Virginia Evans – Jenny Dooley – Bob Obee
Translations by: Natalya Mukhamedjianova
Sample lesson plans

Уважаемые учителя английского языка, работающие по УМК
обновленного содержания образования по английскому языку
международного издательства «Express Publishing».
Данные поурочные планы несут рекомендательный характер.
В данном пособии предлагается несколько вариантов составления
данных планов. В зависимости от уровня учащихся, требований
администрации вашей школы и по пожеланию учителя поурочные
планы подлежат корректировке самим учителем, преподающим в
данной параллели.
С уважением, методисты международного образовательного
центра «EDU Strеam».

Grade 6 long term

Unit Strands Learning objectives
Term 1
1 Our Class

Content 6.1.1.1 - use speaking and listening skills to solve problems
creatively and cooperatively in groups;
6.1.3.1 - respect differing points of view
Listening 6.2.1.1 - understand a longer sequence of supported classroom
instructions;
6.2.2.1- understand more complex supported questions which ask
for personal information;
6.2.5.1- understand most specific information and detail of
supported, extended talk on a range general and curricular topics
Speaking 6.3.1.1- provide basic information about themselves and others at
discourse level on a range of general topics;
6.3.2.1- ask simple questions to get information about a growing
range of general topics
Reading 6.3.1.1- understand the main points in a growing range of short,
simple texts on general and curricular topics;
6.3.2.1- understand independently specific information and detail
in short, simple texts on a limited range of general and curricular
topics;
6.3.4.1- read independently a limited range of short simple fiction
and non-fiction texts;
6.3.8.1- use independently familiar paper and digital reference
resources to check meaning and extend understanding;
6.3.9.1- recognise the difference between fact and opinion in short,
simple texts on a wide range of general and curricular topics
Writing 6.5.1.1- plan, write, edit and proofread work at text level with
some support on a growing range of general and curricular topics;
6.5.2.1- write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics;
6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular
topics; 6.5.6.1- link, with minimal support, sentences into coherent
paragraphs using basic connectors on a growing range of familiar
general topics
Use of
English
6.6.1.1- begin to use basic abstract nouns and compound nouns and
noun phrases describing times and location on a growing range of familiar general and curricular topics;
6.6.3.1- use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics; 6.6.9.1- use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics;
6.6.12.1- use an increased variety of adverbs, including adverbs of degree too, not enough, quite , rather on a growing range of
familiar general and curricular topics;
1

6.6.13.1 - use modal forms including mustn’t (prohibition), need
(necessity), should (for advice) on a range of familiar general and
curricular topics;
6.6.15.1 - use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics
2 Helping and
Heroes
Content

6.1.1.1- use speaking and listening skills to solve problems
creatively and cooperatively in groups;
6.1.3.1- respect differing points of view;
6.1.8.1- develop intercultural awareness through reading and
discussion
Listening

6.2.1.1- understand a longer sequence of supported classroom
instructions;
6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics;
6.2.7.1- recognize the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics;
6.2.8.1- understand supported narratives including some extended
talk, on a range of general and curricular topics
Speaking

6.3.3.1- give an opinion at sentence and discourse level on an
increasing range of general and curricular topics;
6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges;
6.3.7.1- use appropriate subject-specific vocabulary and syntax to
talk about a limited range of general topics, and some curricular topics; 6.3.8.1- recount some extended stories and events on a limited range of general and curricular topics
Reading

6.4.1.1 - understand the main points in a growing range of short,
simple texts on general and curricular topics;
6.4.2.1 - understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.4.4.1 - read independently a limited range of short simple fiction and non-fiction texts;
6.4.6.1 - recognise the attitude or opinion of the writer in short texts
on a growing range of general and curricular topics
Writing 6.5.1.1 - plan, write, edit and proofread work at text level with
some support on a growing range of general and curricular topics;
6.5.2.1 - write with some support about real and imaginary past events, activities and experiences on a limited range of familiar
general topics and some curricular topics;
6.5.3.1 - write with some support about personal feelings and opinion on a limited range of familiar general and curricular topics;
6.5.8.1- spell most high-frequency vocabulary accurately for a
limited range of familiar general topics and some curricular topics
Use of
English
6.6.1.1 - begin to use basic abstract nouns and compound nouns and
noun phrases describing times and location on a growing range of familiar general and curricular topics;
6.6.3.1 - use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general
and curricular topics;
2

6.6.5.1 - use questions including questions with whose, how often,
how long and a growing range of tag questions on a growing range
of familiar general and curricular topics;
6.6.12.1 - use an increased variety of adverbs, including adverbs of degree too, not enough, quite, rather on a growing range of familiar general and curricular topics;
6.6.15.1 - use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar
general and curricular topics
Term 2
3 Our
Countryside
Content 6.1.1.1- use speaking and listening skills to solve problems
creatively and cooperatively in groups;
6.1.10.1- use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
Listening

6.2.1.1- understand a longer sequence of supported classroom
instructions;
6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics; 6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics
Speaking

6.3.2.1- ask simple questions to get information about a growing
range of general topics;
6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics;
6.3.8.1- recount some extended stories and events on a limited
range of general and curricular topics
Reading

6.4.2.1-understand independently specific information and detail in
short, simple texts on a limited range of general and curricular topics;
6.4.4.1- read independently a limited range of short simple fiction and non-fiction texts;
6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 6.4.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding
Writing 6.5.1.1 plan, write, edit and proofread work at text level with some
support on a growing range of general and curricular topics;
6.5.2.1- write with some support about real and imaginary past events, activities and experiences on a limited range of familiar
general topics and some curricular topics;
6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; 6.5.6.1- link, with minimal support, sentences into coherent
paragraphs using basic connectors on a growing range of familiar general topics;
6.5.8.1- spell most high-frequency vocabulary accurately for a
limited range of familiar general topics and some curricular topics
Use of
English
6.6.3.1- use common participles as adjectives and order adjectives
correctly in front of nouns on a growing range of familiar general
and curricular topics;
3

6.6.9.1- use appropriately an increased variety of present and past
simple active and some passive forms on a growing range of
familiar general and curricular topics;
6.6.11.1- use common impersonal structures with: it, there on a
growing range of familiar general and curricular topics;
6.6.14.1 - use an increased variety of prepositions of time, location
and direction; use by and with to denote agent and instrument; use
prepositions before nouns and adjectives in common prepositional
phrases on a growing range of familiar general and curricular
topics;
6.6.16.1- use conjunctions if, when, where, so, and, or, but, because,
before, after to link parts of sentences in short texts on a growing
range of familiar general and curricular topics;
6.6.17.1- use subordinate clauses following think know believe hope, say, tell; use subordinate clauses following sure, certain; use defining relative clauses with which who that where on a growing
range of familiar general and curricular topics
4 Drama and
Comedy
Content

6.1.3.1 - respect differing points of view;
6.1.6.1 - organise and present information clearly to others;
6.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings;
6.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
Listening

6.2.1.1- understand a longer sequence of supported classroom
instructions;
6.2.5.1- understand most specific information and detail of
supported, extended talk on a range general and curricular topics
Speaking

6.3.2.1 - ask simple questions to get information about a growing
range of general topics;
6.3.4.1 - respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 6.3.5.1 - keep interaction going in longer exchanges on a range of general and curricular topics;
6.3.7.1 - use appropriate subject-specific vocabulary and syntax to
talk about a limited range of general topics, and some curricular topics;
6.3.8.1 - recount some extended stories and events on a limited
range of general and curricular topics
Reading

6.4.2.1- understand independently specific information and detail in
short, simple texts on a limited range of general and curricular topics
6.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended
texts
Writing 6.5.2.1- write with some support about real and imaginary past
events, activities and experiences on a limited range of familiar general topics and some curricular topics;
6.5.3.1- write with some support about personal feelings and
opinions on a limited range of familiar general and curricular topics;
6.5.5.1- develop with support coherent arguments supported when
4

necessary by examples and reasons for a limited range of written
genres in familiar general and curricular topics;
6.5.8.1- spell most high-frequency vocabulary accurately for a
limited range of familiar general topics and some curricular topics
Use of
English
6.6.7.1 - use simple perfect forms to express indefinite and
unfinished past [with for and since] on a growing range of familiar
general and curricular topics;
6.6.12.1 - use an increased variety of adverbs, including adverbs of degree too, not enough, quite, rather on a growing range of familiar general and curricular topics;
6.6.15.1- use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics
Term 3
5 Our Health Content

6.1.1.1- use speaking and listening skills to solve problems
creatively and cooperatively in groups;
6.1.8.1- develop intercultural awareness through reading and discussion; 6.1.9.1- use imagination to express thoughts, ideas, experiences and feelings;
6.1.10.1- use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
Listening

6.2.5.1- understand most specific information and detail of
supported, extended talk on a range general and curricular topics curricular topics;
6.2.7.1- recognise the opinion of the speaker(s) in supported
extended talk on a limited range of general and curricular topics
Speaking

6.3.1.1- provide basic information about themselves and others at
discourse level on a range of general topics;
6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics;
6.3.4.1- respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 6.3.5.1- keep interaction going in longer exchanges on a range of general and curricular topics;
6.3.6.1- communicate meaning clearly at sentence and discourse level during pair, group and whole class exchanges;
6.3.7.1- use appropriate subject-specific vocabulary and syntax to
talk about a limited range of general topics, and some curricular
topics
Reading 6.4.4.1- read independently a limited range of short simple fiction
and non-fiction texts;
6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts;
6.4.6.1- recognize the attitude or opinion of the writer in short texts on a growing range of general and curricular topics;
6.4.8.1- use independently familiar paper and digital reference
resources to check meaning and extend understanding
Writing 6.5.1.1- plan, write, edit and proofread work at text level with some
support on a growing range of general and curricular topics;
6.5.6.1- link, with minimal support, sentences into coherent
5

paragraphs using basic connectors on a growing range of familiar
general topics;
6.5.7.1- use with some support appropriate layout at text level for a
growing range of written genres on familiar general topics and
some curricular topics;
6.5.8.1- spell most high-frequency vocabulary accurately for a
limited range of familiar general topics and some curricular topics;
6.5.9.1- punctuate written work at text level on a limited range of
general topics and some curricular topics with some accuracy
Use of
English
6.6.1.1- begin to use basic abstract nouns and compound nouns and
noun phrases describing times and location on a growing range of familiar general and curricular topics;
6.6.2.1- use quantifiers including more, little, few less, fewer not as many , not as much on a growing range of familiar general and curricular topics; 6.6.3.1- use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics; 6.6.8.1- use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular
topics; 6.6.9.1- use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics;
6.6.10.1- use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics; 6.6.13.1- use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular topics;
6.6.15.1- use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar
general and curricular topics
6 Holidays and
Travel
Content

6.1.2.1- use speaking and listening skills to provide sensitive
feedback to peers;
6.1.3.1- respect differing points of view; 6.1.5.1- use feedback to set personal learning objectives;
6.1.6.1- organise and present information clearly to others
Listening

6.2.1.1- understand a longer sequence of supported classroom
instructions;
6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics; 6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics;
6.2.7.1- recognize the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics;
6.2.8.1- understand supported narratives including some extended
talk, on a range of general and curricular topics
Speaking 6.3.3.1- give an opinion at sentence and discourse level on an
increasing range of general and curricular topics;
6.3.7.1- use appropriate subject-specific vocabulary and syntax to
6

talk about a limited range of general topics, and some curricular
topics
Reading

6.4.2.1- understand independently specific information and detail
in short, simple texts on a limited range of general and curricular
topics;
6.4.5.1- deduce meaning f rom context on a limited range of familiar
general and curricular topics, including some extended texts; 6.4.6.1- recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; 6.4.7.1- recognise typical features at word, sentence and text level in a range of written genres;
6.4.9.1- recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics
Writing 6.5.3.1- write with some support about personal feelings and
opinions on a limited range of familiar general and curricular topics;
6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics;
6.5.7.1- use with some support appropriate layout at text level for a
growing range of written genres on familiar general topics and some curricular topics;
6.5.8.1 spell most high-frequency vocabulary accurately for a
limited range of familiar general topics and some curricular topics
Use of
English
6.6.1.1- begin to use basic abstract nouns and compound nouns and
noun phrases describing times and location on a growing range of familiar general and curricular topics;
6.6.2.1- use quantifiers including more, little, few, less, fewer not as
many, not as much on a growing range of familiar general and curricular topics; 6.6.3.1- use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics; 6.6.7.1- use simple perfect forms to express indefinite and unfinished past [with for and since] on a growing range of familiar general and curricular topics;
6.6.8.1 - use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular
topics; 6.6.10.1 - use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics
7 Reading for
Pleasure
Content 6.1.4.1- evaluate and respond constructively to feedback from
others;
6.1.7.1- develop and sustain a consistent argument when speaking
or writing
Speaking 6.2.5.1- keep interaction going in basic exchanges on a growing
range of general and curricular topics
Reading

6.3.1.1.- understand the main points in a growing range of short,
simple texts on general and curricular topics;
6.3.2.1- understand independently specific information and detail in
7

short, simple texts on a limited range of general and curricular
topics;
6.3.3.- understand the detail of an argument on a limited range of
familiar general and curricular topics, including some extended
texts;
6.3.4.1.-read independently a limited range of short simple fiction
and non-fiction texts;
6.3.5.1- deduce meaning from context on a limited range of familiar
general and curricular topics, including some extended texts;
6.3.6.1- recognise the attitude or opinion of the writer in short texts
on a growing range of general and curricular topics;
6.3.7.1-recognise typical features at word, sentence and text level in
a range of written genres;
6.3.8.1-use independently familiar paper and digital reference
resources to check meaning and extend understanding;
6.3.9.1-recognise the difference between fact and opinion in short,
simple texts on a wide range of general and curricular topics
Writing 6.5.4.1-write with some support topics with some paragraphs to
give basic personal information;
6.5.5.1-develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written
genres in familiar general and curricular topics
Term 4
8 Our
Neighbourhood
Content 6.1.2.1- use speaking and listening skills to provide sensitive
feedback to peers4
6.1.3.1-respect differing points of view
Listening

6.2.4.1- understand with limited support the main points of
extended talk on a range of general and curricular topics;
6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics
Speaking

6.3.1.1- provide basic information about themselves and others at
discourse level on a range of general topics;
6.3.2.1- ask simple questions to get information about a growing
range of general topics;
Reading

6.4.6.1 - recognise the attitude or opinion of the writer in short texts
on a growing range of general and curricular topics;
6.4.7.1- recognise typical features at word, sentence and text level
in a range of written genres
Writing 6.5.3.1- write with some support about personal feelings and
opinions on a limited range of familiar general and curricular topics;
6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics;
6.5.8.1- spell most high-frequency vocabulary accurately for a
limited range of familiar general topics and some curricular topics;
6.5.9.1- punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy
Use of
English
6.6.1.1- begin to use basic abstract nouns and compound nouns and
noun phrases describing times and location on a growing range of familiar general and curricular topics;
6.6.6.1- use a variety of personal, demonstrative and quantitative
8

pronouns including someone, somebody, everybody, no-one on a
growing range of familiar general and curricular topics;
6.6.9.1- use appropriately an increased variety of present and past
simple active and some passive forms on a growing range of
familiar general and curricular topics;
6.6.10.1- use present continuous forms with present and future
meaning and past continuous forms for background and interrupted
past actions on a limited range of familiar general and curricular
topics;
6.6.13.1- use modal forms including, mustn’t (prohibition), need
(necessity), should (for advice) on a range of familiar general and
curricular topics;
6.6.14.1- use an increased variety of prepositions of time, location
and direction; use by and with to denote agent and instrument; use
prepositions before nouns and adjectives in common prepositional
phrases on a growing range of familiar general and curricular
topics;
6.6.15.1- use common verbs followed by infinitive verb / verb +
ing patterns; use infinitive of purpose on a limited range of familiar
general and curricular topics
9 Transport

Content 6.1.8.1- develop intercultural awareness through reading and
discussion;
6.1.9.1- use imagination to express thoughts, ideas, experiences and feelings;
6.1.10.1- use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
Listening

6.2.3.1- understand more complex supported questions on a
growing range of general and curricular topics;
6.2.4.1- understand with limited support the main points of
extended talk on a range of general and curricular topics;
6.2.6.1- deduce meaning from context in supported extended talk
on a range of general and curricular topics
Speaking

6.3.2.1- ask simple questions to get information about a growing
range of general topics;
6.3.7.1- use appropriate subject-specific vocabulary and syntax to
talk about a limited range of general topics, and some curricular topics;
6.3.8.1- recount some extended stories and events on a limited
range of general and curricular topics
Reading

6.4.2.1- understand independently specific information and detail in
short, simple texts on a limited range of general and curricular topics;
6.4.1.1- read independently a limited range of short simple fiction and non-fiction texts;
6.4.6.1- recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; 6.4.7.1- recognise typical features at word, sentence and text level in a range of written genres;
6.4.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding
Writing 6.5.6.1- link, with minimal support, sentences into coherent
paragraphs using basic connectors on a growing range of familiar
9

general topics;
6.5.8.1- spell most high-frequency vocabulary accurately for a
limited range of familiar general topics and some curricular topics;
6.5.9.1- punctuate written work at text level on a limited range of
general topics and some curricular topics with some accuracy
Use of
English
6.6.2.1- use quantifiers including more, little, few, less, fewer not as
many , not as much on a growing range of familiar general and
curricular topics;
6.6.3.1- use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics; 6.6.4.1- use a variety of determiners including all, other on a growing range of familiar general and curricular topics;
6.6.5.1- use questions including questions with whose, how often, how long and a growing range of tag questions on a growing range of familiar general and curricular topics;
6.6.8.1- use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular
topics; 6.6.15.1- use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics;
6.6.17.1- use subordinate clauses following think know believe hope, say , tell; use subordinate clauses following sure, certain; use defining relative clauses with which who that where on a growing
range of familiar general and curricular topics

10

6 grade

High A1 High A1 High A1 High A1 High A1 High A1
6.C1 use speaking
and listening skills to
solve problems
creatively and
cooperatively in
groups
6.L1 understand
a s equence
of s upported classroom instructions
6.S1 provide basic
information about
themselves and others
at sentence level on an
increasing range of
general topics
6.R1 understand
the ma in points i n a
limited range
of short simple
texts on ge neral
and curricular topics
6.W1 plan, write, edit
and proo fread work at
text le vel w ith
support on a limited
range of general and
curricular topics
6.UE1 use appropriate
countable and
uncountable nouns, including c ommon
noun phr as es
descri
bing time s a nd
location, on a l imited
range of f am iliar
general and curricular
topics
6.C2 use speaking
and listening skills to
provide
sensitive
feedback to peers
6.L2 understand an
increasing range
of uns upported
basic que stions
which ask for
personal information
6.S2 ask simple
questions to get
information about a
limited range of general
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.W2 write w ith
support a s equence of
short s entences i n a
paragraph on a
limited range of
familiar general
topics
6.UE2 use quantifiers
many , much , a lot of
,a few on a limited
range of f amiliar
general and curricular
topics
6.C3 respect
differing points of
view
6.L3 understand an
increasing range of
unsupported basic
questions on general
and curricular topics
6.S3 give an opinion at
sentence level on a
limited range of general
and curricular topics
6.R3 understand
the de tail of an
argument on a
limited range of
familiar general
and curricular topics,
including some
extended texts
6.W3 write w ith
support f actual
descriptions at t ext
level w hich de scribe
people, places and
objects
6.UE3 use a growing
variety of a djectives
and r egular and
irregular comparative
and s uper lative
adjectives on a limited
range of f amiliar
general and curricular
topics
6.C4 evaluate and
respond
constructively to
feedback from others
6.L4 understand the
main points of
supported extended talk
6.S4 respond
with lim ited
flexibili ty at s entence
level to
6.R4 read and
understand with
some support a
limited range of
6.W4 write w ith
support a s equence of
extended sentences in
a paragraph
6.UE4 use determiners
including any, no
each, every on a
limited range of
11

on a range of
general and curricular
topics
unexpected comments
on an increasing range
of general and
curricular topics
short fiction and non-
fiction texts

to give basic personal
information
familiar general and
curricular topics
6.C5 use feedback to
set personal learning
objectives
6.L5 understand most
specific information
and detail of short,
supported talk on a
wide range of
familiar topics
6.S5 keep interaction
going in basic
exchanges on a
growing range of
general and curricular
topics
6.R5 deduce
meaning from context
in short texts on a
limited range of
familiar g eneral and
curricular topics
6.W5 link without
support s entence s
using ba sic
coordinating
connectors
6.UE5 use
questions,
including tag
questions to seek

agreement, and
clarify meaning on
a limite d range of
familiar general and
curricular topics
6.C6 organise and
present information
clearly to others
6.L6 deduce meaning
from context in short,
supported talk on an
increasing range
of ge neral and
curricular topics
6.S6 communicate
meaning clearly at
sentence l evel during,
pair, group and whole
class exchanges
6.R6 recognise
the a ttitude or
opinion of t he
writer in short
texts on a
limited range of
general and
curricular topics
6.W6 link, with some
support, s entences
into a c oherent
paragraph using basic
connectors on a
limited range of
familiar general
topics
6.UE6 use basic
personal and
demonstrative
pronouns a nd
quantitative pr onouns
some, any, something,
nothing anything on a
limited r ange of
familiar g eneral and
curricular topics
6.C7 develop and
sustain a consistent
argument when
speaking or writing
6.L7 recognise the
opinion of the s peaker(s)
in basic, s uppor ted
talk on an increasing
range of general and
curricular topics
6.S7 use appropriate
subject-specific
vocabulary and syntax
to talk about a limited
range of general topics
6.R7 recognise typical
features at
word, s entence and
text level in a limited
range of w ritten
genres
6.W7 use w ith some
support a ppropriate
layout at text level for
a l imited range of
written genres on
familiar g eneral
topics and s ome
curricular topics
6.UE7 use simple
perfect f orms of
common verbs to
express what ha s
happened [ indefinite
time] on a limited
range of familiar
general and curricular
topics
6.C8 develop
intercultural
6.L8 understand
supported narratives,
6.S8 recount
basic s tories and
6.R8 use with
some support familiar
6.W8 spell most
high-frequency w ords
6.UE8 use future
forms will for
12

awareness through
reading and
discussion
including some
extended talk, on an
increasing range of
general and curricular
topics
events on a r ange of
general and curricular
topics
paper and digital
reference r esources
to check
meaning and extend
understanding
accurately for a
limited range of
general topics
predictions and be
going to to talk a bout
already decided pl ans
on a l imited range of
familiar g eneral and
curricular topics
6.C9 use
imagin ation to
express thoughts,
ideas, experiences
and feelings
6.R9 recognise
the di fference
between fact
and opinion in
short, simple texts
on a n increas ing
range of ge neral and
curricular topics
6.W9 punctuate
written work at text
level on a limite d
range of f amiliar
general w ith some
accuracy
6.UE9 use s imple
present a nd simple
past r egular and
irregular forms to
describe r outine s,
habits a nd states on a
limited r ange of
familiar g eneral and
curricular topics
6.C10 use talk or
writing as a means of
reflecting on
and e xploring
a range of
perspectives on the
world
6.UE10 use pr esent
continuous forms w ith
present and f ut ure
meaning on a l imited
range of familiar
general and curricular
topics r ange of
familiar ge neral and
curricular topics


6.UE11 use
be/look/sound/fee l/tast
e/s mell like and
use on a limite d
range of familiar
general and
curricular topics
6.UE 12 use common
13

regular a nd irregular
adverbs, simple a nd
comparative for ms,
adverbs of fr equency
and adverbs of definite
time: last week,
yesterday on a limite d
range of f amili ar
general and curricular
topics
6.UE13 use might may
could to e xpress
possibility on a limited
range of f am iliar
general and curricular
topics
6.UE14 use
prepositions to talk
about t ime and
location
use prepositions like to
describe things a nd
about to denote topic
use pr epos itions of
direction to, into, out
of, from, towards on a
limited range of
familiar ge neral and
curricular topics
6.UE15 use common
verbs followed by
infinitive verb / verb +
ing patterns on a
limited r ange of
14

familiar g eneral and
curricular topics
6.UE16 use
conjuncti ons so , if,
when , where, before,
after to l ink parts of
sentences on a limite d
range of f am iliar
general and curricular
topics
6.UE17 use if clauses
(in zero conditional s)
use where clauses;
use before/after
clauses ( with past
reference); use
defining relative
clauses with which
who that where to
give details on a
limited range of
familiar general
and c urricular
topics

15

GRADE 6

MODULE 1“OUR CLASS”

Lesson plan

LESSON: Module 1 Lesson 1 School:
Date: Teacher name:
CLASS: Number present: absent:
Learning
objectives(s) that
this lesson is
contributing to
6.4.1.1understandthe main points in a limitedrangeofshort simple texts
on generalandcurricular topics
6.3.1.1- provide basic information about themselves and others at discourse level on a range of general topics;
6.2.2.1- understand more complex supported questions which ask for personal information; 6.6.9.1- use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics;
6.5.3.1- write with some support about personal feelings and opinions on a
limited range of familiar general and curricular topics
Lesson objectives All learners will be able to:
identify some specific information from the text and use some target
vocabulary to describe school subjects accurately in response to prompts and in production tasks
Most learners will be able to:
identify most specific information from the text and use a limited range of
target vocabulary to describe school subjects accurately in response to
prompts and in production tasks
Some learners will be able to:
Identify all specific information from the text and use a wide range of target
vocabulary to describe some school subjects accurately in response to prompts
and in production tasks
Previous learning vocabulary for school

Plan
Planned timings Planned activities Excel
Resources
Teacher
Notes
Beginning the
lesson
6.4.1.1 6.3.1.1 6.3.1.1
What’s in this module?
Read the title of the module Our class and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’
interest in the module.

Find the page numbers
Explain/Elicit the meaning of any unknown words,
thenSs find the page numbers for the items listed.
Ask questions to check Ss’ understanding.
Class CD
16

Main
Activities

6.6.9.1



6.4.1.1
To present Vocabulary for School Subjects
Play the recording. Ss listen and repeat chorallyand/or individually.
Elicit the L1 equivalents from various Ss.(Ss’ own answers)
Draw Ss’ attention to the pictures and ask various Ss to say which subject is shown in each picture.

To personalise the topic
Read the sentence stems aloud and allow Ss time to complete them,
then ask some Ss to read their completed sentences aloud

Ending the
lesson
6.5.3.1
To check comprehension
Check Ss’ answers.


Additional information

Differentiation – how do you plan
to give more support? How do you plan to challenge the more able learners?
Assessment – how are you planning to
check learners’ learning?
Cross-
curricular links Health and safety check
ICT links Values links
support less able readers by
encouraging them to confirm with another learner where target information is in text
monitor groups as they complete
comprehension tasks and check understanding through follow-up questions in checking plenary
Benefits
oflearning a foreign
language
challenge more able learners by
adding two or three more words to the final
monitor pronunciation in checking final
sentence task and highlight any word stress issues on board


Reflection

Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Answer the most relevant questions from the box on
the left about your lesson.

17

Lesson plan

LESSON: Module 1 Lesson 2 School:
Date: Teacher name:
CLASS: Number present: absent:
Learning
objectives(s) that this lesson is contributing to
6.4.1.1 understandthe main points in a limitedrangeofshort simple texts
on generalandcurricular topics
6.3.1.1- provide basic information about themselves and others at discourse level on a range of general topics;
6.2.2.1- understand more complex supported questions which ask for personal information;
6.6.9.1- use appropriately an increased variety of present and past simple active
and some passive forms on a growing range of familiar general and curricular
topics;
6.5.3.1- write with some support about personal feelings and opinions on a limited
range of familiar general and curricular topics
Lesson
objectives
All learners will be able to:
use, pronounce and spell some target vocabulary accurately in production tasks
with support
Most learners will be able to:
use, pronounce and spell most target vocabulary accurately in production tasks and
integrate with some success in extended writing task
Some learners will be able to:
use, pronounce and spell a range of target vocabulary accurately in production
tasks and integrate to good effect in extended writing task
Previous
learning
Vocabulary for School Subjects
Plan
Planned
timings
Planned activities Excel
Resources
Teacher
Notes
Beginning the
lesson

6.3.1.1

To speak about vocabulary for School Subjects
English, Geography, Music, History, Information &
Communication Technology [ICT], Maths, Science, Art,
Physical Education [PE], Design &
Technology [D&T])
Class CD

Main
Activities
6.4.1.1 6.2.2.1

To read for gist
Ask Ss to look at the pictures A-D and elicit what identifies
the people/subjects in each picture. Ask:
Which pictures show two teenage girls in schooluniforms? (A), (B) Which picture shows a teenage student in his classroom? (D)
Which picture shows a teenage student in her ICT class? (C)

Allow Ss time to read the texts 1-4 and elicit which picture
Class CD Video
18

6.3.1.1
6.6.9.1



6.5.3.1

matches which text.
Refer Ss to the Word List to look up the words in the Check
these words box.
Play the video for Ss and elicit their comments.
To listen and read for specific information
Ask Ss to go through the incomplete sentences. Allow Ss three minutes to do the task. Alternatively,play the recording. Ss do the task. Check Ss’ answers.
To consolidate comprehension of a text
Allow Ss time to review the text and copy the table into their notebooks. Check Ss’ answers on the board.
Ask various Ss to use the table to make sentences, as in the
example.

Ending the
lesson
6.6.9.1
To check comprehension
Check Ss’ answers.



Additional information

Differentiation – how do you plan
to give more support? How do you plan to challenge the more able learners?
Assessment – how are you planning
to check learners’ learning?
Cross-curricular links
Health and safety check
ICT links Values links
support less able readers by
encouraging them to confirm with another learner where target information is in text
monitor learner spellings in
categorisation task and provide remedial support
Benefits oflearning a
foreign language
provide challenge for more able
learners by adding two or three
more words to the final
check learner pronunciation in whole
class feedback and drill and highlight word-stress to board as necessary


Reflection

Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Answer the most relevant questions from the box on
the left about your lesson.

19

Lesson plan

LESSON: Module 1 Lesson 3 School:
Date: Teacher name:
CLASS: Number present: absent:
Learning
objectives(s)
that this
lesson is
contributing
to
6.4.1.1understandthe main points in a limitedrangeofshort simple texts
on generalandcurricular topics
6.3.1.1- provide basic information about themselves and others at discourse level on a range of general topics;
6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular
topics; 6.2.2.1- understand more complex supported questions which ask for personal information; 6.6.9.1- use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular
topics;
6.5.3.1- write with some support about personal feelings and opinions on a limited
range of familiar general and curricular topics
Lesson
objectives
All learners will be able to:
use and pronounce some target structures accurately in controlled tasks with
support
Most learners will be able to:
use and pronounce most target structures accurately in controlled tasks with
support
Some learners will be able to:
use and pronounce most target structures accurately in controlled tasks with little
support
Previous
learning
Students around the world
Plan
Planned
timings
Planned activities Excel
Resources
Teacher
Notes
Beginning the
lesson
6.4.1.1 6.6.1.1
To learn about compound nouns, abstract nouns and
noun phrases
Read out the theory box and then direct Ss to the text on p. 6 to find the items listed.
Elicit answers from Ss around the class.

To present sports
Play the recording. Ss listen and repeat chorally and/or
individually.
Elicit the L1 equivalents from Ss around the class and
various Ss' favourite sports.(Ss’ own answers)


Class CD

Main
Activities

To listen for specific information
Read the Study Skills box aloud, then ask Ss to look at the
gaps and say what type of word is missing from each one.

Class CD

20

6.2.2.1 Elicit Ss' answers.
Play the recording while Ss listen and complete the gaps
with the missing information. Check Ss’ answers.


6.3.1.1

6.5.3.1
To ask for and give personal information
Ask Ss to complete the task in closed pairs and make notes.
Ask some pairs to act out the dialogues for the class.

To write a short text; to consolidate the vocabulary of
the unit
Allow Ss some time to complete the task and then check
Ss’ answers.
Alternatively, assign the task As HW and check Ss' answers
in the next lesson.

Ending the
lesson
6.6.9.1
Check Ss’ answers.

Additional information

Differentiation – how do you plan
to give more support? How do you plan to challenge the more able learners?
Assessment – how are you planning to
check learners’ learning?
Cross-curricular
links Health and safety check
ICT links Values links
monitor less able groups in
controlled tasks and provide support through further modelling and drilling
monitor pair sentence completion tasks
and encourage learners to give feedback to each other onanswers
Benefits
oflearning a foreign language
provide extra challenge by getting
more able learners to use short answers
check pronunciation in whole class feedback

Reflection

Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Answer the most relevant questions from the box on
the left about your lesson.

21

Lesson plan

LESSON: Module 1 Lesson 4 School:
Date: Teacher name:
CLASS: Number present: absent:
Learning
objectives(s)
that this
lesson is
contributing
to
6.4.1.1 understand the main points in a limited range of short simple texts
on general and curricular topics
6.4.4.1 read and understandwithsome suppor t a limited rangeofshortfiction
and non-fiction texts
6.4.2.1 understandwith littlesupportspecific informationanddetail
inshort,simpletexts onalimitedrangeof gene ralandcurricular topics
6.1.3.1 - respect differing points of view
6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics
6.5.1.1- plan, write, edit and proofread work at text level with some support on a
growing range of general and curricular topics;
Lesson
objectives
All learners will be able to:
use and pronounce some target language accurately in response to prompts and in
controlled tasks with support
Most learners will be able to:
use and pronounce most target structures accurately in response to prompts and in
controlled tasks with support
Some learners will be able to:
use and pronounce most target structures accurately in response to prompts and in
controlled tasks with little support
Previous
learning
compound nouns, abstract nouns and noun phrases / sport
Plan
Planned
timings
Planned activities Excel
Resources
Teacher
Notes
Beginning the
lesson
6.6.9.1 6.6.9.1 6.4.1.1 6.4.2.1
To compare the Present Simple and the Present
Continuous Tenses
Ss’ books closed. Say, then write on the board: Ialways eat breakfast in the morning. Elicit what tensethe verb is in (present simple) and what thesentence expresses (a
habit/routine). Say, then writeon the board: I am teaching
a lesson now. Elicit whattense the verb is in (present
continuous) and whatthe sentence expresses (an action
happening now).
Explain that stative verbs (i.e. verbs that describe astate not an action) don’t usually have continuousforms (e.g. I
believe in fairies. NOT I’m believing infairies).
Ss’ books open. Read the theory box aloud andelicit the L1 equivalents for the example sentencesfrom Ss around the class. Then ask Ss to findexamples in the text on p. 6.

Examples in the text:

22

Present simple:I’m 12 years/ICT is really fun/myfavourite
sport is football/She has a great sense ofhumour/She is
very good at drawing and painting, etc.
Present continuous:

We’re having a great time!
Main
Activities
6.5.1.1 6.2.5.1 6.5.1.1 6.6.12.1
To practise the present simple and the present
continuous
Explain the task and explain that stative verbs are verbs that express a state rather than an action
(e.g.like, love, hate,
believe, etc). Remind Ss that they don’t have continuous
forms.
Give Ss time to complete the task then check Ss’ answers.

To revise the third-person singular form of the present
simple and identify third-person verb endings
Explain the task and ask Ss to copy the table into their
notebooks.
Give Ss time to complete it with the verbs and then play the
recording for Ss to listen and check their answers.
Play the recording again with pauses for Ss to repeat either
chorally or individually. Pay attention to Ss’ intonation.


Class CD


To present adverbs of frequency
Ask various Ss around the class to read out the sentences. Point out that the words in bold are adverbs of frequency and they show how often we
do something.
Elicit where in the sentence the adverbs of frequency appear
(before the main verb, but after the verb ‘to be’) and read out the table and elicit the missing words.

To present and practise other adverbs used as time
expressions with the present simple and present continuous
Explain the task. Read out the time expressions and the
example and elicit sentences from Ss around the class.

Ending the
lesson

6.1.3.1
Check Ss’ answers.



Additional information

Differentiation
– how do you
plan to give
more support?
How do you




Assessment – how are you planning to check learners’
learning?
Cross-curricular links
Health and safety check
ICT links Values links
monitor less
able groups in controlled tasks and
hi hli h




monitor pair sentence completion tasks and encourage
learners to give feedback to each other onanswers
Benefits of
learning a foreign language
23

provide extra
challenge by
getting more
able learners to
use short
answers
check pronunciation in whole class feedback and remodel/
drill final sounds



Reflection

Were the lesson objectives/learning
objectives realistic?

Did I stick to timings?

What changes did I make from my plan and
why?
Answer the most relevant questions from the box on
the left about your lesson.
24

Lesson plan

LESSON: Module 1 Lesson 5 School:
Date: Teacher name:
CLASS: Number present: absent:
Learning
objectives(s)
that this lesson
is contributing
to 6.4.1.1 understand the main points in a limited range of short simple
texts on general and curricular topics
6.1.3.1 - respect differing points of view
6.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics 6.3.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics;
6.6.9.1- use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular
topics;
6.6.15.1 - use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular
topics
Lesson
objectives
All learners will be able to:
use some language from the module to express views and write some relevant
questions accurately
Most learners will be able to:
use a range of language from the module to express views and write a range of
relevant questions accurately
Some learners will be able to:
use a wide range of language from the module to express views and write a range
of relevant questions accurately
Previous
learning
the present simple and the present continuous / adverbs of frequency

Plan
Planned
timings
Planned activities Excel
Resources
Teacher
Notes
Beginning the
lesson
6.6.9.1
To revise the present simple and the present
continuous / adverbs of frequencyI go to school every
day
I’m learning how to cook
.
these days.I usually play
football on Saturdays.I sometimes
I have piano lessons
walk to school.
on Mondays.I am writing sentences
at the moment.I never

get up early on Sundays.


Main Activities



To practise adverbs of frequency
Explain the task and read out the example sentence.
Give Ss time to write sentences for the rest of the items and then check Ss’ answers around the class.

To present the –ingform and the to-infinitive







25

6.6.15.1




6.6.15.1



6.5.3.1
6.1.1.1



6.6.12.1




6.5.1.1




6.4.1.1
6.2.5.1
Go through the theory table with Ss.
Elicit if there are any similar structures in Ss’ L1.
(Ss’ own answers)
To present the –ingform and theto-infinitive
Read out the example and give Ss time to complete therest
of the sentences. Check Ss’ answers around the class.

To practise the –ingform and theto-infinitive using
personal examples
Give Ss time to complete the sentences, then elicitanswers
from various Ss around the class.

To present and practise adverbs
Read out the theory box and explain the type andform of
adverbs.
Give Ss time to complete the sentences and thenelicit
answers from Ss around the class.

To present the comparative forms ofadverbs
Read out the theory box and then elicit how we formshort,
longer and irregular adverbs.

To practise comparative forms of adverbs
Give Ss time to complete the task and then elicit
answersfrom Ss around the class.
















Ending the
lesson
6.1.3.1
Check Ss’ answers.

Additional information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?
Assessment – how are you planning to
check learners’ learning?
Cross-
curricular links Health and safety check
ICT links Values links
monitor less able groups in
controlled tasks and highlight any errors in spelling for learners to self-
correct
use thumbs up and down technique and
follow up questions to check comprehension
Benefits
oflearning a foreign language
provide extra challenge by getting
more able learners to use short answers


26

Reflection

Were the lesson objectives/learning
objectives realistic?

Did I stick to timings?

What changes did I make from my plan
and why?
Answer the most relevant questions from the box on
the left about your lesson.

27

Lesson plan

LESSON: Module 1 Lesson 6 School:
Date: Teacher name:
CLASS: Number present: absent:
Learning
objectives(s)
that this lesson
is contributing
to 6.4.1.1 understand the main points in a limited range of short simple texts
on general and curricular topics
6.4.4.1 read and understandwithsome suppor t a limited
rangeofshortfiction and non-fiction texts
6.4.2.1 understandwith littlesupportspecific informationanddetail
inshort,simpletexts onalimitedrangeof gene ralandcurricular topics
6.1.3.1 - respect differing points of view
6.1.1.1 - use speakin g and listening skills to solve problems creatively and
cooperatively in groups;
6.2.5.1- understand most specific information and detail of supported, extended
talk on a range general and curricular topics
6.5.1.1- plan, write, edit and proofread work at text level with some support on a
growing range of general and curricular topics;
6.3.2.1- understand independently specific information and detail in short,
simple texts on a limited range of general and curricular topics;
Lesson
objectives
All learners will be able to:
identify some specific information from the text and use some target vocabulary
to describe school subjects accurately in response to prompts and in production
tasks
Most learners will be able to:
identify most specific information from the text and use a limited range of target
vocabulary to describe school subjects accurately in response to prompts and in
production tasks
Some learners will be able to:
Identify all specific information from the text and use a wide range of target
vocabulary to describe some school subjects accurately in response to prompts and in production tasks
Previous
learning
adverbs of frequency / the –ingform and the to-infinitive / the comparative forms
of adverbs
Plan
Planned
timings
Planned activities Excel
Resources
Teacher
Notes
Beginning the
lesson
6.3.2.1
To present classroom objects
Ask Ss to look at the pictures.
Play the recording. Ss listen and repeat chorally and/or individually. Elicit the L1 equivalent for each word and then ask various Ss to say which of them are in their classroom. (Ss’ own answers)
Class CD

28