Материалдар / 6сынып English Plus 3 тоқсан

6сынып English Plus 3 тоқсан

Материал туралы қысқаша түсінік

6сынып English Plus.3 тоқ

Хан Братанович

29 Қараша 2024

176

1 рет жүктелген

Шет тілі Сабақ жоспары 6 сынып

Материал тегін

Тегін турнир Мұғалімдер мен Тәрбиешілерге
Дипломдар мен сертификаттарды алып үлгеріңіз!

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

Материалдың толық нұсқасын
жүктеп алып көруге болады

Short term lesson plan III term

Unit of a long term plan:

Unit 5 Our Health. Lesson plan 49

School:

Date:

Teacher's name:

CLASS: 6

Number present:

absent:

Lesson title

Activities in and out of school

Learning objectives(s)

6.C9 use imagination to express thoughts, ideas, experiences and feelings

6.L1 understand a sequence of supported classroom instructions

6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

Lesson objectives

All learners will be able to:

Identify the theme, new words and use them as the basis for discussion.
Demonstrate knowledge for usage of the Present Simple describing activities in and out of school.
Transfer information from the given information into a graphic organizer.

Most learners will be able to:

Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; describe people using active vocabulary.

Some learners will be able to:

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
Make a presentation about routine and activities.

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Start

Class organisation

Warm-up and lesson objectives presentation

Warm-up (W, I)

Good afternoon, dear students and guests! Welcome to our English lesson!

Look at the pictures and say what the theme of our lesson will be?

Students respond to greeting

Ss answer the questions

Formative assessment is held through observation/monitoring.

Emoticon

Internet

Presentation

Main part

Lead-in (W, I)

Vocabulary work

Revise the school subjects vocabulary by asking students to add more words to the list they already guessed.

Match 8 of the words in the box with photos 1 - 8 p.57. The teacher asks if Sts. know the full names of: P.E. - Physical Education, ICT - Information and Communication Technology. Sts are divided into 3 groups and guess the subjects and the right answers. The winner gets 10 scores.

Subject	Answer
P.E.	football
ICT	60 minutes
Math	two
chess	sixteen
Art	green
Science	oxygen and hydrogen кислород и водород
Geography	Italy, Spain
Drama	A play by W. Shakespeare

PRE - LISTENING TASK:

Ex.3 p.56( Check the meaning of phrases and add your word - combinations from ex.1): Dance practice -

Dance/ basketball/ Music/ chess/ football practice;

Maths/ Science/ History/ Geography/ French/ Music/ ICT test;

While - listening task: listen to Alan and Jessica talk about activities and complete the sentences. What is their favourite day? In pairs ask questions to get more details: How often does Alan have Science?

Write as many questions as you can to get more information.

What is their favourite day? - Saturday. And yours? Why?

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Student:

reads the text for global understanding;
selects meaningful information, constructs the answer;

Formative assessment is held through observation/monitoring.

Comments

Emoticon

Formative assessment is held through observation/monitoring

Video and images

https://onlinemektep.org/schedule/

Bilimland

Handouts with task

End

Home task.

WB p.40

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

Feedback

Short term lesson plan

Unit of a long term plan:

Unit 5 Our Health. Lesson plan 50

School:

Date:

Teacher's name:

CLASS: 6

Number present:

absent:

Lesson title

School life.

Learning objectives(s)

6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.S2 ask simple questions to get information about a limited range of general topics

6.S3 give an opinion at sentence level on a limited range of general and curricular topics

Lesson objectives

All learners will be able to:

Identify the theme, new words and use them as the basis for discussion.
Demonstrate knowledge for usage of the Present Simple and Past Simple, making stories about a school in the Present Simple and Past Simple.
Transfer information from the given information into a graphic organizer.

Most learners will be able to:

Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; describe school using active vocabulary.

Some learners will be able to:

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
Make a presentation about your school.

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Start

Class organisation

Pre-learning (W)

Teacher greets the class and suggests playing the game to the learners. Teacher explains the rules for this

The teacher shows the picture and introduces the objectives of the lesson.

Students respond to greeting

Ss answer the questions

Formative assessment is held through observation/monitoring.

Emoticon

Internet

Presentation

Main par

Ex. 1 -2 p.58

The teacher asks Sts. to read the text quickly and count the number of paragraphs.(7) and underline the unknown words.

Read about Beibit school and compare his school with yours.

Ex. 3 - 4 p.58( Discussion Work).

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Student:

reads the text for global understanding;
selects meaningful information, constructs the answer;

Formative assessment is held through observation/monitoring.

Comments

Emoticon

Formative assessment is held through observation/monitoring

Video and images

https://onlinemektep.org/schedule/

Bilimland

Handouts with task

End

Home task.

My school ( a composition) w.

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

Feedback

Short term lesson plan

Unit of a long term plan: Unit 5 Our Health. Lesson plan 51			School:
Date:			Teacher's name:
CLASS: 6			Number present:		absent:
Lesson title		Language Focus. Can for ability and permission.
Learning objectives(s)		6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.C9 use imagination to express thoughts, ideas, experiences and feelings 6.UE 13 use might may could to express possibility on a limited range of familiar general and curricular topics 6.S2 ask simple questions to get information about a limited range of general topics
Lesson objectives		All learners will be able to: Identify the theme, new words and use them as the basis for discussion. Demonstrate knowledge for usage of the modal verb "can" for ability and permission, making stories about abilities. Transfer information from the given information into a graphic organizer. Most learners will be able to: Select, compile, and synthesize information for an oral presentation Provide a point of view in conversations and discussions; speak about people's abilities. Some learners will be able to: Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. Make a presentation about your activities at school and after school.
Plan
Planned timings	Teacher’s activities			Pupil’s activities		Marks	Resources
Start Main part	Class organisation We have got eyes and we can see. We have got ears and we can hear. We have got legs and we can walk. We have got mouths and we can talk. Yes, I *CAN.* Write about your abilities: I can........ I can't.......... What can you and your friend do? Can you do the same things? In groups of 3, make a presentation about your class. What can your class do? Ex.3 - 4 p.59. Present your abilities as a whole class. INTRODUCTION OF A RULE: If you want to ask for permission, you put a modal verb can or could on the first place. Could is a more polite form. Could you show me the way to the London Bridge? No, sorry, you can't. Why not? Yes, you can. Look at the key phrases and complete a dialogue: Ex.5.p.59 Keys: 1. you can't, 2.Why not, 3.Is it OK? 4. can I, 5. you can. Make up your own dialogue and play it in front of us. The teacher asks Sts. to write: What can they do at home and what can't they Read the poem and show the abilities: "We can" We can We can jump and play the drum. We can draw our Dad and Mum We can play and we can run. We can have a lot of fun. We can swim and we can sing - It is very interesting!			Students respond to greeting Ss answer the questions Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Student: reads the text for global understanding; selects meaningful information, constructs the answer;		Formative assessment is held through observation/monitoring. Emoticon Formative assessment is held through observation/monitoring. Comments Emoticon Formative assessment is held through observation/monitoring	Internet Presentation Video and images https://onlinemektep.org/schedule/ Bilimland Handouts with task
End	Home task: W.B. p.41 Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:			Feedback

Short term lesson plan

Unit of a long term plan:

Unit 5 Our Health. Lesson plan 52

School:

Date:

Teacher's name:

CLASS: 6

Number present:

absent:

Lesson title

Food and drink.

Learning objectives(s)

6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.S2 ask simple questions to get information about a limited range of general topics

6.S3 give an opinion at sentence level on a limited range of general and curricular topics

Lesson objectives

All learners will be able to:

Identify the theme, new words and use them as the basis for discussion.
Demonstrate knowledge for usage of the structures: there is/ are, lots of, a lot of, some, much/ many for making stories about eating habits. Transfer information from the given information into a graphic organizer.

Most learners will be able to:

Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; speak about school lunch.

Some learners will be able to:

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
Make a presentation about your school lunch and canteen. and after Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
Make a presentation about your school lunch.

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Start

Main part

Class organisation

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

The teacher shows the picture and introduces the objectives of the lesson.

Warm up. Free talk.

What do you usually eat for breakfast and lunch?

Breakfast	Lunch

What can you eat at school?

Ex.1.p.60

What are children in different countries eat for lunch?

Ex.1 p.60 Extending vocabulary. Think of two more words to add to each group:

1. meat: chicken.....

2. vegetables: potato....

3. fruit: pear.....

4. drinks: juice.....

Ex.3 p.60. Speak about healthy and unhealthy eating.

Is your lunch healthy?

Listening Task: Listen to the programme about school lunch and write about healthy and unhealthy meal. Ex.4 p.60

Students respond to greeting

Ss answer the questions

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Student:

reads the text for global understanding;
selects meaningful information, constructs the answer;

Formative assessment is held through observation/monitoring.

Emoticon

Formative assessment is held through observation/monitoring.

Comments

Emoticon

Formative assessment is held through observation/monitoring

Internet

Presentation

Video and images

https://onlinemektep.org/schedule/

Bilimland

Handouts with task

End

3 min.

Home task.

W.B. p.42, a menu

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

Feedback

Short term lesson plan

Unit of a long term plan: Unit 5 Our Health. Lesson plan 53			School:
Date:			Teacher’s name:
Class: 6			Number present:		Number absent:
Lesson title			Language Focus. Countable and uncountable nouns: a/an, the, some, any, much, many, a lot of. Talking about food and meals. Countable and uncountable nouns: a/an, the, some, any, much, many, a lot of. Talking about food and meals.
Learning objectives(s) that this lesson is contributing to		6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.C9 use imagination to express thoughts, ideas, experiences and feelings 6.UE1 use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics 6.UE2 use quantifiers many, much, a lot of ,a few on a limited range of familiar general and curricular topics yntax to talk about a limited range of general topics
Lesson objectives		All learners will be able to:
		Identify the theme, new words and use them as the basis for discussion. Demonstrate knowledge for usage of the structures: there is/ are, lots of, a lot of, some, much/ many, a/ an, the, countable/ uncountable nouns for making stories about eating habits. Transfer information from the given information into a graphic organizer. Most learners will be able to: Select, compile, and synthesize information for an oral presentation Provide a point of view in conversations and discussions; speak about school lunch. Some learners will be able to: Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. Make a presentation about your school lunch and canteen. and after Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. Make a presentation about your school canteen
Plan
Planned timings	Teacher’s activities			Pupil’s activities		Marks	Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Do you organize events with our friends? Imagine you want to organize a party or barbecue with some friends. What food do you need to plan and what food you like?			Students respond to greeting Ss answer the questions Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas		Formative assessment is held through observation/monitoring. Emoticon	Internet Presentation
Main Activities	Ex.1 p.61. Find the words and say if they are countable or uncountable: Ex.2 p.61. Complete the text with a/ an, the. Answers: 1.a 2.the 3.a 4.a 5.a 6.a 7 the 8.the ( In a weaker class this ex. can be done in pairs). The Consolidation of a structure: there is/ there are with much, many, a, some, a lot of. Ex.3 p.61. Make a group presentation about the rule of Ex.2 p.61 and give your examples.			Student:. selects an appropriate answer. completes the task. uses appropriate subject-specific vocabulary while speaking. discusses questions and answers the questions within the group.		Formative assessment is held through observation/monitoring. Comments Emoticon Formative assessment is held through observation/monitoring	Video and images https://onlinemektep.org/schedule/ Bilimland Handouts with task
Ending the lesson	Giving the home task. W.B. p.43 Peer-assessment. Rubric Feedback			Feedback
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term lesson plan

Unit of a long term plan:

Unit 5 Our Health. Lesson plan 54

School:

Date:

Teacher’s name:

Class: 6

Number present:

Number absent:

Lesson title

Making, accepting and refusing invitations.

An email about school.

Learning objectives(s) that this lesson is contributing to

6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.S2 ask simple questions to get information about a limited range of general topics

6.S3 give an opinion at sentence level on a limited range of general and curricular topics

6.L4 understand the main points of supported extended talk on a range of general and curricular topics

Lesson objectives

All learners will be able to:

Understand the main ideas of the dialogue in which people make, accept and refuse invitations.
Recognize key phrases for making, accepting and refusing invitations in dialogue.
Act situations making, accepting and refusing invitations.
Write an email about school

Most learners will be able to:

Understand details in listening extracts.
Use topic related vocabulary in their dialogues
Create their own dialogues based on the given situations and act.

Some learners will be able to:

Understand detailed information from the dialogues while listening.
Apply topic related vocabulary in speech fluently.
Create their own dialogues on the topic without support and act.

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up. Free talk.

What do you usually do after school? When and where do you meet your friends? Ex.1 p.62
Look at the photo on p. 62 and guess the topic of their conversation? Write the theme on lists of paper.

Students respond to greeting

Ss answer the questions

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Formative assessment is held through observation/monitoring.

Emoticon

Internet

Presentation

Main

Activities

LISTENING TASK:

Listen to the dialogue and answer the question: Can Tina go to the shopping centre on Saturday?

Answer: Yes, she can.

Look at the key phrases. Invitations. Ex.3 p.62. Sentence completion task. Role-play.

LISTENING TASK:

Ex.4 p.62.

Answers: 1.b 2. c 3.d

Ex.5 - 6 p.62. Creative exercise. Make mini - dialogues in groups using the underlined words.

Competition. Find as many words as you can. Group Work ( 2 groups).

Ex. 1 - 3 p.63 How to write an email about school. Speak about your school.

Student:.

selects an appropriate answer.
completes the task.
uses appropriate subject-specific vocabulary while speaking.
discusses questions and answers the questions within the group.

Formative assessment is held through observation/monitoring.

Comments

Emoticon

Formative assessment is held through observation/monitoring

Video and images

https://onlinemektep.org/schedule/

Bilimland

Handouts with task

Ending the lesson

Giving the home task. W.B. p.44

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

Feedback

Short term lesson plan

Unit of a long term plan: Unit 5 Our Health. Lesson plan 55			School:
Date:			Teacher’s name:
Class: 6			Number present:			Number absent:
Lesson title			My Country. Almaty Marathon.
Learning objectives(s) that this lesson is contributing to
Lesson objectives		All learners will be able to: Identify the theme, new words and use them as the basis for discussion. Demonstrate knowledge for usage of the structures: some, any, no there is/ are, lots of, a lot of, some, much/ many for making stories about marathon. Transfer information from the given information into a graphic organizer. Most learners will be able to: Select, compile, and synthesize information for an oral presentation Provide a point of view in conversations and discussions; speak about school lunch. Some learners will be able to: Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. Make a presentation about your school competitions. Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. Make a presentation about your school sports competitions.
Plan
Planned timings	Teacher’s activities			Pupil’s activities	Marks		Resources
Beginning the lesso	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up A teacher asks Sts. to discuss in groups what sport they do and whether they do any extra fitness training. Name an active sportsmen in class. What can you say about maraphon?			Students respond to greeting Ss answer the questions Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas	Formative assessment is held through observation/monitoring. Emoticon		Internet Presentation
Main Activities	LISTENING TASK: Listen and read the text quickly. Which nationalities run in the Almaty Maraphon? Ex.1 p.64 PRE- READING EXERCISE: Ex.2 p.64 (Read and translate, choose the correct answer after reading the text). Speak about Almaty Maraphon using key - words: hold a maraphon every April, small event in 2012, number increased in 2015, to take part in, to promote healthier lifestyles, to do sport, like challenges, to train, enter the maraphon, to feel part of the city, raise money for disabled children to do sport, volunteers, community. Ex.3 - 4 p.64. Sentence completion task with something, anything, nothing, each, every.			Student:. selects an appropriate answer. completes the task. uses appropriate subject-specific vocabulary while speaking. discusses questions and answers the questions within the group.	Formative assessment is held through observation/monitoring. Comments Emoticon Formative assessment is held through observation/monitoring		Video and images https://onlinemektep.org/schedule/ Bilimland Handouts with task
Ending the lesson	Giving the home task. W.B. p.45 Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”: Green: How can you use today's learning			Feedback

Short term lesson plan

Unit of a long term plan:

Unit 5 Our Health. Lesson plan 56

School:

Date:

Teacher’s name:

Class: 6

Number present:

Number absent:

Lesson title

CLIL. Physical Education: Rules of a game

Learning objectives(s) that this lesson is contributing to

6.C8 develop intercultural awareness through reading and discussion

6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

6.L4 understand the main points of supported extended talk on a range of general and curricular topics

Lesson objectives

All learners will be able to:

Identify the theme, new words and use them as the basis for discussion.
Demonstrate knowledge for usage of the structures: there is/ are, lots of, a lot of, some, much/ many and Present Simple to speak about the game. Transfer information from the given information into a graphic organizer.

Most learners will be able to:

Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; speak about basketball.

Some learners will be able to:

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
Make a presentation about a game of basketball and after Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Make a presentation about a game.

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up. Free talk.

What games can you play?
Look at the photo and guess the topic of the conversation? How can you play it?

Students respond to greeting

Ss answer the questions

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Formative assessment is held through observation/monitoring.

Emoticon

Internet

Presentation

Main

Activities

PRE -LISTENING TASK:

Ex.1 p.65.( name activities).

LISTENING TASK:

Ex.2 p.65.

Speak about: 1. General information about basketball

2.Aims of the game

3. Rules of the game.

Dr. James Naismith is one of the most important persons in sports history. He invented one of the most popular sports today, basketball.

Look and describe a picture.

Ex.3 p.65. Answer the questions.

The class is divided into 4 groups. Each group will speak about the rules of a game.

Football	Volleyball	Handball	Basketball

Student:.

selects an appropriate answer.
completes the task.
uses appropriate subject-specific vocabulary while speaking.
discusses questions and answers the questions within the group.

Formative assessment is held through observation/monitoring.

Comments

Emoticon

Formative assessment is held through observation/monitoring

Video and images

https://onlinemektep.org/schedule/

Bilimland

Handouts with task

Ending the lesson

Giving the home task. W.B. p.46

Rules of a game (w)

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

Feedback

Short term lesson plan

Unit of a long term plan: Unit 5 Our Health. Lesson plan 57		School:
Date:		Teacher's name:
CLASS: 6		Number present:	absent:
Lesson title	Summative Control work 5 For Unit 5.
Learning objectives(s)	6.C5 use feedback to set personal learning objectives 6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.C5 use feedback to set personal learning objectives 6.W6 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics
Lesson objectives	All learners will be able to: Use some target vocabulary successfully in speaking tasks and show some basic organisational coherence and cohesion in writing task Demonstrate basic knowledge for usage of the Present Simple, some/ any/ no and its derivatives, articles. Offer constructive peer-feedback using rubric. Most learners will be able to: Select, compile, and synthesize information for an oral presentation Provide a point of view in conversations and discussions; Use most target vocabulary successfully in speaking tasks and show clear organisational coherence and cohesion in writing task Some learners will be able to: Apply the correct form of the Present Tenses in the context; use most target vocabulary successfully in speaking tasks and show good organisational coherence and cohesion and some elements of appropriate style in writing task
Plan

TERM 3 SUMMATIVE ASSESSMENT TASKS

Summative assessment 5 for the unit “Our Health.

Learning objective:

6.R5 Recognise the opinion of the speaker(s) in supported extended talk on a range of general and curricular topics

6.W7 Use with minimal support appropriate layout at text level for a growing range of written genres on familiar general and curricular topics

Assessment сriteria:

• Identify the position of speakers in an extended talk with some support

• Write a text keeping the layout and format of a given genre with a little support

Level of thinking skills: Knowledge and comprehension

Application Duration 20 minutes

Listening Task 1. Listen to the conversation twice and answer the questions:

Short term lesson plan

Unit of a long term plan:

Unit 5 Our Health. Lesson plan 58

School:

Date:

Teacher’s name:

Class: 6

Number present:

Number absent:

Lesson title

Review 5

Project: My Dream

Learning objectives(s) that this lesson is contributing to

6.C8 develop intercultural awareness through reading and discussion

6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.S2 ask simple questions to get information about a limited range of general topics

6.S3 give an opinion at sentence level on a limited range of general and curricular topics

6.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Identify the theme, new words and use them as the basis for discussion.
Demonstrate knowledge for usage of the structures: there is/ are, lots of, a lot of, some, much/ many for making stories about dream school. Transfer information from the given information into a graphic organizer.

Most learners will be able to:

Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; speak about school.

Some learners will be able to:

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
Make a project about your dream school. Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up. Free talk.

What do you like at school? What would you like to change at school?

Ex.1 p.67

Students respond to greeting

Ss answer the questions

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Formative assessment is held through observation/monitoring.

Emoticon

Internet

Presentation

Main

Activities

In groups make a poster about your dream school. Follow the steps in the project checklist. Ex. 2 - 4 p.67

Competition: choose a school you like best.

What will you change in your school?

Review of Unit 5. p.66

Vocabulary - Language Focus - Communication - Listening.

Student:.

answer.
completes the task.
uses appropriate subject-specific vocabulary while speaking.
discusses questions and answers the questions within the group.

Formative assessment is held through observation/monitoring.

Comments

Emoticon

Formative assessment is held through observation/monitoring

Video and images

https://onlinemektep.org/schedule/

Bilimland

Handouts with task

Ending

the

lesson

Giving the home task. W.B. p.47 A project

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

Feedback

Short term lesson plan

Unit of a long term plan

Unit 6 Travel and holidays. Lesson plan 59

School:

Date:

Teacher’s name:

Class: 6

Number present:

Number absent:

Lesson title

Travel equipment

Learning objectives(s) that this lesson is contributing to

6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

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

6.C3 respect differing points of view

6.C5 use feedback to set personal learning objectives

mited range of general topics

Lesson objectives

All learners will be able to:

Identify the theme, new words and use them as the basis for discussion.
Demonstrate knowledge for usage of the theme Imperatives. Transfer information from the given information into a graphic organizer.

Most learners will be able to:

Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; speak about travel and holidays.

Some learners will be able to:

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
Make a presentation about your holidays. Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning of the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up. Free talk.

When you hear the words "travel" and "holidays" what associations do you have? What can people do when they have holidays? Look at the photo and guess the topic of the conversation?

What do you usually do during your holidays? Look at these words and tell me about the expedition to the rainforest? The words: rainforest, expedition, survive, survival.

Students respond to greeting

Ss answer the questions

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Formative assessment is held through observation/monitoring.

Emoticon

Internet

Presentation

Main

Activities

LISTENING TASK:

Match the equipment with photos 1 - 12. Which 4 things are not in the photos?

Answer: rope, sunglasses, gloves, helmet.

LISTENING TASK:

Ex.1 - 2 p.68 - p.69.

What will you take to the Amazon to survive?

Creative exercise. Make a list of students to go to the expedition, form a group and write the rules during the expedition.( Group Work).

THE INTRODUCTION OF GRAMMAR. IMPERATIVES.

Ex.3 - 4 p.68 Sentence completion task.

Affirmative	Negative
Go back.	Don't worry.
Swim.	Don't swim

Student:.

selects an appropriate answer.
completes the task.
uses appropriate subject-specific vocabulary while speaking.
discusses questions and answers the questions within

Formative assessment is held through observation/monitoring.

Comments

Emoticon

Formative assessment is held through observation/monitoring

Video and images

https://onlinemektep.org/schedule/

Bilimland

Handouts with task

Ending the lesson

Giving the home task. W.B. p.48.

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

Feedback

Short term lesson plan

Unit of a long term plan

Unit 6 Travel and holidays. Lesson plan 60

School:

Date:

Teacher’s name:

Class: 6

Number present:

Number absent:

Lesson title

An adventure story

Learning objectives(s) that this lesson is contributing to

6.S3 give an opinion at sentence level on a limited range of general and curricular topics

6.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

6.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics

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

Lesson objectives

All learners will be able to:

Identify the theme, new words and use them as the basis for discussion.
Demonstrate knowledge for usage of the Past Simple for retelling an adventure story. making stories about eating habits. Transfer information from the given information into a graphic organizer.

Most learners will be able to:

Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; speak about a jungle wildlife holiday.

Some learners will be able to:

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
Make a presentation about your adventure. Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning of the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up. Free talk.

Who usually travels to jungle and why? Scientists go there to study animals and plants, many people and students go there for adventure holidays. Would you like to go to the jungle?
Look at the photo on p.70 and guess where are the people and what are they doing? Speak in pairs.

Students respond to greeting

Ss answer the questions

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Formative assessment is held through observation/monitoring.

Emoticon

Internet

Presentation

Main

Activities

LISTENING TASK:

Read and listen to Carol's story and choose the best title:

Answer: b

Discuss the text using the method of six hats:

1 group will speak about facts.

2 group - feelings.

3 group - creative ideas.

4 group -negative aspects.

5 group - benefit from the holidays in jungle.

6 group - conclusion.

Ex.3 p.70 True - false sentences.

Vocabulary work: find adjectives with positive and negative meaning and make your sentences. Ex. 4 p.70.

Positive	Negative
excited	scary

Ex.5 p.70. Creative exercise

Optional activity: Reading.

Teacher's Book p.92.

Student:.

selects an appropriate answer.
completes the task.
uses appropriate subject-specific vocabulary while speaking.
discusses questions and answers the questions within the group.

Formative assessment is held through observation/monitoring.

Comments

Emoticon

Formative assessment is held through observation/monitoring

Video and images

https://onlinemektep.org/schedule/

Bilimland

Handouts with task

Ending the lesson

Giving the home task. An adventure story composition (w)

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

Feedback

Short term lesson plan

Unit of a long term plan

Unit 6 Travel and holidays. Lesson plan 61

School:

Date:

Teacher’s name:

Class: 6

Number present:

Number absent:

Lesson title

Language Focus: to be going to will / won't

Presenting predictions about the future.

Learning objectives(s) that this lesson is contributing to

6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

6.S3 give an opinion at sentence level on a limited range of general and curricular topics

6.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics

6.S2 ask simple questions to get information about a limited range of general topics

Lesson objectives

All learners will be able to:

Identify the theme, new words and use them as the basis for discussion.
Demonstrate knowledge for usage of the structures: to be going to and Future Simple Tense. Transfer information from the given information into a graphic organizer.

Most learners will be able to:

Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; speak about plans.

Some learners will be able to:

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
Make a plan. Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning of the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Students respond to greeting

Ss answer the questions

Formative assessment is held through observation/monitoring.

Emoticon

Slide (useful phrases)

Pictures

PPT

Student Book p.71

Writing

Worksheet

Main

Activities

15 min.

13 min.

Look at p.70 and find examples with to be going to. What is the difference between 2 structures?

To be going to	Future Simple
Planned activity	prediction

Ex. 1 - 2 p.71.

Ex. 3 - 4 p.73

Ex.3 p.71. Sentence completion task. Speak about the main character Ray Fines. Use ex.4 to make questions about his travelling.

Put the sentences into interrogative form: Ex.5 p.73.

In groups of 4 write 4 predictions and 4 intent

Ex. 1 - 2 p.99 Work Book.

Imagine a perfect holiday. Write about your plans with to be going to and future Simple.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Formative assessment is held through observation/monitoring.

Comments

Student Book p.71 - p.73

A table

Writing

Worksheet

Student Book p.71 - p.73

Work Book p. 99.

CD. MR.25 - MR.26

Writing

Worksheet

Ending the lesson

Giving the home task. W.B. p.49

Feedback

Short term lesson plan

Unit of a long term plan

Unit 6 Travel and holidays. Lesson plan 62

School:

Date:

Teacher’s name:

Class: 6

Number present:

Number absent:

Lesson title

Weather conditions

Learning objectives(s) that this lesson is contributing to

6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

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

6.C5 use feedback to set personal learning objectives

6.L1 understand a sequence of supported classroom instructions

6.L5 understand most specific information and detail of short, supported talk on a wide range of familiar topics

Lesson objectives

All learners will be able to:

Identify the theme, new words and use them as the basis for discussion.
Demonstrate knowledge for usage of the structures: to be going to and Future Simple Tense. Transfer information from the given information into a graphic organizer.

Most learners will be able to:

Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; speak about weather conditions. Some learners will be able to:
Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
Make a presentation about the weather in Almaty. Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning of the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

What's the weather like today?

Winter

Spring

Summer

Autumn

Speak about the weather in each season.

Students respond to greeting

Ss answer the questions

Formative assessment is held through observation/monitoring.

Emoticon

Slide (useful phrases)

Pictures

PPT

Student Book p.72

Writing

Worksheet

Main

Activities

LISTENING TASK:

Vocabulary exercises. Ex.1 - 2 p.72

The teacher asks Sts. to form nouns from adjectives.

Vocabulary work:

Adjective	Noun
sunny
cold
foggy

Ex.3 p.72. How are adjectives formed from nouns?

LISTENING TASK.

Ex. 4 -5 p.72. Interview with Ken Ford.

Correct false sentences.

The class is divided into 7 groups and speak about the weather during a week in the city or town or the place they live. Use new words and right grammar tenses.

On Monday, the weather was......

Student:

selects an appropriate answer.
completes the task.
uses appropriate subject-specific vocabulary while speaking.

discusses questions and answers the questions within

Formative assessment is held through observation/monitoring.

Comments

Student Book p.72

CD2.14

A table

Writing

Worksheet

CD2.15

Student Book p.72

Teacher's Book p.94.

Ending the lesson

Giving the home task. W.B. p.50

Feedback

Short term lesson plan

Unit of a long term plan

Unit 6 Travel and holidays. Lesson plan 63

School:

Date:

Teacher’s name:

Class: 6

Number present:

Number absent:

Lesson title

How was your weekend?

Learning objectives(s) that this lesson is contributing to

6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.S2 ask simple questions to get information about a limited range of general topics

6.S3 give an opinion at sentence level on a limited range of general and curricular topics

6.L4 understand the main points of supported extended talk on a range of general and curricular topics

6.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Identify the theme, new words and use them as the basis for discussion.
Demonstrate knowledge for usage of the Past Simple for speaking about weekend. Transfer information from the given information into a graphic organizer.

Most learners will be able to:

Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; speak about the last weekend.

Some learners will be able to:

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
Make a presentation about your last weekend. Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning of the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Students respond to greeting

Ss answer the questions

Formative assessment is held through observation/monitoring.

Emoticon

Slide (useful phrases)

Pictures

PPT

Student Book p.74

Writing

Worksheet

Main

Activities

LISTENING TASK:

Complete the dialogue, then listen and check.

Ex. 2 p.74 Gist listening.

Listen to the key phrases and reply. Practise the dialogue. Ex.3 p.74.

Listen to 3 short conversations and choose the best answers to the questions.

Make a short dialogue about your trip at the weekend. Ex.4 p.74.

DESCRIPTION OF PICTURES:

Ex.6 p.74. Creative exercise.

A learner:

selects an appropriate answer.
completes the task.
uses appropriate subject-specific vocabulary while speaking.
discusses questions and answers the questions within the group.

Formative assessment is held through observation/monitoring.

Comments

Student Book p.74

CD2.16

Writing

Worksheet

Pictures

Student Book p.74

Ending the lesson

Giving the home task. W.B. p.52

Feedback

Short term lesson plan

Unit of a long term plan

Unit 6 Travel and holidays. Lesson plan 64

School:

Date:

Teacher’s name:

Class: 6

Number present:

Number absent:

Lesson title

A blog. Practicing writing a blog.

Learning objectives(s) that this lesson is contributing to

6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

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

6.W6 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range

6.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics

6.W8 spell most high-frequency words accurately for a limited

6.S3 give an opinion at sentence level on a limited range of general and curricular topics

Lesson objectives

All learners will be able to:

Identify the theme, new words and use them as the basis for discussion.
Demonstrate knowledge for usage of the theme: to be going to, Present Simple, Future Simple, Past Simple. Transfer information from the given information into a graphic organizer.

Most learners will be able to:

Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; speak about blog.

Some learners will be able to:

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
Make a blog about expedition. holidays. Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning of the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Students respond to greeting

Ss answer the questions

Formative assessment is held through observation/monitoring.

Emoticon

Slide (useful phrases).

Pictures

PPT

Student Book p.75

Writing

Worksheet

Slide (useful phrases).

Main

Activities

Ex.1 p.75.

Vocabulary (W)

Teacher asks learners to match 10 pictures with the words .

Give synonyms to: continue ( go on), next to ( near), loads of ( many, much, a lot of), spectacular (beautiful), fantastic (good).

THE INTRODUCTION OF GRAMMAR: SO

We use so as a subordinating conjunction to introduce clauses of result or decision:

I got here late. It was a long journey, so I’m really tired now.

You are right, of course, so I think we will accept what the bank offers.

It’s much cheaper with that airline, isn’t it, so I’ll get all the tickets for us with them.

So and that-clauses

We use so + that as a conjunction to introduce clauses of reason and explanation:

They both went on a diet so that they could play more football with their friends.

Ex.3 p.75. Connect two halves to make a sentence.

WRITING TASK:

Ex.4 p.75. Write a blog of your expedition. Write about day 1 or day 2.

A learner:

selects an appropriate answer.
completes the task.
uses appropriate subject-specific vocabulary while speaking.
discusses questions and answers the questions within the group.

Formative assessment is held through observation/monitoring.

Comments

Student Book p.75

Student Book p.68

Writing

Worksheet

Student Book p.75

Cambridge Dictionary.

Ending the lesson

Giving the home task. W.B. p.5

Feedback

Short term lesson plan

Unit of a long term plan Unit 6 Travel and holidays. Lesson plan 65			School:
Date:			Teacher’s name:
Class: 6			Number present:		Number absent:
Lesson title			My Country. An adventure holiday.
Learning objectives(s) that this lesson is contributing to		6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.C2 use speaking and listening skills to provide sensitive feedback to peers objects 6.S2 ask simple questions to get information about a limited range of general topics 6.S3 give an opinion at sentence level on a limited range of general and curricular topics
Lesson objectives		All learners will be able to: Comprehend the reading; Discuss a problem in groups; Apply topic related vocabulary in speech. Most learners will be able to: Comprehend the reading surely and understand main ideas while reading; Discuss a problem in groups and suggest solution for a problem; Select, compile, and synthesize information for an oral presentation Some learners will be able to: Demonstrate the ability to find correct information without any mistakes; Comprehend the reading and understand main ideas while reading surely; Apply topic related vocabulary in speech with grammar accuracies.
Planned timings	Teacher’s activities			Pupil’s activities		Marks		Resources
Beginning of the lesson	The lesson greeting. Pre-learning (W) The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk about the last holidays. H-O-L-I-D-A-Y-S Give one word with this letter connected with the theme.			Students respond to greeting Ss answer the questions		Formative assessment is held through observation/monitoring. Emoticon		Slide (useful phrases). Pictures PPT Student Book p.76 Writing Worksheet Pictures PPT Slide (useful phrases).
Main Activities 15 min. 12 min	Reading about Hobby (W I) Teacher suggests the list of new vocabulary with their synonyms or opposites for learners. (P) Learners work with new vocabulary first. They get a list of words, read the words with the teacher and write them down into their vocabularies. Learners create 3-4 sentences with new words to show the Differentiation Learners that are more able help the others to read the words correctly. Ex.1 p.76. Working with active words. POST -READING ACTIVITY: Ex.2 p.76. Correct the false sentences. A teacher draws Sts. attention to the speech bubbles. Elicit what the verbs are: could fall, might like, may want. Ex 3 - 4 .p.76. Speak about white - water rafting in the river Ili. Ex.5 p.76 Creative Exercise. What you could, might and may do on a holiday in the river Ili.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas A learner: selects an appropriate answer. completes the task. uses appropriate subject-specific vocabulary while speaking. discusses questions and answers the questions within the group.			Formative assessment is held through observation/monitoring. Comments	Student Book p.76 CD. 2.19 Student Book p.76 Pictures PPT Student Book p.76
Ending the lesson	Giving the home task. W.B. p.51 Topic" Holidays in Kazakhstan" or presentation			Feedback

Short term lesson plan

Unit of a long term plan

Unit 6 Travel and holidays. Lesson plan 66

School:

Date:

Teacher’s name:

Class: 6

Number present:

Number absent:

Lesson title

CLIL. Natural science: Weather and climate.

Learning objectives(s) that this lesson is contributing to

6.C3 respect differing points of view

6.C5 use feedback to set personal learning objectives

6.C6 organise and present information clearly to others

6.L1 understand a sequence of supported classroom instructions

6.L5 understand most specific information and detail of short, supported talk on a wide range of familiar topics

Lesson objectives

All learners will be able to:

Comprehend the reading;
Discuss a problem in groups;
Apply topic related vocabulary in speech.

Most learners will be able to:

Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; practise drawing weather charts.

Some learners will be able to:

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
Demonstrate the ability to find correct information without any mistakes;
Comprehend the reading and understand main ideas while reading surely;
Apply topic related vocabulary in speech with grammar accuracies.

Planned timings

Beginning of the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

WEATHER CYCLE - How do you understand this phrase? Give your ideas.

Students respond to greeting

Ss answer the questions

Formative assessment is held through observation/monitoring.

Emoticon

Slide (useful phrases).

Pictures

PPT

Student Book p.68

Writing

Worksheet

Cluster " Weather".

Pictures

PPT

Main

Activities

LISTENING TASK:

Read the text and choose the correct words. Listen and check your answers. Ex.1 p.77 . Pay attention to the new words:

Ex.2 p.77. Match the words:

Keys: 1.evaporation 2.transpiration 3.precipitation 4.condensation.

Look at the charts of Ex.3 p.77. and find 3 mistakes. Sts. can work in pairs.

Answers:

1.There is more rain in April than in other months.

2. The coldest months are December to February.

3.The hottest months are July and August.

Activate: We'll speak about Oxford. What do you know about this town? Look at the information and draw weather charts.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Formative assessment is held through observation/monitoring.

Comments

Student Book p.77

CD2.20.

Student Book p.68

Writing

Worksheet

CD2.12.

Student Book p.68

Picture

Teacher's Book p.99.

Ending the lesson

Giving the home task.

W.B. p.54. Make a weather chart.

Feedback

Short term lesson plan

Unit of a long term plan: Unit 6 Travel and holidays. Lesson plan 67.			School:
Date:			Teacher's name:
CLASS: 6			Number present:	absent:
Lesson title		Summative Control work 6 For Unit 6.
Learning objectives(s)		6.C5 use feedback to set personal learning objectives 6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.C5 use feedback to set personal learning objectives 6.W6 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics
Lesson objectives		All learners will be able to: Use some target vocabulary successfully in speaking tasks and show some basic organisational coherence and cohesion in writing task Demonstrate basic knowledge for usage of the structures: to be going to, Past Simple Tense and Future Simple Tense. the Present Simple, some/ any/ no and its derivatives, articles. Offer constructive peer-feedback using rubric. Most learners will be able to: Select, compile, and synthesize information for an oral presentation Provide a point of view in conversations and discussions; Use most target vocabulary successfully in speaking tasks and show clear organisational coherence and cohesion in writing task Some learners will be able to: Apply the correct form of the structures: to be going to, Past Simple Tense and Future Simple Tense in the context;
Plan
Planned timings	Teacher’s activity Students’ activity				Resources

TERM 3 SUMMATIVE ASSESSMENT TASKS

Summative assessment 6 for the unit "Travel and holidays".

Learning objective:

6.L5 Recognise the opinion of the speaker(s) in supported extended talk on a range of general and curricular topics

6.W7 Use with minimal support appropriate layout at text level for a growing range of written genres on familiar general and curricular topics

Assessment сriteria:

• Identify the position of speakers in an extended talk with some support

• Write a text keeping the layout and format of a given genre with a little support

Level of thinking skills: Knowledge and comprehension

Application Duration 20 minutes

Listening Task 1. Listen to the conversation twice and answer the questions:

Short term lesson plan

Unit of a long term plan:

Unit 6 Travel and holidays. Lesson plan 68

School:

Date:

Teacher's name:

CLASS: 6

Number present:

absent:

Lesson title

Review 6.

Skills Round - up.

Learning objectives(s)

6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.S2 ask simple questions to get information about a limited range of general topics

6.S3 give an opinion at sentence level on a limited range of general and curricular topics

6.L4 understand the main points of supported extended talk on a range of general and curricular topics

Lesson objectives

All learners will be able to:

Use some target vocabulary successfully in speaking tasks and show some basic organisational coherence and cohesion in a writing task.
Demonstrate basic knowledge for usage of the structures: to be going to, Past Simple Tense and Future Simple Tense.
Offer constructive peer-feedback using rubric.

Most learners will be able to:

Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions;
Use most target vocabulary successfully in speaking tasks and show clear organisational coherence and cohesion in writing task

Some learners will be able to:

Apply the correct form of to be going to, Past Simple Tense and Future Simple Tense in the context;
use most target vocabulary successfully in speaking tasks and show good organisational coherence and cohesion and some elements of appropriate style in writing task.

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Start

Organisation moments (WC):

Teacher informs learners that the aims of this lesson are to revise the material that was taught in this unit.

Students respond to greeting

Ss answer the questions

Formative assessment is held through observation/monitoring.

Emoticon

Slide (objectives)

Slide (useful phrases)

PPT

Middle

Ex. 1 - 2 p. 78 (Revision of vocabulary)

Revision of Grammar. To be going to

( +, -, ? forms )

Ex. 3 - 4 ( do ex. individually)

Do this task in a table: Ex. 5 p.78

-Negative	? Question

LISTENING TASK:

You will listen to a text and complete the sentences:

Keys:

1. Arctic

2. a scientist

3. weather

4. June

5. cold

6. warmer

7. O degrees

8. satellite

COMMUNICATION.

Choose the correct responses to the sentences:

Ex. 6 p.78

SKILLS ROUND - UP.

LISTENING.

Ex. 1 - 3 p.79.

Speaking: Ex.4 - 5 p.79. Planning a camping weekend.

Writing: Ex.6. p.76

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Formative assessment is held through observation/monitoring.

Comments

Student's book p.78

PPT Jeopardy

Student's book p.78

A mind - map

" To be going to"

a graph organizer

CD 2.21.

Student's book p.78

CD 2.22.

End

Home task.

W.B. p.55

Feedback

Short term lesson plan

Unit of a long term plan

Unit 7 Reading for pleasure Lesson plan 69

School:

Date:

Teacher’s name:

Class: 6

Number present:

Number absent:

Lesson title

Talking about books.

Learning objectives(s) that this lesson is contributing to

6.C4 evaluate and respond constructively to feedback from others

6.C7 develop and sustain a consistent argument when speaking or writing

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

6.R1 understand the main points in a limited range of short simple texts on general and curricular topics

alk on a range of general and curricular topics

Lesson objectives

All learners will be able to:

Comprehend the reading;
Discuss a problem in groups;
Apply topic related vocabulary in speech.

Most learners will be able to:

Comprehend the reading surely and understand main ideas while reading;
Discuss a problem in groups and suggest solution for a problem;
Select, compile, and synthesize information for an oral presentation

Some learners will be able to:

Demonstrate the ability to find correct information without any mistakes;
Comprehend the reading and understand main ideas while reading surely;
Apply topic related vocabulary in speech with grammar accuracies.

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning of the lesso

The lesson greeting. Pre-learning (W)

Teacher greets the class and suggests watching a video. Before the short film Sts. name genres of books they know. Watch a video about books in the bookshop and speak about books.

B - O - O -K

Give one word with this letter connected with the theme.

Do you like to read? What do you read?

Students respond to greeting

Ss answer the questions

Formative assessment is held through observation/monitoring.

Emoticon

Slide (useful phrases).

Pictures

PPT

film-english.com/2012/02/05/the-joy-of-books/. Films.

Writing

Worksheet

Main

Activities

Book Quiz. p.81

Ex.1 p.80. Vocabulary Work: match the words with the definitions.

Answers:

1. plot

2. comic book

3. paperback book- книга с мягким переплётом

4. hardback book -книга в твёрдом переплёте

5. novel

6.sequel -продолжение

7.the blurb - реклама, отзыв

8.non- fiction - публицистическое произведение.

LISTENING TASK 1:

Work in groups. Ex.2 p.80.

LISTENING TASK 2:

What are the people talking about?

Ex. 3. p.80.

Answers:

1. hardback book

2. the blurb

3. non- fiction

4. a sequel

5. comic book

THE INTRODUCTION OF GRAMMAR. PREPOSITIONS: IN - ON.

IN	ON
In the morning	On Monday

Sts. give their examples with prepositions.

Ex. 4 p.80. Choose the correct prepositions.

Answers: 1. - 4. in; 5 - on.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Formative assessment is held through observation/monitoring.

Comments

Student Book p.81

English - Russian Oxford Dictionary

Student Book p.80

CD.2.23

CD.2.24

Writing

Worksheet

Writing

Worksheet

Teacher's Book p.103.

Ending the lesson

Giving the home task.

W.B. p.51

Feedback

Short term lesson plan

Unit of a long term plan

Unit 7 Reading for pleasure Lesson plan 70

School:

Date:

Teacher’s name:

Class: 6

Number present:

Number absent:

Lesson title

Young writers.

Learning objectives(s) that this lesson is contributing to

6.R1 understand the main points in a limited range of short simple texts on general and curricular topics

6.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

6.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics

6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

Lesson objectives

All learners will be able to:

Comprehend the reading;
Discuss a problem in groups;
Apply topic related vocabulary in speech.

Most learners will be able to:

Comprehend the reading surely and understand main ideas while reading;
Discuss a problem in groups and suggest solution for a problem;
Select, compile, and synthesize information for an oral presentation

Some learners will be able to:

Demonstrate the ability to find correct information without any mistakes;
Comprehend the reading and understand main ideas while reading surely;
Apply topic related vocabulary in speech with grammar accuracies.

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning of the lesson

The lesson greeting. Pre-learning (W)

Teacher greets the class and suggests playing the game to the learners. Teacher explains the rules for this game.

Students respond to greeting

Ss answer the questions

Formative assessment is held through observation/monitoring.

Emoticon

Slide (useful phrases).

Pictures

PPT

Pictures

PPT

Student Book p.82

Slide (useful phrases).

Main

Activities

Ex.1 p.82

Look at the portraits of two young authors. What kind of books do you think they write? Sts. give their own answers

Reading and listen to the text about young writers (W I).

Teacher suggests the list of new vocabulary with their synonyms or opposites for learners.

(P) Learners work with new vocabulary first. They get a list of words, read the words with the teacher and write them down into their vocabularies. Learners create 3-4 sentences with new words.

Ex.3 p.82. Working with active words.

POST -READING ACTIVITY: Ex.4 p.82.

Give the definition of the underlined words.

The teacher divide the class into 2 groups: boys and girls. One group will speak about Ch. Paolini and the second group will retell the text about H. Coggan. They should do it in the form of presentation.

Ex.5 p.82. Creative task.

Speak about Young writers in Kazakhstan.

Make a conclusion: Have you ever wanted to write a book?

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Student expresses his/her opinion while answering the questions..

Student completes sentences with right phrases.

Formative assessment is held through observation/monitoring.

Comments

Student Book p.82

CD. 2.25

Pictures

PPT

Cluster or a table.

Student Book p.82

Ending the lesson

Giving the home task.

W.B. p.58

Feedback

Short term lesson plan

Unit of a long term plan

Unit 7 Reading for pleasure Lesson plan 71

School:

Date:

Teacher’s name:

Class: 6

Number present:

Number absent:

Lesson title

Language Focus. Present Perfect

p. 83.

Learning objectives(s) that this lesson is contributing to

6.R1 understand the main points in a limited range of short simple texts on general and curricular topics

6.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

6.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics

6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

Lesson objectives

All learners will be able to:

develop speaking skills through communication about experiences
improve reading skills through recognising typical features at word
write descriptions given facts about the book, use regular and irregular forms of the present perfect describing experiences.

Most learners will be able to:

Select, compile, and synthesize information from the reading passage for an oral presentation.

Some learners will be able to:

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Demonstrate the ability to find correct information without any mistakes;

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Apply topic related vocabulary in speech with grammar accuracies.

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning of the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up. Free talk about young writers. Ex.1. p.83.

Students respond to greeting

Ss answer the questions

Formative assessment is held through observation/monitoring.

Emoticon

Slide (useful phrases).

Pictures

PPT

Student Book p.83

Writing

Worksheet

Main

Activities

Main part

Look at the sentence from the text: Helena Coggan has written two novels.

Teacher suggests revising a basic rule for asking questions in the Present Perfect:

(W)This information can be helpful. p.83 Rules. This grammar tense also needs regular and irregular forms.

Ex.2 p.83. Fill in a table with the Past Participle.

The teacher asks Sts. to listen to the song " Brighton in the rain" and put down the verbs.

Brighton in the Rain

Fill in the gaps and complete the song lyrics with the Present Perfect Tense of the verbs listed below. (verbs may be used more than once).Listen to the song and check your answer

be	drive	drink	eat	go	have	hear	kiss
know	learn	read	sail	see	spend	study	watch

Ex.3 - 4. Work with grammar.

Activate. Speak about your experience today in pairs. Ex.5 p.83.

Read the examples with the class.

Affirmative	Negative	Interrogative
She has read a novel.	She hasn't read a novel.	Has she read a novel?

A learner:

selects an appropriate answer.
completes the task.
uses appropriate subject-specific vocabulary while speaking.

Formative assessment is held through observation/monitoring.

Comments

Student Book p.83

CD. The song

Pictures

PPT

Student Book p.83

A Table

Ending the lesson

Giving the home task.

W.B. p.57

Feedback

Brighton in the Rain

Fill in the gaps and complete the song lyrics with the Present Perfect Tense of the verbs listed below. (verbs may be used more than once) Listen to the song and check your answers.

be	drive	drink	eat	go	have	hear	kiss
know	learn	read	sail	see	spend	study	watch

I’ve never (1) _ _ _ _ to Athens and I’ve never (2) _ _ _ _ to Rome.

I've only (3) _ _ _ _ the Pyramids in picture books at home.

I've never (4) _ _ _ _ _ _ across the sea or (5) _ _ _ _ inside a plane.

I've always (6) _ _ _ _ _ my holidays in Brighton in the rain.

I've never (7) _ _ _ _ _ foreign food or (8) _ _ _ _ in a foreign bar.

I've never (9) _ _ _ _ _ _ a foreign girl or (10) _ _ _ _ _ _ a foreign car.

I've never (11) _ _ _ to find my way in a country I don’t know.

I've always (12) _ _ _ _ _ just where I am and where I’ll never go.

I've (13) _ _ _ _ travel books by writers who have (14) _ _ _ _ to Pakistan.

I’ve (15) _ _ _ _ _ people telling stories of adventures in Iran.

I’ve (16) _ _ _ _ _ _ _ TV documentaries about China and Brazil.

But I've never (17) _ _ _ _ abroad myself. It’s making me feel ill.

I've (18) _ _ _ _ _ _ _ several languages like Hindi and Malay.

I've (19) _ _ _ _ _ _ lots of useful sentences I’ve never (20) _ _ _ _ able to say.

The furthest place I’ve ever (21) _ _ _ _ was to the Isle of Man, and that was full of tourists from Korea and Japan.

Brighton in the Rain

I’ve never been to Athens, and I’ve never been to Rome.
I’ve only seen the pyramids in picture books at home.
I’ve never sailed across the sea or been inside a plane.
I’ve always spent my holidays in Brighton in the rain.
I’ve never eaten foreign food or drunk in a foreign bar.
I’ve never kissed a foreign girl or driven a foreign car.
I’ve never had to find my way in a country I don’t know.
I’ve always known just where I am and where I’ll never go.
I’ve read travel books by writers who have been to Pakistan.
I’ve heard people telling stories of adventures in Iran.
I’ve watched TV documentaries about China and Brazil.
But I’ve never been abroad myself It’s making me feel ill.
I’ve studied several language like Hindi and Malay.
I’ve learnt lots of useful sentences I’ve never been able to say.
The first of place I’ve ever been was to the Isle of Man.
And that was full of tourist from Korea and Japan.
I’ve never been to Athens, and I’ve never been to Rome.
I’ve only seen the pyramids in picture books at home.
I’ve never sailed across the sea or been inside the plane.
I’ve always spent my holidays in Brighton in the rain.

Short term lesson plan

Unit of a long term plan

Unit 7 Reading for pleasure Lesson plan 72

School:

Date:

Teacher’s name:

Class: 6

Number present:

Number absent:

Lesson title

Books and writers.

Learning objectives(s) that this lesson is contributing to

6.C4 evaluate and respond constructively to feedback from others

6.C7 develop and sustain a consistent argument when speaking or writing

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

6.R1 understand the main points in a limited range of short simple texts on general and curricular topics

6.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topic

Lesson objectives

All learners will be able to:

develop speaking skills through communication about experiences
improve reading skills through recognising typical features at word
write descriptions given facts about the books, use regular and irregular forms of the present perfect describing experiences.

Most learners will be able to:

Select, compile, and synthesize information from the reading passage for an oral presentation.

Some learners will be able to:

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Demonstrate the ability to find correct information without any mistakes;

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Apply topic related vocabulary in speech with grammar accuracies.

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning of the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Students respond to greeting

Ss answer the questions

Formative assessment is held through observation/monitoring.

Emoticon

Slide (useful phrases).

Main

Activities

Main part

Look at the titles of the books and tell the teacher about them. Have you read or heard about these books?

Ex.1 p.84. Write adjectives about the books:

"My name is Kozha"	" The Hunger Games"
funny, moving.....	exciting, fascinating....

Use dictionaries to translate the words you don't know:

Funny, exciting, moving, dull, appealing, scary, imaginative, fascinating. Give synonyms and opposites to these words. Ex.2 p.84.

Speak about the famous Kazakh writer: Berdibek Sokpakbaev.

Ex.3 p.84

Sts. watch the episode from the film" My name is Kozha" and say some words about the main character.

What have you learnt about the writer? Ex.4. p.84.

Answers:

1.c

2.b

3.a

4.b

Ex.5. Activate. Creative Task.

In groups of 4, choose any writer and speak about them. The teacher gives the names of 4 writers: Kazakh, Russian, English and French. Each group makes a presentation. Two pupils prepare a short review about Suzanne Collins.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

A learner:

selects an appropriate answer.
completes the task.
uses appropriate subject-specific vocabulary while speaking.

Formative assessment is held through observation/monitoring.

Comments

Student Book p.84

Course books.google.com.co/books?isbn=0521376661 Michael Swan – 1990

Student Book p.84

Pictures

PPT

CD. 2.26

A film " My name is Kozha".

CD. 2.26

Student Book p.84

Writing

Worksheet

Ending the lesson

Giving the home task.

W.B. p.60

Biography of 2 writers.

Berdibek Sokpakbaev.

Бердибек Сокпакбаев

В казахской литературе есть автор, чьи детские повести читают и перечитывают уже несколько поколений взрослых и детей. Книга, которая прославила имя Бердибека Сокпакбаева, называется "Менің атым Қожа" ("Меня зовут Кожа"). "То, что пережито в детстве, – писал Бердибек Сокпакбаев, – не забывается никогда. Впечатления не скудеют, не охладевают. Они теплятся, как жар под слоем золы. Следует сдуть этот слой и вспыхивает огонь!.." У самого писателя детство было отнюдь не лёгким, хотя и по-своему счастливым. Родился Бердибек Сокпакбаев в 1924 году в одном из горных аулов Нарынкольского района Алма-Атинской области.

Подробнее: https://oyla.xyz/article/menya-zovut-kozha-kniga-kotoraya-vernet-vas-v-detstvo

Suzanne Collins.

Знаменитая американская писательница, автор многочисленных сценариев к детским телепрограммам и мультфильмам. Стала известной благодаря написанию двух серий книг для молодежи "Хроники Подземелья" и "Голодные игры". Тираж романов трилогии "Голодные игры", ставших бестселлерами, превысил 2 миллиона экземпляров, а по его мотивам снимается экранизация (фильм по первому роману вышел на экраны 22 марта 2012 года).

Short term lesson plan

Unit of a long term plan

Unit 7 Reading for pleasure Lesson plan 73

School:

Date:

Teacher’s name:

Class: 6

Number present:

Number absent:

Lesson title

Language Focus. Present Perfect: Questions.

Learning objectives(s) that this lesson is contributing to

6.C4 evaluate and respond constructively to feedback from others

6.C7 develop and sustain a consistent argument when speaking or writing

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

6.R1 understand the main points in a limited range of short simple texts on general and curricular topics

Lesson objectives

All learners will be able to:

develop speaking skills through communication about experiences
improve reading skills through recognising typical features at word
write descriptions given facts about the books, use regular and irregular forms of the present perfect describing experiences.

Most learners will be able to:

Select, compile, and synthesize information from the reading passage for an oral presentation.

Some learners will be able to:

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Demonstrate the ability to find correct information without any mistakes;

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Apply topic related vocabulary in speech with grammar accuracies.

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning of the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Students respond to greeting

Ss answer the questions

Formative assessment is held through observation/monitoring.

Emoticon

Slide (useful phrases).

Pictures

PPT

Student Book p.85

Main

Activities

Main part

Look at the sentence: Suzanne Collins has written" The Hunger Games". What grammar tense is used in this sentence and why? How do we ask questions in the Present Perfect?

(W)This information can be helpful. p.85 Rules. This grammar tense also needs regular and irregular forms.

Ex.2 p.85.Choose the right verb: have or has? Do this exercise in pairs and check each other.

PRESENT PERFECT IN SONGS @JJENGLISHUSA + CLIPS, LYRICS ,KARAOKE

Speaking (P). In pairs, learners discuss the following questions: about J.K. Rowling. Have you heard this name? What has she written? (" Harry Potter Books"). Ex.3 p.85. Ask and answer the questions in groups of 3.

People not only read books but they can watch films based on them. What do you like: to read a book or watch film on it?

Ex.4 p.85.Complete the questions and short answers.

Creative exercises: Ex.5 - 6 p.85

Have you seen a Spider - man film? Yes, I have.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

A learner:

selects an appropriate answer.
completes the task.
uses appropriate subject-specific vocabulary while speaking.

Formative assessment is held through observation/monitoring.

Comments

Student Book p.85

The song

Pictures

PPT

Student Book p.85

A Table

Ending the lesson

Giving the home task.

W.B. p.59.

Feedback

Short term lesson plan

Unit of a long term plan

Unit 7 Reading for pleasure Lesson plan 74

School:

Date:

Teacher’s name:

Class: 6

Number present:

Number absent:

Lesson title

Asking for and giving opinions.

An online book or film review.

Learning objectives(s) that this lesson is contributing to

6.C4 evaluate and respond constructively to feedback from others

6.C7 develop and sustain a consistent argument when speaking or writing

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

6.R1 understand the main points in a limited range of short simple texts on general and curricular topics

6.R2 understand with little support specific information and detail in short, simple

Lesson objectives

All learners will be able to:

Identify the theme, new words and use them as the basis for discussion.
Demonstrate basic knowledge for usage of the Present Perfect Tense.
Transfer information from the given information into a graphic organizer.
Offer constructive peer-feedback using rubric.

Most learners will be able to:

Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions;

Some learners will be able to:

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
Make an online book or film review.

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning of the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Students respond to greeting

Ss answer the questions

Formative assessment is held through observation/monitoring.

Emoticon

Slide (useful phrases).

Pictures

PPT

Student Book p.86

Ex.1 p.86

Main

Activities

Main part:

Teacher suggests listening to the dialogue and check the answers to Ex.1. It is a real life story.

Answers:

In a bookshop. Ben is asking Jess what she thinks of a book. Jess has read the book but Ali hasn't read it yet.

The Introduction of new key phrases:

Sts. do Pronunciation task. Ex.3. p.86 and divide them into: asking for opinion and giving an opinion.

What is the dialogue about? Give words describing books.

Ex.4 - 5 p.86. Creative task: make a mini - dialogue about book or films.

DISCUSSION ABOUT ONLINE BOOKS OR FILM REVIEW.

When can you read online book? What are pluses and disadvantages of:

Online book	Book	Film

The Sts. give the headline to the text. Ex. 1 - 2 p.87.

The teacher pays attention to adverbs in the review and asks Sts. to do ex.3 - 4 .p.8 Sts. write a book review or film review according to the writing guide of Ex.5. p.87.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

A learner:

selects an appropriate answer.
completes the task.
uses appropriate subject-specific vocabulary while speaking.

Formative assessment is held through observation/monitoring.

Comments

Student Book p.86

CD. 2.27

CD. 2.28

CD. 2.29.

A Table

Student Book p.87

A Table on p.87

Ending the lesson

Giving the home task.

W.B. p.61

Feedback

Short term lesson plan

Unit of a long term plan

Unit 7 Reading for pleasure Lesson plan 75

School:

Date:

Teacher’s name:

Class: 6

Number present:

Number absent:

Lesson title

My Country. A folktale

Learning objectives(s) that this lesson is contributing to

6.C4 evaluate and respond constructively to feedback from others

6.C7 develop and sustain a consistent argument when speaking or writing

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

6.R1 understand the main points in a limited range of short simple texts on general and curricular topics

Lesson objectives

All learners will be able to:

Identify the theme, plot, setting, characters in the reading passage "Kyz-Zhybek" and use them as the basis for discussion.
Transfer information from the reading passage "Kyz-Zhybek" into a graphic organizer.
Offer constructive peer-feedback using rubric.

Most learners will be able to:

Select, compile, and synthesize information from the reading passage "Kyz-Zhybek" for an oral presentation.

Some learners will be able to:

Respond to and discuss the reading passage "Kyz-Zhybek" using interpretive, evaluative and creative thinking skills.

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning of the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Look at the pictures and say what is common. Have you read about "Romeo and Juliet" and " Kyz - Zhibek"?

What is a folktale?

Students respond to greeting

Ss answer the questions

Formative assessment is held through observation/monitoring.

Emoticon

Slide (useful phrases).

Pictures

PPT

Student Book p.88

Middle

Main part

Pre-reading stage.

Predicting and guessing.

While-reading stage.

The teacher informs the class that they will be participating in literature circles and explains its procedure.

The teacher divides students into groups of 7 and distributes a set of role cards for each student with a description of a particular role.

The teacher asks students to discuss and decide the most desirable role for each member of the group.

Literature circle roles include: Discussion director, Passage Picker, Word Wizard, Summariser, Illustrator, Connector and Character Analyser.

Next, the teacher and students review the criteria for each role.

After reviewing criteria, students are informed that they will be filling out a peer-evaluation.

Then the teacher asks visual and word learners to read the text (auditory learners - listen to the text) (5 min) to practice each of the roles and make notes in their graphic organizers follow the instructions in their role cards (5 min).

The teacher monitors students' progress and offer support where necessary.

Then students can have a discussion to represent all the roles. (2 min per student).

Discussion Director (Interpersonal Intelligence).

Task: Lead the discussion. Prepare 3 open-ended and thought-provoking questions about the story that your group might want to discuss. Help others talk about the main idea, help them share their thoughts and feelings.

Descriptors:

1. Write 2 open-ended questions.

2. Write your responses to these questions.

3. Keep the discussion going.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

A learner:

selects an appropriate answer.
completes the task.
uses appropriate subject-specific vocabulary while speaking.

Formative assessment is held through observation/monitoring.

Comments

Student Book p.88

CD.2.30.

Pictures

PPT

Student Book p.88

A Table

Ending the lesson

4 min.

Giving the home task.

A folktale ( retell), Review: Ex. 1 - 3 p.90

Feedback

Short term lesson plan

Unit of a long term plan

Unit 7 Reading for pleasure Lesson plan 76

School:

Date:

Teacher’s name:

Class: 6

Number present:

Number absent:

Lesson title

CLIL. Language and literature: Myths and legends.

Review 7.

Learning objectives(s) that this lesson is contributing to

6.C4 evaluate and respond constructively to feedback from others

6.C7 develop and sustain a consistent argument when speaking or writing

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

6.R1 understand the main points in a limited range of short simple texts on general and curricular topics

Lesson objectives

All learners will be able to:

Identify the theme, new words and use them as the basis for discussion.
Demonstrate knowledge for usage of the Past Simple, making stories in the Past Simple.
Transfer information from the given information into a graphic organizer.

Most learners will be able to:

Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; describe people using active vocabulary in myths and legends.

Some learners will be able to:

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
Make a presentation about a hero from a popular Kazakh legend or myth.

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning of the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Ex.1 p.89. Elements of myth. What myths and legends do you know?

Students respond to greeting

Ss answer the questions

Formative assessment is held through observation/monitoring.

Emoticon

Slide (useful phrases).

Pictures

PPT

Student Book p.89

Writing

Worksheet

Pictures

PPT

Slide (useful phrases).

Main

Activities

Main part

Pre - reading task: introduction of new words:

Norse - древнескандинавский; Frigg's Day.

Ex.2 p.88. Listen and read the text.

Ex.3 - 4 p.88 for comprehension of the text.

Review. Unit 7.

Revision. Consolidation. (GW)

Vocabulary Ex.1 - 2 p.90.

Language Focus. Revision of the Present Perfect Tense.

Ex. 3 - 5 p.90.

Ex.6 p.90. Gist listening. Complete the sentences:

1. appealing

2. exciting

3. characters

4. has read

5. most imaginative

6.front cover

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

A learner:

selects an appropriate answer.
completes the task.
uses appropriate subject-specific vocabulary while speaking.

Formative assessment is held through observation/monitoring.

Comments

Student Book p.90

CD. 2.31

Pictures

PPT

CD.2.32

Audioscript p.143 Teache

Ending the lesson

Giving the home task.

A book review (w)

W.B. p.63

Feedback

Short term lesson plan

Unit of a long term plan: Unit 7 Reading for pleasure Lesson plan 77	School:
Date:	Teacher's name:
CLASS: 6	Number present:		absent:
Lesson title		Summative Control work 7 for Unit 7.
Learning objectives(s)		6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.C5 use feedback to set personal learning objectives 6.W6 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics
Lesson objectives		All learners will be able to: Listen to the text; Plan and write a piece of writing; Speak on the taught topics Most learners will be able to: Identify the correct form of a word, appropriate sentence structure and text layout; Speak on the taught topics with expressing points of view Some learners will be able to: Write a composition keeping appropriate format and plan of a given genre; Recognise the content of an extended conversation using some supporting information;
Level of thinking		Knowledge and comprehension
Assessment criteria		• Identify the main idea in extended talks • Write topic related words correctly • Connect sentences into paragraphs with basic connectors and linking words with some support
Target language		Words of Units 5 - 7

TERM 3 SUMMATIVE ASSESSMENT TASKS

Summative assessment 7 for the unit “Reading for pleasure”

Learning objective:

6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

6.C5 use feedback to set personal learning objectives

6.W6 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics

• Identify the position of speakers in an extended talk with some support

• Write a text keeping the layout and format of a given genre with a little support

Level of thinking skills: Knowledge and comprehension

Application Duration 20 minutes

Listening Task 1. Listen to the conversation twice and answer the questions:

Short term lesson plan

Unit of a long term plan Unit 7 Reading for pleasure Lesson plan 78			School:
Date:			Teacher’s name:
Class: 6			Number present:		Number absent:
Lesson title			Project. Poster: My novel Summative control work for the third term.
Learning objectives(s) that this lesson is contributing to		6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 6.S2 ask simple questions to get information about a limited range of general topics 6.S3 give an opinion at sentence level on a limited range of general and curricular topics 6.L4 understand the main points of supported extended talk on a range of general and curricular topics 6.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 6.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 6.W5 link without support sentences using basic coordinating connectors
Lesson objectives		All learners will be able to: Listen to the text; Plan and write a piece of writing; Speak on the taught topics, making a project. Most learners will be able to: Identify the correct form of a word, appropriate sentence structure and text layout; Speak on the taught topics with expressing points of view Some learners will be able to: Write a composition keeping appropriate format and plan of a given genre; Recognise the content of an extended conversation using some supporting information;
Planned timings	Planned activities			Resources
Beginning of the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.			Slide (useful phrases). Pictures PPT

TERM 3 Summative control work for the third term.

SUMMATIVE ASSESSMENT TASKS

Learning objective:

6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.S2 ask simple questions to get information about a limited range of general topics

6.S3 give an opinion at sentence level on a limited range of general and curricular topics

6.L4 understand the main points of supported extended talk on a range of general and curricular topics

6.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

6.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

6.W5 link without support sentences using basic coordinating connectors

Level of thinking skills: Knowledge and comprehension

Application Duration 33 minutes

Listening Task 1. Listen to the conversation twice and answer the questions.

Make a poster about a novel. Use a project checklist on p.91.

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