Unit of a long term plan: Our class

School: By name S. Erubayev

Date:02.09.22

Teacher name: S. Murataliyeva

Grade: 6

Number present:

absent:

Lesson title

A classroom.

Learning objectives

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 ( Ex.1 p 4,describe a classroom, revise a verb " to be")

Lesson objectives

Learners will be able to:

• Learn vocabulary for classroom objects.

• Use prepositions to describe the position of objects.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Pre-listening:

Warm-up

With books closed, ask: Where are we at the moment?

• Elicit the word classroom and write it on the board.

• Ask: What can you find in a classroom? Elicit a few words from individual students.

Lead - In

Look at the picture and say what the theme of our lesson will be? You see different word in the picture. What can you see in this picture?

It is a board.

It is a clock.

There are six chairs in the classroom.

The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .

Describe and imagine the pictures

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

CD 1

Pictures

PPT

Main part

While-listening:

To present/practise vocabulary related to class's hobbies and interests

Play the next recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents from various Ss.

Exercise 1

• Go through the words in the wordpool with students and check understanding. Then study the picture with the class and do the example. Students complete the activity. In a weaker class, allow students to work in pairs.

• Model and drill the pronunciation of any new words

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Exercise 2

Read out the example sentence. Ask students to find the poster and the door, and then to say whether the sentence is true or false. Confirm that the sentence is false, because the poster is not near the door in this picture

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

.

Ss listen and repeat chorally or individually.

Students write the name of objects 1-16 in the picture. Then listen and check.

ANSWERS

1 window 2 laptop 3 CD player 4 shelf 5 DVD 6 door 7 board 8 clock 9 poster 10 chair 11 notebook 12 pen 13 desk 14 dictionary 15 ruler 16 bag

Students read the sentences and write true or false

ANSWERS

1 true

2 false

3 false

4 true

5 false

6 false

Assessment criteria

- identify some specific information from the text

Descriptor:

-Understand classroom instructions

Peer assessment: answer key

Assessment criteria:

-Use topic related vocabulary in group discussion

-Make CCQ questions

Cards

Student’s book

Workshets

End

Home task:

Ex: 1,2 P: 4 WB

Poster Success

Unit of a long term plan: Our class

School: By name S. Erubayev

Date:05.09.22

Teacher name: S. Murataliyeva

Grade: 6

Number present:

absent:

Lesson title

Possessive’s and subject and object pronouns

Learning objectives

6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics ( Ex.1 - 2. p.10).

6.R2 understand with little support specific information and detail in short, simple texts on a ( Ex.3.p. 10)

6.S3 give an opinion at sentence level on a limited range of general and curricular topics ( Ex.5 p.10)

Lesson objectives

Learners will be able to:

• Learn and practise the use of ’s and s’ to talk about possession.

• Learn subject pronouns and possessive adjectives.

• Use subject pronouns and possessive adjectives to name and find things.

• Learn and use object pronouns.

• Learn phrases for checking meaning and spelling.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

Ask an individual student to hold up their pen or notebook.

• Ask: Is that my pen / notebook?

• Elicit the answer (No, it’s Anna’s pen / notebook).

• Repeat the process with a different student.

Lead - In

Ask questions about your friend’s family.

The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .

Describe and imagine the pictures

Students say about their family.

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!