6 сыныпқа III тоқсанға арналған КМЖ

Тақырып бойынша 31 материал табылды

6 сыныпқа III тоқсанға арналған КМЖ

Материал туралы қысқаша түсінік

Ilnesses/ ailments,Grade 6 is a healthy class!,How we keep fit and healthy тақырыптармен басталған

Материалдың қысқаша нұсқасы

Unit 5: Our Health

Date: 17 January

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Ilnesses/ ailments

Learning objectives

6.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics curricular topics

6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics

6.6.13.1 use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular topics

Lesson objectives

To improve listening skills for specific information

To apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

To use modal verbs “should” in positive and negative forms correctly

Previous learning

Unit revision

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Beginning

8 min

Organizational moment

Teacher greets students.

Teacher sets positive atmosphere by asking such ice breaking questions as

How was your weekend?

What date is it today?

What is the weather like today?

Teacher discusses learning objectives with the students.

Warm –up.

Teacher shows a PPT slide with the examples.

Teacher elicits learners when should and shouldn’t are used. Learners work in pairs and match the problems and the advice.

Open class discussion

Teacher can write some additional examples on the board.

I have a stomach ache, what should I should I do?

You should ……., but you shouldn’t ……..

I have a toothache, what should I do?

You should ……., but you shouldn’t ..

Learners use the advice and should or shouldn’t to write sentence

Individual avaluation

PPT

Handout 1

Middle

30 min

Focus on listening

Pre-listening

Teacher shows a PPT slide and explains to learners that they should complete the speech bubbles with the new words in the box.

Teacher drills the pronunciation of the new words.

Learners listen and check their answers.

While-listening

Peers assess each other according to the answers provided by the teacher.

Teacher asks and makes notes on the number of correct answers and writes down the answers on the board so that learners could correct spelling mistakes.

Post-listening: Speaking: Role play

Student A imagines s/he has got one of the problems in pre-listening activity and s/he goes to a doctor (Student B). Student A tells Student B what’s wrong with him/her and asks for advice.

Student B imagines s/he is a doctor. Student A has got a problem. Student B asks what’s wrong and gives him/her advice. Student B is to use should and shouldn’t and some of the ideas in the box.

Pairs act out their dialogues in front of the class.

Teacher listens attentively and makes notes on the mistakes made by learners then teacher elicits the correct answers from students.

Learners should write down the full sentences into their copybooks.

Learners listen to a conversation between a doctor and a patient and complete the notes given.

Learners work in pairs and use experiences from their life to hold a life-like conversation

Verbal evaluation

Individual avaluation

Mutual avaluatio

Audio Track 1

Handout 2,

Handout 3

End

7 min

REFLECTION

At the end of the lesson, learners reflect on their learning:

I would like to tell you about …

I would like to explain why …

The best part of today’s lesson was …

One important thing to remember is.. Today I have learnt …

Home task: to learn the new words

Saying goodbye

Learners throw the dice to find out a random question they should answer

Self-assessment

Plenary Dice

Unit 5: Our Health			School:
Date:			Teacher name:
Grade: 6			Number present:				Number absent:
Theme of the lesson:		Grade 6 is a healthy class!
Learning objectives		6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 6.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 6.6.8.1 use future form will and going to make offers, promises, and predictions and plans on a growing range of familiar general and curricular topics
Lesson objectives		To understand specific information from the recording To use future form “be going to” creating sentences To enrich vocabulary with new topical words
Previous learning		Sport in our class
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation		Resources
Beginning 7 min	Organizational moment Teacher greets learners and introduces the lesson objectives in a simplified manner. Warm –up. What healthy\unhealthy habits do you know? Do you think it is important to be fit and healthy? Teacher monitors and encourages students. Teacher conducts brief class feedback of students’ ideas by discussing them with the whole class.			Learners work in pairs and discuss the questions.				PPT
Middle 30 min	Focus on listening Pre-listening Ask learners to predict what Rob is going to do using the words in the worksheet. Do not forget to give out the worksheet with words. Ask learners to follow the structure: I think he is going to … Note: In Handout 2 teacher can find the transcript of this audio and video, if it is difficult for learners to follow the speed, teacher can read himself or herself. Teacher says right answers or shows them on smart board on PPT Listening Teacher gives out worksheets with comprehension questions. Teacher asks learners to read the comprehension questions and underline key words before they listen to the recording. Teacher plays the audio or video again. Teacher shows right answers on PPP. Teacher tells learners to check their answers together in pairs. Weaker learners can read the transcript before they watch the video. Post – listening Teacher gives out worksheet. Ask learners to work individually to complete the sentences using the correct form of going to. Teacher monitors and corrects answers where necessary. Teacher tells learners to check their answers in pairs. The answers can also be found on PPT.			Learners listen to the recording or watch the video following the link and underline the words they hear from Handout 1. Learners need to answer the questions. Learners complete the sentences using the correct form of going to.		Verbal evaluation Mutual avaluatio Individual avaluation		Handout 1 Video http://esol.britishcouncil.org/content/learners/skills/speaking/health-and-fitness Handout 2 http://esol.britishcouncil.org/content/learners/skills/speaking/health-and-fitness Handout 3 Handout 4
End 8 min	REFLECTION At the end of the lesson, learners reflect on their learning: Learners list 3 things they found out/learnt on the lesson. Home task: to write how you keep fit using future form “be going to” Saying goodbye				Self-assessment

Unit 5: Our Health			School:
Date:			Teacher name:
Grade: 6			Number present:			Number absent:
Theme of the lesson:		How we keep fit and healthy
Learning objectives		6.1.8.1 develop intercultural awareness through reading and discussion 6.4.4.1 read independently a limited range of short simple fiction and non-fiction texts 6.3.2.1 give an opinion at sentence and discourse level on an increasing range of general and curricular topics
Lesson objectives		To read texts independently and discuss with others To apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.
Previous learning		Grade 6 is a healthy class!
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 5 min	Organizational moment Teacher greets learners. Teacher sets positive atmosphere by asking such ice breaking questions as How was your weekend? What date is it today? What is the weather like today? Teacher discusses learning objectives with the students. Warm –up. Teacher prepares cards with the words from the previous lesson and sticks them under the student’s chairs.			Learners should find the word and not showing it to group-mates explain the word (using either words or gestures) for others to guess.	Verbal evaluation		PPT Handout 1
Middle 30 min	Focus on reading Pre-reading. New vocabulary Teacher shows a PPT slide with pictures and words to match. Learners should write down the new words into their vocabularies. Teacher drills the pronunciation of the new words. Peer assessment Teacher asks and makes notes on the number of correct answers While-reading Learners listen to the recording and at the same time follow the text to identify who the man on the bus is. Teacher allocates 2 minutes to look through the text and the pictures. Teacher asks the whole class who the man on the bus is. Teacher explains to learners that they should write full answers in full sentences and provides examples. Open class discussion Post-reading Think-Pair-Share Teacher asks learners if they have been in such a situation at hospital. OR Learners work in pairs to act out the situation they have read about in the text. They are also free to make any changes. To introduce the topic, to listen and read for gist Direct Ss to the title of the article and the pictures. Elicitwhat remedies Ss think someone might find at home. Play the recording. To read for specific information Give Ss time to read the text again and complete the task. Check Ss' answers. Tell Ss to check any words they are unsure of in their dictionaries.			Learners make their own sentences using the new vocabulary. Learners read the text attentively to answer the questions given. Learners discuss their experiences in pairs, and then share with the class. Learners listen and follow the text in their books to find out Learners complete the task	Individual avaluation Mutual avaluation		PPT Audio Handout 2 https://www.gocomics.com/pickles
End 10 min	REFLECTION At the end of the lesson, learners reflect on their learning: 3 new words they learnt 2 activities they liked 1 challenge (difficulty) they experienced Home task: to write an assay HOW TO KEEP HEALTH Saying goodbye			Learners reflect on their learning	Self-assessment

Unit 5: Our Health			School:
Date:			Teacher name:
Grade: 6			Number present:			Number absent:
Theme of the lesson:		How we keep fit and healthy
Learning objectives		6.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.3.3.1 give an opinion at sentence and discourse level on an increasing range of general and curricular topics
Lesson objectives		To enrich vocabulary with new words related to the topic To apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. To share their personal pieces of advice for a healthy heart using new words
Previous learning		How we keep fit and healthy
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 10 min	Organizational moment Teacher greets learners and introduces the lesson objectives in a simplified manner. Warm –up. Word race. Teacher divides class into 2-3 groups according to the rows. Learners are given A4 papers to write down the words. Teacher sets 2 minutes to write as many words from the previous lessons as they can within the time limit. Learners take turns to write 1 word. The winner is the team who wrote the biggest number of words and made no spelling mistakes. Each spelling mistake takes away 1 point. Learners explain the meaning of the words.			Learners play with Word race			PPT
Middle 30 min	Focus on vocabulary Pre-teaching new vocabulary Learners are given handout 1 with pictures and phrases to match (there is a slide with this task) for learning new phrases. They work on their own. Teacher tells learners to compare their answers with their partners. Teacher shows the answers on the slide. Teacher monitors the process and explains the phrases where learners have mistaken. Teacher shows the pictures again and asks learners to explain the meaning of the words. Focus on speaking Pre-speaking Learners are shown the word keeping fit. Learners are divided into two groups. The task of the first group is to write the phrases into the first column (Healthy habits) and the task of the second group is to write the phrases into the second column (healthy eating). Teacher should also show the video about healthy and unhealthy habits to support learners with some ideas. While speaking Learners work in pairs and discuss whether they think they have healthy or unhealthy habits. Post speaking Teacher and learners give feedback to the learners using “Two stars and a wish” technique (Two stars = 2 things that are good about the dialogues, a wish = something they can improve to make it even better).			Learners swap their works and check the answers in pairs. Learners work in pairs and decide which of the phrases match keeping fit. Learners discuss Learners present their dialogues to the whole class.	Mutual avaluatio Verbal evaluation Individual avaluation		Handout 1 Video https://www.youtube.com/watch?v=XcENkfwLjOc
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: 3 new words they learnt 2 activities they liked 1 challenge (difficulty) they experienced Home task: to learn the new vocabulary Saying goodbye				Self-assessment

Unit 5: Our Health			School:
Date:			Teacher name:
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Creating a presentation about our favourite sport
Learning objectives		6.3.6.1- communicate meaning clearly at sentence and discourse level during pair, group and whole class exchanges; 6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics;
Lesson objectives		All learners will be able to: To listen and read for gist, to read for specific information, to write about health services Most learners will be able to: To listen and read for gist, to read for specific information, to write about health services Some learners will be able to: To listen and read for gist, to read for specific information, to write about health services
Previous learning		How we keep fit and healthy
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 7 min	ORGANIZATIONAL MOMENT To practise role-playing Explain the situation. Remind Ss that they can use the dialogue in Ex. 2 as a model as well as any ideas of their own to complete the task.			Learners complete the task in pairs, draw the diagram on the board and elicit	Mutual avaluatio
Middle 30 min	To earn intonation when expressing sympathy Play the recording with pauses for Ss to repeat chorally and/or individually. Pay special attention to Ss' intonation and pronunciation. To introduce the topic and predict the content of a text Direct Ss’ attention to the pictures, title and subheadings and elicit their guesses as to what the texts are about. To read for specific information Ask Ss to use the Word List to look up the meanings of the words in the Check these words box, then check Ss’ answers. To consolidate comprehension of a text Give Ss some time to consider their answers and then elicit answers from Ss around the class. To write about a health service Explain the task and ask Ss to copy the headings into their notebooks. Then give Ss time to research information about a health service from their country or another country and make notes under the headings. Tell Ss to use their notes to write a short text and pay attention to correct spelling. Ask various Ss to present the health service to the class To make a presentation about favourite sport Ask Ss to look up information on the Internet using the key word ‘Sport’ in the search bar or in encyclopedias/other reference books. Ss can use the website suggested at the Express Publishing website.			Learners earn intonation when expressing sympathy Learners listen and follow the texts in their books and check. Learners read the texts and answer the questions. Learners write a short text and pay attention to correct spelling Learners make a presentation about favourite sport	Verbal evaluation Individual avaluation Individual avaluation Mutual avaluatio
End 8 min	FEEDBACK. At the end of the lesson learners reflect on: What they learned; What remained unclear for them; What they need to continue working on; Teacher gives comments about learners work and awards learners. Home task: to finish the presentation about favourite sport Saying goodbye			Learners choose one and put on the board their stickers.	Self-assessment

Unit 5: Our Health			School:
Date:			Teacher name:
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Creating a presentation about an aspect of keeping healthy
Learning objectives		6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 6.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 6.3.3.1 give an opinion at sentence and discourse level on an increasing range of general and curricular topics
Lesson objectives		To listen for specific information while doing listening assignments To share an opinion on the topic interacting classmates and using topical vocabulary
Previous learning		Creating a presentation about our favourite sport
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 5 min	Organizational moment Teacher greets learners and introduces the lesson objectives in a simplified manner. Warm –up. Show a photo, ideally of a celebrity, who’s particularly fit (e.g. Daniyar Eleusinov or Kazhymukan Munaitpassov) that learners might admire or simply use this photo, and ask learners how they would describe these people.			Learners describe people by photo			PPT
Middle 30 min	Focus on speaking Write these words on the board, explain that these are groups of some specific exercises within the workout: cardio exercises core exercises cool down exercises Predict definitions of these words or explain meanings if necessary. Show photos to explain the meaning: cardio activities core exercises cool down exercises Ask learners what type of exercises they do or did in each stage of the workout. Ask them to explain the activity. By recalling these exercises teacher will be able to elicit some key phrases. Depending on the level here are some phrases teacher can elicit: lift arm/leg, bend shoulder, hip circles, knee circles, crunches, squats, stretch. Focus on listening Tell learners that they’re going to watch a British TV presenter Davina talking about her new fitness programme. The task says Which of the words are used in the video? Cross out the words which are not used in the video. Learners watch the video again and answer the questions. Show questions on PPT and ask learners to focus on questions. Remind them that before listening they should underline key words of each sentence. What is the name of Davina’s fitness programme? (Fit in 15) How many parts of workout are included in the programme, what are the names? (cardio, arms, legs and core,cool down,chill out stretch.) How long has Davina been exercising with the personal trainers? (10 years) What is the third exercise shown on the video? Do you think you can do 10 repetitions of this activity? (the activity is called ‘squads’. The answer to the other question depends on learners physical condition.)			Learners follow the instruction Learners watch the video and the find out the answers to the Task 1.	Verbal evaluation Individual avaluation		https://englishlessonplan.co.uk/fit-in-15-minutes-create-your-own-work-out/ Video https://www.youtube.com/watch?time_continue=8&v=jpgVbKutE-c Handout 1 https://englishlessonplan.co.uk/fit-in-15-minutes-create-your-own-work-out/
End 10 min	REFLECTION At the end of the lesson, learners reflect on their learning: 3 new words they learnt 2 activities they liked 1 challenge (difficulty) they experienced Home task: to make a presentation about aspects of keeping healthy Saying goodbye				Self-assessment

Unit 5: Our Health

School:

Date:

Teacher name:

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Grade 6 eats healthy food!

Learning objectives

6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics

6.3.3.1 give an opinion at discourse level on a range of general and curricular topics

6.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts

Lesson objectives

To talk about food preferences;

To present vocabulary in the context of article about fruit and vegetables

To identify specific information in the text;

To apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

Previous learning

Creating a presentation about an aspect of keeping healthy

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Beginning

10 min

Organizational moment

Greeting learners. Teacher draws students’ attention to the title of the lesson and asks them to tell what they think the lesson is about (eating the right kind of food or healthy food).

Teacher discusses Learning Objectives with the learners.

Warm –up.

Teacher shows PPT slide with pictures and asks learners which of the fruit and vegetables they like most of all.

Learners use construction “I like/ I don’t like”.

PPT

Middle

30 min

Focus on vocabulary

Learners are shown a PPT slide. They should write the food in the correct column.

Teacher distributes the handouts with vocabulary words to the students.

Open class discussion

Teacher asks learners about the word that was new for them.

Poster will look like a tree with words on its leaves.

Focus on reading

Pre-reading

Learners read the title of the magazine article “A rainbow on your plate” and make predictions about the object of reading. Teacher may help to deduce the meaning of the word “rainbow” by brainstorming the word. Teacher writes the word “rainbow” on the board.

While-reading

Teacher distributes texts for reading in the form of magazine article. At first learners should choose an appropriate fruit or vegetable for each its function by ticking the boxes. Several food items can be chosen for each of the function.

Post reading

Learners have a further discussion on the topic of the article.

Teacher should write out the 6 statements below on A4 paper and post them around the room.

Learners should walk around and write their opinion in response to at least 3 of the questions.

Learners read the words “proteins / fibre / vitamins / cereals / sugar” and put them in the suitable sentences.

Learners write one or two new words and stick them to the poster

Learners read the title of the magazine article

Learners give any associations with the given word (rain, colourful, beautiful etc.).

Learners are encouraged to use phrases for expressing agreement and disagreement like “totally agree”, “totally disagree”, “not sure about that/partially agree or disagree”.

Verbal evaluation

Individual avaluation

Mutual avaluatio

Handout 1

Handout 2

Handout 3

End

5 min

Feedback

Home task: to answer the questions and draw a poster:

1) What foods give energy?

2) What can protect us from different diseases?

3) How does the water help us?

Saying goodbye

Learners reflect about the reading activity

Self-assessment

Unit 5: Our Health

School:

Date:

Teacher name:

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Looking at Kazakhstan recipes

Learning objectives

6.1.8.1 develop intercultural awareness through reading and discussion

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

6.4.4.1 read independently a limited range of short simple fiction and non-fiction texts

Lesson objectives

To ask special questions to make a dialogue

To study the cost of food around the world and compare it with Kazakhstani

To read information and analyze the text through discussion

Previous learning

Grade 6 eats healthy food!

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Beginning

10 min

Organizational moment

Teacher greets learners.

Teacher sets positive atmosphere by asking some ice breaking questions. Teacher discusses learning objectives with students.

Warm –up.

For this activity, have learners bring a dish from their culture or personal background for their classmates to try. Have each one of them give a short description of their dish, including how it is prepared. Elicit vocabulary from the dish presented and write it on the board. For example, if your student introduces falafel, you can write out vocabulary such as chickpeas, cumin, parsley and tahini. When assigning learners the work for this activity, encourage each student to bring in relevant pictures of ingredients used.

Learners do the task

Verbal evaluation

PPT

https://www.fluentu.com/blog/educator-english/esl-food-activities/

Middle

30 min

Focus on listening

Let learners know that they are going to discuss a variety of foods and their cost.

Class discussion

What is the video saying?

What does it not take into consideration? (e.g. salaries)

Is it surprising?

Do we take food for granted?

Teacher hands out the leaflet with some information about the average price of Kazakhstani food and ask learners to analyze the price and compare with the price of food all over the world.

Focus on speaking

Teacher shows some pictures of different foods around the world and asks learners if they are familiar with them, if yes, which one they like or dislike?

Note: Teacher should pair learners in advance and ask learners what Kazakh food they would like to present to the world and explain why.

Learners watch the video and discuss what the different costs mean.

Learners work in pairs and discuss the topic: “Which food should I present and how expensive it is”

Mutual avaluatio

Verbal evaluation

Video -Cost of food

https://www.youtube.com/watch?v=2dS8qjJ4lQ0

Handout 1

https://www.numbeo.com/cost-of-living/country_result.jsp?country=Kazakhstan

https://edition.cnn.com/travel/article/world-best-food-dishes/index.html

End

5 min

REFLECTION

At the end of the lesson, learners reflect on their learning:

Draw together what has been learned,

Highlight the most important rather than the most recent points,

Summarise key facts, ideas and vocabulary, and stress what needs to be remembered;

Home task: to write one of the recipes Traditional food of Kazakhstan

Saying goodbye

Self-assessment

Unit 5: Our Health

School:

Date:

Teacher name:

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Looking at Kazakhstan recipes

Learning objectives

6.L7 Recognise the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics

6.S5 Keep interaction going in longer exchanges on a range of general and curricular topics

6.S7 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics

Lesson objectives

Identify the position of speakers in an extended talk with support

Communicate with others in longer conversation on familiar topics

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

Previous learning

Looking at Kazakhstan recipes

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Beginning

10 min

Organizational moment

Warm –up.

Make a fruit salad with as many fruits as you can. Students take turns being blindfolded and guessing the fruit they’ve been given to taste. You may divide them into teams, give them points for correct guesses, and let them enjoy a healthy snack!

Learners do the task

Verbal evaluation

PPT

https://busyteacher.org/7055-6-esl-games-with-food.html

Middle

30 min

LISTENING

Listen to the talk between Mrs Pickles and Dr Crawley twice and circle the correct answer.

1. Mrs Pickles thought the man _____

2. According to Mrs Pickles, the man should drink warm tea because ________

3. According to Mrs Pickles, the man should be _________

4. Mrs Pickles is going to see a doctor because _______

5. Mrs Pickles doesn’t know what Dr Crawley looks like because_____

Focus on listening

Inform learners that they are going to watch a tutorial video how to calculate the cost of food for a particular recipe. Ask learners to take notes if necessary and remember as much as possible.

Focus on writing

Pre-writing

Ask learners to choose food and write necessary ingredients for food. Demonstrate the simple example how to calculate. Ask more able learners to calculate for a person including serving as in video.

For example:

Beshbarmak

Meat – 1.5 kg / 2250 tg

Onion – 2/ 10 tg

Eggs – 2 / 50 tg

Flour – 300 gr/60 tg

Potato – 300 gr/ 30 tg

Total: 2400 tg

Average price of the above food

Meat costs about 1500 tg per 1 kg

Onion costs about 100 tg per a 1

Eggs costs 250 tenge for 10 eggs

Flour costs 200 tenge for 1 kg

Potato costs about 100 tenge per 1 kg

While-writing

Students will write the recipe of the dish they have chosen and remember learners to use tips for writing. Less-able learners should be supported by teacher.

Learners listen to the talk and circle the correct answer

Learners calculate the cost of food for a particular type of dish.

Learners describe the whole process of cooking

Individual avaluation

Mutual avaluatio

Individual avaluation

Video

https://www.youtube.com/watch?v=1WfyX5GaCmc

Handout 1

http://learnenglishteens.britishcouncil.org/skills/writing/elementary-a2-writing/recipe

End

5 min

REFLECTION

Write down 3 things you have done particularly well this lesson

Write 1 thing that you think you could have done better

Home task: to revise grammar and vocabulary

Saying goodbye

Unit 5: Our Health				School:
Date:				Teacher name:
Grade: 6				Number present:					Number absent:
Theme of the lesson:			Unit revision
Learning objectives			6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 6.6.10.1 use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics 6.6.13.1 use modal forms including mustn’t (prohibition) need (necessity) should (for advice) on a range of familiar general and curricular topics
Lesson objectives			A learner can select necessary words/phrases and put them into the gaps to make meaningful sentences A learner can recognize grammar inconsistencies in the sentences and provide correct sentences A learner can recognize typical features of the target grammar and apply all rules correctly
Previous learning			Looking at Kazakhstan recipes
Plan
Planned timings	Planned activities				Learners’ activities		Evaluation			Resources
Beginning 10 min	Organizational moment Teacher greets learners. Teacher explains that today learners will perform a revision work –grammar and vocabulary tasks. Warm –up. Teacher organizes an activity: ‘Brain power’. The idea is the same as in ‘Hot potato’ – all participants one by one throw a ball to a classmate saying one word/phrase they remember from previous lessons (Topic Our Health). This way some vocabulary recap takes place.									PPT slides 1 Small ball
Middle 30 min	Focus on vocabulary Quiz Teacher distributes the vocabulary quiz to learners. Learners should do the tasks individually. If learners have problems understanding a task, they should ask the teacher to help them. Teacher’s support should not be thorough – just some hints/clues are given. Note: Remember learners that the maximum point for 2 tasks are 25, and if the learner gets at least 15, he or she achieves. Focus on grammar Teacher reads out the definitions of 3 pieces of grammar and learners should say what grammar it is: We use this grammar (modal verb) to give advice (should/shouldn’t); We use this grammar to say that we have intention to do something in future (be going to + V); We use this grammar to give orders to somebody (Imperative mood). Teacher asks some learners to give examples using these grammar rules. Quiz Teacher distributes the quizzes and asks learners to work individually. Learners concentrate on the tasks and perform them independently. If learners appear to misunderstand the task, they may ask teacher to come up to them and give help where necessary. Teacher’s support should take place occasionally. Note: Remember learners that the maximum points for grammar task are 20 and if a learner gets at least 10 points, achieves the goal.				Learners focus on the tasks and accomplish them independently Learners study grammar and give examples using these grammar rules Learners concentrate on the tasks and perform them independently		Individual avaluation Verbal evaluation Mutual avaluatio			Handout 1 Handout 2
End 5 min	At the end of the lesson, learners reflect on their learning: Name 3 tasks which were really difficult Name 2 tasks which were interesting and easy Home task: to revise the vocabulary from the unit Saying goodbye						Self-assessment
Unit 6: Holidays and Travel				School:
Date:				Teacher name:
Grade: 6				Number present:					Number absent:
Theme of the lesson:			Reviewing map reading skills
Learning objectives			6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics; 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics; 6.6.8.1 - use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics;
Lesson objectives			All learners will be able to: identify some specific information in the text correctly and use some target vocabulary correctly in production tasks with support Most learners will be able to: identify most specific information in the text correctly and use a range of target vocabulary correctly in production tasks with support Some learners will be able to: identify all specific information in the text correctly and use a range of target vocabulary correctly in production tasks with little support
Previous learning			Unit revision
Plan
Planned timings		Planned activities				Learners’ activities	Evaluation			Resources
Beginning 5 min		Organizational moment Greeting learners. Teacher focuses learners on the main goal of the lesson. Warm –up. Learners brainstorm all types of activities during holidays. Teacher gives the instructions and demonstrates presentation with the phrases about holiday activities. Student should classify them into three groups: holidays by sea, holidays in the mountains, touring in a city. Open class feedback Possible answers: Holidays by the sea: sunbathing, windsurfing, fishing Holidays in the mountains: hiking, exploring nature, camping Touring holiday in a city: visiting museums, tasting local food, shopping, meeting local people, staying at hotels.				Learners discuss learning objectives. Learners write the phrases in their copybooks.
Middle 30 min		To present new vocabulary Draw Ss’ attention to the pictures. Play the recording. Ss listen and repeat chorally and/or individually. Elicit the L1 equivalents. (Ss’ own answers) To talk about holiday activities Explain/Elicit the meanings of any unknown words and read out the example, then Ss talk in pairs about their holiday activities using the phrases. To read for lexico-grammatical structure(multiple choice cloze) Allow Ss some time to read the text and complete the gaps. Explain that Ss should read the wholesentence before they decide on the best word tocomplete each gap. To understand the writer’s purpose and suggest alternative headings Read the Study Skills box aloud and then explain/elicit the meaning of the purposes in the rubric. Ask questions to check Ss’ understanding				Learners listen and repeat chorally and/or individually Learners talk about holiday activities Learners read the text and complete the gaps. Learners understand the writer’s purpose and suggest alternative headings	Verbal evaluation Mutual avaluatio Individual avaluation
End 10 min		REFLECTION At the end of the lesson, learners reflect on their learning: 3 new words which you have learned today 2 activities which you liked today 1 activity which was difficult for you Home task: to learn the new vocabulary Saying goodbye					Self-assessment
Unit 6: Holidays and Travel				School:
Date:				Teacher name:
Grade: 6				Number present:					Number absent:
Theme of the lesson:			Reviewing map reading skills
Learning objectives			6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics;
Lesson objectives			All learners will be able to: identify some specific information in speaking and listening and use some target vocabulary accurately in production tasks with support Most learners will be able to: identify most specific information in speaking and listening and use most target vocabulary accurately in production tasks with support Some learners will be able to: identify all specific information in speaking and listening and use most target vocabulary accurately in production tasks with little support
Previous learning			Reviewing map reading skills
Plan
Planned timings	Planned activities				Learners’ activities			Evaluation			Resources
Beginning 5 min	ORGANIZATIONAL MOMENT To present and practice new vocabulary Explain/Elicit the meaning of any unknown words. Ss match the attractions (1-8) to the activities (A-H), then ask various Ss around the class to make sentences.				Learners present and practice new vocabulary
Middle 30 min	Focus on vocabulary Teacher gives clear instructions and hands out the papers. Most able learners will have the task without any support. Less able learners will have a minimal support as written the first letters of the words. Teacher monitors while learners are doing the task. Peer checking. Less able and most able learners might work in pairs so they will help each other. Teacher should drill the pronunciation of the words with the class. Focus on listening Pre-listening Teacher shows the picture and learners need to predict what the dialogue is about. Learners can do it pairs. Focus learners’ attention to the verbs. Ask if they are going to talk about their future plans for a holiday and past ones. Less-able learners should be supported with some phrases to share an opinion. While – listening. Teacher instructs learners clearly. Ask learners to read the task and underline key words in the task. Learners will listen to the recording twice. Ask some ICQs (Instruction checking questions) Are there 11 questions? (No, ten) Are you going to choose from options given? (No, we need to write a word or words) Can you write 3 words as an answer? (No, no more than 2) Remember learners that they can write only ONE or TWO words, no more than TWO. Alan and Henrietta meet on the train and talk about Alan's European trip. Complete these sentences with ONE or TWO words.				Learners should match the words with the pictures and write down translation for these words. Learners predict what the dialogue is about. Learners get familiar with the instruction.			Individual avaluation Mutual avaluatio Verbal evaluation
End 10 min	REFLECTION Write down 3 things you have done particularly well this lesson Write 1 thing that you think you could have done better Home task: to write about a tourist destination Saying goodbye							Self-assessment

Unit 6: Holidays and Travel			School:
Date:			Teacher name:
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Reviewing map reading skills (This relates to Geography)
Learning objectives		6.1.3.1 respect differing points of view 6.1.2.1 use speaking and listening skills to provide sensitive feedback to peers 6.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 6.3.3.1 give an opinion at sentence and discourse level on an increasing range of general and curricular topics
Lesson objectives		To express own opinions by using the pictures To comprehend the general information in the listening To apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences
Previous learning		Reviewing map reading skills
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 10 min	Organizational moment Greeting learners. Teacher focuses learners on the main goal of the lesson. Warm –up. Teacher shows the quotation and asks learners to think what it means, give some examples. Read the quotation. What does it mean? Do you agree and disagree? Why? Discuss. The world is a book and those who do not travel read only one page. (Unknown)			Learners discuss the quotation			PPT
Middle 30 min	Focus on vocabulary In this manner, teacher elicits their background knowledge (may be topic-related vocabulary) concerning this topic. In addition, learners should match the words with the pictures by discussing with his/her pair. Then there should be a whole-class discussion to check. If learners do not know the presented words, they should write the new words down in their copybooks. Focus on listening Pre-listening Listening Learners listen to Louise talking to her friend Philip on the phone about her holiday in Sicily. Which of the following does she talk? The learners do the TASK 1 and choose the correct patterns. After identifying the correct themes of Louise’s talk, the learners listen to it again and choose a or b in the following TASK 2. Additionally, if some words from the recording are unknown for learners, they should construct some sentences by using the new words with the help of a teacher. Post-listening Ask learners to look at the pictures and discuss with their partners where they can go to do aforementioned activities.			Learners look at the pictures on PPT related to the travelling Learners look at the matched pictures again as well as listen to the audio 1, and number the order correctly Learners identifies what Louise is talking about defines and completes the sentences with the correct information about Louise’s holiday Learners discuss	Verbal evaluation Mutual avaluatio Individual avaluation		Track 1 Handout 1
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: What was difficult on this lesson? What was easy on this lesson? Home task: answer the questions As an extension activity teacher can ask learners to discuss the questions: Imagine you are on holiday and your friend calls you. Tell him/her all about your holiday. Saying goodbye				Self-assessment

Unit 6: Holidays and Travel			School:
Date:			Teacher name:
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Learning about the weather and how to create a cloud
Learning objectives		6.R5 deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts 6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 6.UE10 use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics
Lesson objectives		All learners will be able to: Express own opinions by using the pictures Comprehend the general information in the text Most learners will be able to: Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences Some learners will be able to: Make the compound sentences by using the right verb tenses Present the conclusion of all the texts
Previous learning		Reviewing map reading skills (This relates to Geography)
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 5 min	Greetings. Teacher organizes the class and greets the students .In order to understand learning objectives students should paraphrase them by little support of a teacher. Warm-up: In order to reminisce types of transport, Teacher clicks a link below to show a short video about types of transport that are used during the travelling. After watching it, learners construct some compound sentences one by one (at least 2 sentences as well as present simple and past simple should be alternated). For example: There is no doubt that in summer season the usage of buses for travelling is not so convenient because of hot weather as well as crowd in it.			Learners construct some compound sentences one by one	Verbal evaluation		https://learningapps.org/view871010
Middle 30 min	Pre-teaching new vocabulary: Teacher shows a slide on the PPT to get acquainted the learners with the words from upcoming tasks. If students do not know them, they should write words down in their copybooks. Pre-reading Before starting to do a reading task, all the students discuss the places of interest in Astana (what places can they visit?). According to the learning objective the students should use the Past and Future simple while speaking (for example: what did they visit? Where will they go?). After all, there should be pair assessment, if a learner makes mistakes in word-ordering or using an appropriate tense, his/her pair may correct him/her by giving feedback orally (pair-assessment). A teacher monitors this procedure. Reading Each student is given one text (there are 5 different topics) and students read his/her own text individually within 2 minutes (Teacher should cut the 5 texts and then distribute reading passages for each student). After having done the reading, learners should be divided into 2 groups (if there are 10 students, it’s up to the teacher/the number of students in the class). Thus, each student retells his/her text to his team fellows in order to inform them what his/her topic is about, and one by one (by chain) learners discuss their texts to each other. When they complete retelling to each other, they will answer the questions in PPT related to 5 different topics.			Learners should match new words with the given pictures. Learners discuss Learners read his/her own text individually within 2 minutes, retells his/her text to his team fellows in order to inform them what his/her topic is about	Mutual avaluatio Verbal evaluation Individual avaluation		Active board Handout 1 Reading texts Handout 2
End 10 min	PLENARY 3 new words you have learnt 2 activities you liked 1 difficulty you have experienced Home task: Learners should learn by heart new words and construct 5 compound sentences by using them. Saying goodbye				Self-assessment

Unit 6: Holidays and Travel

School:

Date:

Teacher name:

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Learning about the weather and how to create a cloud

(This relates Maths and Physics)

Learning objectives

6.C2 use speaking and listening skills to provide sensitive feedback

6.L5 understand most specific information and detail of supported, extended talk on a range general and curricular topic

6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topic

Lesson objectives

All learners will be able to:

enrich their vocabulary on the topic

practise listening for specific information

Most learners will be able to:

complete the listening task correctly

use topic-specific words and phrases when speaking

Some learners will be able to:

produce correct simple sentences while participating in groupwork

Previous learning

Learning about the weather and how to create a cloud

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Beginning

10 min

Greetings

Greeting learners. Setting positive atmosphere by asking some ice breaking questions. Discussing learning objectives with the learners.

Warm-up:

Teacher draws students’ attention to the title of the lesson. Teacher helps students guess the meaning of the word camping by drawing their attention to the pictures in the first activity. Teacher briefly explains that we use the verb go+ -ing forms to indicate physical activities, e.g. go camping/ fishing/ swimming/ shopping, etc.

Learners guess what the lesson will be about and elicits answers.

PPT

Middle

30 min

Vocabulary:

Teacher asks students if they know any camping equipment in English. Students look at the pictures and read through the words underneath them.

Teacher helps students deduce the meaning of any unknown words by relating them to the content of the corresponding pictures. Teacher plays the listening track 1 and pauses so that students can repeat what they hear.

Pre-listening:

Teacher asks students to look at the pictures and discuss with a partner why people need these items when going camping. Check as a class.

While-listening:

Teacher asks students which of the things shown in the pictures they would take with them on a camping trip. Teacher draws students attention to the TIP and explains it to the class. Then, students are asked to go over the task and the assessment criteria. Listening track 2 should be played twice. Students work individually. Check as a class. If necessary, teacher plays the track again in order to clarify any questions students may have.

Post-listening:

Teacher asks students to imagine they are going on a camping trip. In small groups, teacher has students discuss and decide what each member of the group is going to do to prepare for the camping trip and then report their decisions to the class.

Learners present vocabulary related to camping

Learners look at the pictures and discuss

Learners do the task

Learners discuss what each member of the group is going to do to prepare for the camping trip

Verbal evaluation

Mutual avaluation

Individual avaluation

End

5 min

Plenary:

Teacher asks students to describe the lesson in 2 nouns

and 2 adjectives.

Home task: Students should write answers (7-10 sentences) to these questions: Are there many places where you can go camping in your town? What are the advantages and the dangers of camping in the mountains/ forest or by the sea?

Saying goodbye

Self-assessment

Unit 6: Holidays and Travel			School:
Date:			Teacher name:
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Descriptive language to create an atmosphere
Learning objectives		6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics; 6.1.6.1- organise and present information clearly to others 6.5.7.1- use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics;
Lesson objectives		All learners will be able to: identify some specific information and ideas in the text correctly and use some target language correctly to recount information about the text Most learners will be able to: identify a range of specific information and ideas in the text correctly and use some target language correctly to recount information about the text Some learners will be able to: Identify a range of specific information and ideas in the text correctly and use a range of target language correctly to recount information about the text
Previous learning		Learning about the weather and how to create a cloud
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 5 min	GREETINGS Direct Ss’ attention to the picture and elicit what Ssthink they are going to read about. Ask four Ss toeach read out the first sentence of one paragraph. Play the recording. Ss listen and follow the text in their books to check.			Learners introduce the topic, to predict the content of the text; to listen and read for gist
Middle 30 min	To read for specific information Allow Ss some time to read the text again.Ask Ss to use the Word List to look up the meanings of the words in the Check these words box, then give Ss some time to answer the questions. To consolidate comprehension of a text Elicit a variety of reasons from Ss around the class why someone should visit Turgen Gorge. To identify specific types of nouns Give Ss time to scan the text again and find the nouns required. Elicit answers around the class. To listen for specific information Explain the task. Ask Ss to read the sentences and possible answers to familiarise themselves with the content of the recording. Play the recording. Ss listen and choose the correct answers Check Ss’ answers. To talk about fixed arrangements Ss do the task in closed pairs, then ask some pairs to act out their completed dialogues in front of the class. To complete a letter to a friend about fixed future arrangements Allow Ss five minutes to complete the task, then check Ss’ answers around the class.			Learners answer the questions Learners consolidate comprehension of a text Learners identify specific types of nouns Learners read the sentences and answer to familiarise themselves with the content of the recording. Learners talk about fixed arrangements Learners complete a letter to a friend about fixed future arrangements	Verbal evaluation Mutual avaluatio Individual avaluation
End 10 min	PLENARY 3 new words you have learnt 2 activities you liked 1 difficulty you have experienced Home task: To design a brochure Divide Ss into small groups. Explain the task and assign it as HW. Tell Ss to use ideas from the text and/or research online. Check Ss’ answers in the next lesson. Saying goodbye				Self-assessment

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

Unit 6: Holidays and Travel			School:
Date:			Teacher name:
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Researching and writing a magazine article on adventure holidays for families
Learning objectives		6.2.8.1- understand supported narratives including some extended talk, on a range of general and curricular topics 6.1.3.1- respect differing points of view; 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.6.3.1- use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics; 6.5.8.1 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics
Lesson objectives		All learners will be able to: identify some specific information and ideas in the text correctly and use some target language correctly to recount information about the text Most learners will be able to: identify a range of specific information and ideas in the text correctly and use some target language correctly to recount information about the text Some learners will be able to: identify a wide range of specific information and ideas in the text correctly and use some target language correctly to recount information about the text
Previous learning		Descriptive language to create an atmosphere
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 5 min	GREETINGS To introduce the topic and predict the content of the text Elicit what if anything Ss know about H.G. Wells, then ask Ss to read the biography to check.
Middle 35 min	To predict the content of a text Direct Ss’ attention to the pictures and elicit what they show and how they may relate to the story. Play the recording. To read for sequence of events and retell a story Allow Ss some time to read the text carefully and put the events in the order they happened. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box and then ask various Ss to retell the story. To predict anddiscuss possible outcomes of a story Explain the task and allow Ss some time to talk about their ideas in pairs. Ask some pairs to report back to the class. Play the recording. Ss listen and check. To read for cohesion and coherence (missing sentences) Explain the task. Allow Ss time to put the missing sentences in the right place in the text. Ask Ss to use the Word List to look up the meanings of the words in the box. To understand the topic of each paragraph in a text Explain the task and read out the topics in the list and then elicit the topic of each paragraph from various Ss around the class. To present and practise order of adjectives Read out the Note!and explain the order of adjectives. Then elicit further examples.			Ss listen and follow the text in their books and find out the answers to the questions in the rubric. Learners read the text carefully and put the events in the order they happened. Learners identify adjectives describing feelings Learners read for cohesion and coherence Learners understand the topic of each paragraph in a text Learners complete the task	Verbal evaluation Individual avaluation Mutual avaluatio
End 5 min	PLENARY 3 new words you have learnt 2 activities you liked 1 difficulty you have experienced Home task: To write an email about your holiday Saying goodbye				Self-assessment

Unit 6: Holidays and Travel

School:

Date:

Teacher name:

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Researching and writing a magazine article on adventure holidays for families

Learning objectives

6.5.6.1 link with minimal support sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics

6.5.7.1 use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics

6.6.8.1 use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics

Lesson objectives

To write a postcard using present continuous and future tenses

To write a postcard following the structure of a postcard

Previous learning

Researching and writing a magazine article on adventure holidays for families

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Beginning

5 min

Organizational moment

Greeting learners. Teacher focuses learners on the main goal of the lesson.

Warm –up.

T: Show the video to learners and ask them what the girl in the video doing.

Teacher can ask some questions

What has she taken out from her bag? (A postcard)

How did she start her letter? (Dear friends, hello from London)

Where is she staying? (in a wonderful hotel)

Where has she been? (Tower of London, River Thames )

What food has she tried? (Fish and chips)

What is she planning to do? (to visit a musical at the London Palladium)

How does she finish her letter? (Wish you were here. Love from Emma)

What tenses has she used? (Present Simple, Present Perfect, Present Continuous )

Learners discuss

Verbal evaluation

PPT

Video BBC English

https://www.youtube.com/watch?v=1JC5Ig5Ik_g

Middle

35 min

Focus on writing

Pre-writing

Demonstrate the information in Handout 1 and ask learners to read the postcard and tips which are necessary to follow.

When learners have finished reading, ask some questions for comprehension.

What parts does the postcard consist of? (Introduction, main body and conclusion)

Do you need to write the address? (Yes)

Why is the writer using Present Continuous in the card? (Because she is visiting New York now)

Has she visited any places yet? If yes, which ones? (Yes, the Statue of Liberty, the Brooklyn Bridge, and Central Park)

What is the weather like there? (It is hot and sunny)

What is she going to do? (She is going to watch a show at the theatre on Broadway)

Writing

Ask learners to write a postcard to their parents, friends or relatives. Let them imagine that they are somewhere visiting interesting places, sightseeing and enjoying their vacation.

Assessment criteria:

Writes sentences in present continuous, present prefect tense and going to

Learners read the postcard and tips which are necessary to follow

Learners answer the questions

Learners write a postcard to their parents, friends or relatives.

Mutual avaluatio

Individual avaluation

Handout 1

End

5 min

At the end of the lesson, learners reflect on their learning:

How efficient were the strategies you used to tackle the task?

How would you improve what you did next time?

What are the next steps in your learning and why?

Home task: to revise grammar themes

Saying goodbye

Self-assessment

Unit 6: Holidays and Travel

School:

Date:

Teacher name:

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Unit revision

Learning objectives

6.6.8.1 use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics

6.6.10.1 use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics

Lesson objectives

To revise “to be going to” through various exercises

To use topic-related vocabulary

To practice writing skill through writing information for a tourist brochure

Previous learning

Researching and writing a magazine article on adventure holidays for families

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Beginning

5 min

Organizational moment

Greeting students. Students discuss learning objectives. Teacher focuses students on the main goal of the lesson.

Warm –up.

Teacher attracts learners’ attention the task. The activity is for vocabulary revision.

Learners look at the pictures and match them with the words given.

Individual avaluation

PPT

Middle

35 min

Focus on grammar

Focus learners’ attention on the structure “to be going to” and ask learners to read the instructions and complete the exercise.

Fill in the correct verb from the list.

Answers: 1) swim 2) eat 3) take

4) sit 5) stay 6) send 7) go

8) visit 9) relax

Exercise 3. Fill in: cosmopolitan, precious, accommodation, attractions, ceremony.

Answers:

1. Accommodation

2. Attractions

3. Cosmopolitan

4. Ceremony

5. Precious.

Assessment:

-answers at least 3 questions correctly

Exercise 8.

Ask learners to read the instruction of exercise 8 and do the task.

Assessment:

-answers at least 5 questions correctly

Exercise 9.

Ask learners to imagine that they are writing a short paragraph about their city for a brochure. Write: what sights/attractions tourists can see there, how they can get around, what food they can try and where they can stay.

Assessment criteria.

-uses present tenses correctly

-uses topic – related vocabulary

After learners have finished their writing task, ask them to swap their copy books or sheets and assess them.

Learners read the instructions and complete the exercise

Learners answers at least 3 questions correctly

Learners answers at least 5 questions correctly

Learners write at least one paragraph (about 50 words)

Verbal evaluation

Mutual avaluatio

Handout 1

End

5 min

At the end of the lesson, learners reflect on their learning:

What was the most interesting task?

What was the most challenging task? Why?

Home task: to finish writing a short paragraph about their city for a brochure

Saying goodbye

Self-assessment

Unit 7: Reading for Pleasure

School:

Date:

Teacher name:

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Learners read non-fiction books in Kazakh, English, Russian languages

Learning objectives

6.C4 evaluate and respond constructively to feedback from others

6.R4 read independently a limited range of short simple fiction and non-fiction texts

6.R5 deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts

6.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics

Lesson objectives

All learners will be able to:

Understand the reading text

Enrich vocabulary with new words related to the topic

Most learners will be able to:

Identify specific information in the text

Some learners will be able to:

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Previous learning

Unit revision

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Beginning

5 min

Organizational moment

Teacher starts with greetings and meets students with the plan of the lesson today and learning objectives.

Hello, dear friends!

Today we are going to have a story for reading about Lisa. She won first prize - a ticket to New York.

Pre-reading: discussion.

Teacher shows questions on Power Point Presentation. One of the students reads them and other answer.

Do you have a computer?

Do you ever use it to get on the Internet? What for?

Have you ever won anything in a competition or a quiz?

What do you know about New York? Would you like to travel there?

What do you think Lisa’s trip will be like?

Learners discuss

Verbal evaluation

PPT

Middle

35 min

While-reading

Learners are given the text of Chapter 1 and the while-reading they do the tasks. At first they should do True/False exercise.

Then they complete the paragraph with the words from the text.

After that they match the words with their meanings from the text.

Teacher pays attention to read the task carefully all the time.

When learners finish reading they assess each other in pairs.

Teacher shows the answers on PPT and students do pair assessment.

Teacher asks about the results and makes some notes about students’ success.

Open class feedback to check the answers.

Post-reading (Plenary)

Open class feedback.

Do you like the story?

What was the most interesting for you?

Learners choose true or false sentences

Learners do the task

Mutual avaluatio

Individual avaluation

Handout 1

End

5 min

REFLECTION

At the end of the lesson, learners reflect on their learning:

Learners throw the dice to find out a random question they should answer.

I would like to tell you about …

I would like to explain why …

The key focus was today …

The best part of today’s lesson was …

One important thing to remember is …

Today I have learnt …

Home task: learn the new words; make a crossword with the words from the text.

Saying goodbye

Self-assessment

Unit 7: Reading for Pleasure

School:

Date:

Teacher name:

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Learners read non-fiction books in Kazakh, English, Russian languages

Learning objectives

6.C8 develop intercultural awareness through reading and discussion

6.R7 recognise typical features at word, sentence and text level in a range of written genres

6.W4 write with some support topics with some paragraphs to give basic personal information

6.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics

Lesson objectives

All learners will be able to:

Enrich vocabulary with new words related to the topic

Most learners will be able to:

Identify specific information in the text

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Some learners will be able to:

Produce an effective paragraph about their free time using new words

Demonstrate comprehension by answering most of the questions correctly

Previous learning

Learners read non-fiction books in Kazakh, English, Russian languages

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Beginning

5 min

GREETINGS.

Greeting learners. Discussing learning objectives with the learners. Teacher asks learners to recall the key points of the previous chapter.

Lead-in:

Learners recall where Lisa and George were going the next morning.

They are shown a PPT slide with the pictures of the Central Park. They discuss what they know about it and what people can do there in pairs or in small groups. Open class discussion

Learners discuss

Verbal evaluation

PPT

Middle

15 min

Pre-reading

Learners do pre-reading vocabulary exercises to help better understanding of the text.

Learners choose a or b to complete the sentences.

Learners complete the sentences with the prepositions in the box.

Mutual avaluatio

Handout 1

20 min

READING

Task 1.Read the text Summer Holidays and complete the task.

Mark the sentences True or False.

Example: Sam finds summer an enjoyable season. True

Sam usually has a relaxing timetable in summer.

Sam prefers not to remember about school during vacation time.

Sam wants to spend his holiday with his friends than with his parents.

Lying in the sun is Sam’s favourite activity during holiday.

The most exciting experience was a trip to Somerset.

WRITING

Task 2. Write a postcard to a friend. Include Greeting and closing sentence. Use Present Continuous tense.

The following questions will help you to organize your writing:

What are you doing at the moment?

Where are you staying?

What’s the weather like?

What are you going to do this evening/ tomorrow?

Learners read the text and complete the task.

Mark the sentences True or False.

Learners write a postcard to a friend. Include Greeting and closing sentence. Use Present Continuous tense.

Individual avaluation

End

5 min

Reflection

Home task: learn the new words, write a paragraph about their free time using the new words (weaker students may write few simple sentences, stronger students may write a longer paragraph with more complex sentences)

Saying goodbye

Self-assessment

Unit 7: Reading for Pleasure			School:
Date:			Teacher name:
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Learners read non-fiction books in Kazakh, English, Russian languages
Learning objectives		6.C6 organise and present information clearly to others 6.R2 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6.W6 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 6.S4 respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics
Lesson objectives		All learners will be able to: Expand vocabulary with new words related to the topic Most learners will be able to: Identify specific information in the text Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Some learners will be able to: Produce an effective paragraph about a famous sight / monument in Kazakhstan using new words Demonstrate comprehension by fulfilling most of the tasks correctly
Previous learning		Learners read non-fiction books in Kazakh, English, Russian languages
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Beginning 5 min	Greetings. Greeting learners. Discussing learning objectives with the learners. Teacher asks learners to recall the key points of the previous chapter. Lead-in: Learners are shown a PPT slide with the picture of the Statue of Liberty. They discuss what they know about it in pairs. Open class discussion.			Learners discuss	Verbal evaluation		PPT
Middle 35 min	Pre-reading: Think-Pair-Share Learners are given some time to do the tasks individually, then they work in pairs to compare and discuss the answers. Open class feedback to check the answers. Answer key: Task 1: 1.island 2.sticker 3.subway 4.Met 5.camera 6.excited 7.ferry THE WORD IN THE GREEN BOXES IS : LIBERTY Task 2: 1.leave 2.takes 3.arrive 4.visit 5.put 6.explain While-reading Learners are given the text of Chapter 4 (Handout 2) and the while-reading exercises (Handout 1). Task 3. They should complete the fact file about the Statue of Liberty with information from Chapter 4. Chapter 4. Weaker students can work in pairs. When learners finish reading they assess each other in pairs. Open class feedback to check the answers. Answer key: Task 3:1)Liberty Island, new York city 2)France 3)1886 4)150 feet 5) 350 Task 4: 1.F 2.T 3.F 4.F 5.T			Learners choose a or b to complete the sentences. Learners mark sentences as True or False Learners finish reading they assess each other in pairs.	Individual avaluation Mutual avaluatio		Handout 1 Handout 2
End 5 min	Post-reading (Plenary) 1. Which famous sights/monuments would you like to visit? Why? 2. Do you like museums? Why? / Why not? 3. What do you like doing when you visit a new place? 4. What do you think the cousins are going to see in the Met? Open class feedback. Home task: learn the new words, write a paragraph about a famous sight/monument in Kazakhstan using the new words (weaker students may write few simple sentences, stronger students may write a longer paragraph with more complex sentences) Saying goodbye			Learners discuss whether they liked Chapter 4 and answer the post-reading questions in pairs or in small groups.	Self-assessment

Unit 7: Reading for Pleasure			School:
Date:			Teacher name:
Grade: 6			Number present:		Number absent:
Theme of the lesson:		Summarizing the chosen books
Learning objectives		6.1.7.1 develop and sustain a consistent argument when speaking or writing 6.5.5.1 develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics
Lesson objectives		To write the summary of the story using some vocabulary To develop paragraphing of a summary
Previous learning		Learners read non-fiction books in Kazakh, English, Russian languages
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Beginning 5 min	Organizational moment Teacher greets learners and introduces the lesson objectives in a simplified manner. Teacher discusses the leaning objectives with learners. Warm –up The teacher uses a vocabulary box. This box must mainly comprise of words on pieces of paper (verbs, adjectives, adverbs etc.) all said by the learners themselves in previous lessons. Importantly a lot of words are required for this activity.						PPT http://www.teachingenglish.org.uk/article/revision-box
Middle 35 min	Focus on writing Pre-writing Teacher asks learners to watch a video about how to write a summary. Learners should take notes of what they should focus on in writing a summary. Ask some questions after watching the video. Possible questions to ask: 1) What does “to summarize” mean? (It means to retell a story in your own words) 2) What rules should you follow in writing a summary? (Using own words, keeping it short, writing the main idea, remembering who, what, where, when, why) 3) What strategy is good to summarize? (The big 5) Writing Teacher introduces the assessment criteria and asks learners to write their summary according to the criteria given. Reduces the details and writes just the main points Writes the story in a chronological order Uses Past Simple Does not change the order or balance of the original work Uses at least 3-4 new words from the story If necessary, teacher should revise Past Simple with the whole class or less-able learners. Or before writing teacher can pair up learners as One more-able and one less-able learner, the strong one should explain the usage of Past Simple to the weakest one. Post – writing After learners have finished writing, ask them to proofread their summary and if necessary, they can swap their sheets to check each other.			Learners take notes of what they should focus on in writing a summary Learners follow the instructions Learners finish writing		Verbal evaluation Mutual avaluatio Individual avaluation	Video https://www.youtube.com/watch?v=dsB73dRuGcE Handout 1 https://studylib.net/doc/15654112/success-criteria-for-writing-a-chapter-summary
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: Based on what we have learnt today, what do you think we should study next? Why? Under what circumstances, or for what reason, might we need to use today’s learning? Home task: to finish your writing Saying goodbye					Self-assessment

Unit 7: Reading for Pleasure			School:
Date:			Teacher name:
Grade: 6			Number present:		Number absent:
Theme of the lesson:		Summarizing the chosen books
Learning objectives		6.C4 evaluate and respond constructively to feedback from others 6.R1 understand the main points in a growing range of short, simple texts on general and curricular topics 6.R2 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics
Lesson objectives		All learners will be able to: Understand the main idea of the text about travelling Discuss the main ideas mentioned in the text Most learners will be able to: Identify the main and specific information in the text Apply some topic related vocabulary in speech appropriately Some learners will be able to: Identify the main and specific information in the text without support Apply most newly learnt vocabulary in their speech
Previous learning		Summarizing the chosen books
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Beginning 5 min	Greetings. Warming-up: Teacher tells students to check their home task. In pairs, students swap copybooks and check emails. Students check each other’s works according to peer assessment. Students are to write +/- for categories in their partners’ copybook.
Middle 35 min	Pre-reading Think-Pair-Share Students are shown a PPT slide with the pictures of the Chinatown, Chinese restaurant and Chinese food. After each question teacher displays the information about each of the objects on the next PPT slides to let students know more about them and guess what will happen in the end of the story (chapter 10). While-reading Teacher tells that students are going to read chapter 10 for 7 minutes. Students are given the text of Chapter 10 (Handout 2) and the while-reading exercises (Handout 1). Teacher explains that students are to complete matching task 1. Peer assessment. After the peer assessment, students check the task as a whole class. After completing task 1 teacher informs that students are to finish the second part of the task. Answer key: Task 2:1. Years old 2. in front of a Chinese restaurant. 3. of surprises 4. delicious 5. last meal in New York Peer assessment. After the peer assessment, students check the task as a whole class.			Learners answer the questions Learners complete matching task 1.		Verbal evaluation Mutual avaluatio Individual avaluation	Handout 1 Reading text Handout 2
End 5 min	Post-reading Students in pairs ask and answer post- reading questions. They are to write down short answer of their partner. Suggested answers: Yes, he would, because it’s interesting No, he hasn’t Photo in Astana Yes, he does Chinatown Answers can vary according to students’ ideas Teacher monitors the class. Open class feedback. Home task: To write a letter (60-80 words) to Amy and George, thanking them for everything using the new words (weaker students may write a shorter letter with simple sentences, stronger students may write a longer one with more complex sentences). Saying goodbye					Self-assessment

Unit 7: Reading for Pleasure			School:
Date:			Teacher name:
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Different activities, based on the content of the books
Learning objectives		6.4.4.1 read independently a limited range of short simple fiction and non-fiction texts 6.1.7.1 develop and sustain a consistent argument when speaking or writing
Lesson objectives		To read the legend for comprehension and discuss the events of the legend To give arguments and justify their opinions
Previous learning		Summarizing the chosen books
Plan
Planned timings	Planned activities			Learners’ activities			Evaluation		Resources
Beginning 5 min	Organizational moment Teacher greets learners and introduces the lesson objectives in a simplified manner. Teacher discusses the learning objectives with learners. Warm –up What legends were discussed in the video? What was the first legend ‘Aisha Bibi’ about? What was the second legend “Khoja Akhmed Yassaui” about? Answers: Two legends (Love of Aisha Bibi and Khoja Akhmed Yassaui) It is the legend of Aisha Bibi’s love to Karakhan It is the legend of the man who served to spread Muslim religion			Learners watch a video about Kazakhstan legends and discuss what legends were discussed in the video and answer the questions			Individual avaluation		PPT https://www.youtube.com/watch?v=GINJMK2yVvc
Middle 35 min	Focus on reading Pre-reading Teacher asks learners to look at exercise 1 page 84. Who is Ertostik? What is he famous for? Learners discuss the questions in pairs and share their opinions. Vocabulary 1.destroy 9.servant 2.lord 10.capture 3.underworld 11.set off 4.livestock 12.rescue 6.pregnant 13.reach 7.handsome 14. challenge 8.get married 15. bring into darkness Reading Learners read the legend about Er Tostik and find out who Ernazar, Bapy Khan and Kenjegen were? Ernazar was Er Tostik’s father. Bapy Khan was the lord of underworld Kenjegen was his love and wife. Post reading Teacher asks learners to read the questions in Exercise 3 on page 85 and answer the questions. Let learners discuss in pairs. Assessment criterion: -answers at least 3 questions correctly.			Learners read the questions and answer them. Learners find the following words in the text and guess the meaning of words and try to remember them. Learners read the legend Learners read and answer the questions			Verbal evaluation Mutual avaluatio		Handout 1
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: Who are the main characters of the legend? What lesson did you get from the legend? Who was the negative character? Home task: to read the given statements and correct them. (Exercise 4 page 85) Assessment criterion: -correct at least two statements Answers: 1.Bapy Khan sent a terrible winter 2. Er Tostik’s father 3. the whole lakes 4. The dragon Saying goodbye						Self-assessment
Unit 7: Reading for Pleasure			School:
Date:			Teacher name:
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Different activities, based on the content of the books
Learning objectives		6.4.2.1 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6.4.4.1 independently a limited range of short simple fiction and non-fiction texts
Lesson objectives		To read the legend for detailed information To identify details of a text, including setting To formulate a basic summary of the legend
Previous learning		Different activities, based on the content of the books
Plan
Planned timings	Planned activities				Learners’ activities		Evaluation	Resources
Beginning 5 min	Organizational moment Teacher greets learners and introduces the lesson objectives in a simplified manner. Teacher discusses the learning objectives with learners. Warm –up Teacher asks some questions for discussion. Do you believe in legends? What Kazakh legends do you know? Have you ever heard anything about Er Tostik?				Learners listen or read the questions and discuss them in pairs.		Verbal evaluation	PPT
Middle 35 min	Focus on reading Pre-reading Teacher presents the new words, learners look at the pictures and guess the meaning of words. Ask them try to remember as they are going to read a story and these words relate to the topic. In addition learners watch a video about Reading Comprehension strategies and prepare their questions before reading the story. Step 1. Learners share what they know about Er Tostik. Reading Teacher fixes time for 10 minutes. More-able learners can be paired up with less-able ones and help them comprehend the legend. Teacher can also provide less-able learners with dictionaries to support them. Post-reading Teacher demonstrates PPT and asks learners to discuss in pairs. How would you feel if someone captures your father? Has something like happened in your life or someone’s life? Have ever read another legend/story like this? Does someone in the legend remind you of any other characters? Have you ever heard of anything like that? Retelling Learners retell the story. To avoid repetition, teacher can divide learners and the parts that they will retell. Learner 1 tells the beginning of the legend Learner 2 tells about Er Tostik’s father Learner 3 tell about Bapy Khan Learner 4 tells about three giants Learner 5 tells the end of the story.				Learners look at the pictures and guess the meaning of words Learners read the legend focusing on details. Learners discuss Learners retell the story and do the task Learners tells the details of the legend and covers the main events of the legend		Mutual avaluatio Individual avaluation Mutual avaluatio Verbal evaluation	Video Reading comprehension https://www.youtube.com/watch?v=ZUDigw4LCYE
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: Who are the main characters of the legend? What lesson did you get from the legend? Home task: retell the legend once more Saying goodbye						Self-assessment

Unit 7: Reading for Pleasure

School:

Date:

Teacher name:

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Different activities, based on the content of the books

Learning objectives

6.1.7.1 develop and sustain a consistent argument when speaking or writing

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

6.5.5.1 develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics

Lesson objectives

To discuss the story and summarize it

To write about the main events of the story

Previous learning

Different activities, based on the content of the books

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Beginning

5 min

Organizational moment

Teacher greets learners and introduces the lesson objectives in a simplified manner.

Teacher discusses the learning objectives with learners.

Warm –up

Teacher asks questions about identifying the main events of the story.

What does “the main event” mean?

What is the main event of the story?

What should we know to identify it?

What can “major events” include?

Learners answer

Verbal evaluation

PPT

Middle

35 min

Focus on speaking

Identifying setting, characters, and major events in a story. "The Three Little Pigs"

Activity 1

Teacher asks learners to read the task in Handout 1 and identify what the major event of the story is. If there is an access to the internet, it would better to follow the link and show the picture.

Teacher can also ask learners to watch a video to identify the main events of the story. Follow the link to play the video or see in the resources.

Activity 2

Teacher divides learners into pairs and asks them to discuss the main events, characters and setting of the story “The grove of the dancing birches”.

-Who are the main characters?

- Where did the story take place?

- What events happened in the story?

After learners have finished discussing, let them share their opinions about it.

Assessment criteria:

-names at least one main characters and explain why he or she is the main characters

-knows and shares the setting

-lists the main events of the story in order.

Activity 3

Teacher asks learners to find two sentences in the text that express the fact and two that express opinion.

Learners discuss

Learners read the task in and identify what the major event of the story is

Learners discuss the main events, characters and setting of the story “The grove of the dancing birches”.

Learners compare their answers with their partners.

Mutual

avaluatio

Individual avaluation

Handout 1

Video

https://www.youtube.com/watch?v=bDB8dlWSvg8

End

5 min

REFLECTION

At the end of the lesson, learners reflect on their learning:

What knowledge, understanding and skills did you use?

Design an assessment to find out whether a partner had understood the task?

Home task: to repeat grammar themes

Saying goodbye

Self-assessment

Unit 7: Reading for Pleasure			School:
Date:			Teacher name:
Grade: 6			Number present:		Number absent:
Theme of the lesson:		Summative control work for the 3^d term
Learning objectives		6.L8 Understand supported narratives including some extended talk, on a range of general and curricular topics 6.R4 Read independently a limited range of short simple fiction and non-fiction texts 6.W5 Develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics 6.S6 Communicate meaning clearly at sentence and discourse level during pair, group
Lesson objectives		All learners: -listen to the recording twice on topic ‘Holidays and Travel’, having chance to look through the questions before the recording starts . - read the text on topic ‘Our health’ and answer the questions. - should choose one topic. They should write on topics ‘Our health’ or ‘Holidays and Travel’. - pair up and have a two-way conversation on topics: ‘Our health’, ‘Holidays and Travel’.
Previous learning		Different activities, based on the content of the books
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Beginning 3 min	ORGANIZATION MOMENT 1.Greeting 2. Lesson objective
SA 40 min	LISTENING Task. Listen to the conversation between the travel tour guide and the tourists twice. CD3. Tapescript 2. And transcript for listening task can be found after the mark scheme. Put in order four places that the tour guide will visit first. Choose the right option. 5.Oxford Street is a famous street for… 6.The Queen lives at … READING Task. Read the text about fast food. Mark sentences as True or False. The hamburger is originally American. People can eat hamburgers anywhere around the world. McDonald’s is one of the world’s most famous fast food restaurants. Older people like this sort of food. Write answers. 5.Who took the hamburger to the United States of America? 6.Why do people go to MacDonald’s? WRITING Task. Choose ONE of the topics below. Write answers in full sentences. Give arguments supported by examples. Link these sentences into a well-structured paragraph with some basic connectors. Use future form ‘will’. SPEAKING Task. Work in pairs. Choose one of the cards and make a dialogue with a partner. Give own points of view on topics, ask questions to clarify the answers and get the needed information, explain and justify your positions and answer your partner’s questions.			Learners listen to the conversation between the travel tour guide and the tourists twice. Learners complete the sentences Learners read the text about fast food and mark sentences as True or False. Learners write answer Learners choose ONE of the topics below and write answers in full sentences. Learners choose one of the cards and make a dialogue with a partner.		Individual avaluation
End 2 min	REFLECTION Tree of success Home task: to revise grammar themes Saying goodbye					Self-assessment

Unit 7: Reading for Pleasure

School:

Date:

Teacher name:

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Unit revision

Learning objectives

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

6.4.3.1 understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts

6.4.4.1 read independently a limited range of short simple fictions and non-fiction texts

Lesson objectives

To read the story and understand specific information using scanningo

To recognize the detail of an argument while reading the story

Previous learning

Summative control work for the 3^d term

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Beginning

5 min

Organizational moment

Teacher greets learners and introduces the lesson objectives in a simplified manner.

Teacher discusses the learning objectives with learners.

Warm –up

Teacher asks some questions to give learners ideas about the topic.

What are they? (Trees, birches)

Where do they grow in out country? (in the North Kazakhstan)

Have you ever seen these trees? When? Where?

Learners look at the picture of birches and share their opinion what they think about them.

Verbal evaluation

PPT

Middle

35 min

Focus on reading

Pre-reading

Teacher asks learners to focus on the words given and check their meaning. Teacher should provide dictionaries in advance.

Teacher also asks learners to watch a video how to work on a text to improve reading skill.

Let learners highlight the text using particular pencils for each part, for example, red-for main characters, yellow -for the plot, green-for the ending etc..

Reading

Learners read the story paying attention the main characters, setting, plot and ending.

Answers:

Main characters: Khan and dancing girls

Setting: Long time ago in Burabai, the Northern part of Kazakhstan

Plot: Khan wanted to take part in festival. However he could be recognized by people, so decided to change his clothes and take off jewels to look like an ordinary man.

What happened: When women and girls were dancing, Khan was amazed much, stood up and started complimenting dancers. Girls recognized Khan.

End: Girls terrified that they froze where they stood and turned into a grove of white birch trees.

Post - reading

Learners are given worksheets and teacher asks them to fill in the table using the information from the story. If necessary, ask learners to do in pairs.

Learners focus on the words given and check their meaning

Learners read the story paying attention the main characters, setting, plot and ending.

Learners fill the table using the information from the story.

Mutual avaluatio

Individual avaluation

Video

https://www.youtube.com/watch?v=aAdZqK5Ueww

Handout 1

End

5 min

REFLECTION

At the end of the lesson, learners reflect on their learning:

How might you explain what you have learnt today to your parents

What key question would you ask to find out whether someone has understood today’s lesson

Home task: to revise vocabulary

Saying goodbye

Self-

assessment

Жүктеу

Бөлісу

ЖИ арқылы жасау

Файл форматы:

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Басқа Сабақ жоспары 6 сынып

06.01.2025

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Жүктеу

ЖИ арқылы жасау

Жариялаған:

Бакытжанова Айнара

Бұл материалды қолданушы жариялаған. Ustaz Tilegi ақпаратты жеткізуші ғана болып табылады. Жарияланған материалдың мазмұны мен авторлық құқық толықтай автордың жауапкершілігінде. Егер материал авторлық құқықты бұзады немесе сайттан алынуы тиіс деп есептесеңіз,
шағым қалдыра аласыз

6 сыныпқа III тоқсанға арналған КМЖ

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