.

Monitor the activity around the class and then ask some Ss to ask and answer in front of the class.

Differentiation

Allow students to work in pairs to complete the gaps before practising the dialogue.

Learners put the verbs in brackets into the

(to-)infinitive or -ing form.

ANSWERS

1 ride

2 drive

3 catch

4 fly

5 sail

Descriptor:

A learner

- read out the example exchange

- complete the gaps

Point-3

Well done

12 min

Ex: 7 P: 105

Teacher explain the task. Ask Ss to read the stem sentence and the possible answers to familiarise themselves with the content of the recording. Play the recording. Ss listen and complete the task.

Check Ss' answers.

Differentiation

Pre-teach key vocabulary if necessary and allow them to compare answers with a partner after listening

Learners listen to Steve talking to Jane about buying a new bike. For questions

ANSWERS

1 a BX20

2 black

3 Bingley

4 38 Station Street

5 £100

6 a helmet

Descriptor:

A learner

- listen to Steve talking to Jane

- complete the task

Point -3

Excellent

13 min

Ex: 8 P: 105

Teacher divide the class into pairs and ask Student B in each pair to close their books. Ask Student A to read the rules about motorcycle riding in the UK.

Brainstorm with all the Student Bs for questions to ask (e.g. How old do you have to be to ride a motorcycle in the UK? What safety equipment

Differentiation

Pair weaker students with supportive peers.

Learners read the following information and be ready to answer Student B's questions.

ANSWERS

SB: How old do you have to be to ride a motorcycle in the UK?

SA: You have to be at least 17 years old.

SB: Do you need a licence?

SA: Yes, you have to have a licence.

SB: What other rules are there?

SA: You must display 'L' plates as a learner.

Descriptor:

A learner

- read the following information

- answer Student B's question

Point -4

Excellent

Total points 10

Pictures

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 Transport		lesson 97
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Everyday English: buying a train ticket
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. 5. 5. 1 use of arguments supported by examples and justification in some familiar general and academic topics;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - practise pronunciation of situational language - read for specific information - act out a dialogue and consolidate situational language through translation Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 3: “In this world, if you think deeply, unity is needed; And to think about unity, there must be life and effort.” Tole Bi/ 3-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks students about the last time they visited a new town / city. Ask what they took with them, and how they prepared before they left.

Write some ideas on the board.

Teacher tells values of this month.

The value of creativity and innovation.

Personal safety, life safety:

- Risk recognition: being able to distinguish between threats such as bullying, drugs, violence, and fraud;

- Safe behavior: obeying traffic rules, acting safely in public places;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh map

Middle

7 min

Ex: 1b P: 106

Teacher asks Ss read the rubric aloud. Play the recording.

Ss listen and follow the text in their books and find out where Mr Omarov wants to go.

Differentiation:

Pre-teach difficult vocabulary if necessary and allow them to work in pairs to compare answers after listening

Learners the sentences are from a dialogue between Mr Omarov and a ticket clerk. Where does Mr Omarov want to go? Listen to find out

ANSWERS

Mr Omarov wants to go to Brighton

Descriptor:

A learner

- read the rubric

-answer the question

Point -2

Excellent

10 min

Ex: 2 P: 106

Teacher allow Ss time to read the dialogue again and complete the task.

Check Ss' answers.

Differentiation

Learners will be supported by teacher will support students each other in difficult moments

Learners read the dialogue and mark the sentences T T (true), F (false) or DS (doesn't say).

ANSWERS

1 F

2 DS

3 DS

4 T

Descriptor:

A learner

- read the dialogue

- mark the sentences

Point -3

Excellent

Pictures

10 min

Ex: 3 P: 106

Teacher asks Ss read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class.

Differentiation:

Allow students to work in pairs and scan the dialogue to locate similar phrases

Learners find sentences in the dialogue which mean: May I help you?

ANSWERS

May I help you? - Can I help you?

The cost is £54. That's £54.

My pleasure. - You're welcome.

Enjoy your trip. - Have a nice trip

Descriptor:

A learner

- read the dialogue

- find sentences in the dialogue

Point -3

8 min

Ex: 4 P: 106

Teacher play the recording again. Then, ask Ss to work in pairs and take roles and read out the dialogue. Monitor the activity around the class and ask some groups to read out

Differentiation:

Provide L1 explanations or examples if needed.

Functional literacy

Complete the dialogue

Passenger: I would like a ______ to Astana, please.
Ticket officer: ______ or return?
Passenger: Single, please.

Learners look at the dialogue in Ex. 2. Take roles and read it aloud.

ANSWERS

Student’s own answe

Descriptor:

A learner

- read the dialogue

Point -2

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 Transport		lesson 98
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Across cultures: Transportation around the world
Learning objectives	6.4.4.1 read independently a limited range of short simple fiction and non-fiction texts; 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 (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - introduce the topic and predict the content of a text - read for lexico-grammatical structure (missing words) - compare two forms of transport Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 3: “In this world, if you think deeply, unity is needed; And to think about unity, there must be life and effort.”Tole Bi / 3-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher refer students to the photo and ask: Where is Liverpool? (In the north of England.)

Ask students what they know about Liverpool. They will probably know about the football team, and may know that The Beatles came from there. Ask if they know anything about its history

Teacher tells values of this month.

The value of creativity and innovation.

Understanding the importance of health:

- Understanding cultural, ethical, and legal norms in society;

- Showing respect for others and recognizing mutual respect;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh map

Middle

10 min

Ex 1 P:107

Teacher direct Ss' attention to the pictures and the title and elicit guesses to the questions in the rubric.

Give Ss time to read through the text and find out.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Learners answer the question. What can you see in the pictures? What would you like to know about these means of transport? Read through and check.

ANSWERS

I would like to know where can someone see black cabs? Is the metro a cheap way to travel around the city? Do you need to pass any special test to drive a black cab?

Descriptor:

A learner

- read the text

- answer the question

Point-3

Well done

8 min

Ex: 2 P: 107

teacher 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.

Learners read the texts and complete the gaps with the correct word. Listen and check

ANSWERS

1 It

2 to

3 the

4 the

5 for

6 in

7 than

8 as

Descriptor:

A learner

- read the text again

- complete the gaps

Point -2

Excellent

10 min

Ex: 3 P: 107

Teacher elicit comparisons from various Ss around the class between the metro and the cab.

Differentiation

Learners will be supported by teacher will support students each other in difficult moments

Learners compare and contrast the means of transport in the texts in Ex. 2

ANSWERS

The metro is cheap but the black cab is expensive. The black cab is more expensive than the metro. The metro is the cheapest way to travel around the city. Both the metro and the black cab are fast. The metro is more convenient than

Descriptor:

A learner

- read the text

-identify the means of transport in the texts

Point -3

Excellent

Pictures

7 min

Ex: 4 P: 107

Teacher play the recording and ask Ss to find and underline the /er/ sound in the sentences.

Play the recording again with pauses for Ss to repeat chorally and/or individually.

Pay attention to Ss' pronunciation and correct as necessary

Learners find the /e/ sound in the following sentences. Then listen and repeat

ANSWERS

1 We will soon arrive at our destination.

2 Are we on Friday Street already?

3 I like taking the bus.

4 The metro station

Descriptor:

A learner

- find the /e/ sound

- underline the /er/ sound

Point -2

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 Transport		lesson 99
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Across curriculum: Citizenship Summative Assessment for the unit 8.
Learning objectives	6.4.7.1 recognize typical features at word, sentence and text level in a limited range of written genres 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 (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - introduce the topic and key vocabulary and predict the content of the text - read for specific information - collect information related to the topic and present it to the class Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 3: “In this world, if you think deeply, unity is needed; And to think about unity, there must be life and effort.” Tole Bi / 3-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher divide students into pairs and write Transport on the board.

Allow students two minutes to brainstorm how many forms of transport they can think of. Tell them to use the English words if they know them and to use Kazakh words if they don’t.

Teacher tells values of this month.

The value of creativity and innovation.

Fairness in the use and acquisition of necessary information:

- Be able to select reliable and correct sources of information;

- Be able to draw logical and objective conclusions.

Learners read the given sentences on the board and guess the topic and share with their ideas.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh map

Middle

5 min

Ex 1 P:108

Teacher draw Ss' attention to the pictures and elicit which ones show the actions given in the rubric. Elicit Ss' guesses as to how the pictures can be related to the text.

Play the recording. Ss listen and follow the text in their books and check if their

Differentiation

Pre-teach or explain key vocabulary from the rubric and encourage students to use simple sentences when making predictions.

Learners Look at the pictures. Answer the question. Listen and read to find out.

ANSWERS

A some people cleaning the road

B someone putting rubbish in a recycling bin

C someone planting a tree

Descriptor:

A learner

- discuss the pictures

- answer the question Point-3

Well done

5 min

Ex: 2 P: 108

Teacher allow Ss some time to read the text and complete the task.

Check Ss' answers around the class.

Ask Ss to use the Word List to look up the meanings of the words in the Check these words box.

Play the video for Ss and elicit their comments.

Differentiation

Allow students to work in pairs while reading the text and completing the task

Learners answer the question.

ANSWERS

1 We should avoid using our cars because they give out harmful gases.

2 Public transport, bicycles and walking are less harmful to the environment.

3 If we can't use an item again, we can rifcycle it.

4 Neighbours and friends can help to clean up our neighbourhood.

5 Trees are important because they give us oxygen and make our air cleaner too.

6 If we see rubbish on the ground, we should pick it up.

Descriptor:

A learner

-read the text

- answer the question

Point -4

Excellent

5 min

20 min

Ex: 3 P: 108

teacher 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.

Differentiation

The teacher can guide them to the relevant parts of the text if needed.

Summative Assessment for the unit 8.

Learners do you know of any other ways you can help keep the planet clean? Collect Information and present it to the class. Use the key phrase clean planet

ANSWERS

We should buy products with less packaging, so we create less rubbish. We should use environmentally friendly cleaning products, so we create less pollution. We should use less energy by switching off electrical items when not in use. We should use recycled products and reusable

Descriptor:

A learner

- collect Information

- use the key phrase

Point -3

Excellent

Total points 10

Pictures

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 Transport		lesson 100
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Writing: A pros and cons essay
Learning objectives	6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 6. 5. 5. 1 use of arguments supported by examples and justification in some familiar general and academic topics;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - identify linkers and their uses - identify pros/cons and think of relevant justifications/examples Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 4: “A harmonious nation is blessed with peace and prosperity” / 4-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks Ss to name any big or important mountains in their country. Ask if they have visited or climbed any of them.

Ask if anyone enjoys mountain climbing as a hobby, or whether they would like to try it

Teacher tells values of this month.

The value of unity and solidarity.

Respect and mutual respect:

- Respect for the rights and individuality of each person;

- Recognize and support the successes of colleagues and friends.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh map

Middle

10 min

Ex 1 P:109

Teacher explain the task and ask Ss to copy the table into their notebooks. Give Ss time to read the essay and then complete the table.

Check Ss' answers on the board.

Ask Ss to use the Word List to look up the meanings of the words

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Learners read the essay and complete the table.

ANSWERS

Descriptor:

A learner

- read the essay

- complete the table

Point-3

Well done

13 min

Ex: 2 P: 109

Teacher asks Ss read the Study Skills box aloud and explain why we use linkers.

Direct Ss to the linkers in bold in the essay and give Ss time to match them to their uses.

Check Ss' answers.

Learners look at the linkers in bold in the text. Which of them:

ANSWERS

list points: Firstly, Also, Secondly

conclude: To sum up

introduce an opposing opinion: On the other hand

Descriptor:

A learner

- read linkers in bold

- match them to their uses

Point -4

Excellent

12 min

Ex: 3 P: 109

Teacher ask Ss to read the statements and decide which ones are pros and which ones are cons.

Allow Ss time to complete the task and then check

Ss' answers around the class.

Differentiation

Learners will be supported by teacher will support students each other in difficult moments

Learners read the statements 1-4. Which are pros/cons of travelling by bus? In groups, think of justifications/examples

ANSWERS

Pros: 1, 4

Cons: 2, 3

Descriptor:

A learner

- read the statement

- answer the questions

Point -3

Excellent

Total points 10

Pictures

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 Transport		lesson 101
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Summative Control work for the 4th term.
Learning objectives	6.2.4.1 (6.L4) Understand with limited support the main points of extended talk on a range of general and curricular topics 6.4.2.1 (6.R2) Understand independently specific information and detail in short, simple texts on a limited range of general and 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 6.3.7.1 (6.S7) Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - follow the direction of the talk by tracking the key words - pronounce words and phrases correctly - identify specific information Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 4: “A harmonious nation is blessed with peace and prosperity” / 4-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks Ss to name any big or important mountains in their country. Ask if they have visited or climbed any of them.

Ask if anyone enjoys mountain climbing as a hobby, or whether they would like to try it

Teacher tells values of this month.

The value of unity and solidarity.

Resolve disputes peacefully:

- Willingness to compromise or reach a common solution;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheets

Middle

40 min

Listening

Task. Listen to the talk twice. CD3. Tapescript 3. And transcript for listening task can be found after the mark scheme

Students listen to the talk twice

Descriptor:

A learner

- listen to the talk twice

Point-5

Reading

Task. Read the dialogue about transportation

Choose the right option.

Answer the questions. Write NO MORE THAN THREE WORDS OR A NUMBER for each answer

Students read the dialogue about transportation

Descriptor:

A learner

-read the dialogue

Point -6

Excellent

Writing

Task. Choose ONE of the topics below.

Students choose ONE of the topics below.

Descriptor:

A leaarner

- write an essay

Point -6

Speaking

Task. Choose one of the cards and make up an individual talk. Use subject related vocabulary while talking on a given topic. You have 1 minute to prepare and 1-2 minutes to talk

Students choose one of the cards and make up an individual talk

Descriptor:

A learner

- choose one of the cards

Point -5

Total points 22

Short term plan

Unit: 9 Transport		lesson 102
School
Teacher name
Date:
Grade: 6		Number present:	absent:
Lesson title	Edutainment
Learning objectives	6.4.6.1 recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; 6.5.6.1 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - complete sentences relating to the value of green transport - identify the benefits of green travel - test knowledge learnt in this mod to do a quiz Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 4: “A harmonious nation is blessed with peace and prosperity” / 4-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks Ss what famous people they know.

Students will probably give the names of current celebrities. Accept a few names, then ask students if they know any famous people from the past.

Elicit a few names and write them on the board. Tell students they are going to do a quiz about famous people

Teacher tells values of this month.

The value of unity and solidarity.

Prioritizing the public interest:

- Temporarily putting personal interests aside and putting the collective interest first;

- Focusing on group or public benefit in decision-making;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh map

Middle

7 min

Ex 1 P:110

Teacher ask Ss to read the sentences and then complete the task. Elicit answers from Ss around the class.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Learners complete the sentences. Use: exercise, reduce, make, save.

ANSWERS

1 make

2 exercise

3 reduce

4 save

Descriptor:

A learner

- complete the sentences

- use these words

Point-2

10 min

Ex: 2 P: 110

Teacher Eexplain 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.

Differentiation:

Allow students to work in pairs and refer back to the module pages to find the relevant information

Learners do the quiz. Mark the sentences as T (true) or F (false

ANSWERS

2 F

4 T

5 T

6 F

7 T

8 F

Descriptor:

A learner

- do the quiz

- write true or false

Point -3

Excellent

10 min

Ex: 3 P: 110

Teacher explain the task and allow Ss some 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. Gondoliers sing when they give you a tour. [T])

Ss can swap their quiz with another pair and do it and

Differentiation:

Allow students to look back through the module for key information

Learners look at Module 9 and write a T/F quiz of your own.

ANSWERS

1 You can ride in a longtail boat in Thailand. (T)

2 The rickshaw driver will stop wherever you want. (T)

3 You must respect road signs when cycling. (T)

4 You have to be 18 to ride a motorcycle in the UK. (F)

5 In Almaty, it often drops below-10° during the winter. (T)

6 You mustn't check your bike's brakes and tyres regularly. (F)

7 Aeroplanes consume fossil fuels. (T)

8 The 'Knowledge' is a test for metro drivers. (F)

Descriptor:

A learner

- complete the sentences

- write true or false

Point -3

Excellent

Pictures

8 min

Ex: 4 P: 110

teacher play the recording.

Ss listen and think about the question in the rubric.

Ask various Ss to discuss their thoughts with the class

Learners song: Listen and complete the gaps, then sing along.

ANSWERS

1 train

2 back

3 near

4 car

5 house

6 town

7 day

8 bike

Descriptor:

A learner

- complete the gaps

Point -1

Excellent

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Жүктеу

Бөлісу

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Шет тілі Сабақ жоспары 6 сынып

03.07.2026

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