Материалдар / English plus 6 толық 2 тоқсан

English plus 6 толық 2 тоқсан

Материал туралы қысқаша түсінік

English plus 6 толық 2 тоқсан құндылықтарымен

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

Short term plan

Unit 1: Local place		lesson 25
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Animals.
Learning objectives	6. 2. 5. 1 Supportive understanding of specific information and sections in a long conversation on general and academic topics 6. 3. 2. 1 ask simple questions to get information on general topics
Lesson objectives (assessment criteria)	Learners will be able to: - Learn vocabulary for animals. - Learn key phrases for speculating about what you see and hear. - Practise identifying animals.
Value links	The value based on the integrated educational program is to educate students for justice and responsibility One of the most effective ways to help students take responsibility for their learning is through goal setting

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

• With books closed, ask students to work in pairs and write down as many animals as they can in English.

• Elicit the names of a few animals from individual students and write them on the board

Setting the aim of the lesson.

How many animals do you see?

Where do they live?

What do they eat?

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

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:32

In a weaker class, allow students to match the animals with the photos in pairs.

• Elicit the answer to the question, but do not check answers to the matching task at this stage.

Students match the animals in the box with photos

ANSWERS:

Photo 14 is not an eye. It’s a butterfly wing.

Descriptor:

- match the animals

- answer to the question

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:32

Read through the key phrases with the class. Explain that

some of them relate to the senses of sight and hearing,

and some can be used to make general guesses. Students

can work in pairs to put each phrase in the correct

category.

When you have checked students’ answers, model the

pronunciation and check understanding

Learners look at the key phrases. Answer the question.

ANSWERS

Things we see:

It looks like a / an … ; It doesn’t look like a / an …

Things we hear:

It sounds like a / an … ; It doesn’t sound like a / an …

Things we see and hear:

Maybe it’s a / an … ; I’m sure it’s a / an …

Descriptor:

- look at the key phrases

- answer the question.

Total: 2 point

Worksheets

Stickers

Task. III

(Task for understanding)

Ex: 3 P:32

Demonstrate how to use the key phrases in context. Ask students to look at the first picture in the quiz. Say an incorrect sentence, e.g. It looks like an elephant. Elicit that the animal is a whale, and see if students can form an answer with the key phrases, e.g. I’m sure it’s a whale.

Differentiation: A less motivated student completes the sentences with support

Learners compare their answers in exercise 1 using the key phrases

ANSWERS:

1 whale

2 spider

3 owl

4 shark

5 human

6 snake

7 fly

8 seal

9 falcon

10 parrot

11 frog

12 elephant

13 chameleon

14 butterfly

15 crocodile

16 bear

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- compare their answers

- use the key phrases

Total: 2 point

Pictures

Worksheet

Task. IV

(Task for understanding)

Ex: 4 P:32

Explain to students that they are going to hear some

animal sounds and they must discuss what animals they

think they are hearing, using the key phrases.

Play the CD, pausing after each animal sound.

Ask some students to say what they think each animal

might be, using the key phrases.

Learners listen and identify the animals. Use the key phrases.

ANSWERS:

1 an owl

2 a fly

3 a frog

4 a falcon

5 a seal

6 a whale

7 a bear

8 a snake

Descriptor:

- listen and identify the animals

- use the key phrases

Total: 2 point

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 3 Local place		lesson 26
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Reading: The red list
Learning objectives	6. 3. 2. 1 ask simple questions to get information on general topics 6. 4. 2. 1 understand special information in simple, short texts within a number of general and educational topics without the help of a teacher
Lesson objectives (assessment criteria)	Learners will be able to: - Read about animals in danger. - Read for general meaning and specific information. - Talk about animals
Value links	The value based on the integrated educational program is to educate students for justice and responsibility To help others and to be fair, kind and willingness to take responsibility.

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Ask: What’s your favourite animal?

Ask: Which animals do you dislike? Elicit answers from individual students, and ask why they dislike these animals

Setting the aim of the lesson.

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

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 34

Refer students to the title of the article and the question.

Students discuss their answers in pairs.

In a stronger class, ask students to make a note of as many statistics as they can to support their answer

complete the sentences with the correct form of the verbs in brackets

Learners read and listen to the text

ANSWERS

A person is more dangerous than a shark or a chair.

Descriptor:

- translate the phrases.

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 34

Explain that students should now read the text again more carefully to find the specific information. In a weaker class, check key vocabulary, e.g. extinct, before students read.

Ask students to complete the answers individually, then compare their ideas with a partner

Learners read the text again and choose the correct answers

ANSWERS:

1 a

2 c

3 c

4 c

5 a

Descriptor:

-read and listen to the text

Total: 2 point

Worksheets

Task. III (Task for understanding)

Ex: 3 P: 34

Students check the meaning of the blue words and identify which are verbs (attack and save).

Check understanding of the words and phrases, for example by asking students to use them in sentences

Learners use the words to complete the sentences.

ANSWERS:

1 attack

4 accidents

2 approximately

5 actions

3 save

6 pollution

Descriptor:

- read the text again

- choose the correct answers

Total: 2 point

Pictures

Task. IV

Ex: 4 P: 34

• In a weaker class, you could ask students to do this exercise in pairs.

Differentiation:

Allow learners to choose the correct words with support.

Learners choose the correct words

ANSWERS

1 Her

2 She’s

3 We’re

4 Our

5 He’s

6 His

7 my

8 They’re

Self -assessment

T s feedback

Descriptor:

- choose the correct words

Total: 2 point

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster

Short term plan

Unit 3 Local place		lesson 27
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Talk about things happening now.
Learning objectives	6. 3. 2. 1 ask simple questions to get information on general topics 6. 5. 2. 1 to write down past experiences or real events, actions on some familiar general and educational topics with the support of the teacher; 6. 6. 9. 1 correct use of active and some passive forms of simple present and past tenses on many familiar general and academic topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn the affirmative and negative forms of the present continuous. - Use the present continuous to describe things that are happening now
Value links	The value based on the integrated educational program is to educate students for justice and responsibility In front of the class team for the assigned general case feel responsible

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

• Write four present continuous sentences on the board, two true and two false, e.g. I am teaching. The sun is shining. Elicit which ones are true and how students can tell. Elicit that the present continuous describes events happening now

Setting the aim of the lesson.

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

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 35

When students have found the sentences, draw attention to the form

Learners complete the sentences from the text on page 34. Then choose the correct words in rules a-c.

ANSWERS:

1 are

2 aren’t

3 is

T’s feedback

Descriptor:

- complete the sentences

- choose the correct words

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 35

Remind students that they should look for the present

continuous forms, not the verbs as they appear here.

Read the verbs and check understanding, then allow

students time to read the spelling rules carefully.

Students can work individually to write the verbs, then

check their answers in pairs.

Learners find the present continuous form of verbs 1-6 in the text on page 34. Then read the spelling rules and match the verbs to spelling rules 1-3. Which verb doesn't match any rule?

ANSWERS

1 becoming

2 dying

3 hunting

4 changing

5 running

6 reading

Rule

1 hunt, read

Rule 2 become, change Rule 3 run

die doesn’t match any rule

Descriptor:

- find the present continuous form

- match the verbs to spelling rules

Total: 2 point

Worksheets

Task. III (Task for understanding)

Ex: 3 P: 35

Tell students they are going to listen to seven recordings, and that they should identify what is happening.

Tell students to read the options in columns A and B before they listen, to give them an idea of the context and what they might hear

Differentiation:

In a weaker class, brainstorm ideas for different things students could describe, and write these on the board

Learners listen to the sounds. Match the things in A with the actions in B. Then write sentences describing the actions using the present continuous.

ANSWERS:

1 Two dogs are running in the park.

2 A parrot is speaking English.

3 A man is attacking a mosquito.

4 A whale is singing to its partner.

5 Children are making a cake.

6 A girl is practising the piano.

7 A lion is having a meal.

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- listen to the sounds

- match the things

Total: 2 point

Pictures

Worksheet

Task. IV

Ex: 4 P: 35

Allow students time to study the picture carefully and read the prompts.

Explain that they should write the negative sentence first, then an affirmative sentence using the word in brackets

Learners work in pairs. Read the prompts and look at the picture. Make affirmative and negative sentences using the present continuous

ANSWERS:

1 A child isn’t feeding some bears. She is feeding some ducks.

2 A falcon isn’t sleeping. It is hunting.

3 Two people aren’t watching a chameleon. They are watching the falcon.

4 Three people aren’t swimming. They are running.

Descriptor:

- work in pairs

- make affirmative and negative sentences

Total: 2 point

Pictures

Task. V

Ex: 5 P: 35

Clarify that students should use the affirmative or negative forms of the verbs to write about what is happening now. In a stronger class, ask students to write a corresponding affirmative sentence for each negative sentence they write, e.g. I’m not thinking about the weekend. I’m thinking about my homework. In a weaker class, ask students to prepare their sentences in pairs.

Learners write sentences about what is happening now.

ANSWERS

Student’s own answer

Descriptor:

- write sentences

- use the affirmative or negative forms

Total: 2 point

Pictures

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 3 Local place		lesson 28
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Animal behaviour
Learning objectives	6. 2. 2. 1 to understand more complex questions about the presentation of personal information with the support of the teacher; 6. 3. 7. 1 use subject-specific vocabulary and syntax within a number of general and educational topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn verbs for animal behaviour. - Listen to an interview about animals. - Listen for general meaning and specific details.
Value links	The value based on the integrated educational program is to educate students for justice and responsibility Learning when to say sorry Part of learning about responsibility is knowing when to apologize for the negative consequences of our actions.

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

• Write the word Behaviour on the board.

• Elicit the meaning, then ask: What do animals do to survive?

• Elicit ideas from the class, for example animals hunt for food, hide from other animals, find a safe place to sleep, keep warm in the winter.

Setting the aim of the lesson.

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

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 36

• Refer students to the bold verbs. Tell them to use the Wordlist or their dictionaries to check the meaning of any verbs they do not know.

• Refer students to the photos and ask them to choose the correct verbs.

Learners check the meaning of the verbs in bold. Then look at photos 1–6 and choose the correct verbs.

ANSWERS:

1 feeding

3 catching

5 hunting

2 building

4 protecting

6 chasing

T’s feedback

Descriptor:

- look at photos

- choose the correct verbs

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 36

• Look at the example answer and remind students that we do not use the definite article, the, when we are talking about things in general.

• Students complete the sentences with the animals

Differentiation:

A learner with individual needs: will be supported by teacher and by helpers from his class.

Learners complete the sentences with names of animals. Compare your answers with a partner

ANSWERS:

1 Snakes

4 Sharks

2 Bears

5 Humans

3 Chameleons

6 Whales.

Descriptor:

- complete the sentences

- compare your answers

Total: 2 point

Worksheets

Task. III

(Task for understanding)

Ex: 3 P: 36

Explain that students are going to listen to an interview. While they listen for the first time they should look at the photos and identify the ones the speaker is talking about.

Students listen to an interview with Mike. Which of the photos does Mike speak about?

ANSWERS:

He speaks about photos 1, 3, 4 and 6

T’s comment

Descriptor:

- listen to an interview

- identify the ones the speaker is talking about

Total: 2 point

Pictures

Task. IV

(Task for understanding)

Ex: 4 P: 36

Before you play the CD a second time, ask students to read through the gapped text.

Tell students they should try to complete as much information as they can from memory, before they listen again.

Learners try to complete the text. Then listen again and check your answers.

ANSWERS

1 two

2 fly

3 25

4 two

5 fish

6 travels

Descriptor:

- complete the text

- listen again and check

Total: 2 point

Task. V

(Task for understanding)

Ex: 5 P: 36

Students should choose an animal they know.

In a weaker class, students should write full sentences. In a stronger class, students can just write notes to speak from.

If you want to extend this activity, ask students to do further research to produce a factfile about their chosen animal, and add photos.

Learners choose an animal you know and answer the questions

ANSWERS

Student’s own answer

Self assessment

Descriptor:

- choose an animal

- answer the questions

Total: 2 point

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 3 Local place		lesson 29
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	What are they doing now?
Learning objectives	6. 3. 7. 1 use subject-specific vocabulary and syntax within a number of general and educational topics; 6. 5. 2. 1 to write down past experiences or real events, actions on some familiar general and educational topics with the support of the teacher;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn the question forms of the present continuous. - Write questions and answers using the present continuous. - Identify the difference between the present continuous and the present simple
Value links	The value based on the integrated educational program is to educate students for justice and responsibility To help others and to be fair, kind and willingness to take responsibility

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Refer students back to the photos on page 42. Ask students what questions they can ask about the animals

Setting the aim of the lesson.

Is he swimming?

Is she reading?

Are we dancing?

Are they running?

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

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 37

In a weaker class, you could play the CD (2.06) again

Learners complete the questions from the listening on page 36. Can you remember the answers?

ANSWERS:

1 is

2 Is

3 Is

Descriptor:

- complete the questions

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 37

Check understanding by asking and answering some present continuous questions as a class.

Learners match the questions in exercise 1 with answers a-c. Then complete the rules.

ANSWERS:

1 c

2 a

3 b

Rules: 1 is 2 aren’t

Descriptor:

- match the questions

- complete the rules.

Total: 2 point

Worksheets

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 37

In a weaker class do another example with the whole class, and then ask and answer.

Learners write questions for the answers using the words in brackets.

ANSWERS:

1 Where are those seals swimming to?

2 Why are they doing that?

3 What is that seal doing?

4 Who is watching the seals in that small boat? 5 Why are they watching the seals?

6 Where is that scientist going?

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- write questions

- use the words in brackets

Total: 2 point

Pictures

Worksheet

Task. IV

Ex: 4 P: 37

In a weaker class, get students to form the questions first, then find the answers as a class.

Learners ask and answer questions about the information in exercise 3.

ANSWERS

1 What is Emi watching? She is watching the seals.

2 Are the seals sitting on the rocks? No they aren’t, they are

swimming to the beach.

3 Why are the seals swimming to the beach? Because there are

sharks near.

4 Why is the seal attacking the shark? She’s protecting her baby.

5 Who is counting the seals? The scientists.

6 Where is the scientist going? I don’t know.

Descriptor:

- ask and answer

Total: 2 point

Task. V

Ex: 5 P: 37

Read the first two sentences with the class. Elicit that the tenses are different, and point out that different time expressions are used with the different tenses.

Learners complete the table with sentences 1-6. Which time expressions in bold do we use with: (a) the present simple, (b) the present continuous?

ANSWERS

Present simple

She studies every day

I always walk to school

We don’t usually eat meat.

Present continuous

She’s studying today

I’m walking at the moment

We aren’t eating meat now.

Descriptor:

- complete the table

-identify time expressions in bold

Total: 2 point

Task. VI

Ex: 6 P: 37

Remind students to look at the time expressions and use the table in exercise 5 to help them choose the tense.

In a stronger class, ask students to write extra sentences using two verbs in the present simple and continuous.

Learners complete the sentences. Use the present simple and present continuous forms of the verbs

ANSWERS

1 I’m listening to rap music at the moment. I prefer heavy metal.

2 They don’t usually go to the cinema. They’re watching a DVD

at the moment.

3 They go to bed late every day. They’re sleeping now.

4 He always plays football after school, but he is playing tennis

today.

5 She’s having dinner now. She likes fish.

Descriptor:

- complete the sentences

- use the present simple and present continuous

Total: 2 point

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 3 Local place		lesson 30
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Phoning a friend.
Learning objectives	6. 2. 11 Comprehension with support of unlimited instructions in class 1; 6. 3. 3. 1 to express one's opinion in sentences with elements of reasoning within the framework of various general and educational topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn key phrases for talking on the phone. - Listen to a conversation on the phone. - Practise a telephone conversation about what is happening now. - Learn how to improve pronunciation.
Value links	The value based on the integrated educational program is to educate students for justice and responsibility In front of the class team for the assigned general case feel responsible

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Ask students if they often speak to their friends on the phone.

Ask when they use their mobile phones during the day.

Elicit a few answers, for example when they want to meet someone.

Ask them what they would say to answer the phone in English (Hello).

Setting the aim of the lesson.

Phone calls are the number one way I improve my mood. When I’m feeling down or confused or alone, I pick up the phone and call a friend.

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

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 1 P: 38

Remind students that they should use any photos they are given to help them think about the context before they read or listen.

Ask students to identify Tina and say where she is, but do not check their answers at this stage.

Learners look at the photo. Where is Tina?

ANSWERS:

Student’s own answer

T’s feedback

Descriptor:

- look at the photo

- to identify Tina and say where she is

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 38

Students can follow the dialogues in their books as they listen.

• Remind them that the information they should listen for on this first hearing is where Tina is, and what she is doing

Learners listen to the dialogue and check the answers

ANSWERS:

Tina is at the Brighton aquarium. She is looking at sharks.

Descriptor:

- listen to the dialogue

- check the answers

Total: 2 point

Worksheets

Task. III

(Wh, I) (Task for location)

Ex: 3 P: 38

Explain that the blue words in the dialogue are responses to the key phrases. In a weaker class, match the first one together.

Students match the phrases in pairs. To check answers, ask one student to read out a numbered phrase, and another student to give the appropriate answer from the blue phrases

Learners match the key phrases with the responses in blue in the dialogue. Then listen again and practise the dialogue.

ANSWERS:

1 Yeah, it’s really interesting.

2 Sure.

3 Hi, there.

4 OK, great!

5 I’m at the Brighton aquarium.

6 Fine, thanks

T’s comment

Descriptor:

- match the key phrases

- listen again and practise

Total: 2 point

Student’s book

Task. IV

(Wh, I) (Task for location)

Ex: 4 P: 38

Demonstrate to the class how sounds within a sentence link together, when one word ends in a consonant, and the next one starts with a vowel.

Play the CD and ask students to repeat

Explain that this will help their fluency in spoken English.

Learners listen and repeat. Practise linking the words.

ANSWERS

Student’s own answer

Self assessment

Descriptor:

- listen and repeat

- practise linking the words

Total: 2 point

Student’s book

Task. V

(Wh, I) (Task for location)

Ex: 5 P: 38

Ask students to look at the mini-dialogue, but not to worry about the blue words at this stage.

Clarify that they may need to put more than one word in each gap.

In a stronger class, check answers by asking a confident pair of students to read the completed dialogue to the class. Ask the rest of the class to say whether their answers are correct

Learners complete the mini-dialogue with the key phrases. Listen and check. Then practise the mini-dialogue.

ANSWERS

1 It’s

2 What are you doing

3 Are you having

4 if you want

5 Give me

Pair assessment

Descriptor:

- complete the mini-dialogue

- practise the mini-dialogue

Total: 2 point

Student’s book

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 3 Local place		lesson 31
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	A description of a wildlife photo.
Learning objectives	6. 4. 4. 1 independent reading of some short simple texts in fiction and non-fiction literature; 6. 5. 6. 1 logically combine sentences into paragraphs with little support using basic connectives on various familiar topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Study a model article about an animal. - Learn about because. - Write an article about an animal
Value links	The value based on the integrated educational program is to educate students for justice and responsibility Apologizing can also show that you regret your mistake, that you are willing to take responsibility for it and that you're using it as an opportunity to improve yourself.

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Ask students if they ever read about animals. Ask them where you can read about animals.

Elicit some answers, for example in an encyclopedia, on the internet or in a magazine.

Setting the aim of the lesson.

The snow leopard is a large cat native to the mountain ranges of Central and South Asia. It is listed as endangered on the IUCN Red List of Threatened Species

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

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 1 P: 39

Refer to the model text and make sure that students understand that it is divided into three paragraphs.

• In a weaker class, ask them to find the answers in pairs

Differentiation:

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

Learners read the model text and answer the questions.

ANSWERS:

1 Paragraph

2 describes the life and habitat of the orca. Paragraph

3 describes a problem.

2 Yes, they do.

3 Fish, squid, seals and turtles.

4 Every two or three years.

5 They are becoming extinct because there is pollution in the sea, and they also die in fishing nets.

Pair assessment

Descriptor:

- read the model text

- answer the questions.

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 39

Elicit the first pair of sentences and how they can be joined using because. In a weaker class, discuss the function of because. What does the second sentence tell us? (The reason for the first statement.)

Learners match sentences with using because

ANSWERS:

1 c Orcas are in danger because there is pollution in the sea.

2 e They’re hunting because they’re hungry. 3 a I don’t swim because I don’t like the water.,

4 f She’s having a good time because she’s at the aquarium.

5 b He’s running because he’s late.

6 d They’re hiding because they’re scared.

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- match sentences

-use because

Total: 2 point

Worksheets

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 39

Check understanding of the key phrases, then ask students to match them to the paragraphs in the model text.

Differentiation: A less motivated learner work in pairs, and do the example with support.

Learners match the key phrases a-e with paragraphs 1-3 in exercise 1

ANSWERS:

a paragraph 2 b paragraph 2 c paragraph 1 d paragraph 3 e paragraph 1

Descriptor:

- match the key phrases

- complete the sentences

Total: 2 point

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 3 Local place		lesson 32
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	My country: National parks.
Learning objectives	6. 3. 2. 1 ask simple questions to get information on general topics 6. 4. 5. 1 identify the main idea from the context within some familiar general and reading topics, including long texts;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn about the flora and fauna in one of Kazakhstan’s national parks - Identify numbers in a text - Learn and revise prepositions of place
Value links	The value based on the integrated educational program is to educate students for justice and responsibility Ability to finish what you started Being able to follow through and finish the things you start is a valuable life skill

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Ask students if they have visited any of Kazakhstan’s national parks. Ask them the name of the park and what they saw there. Ask students why countries have national parks (to preserve landscapes and the habitats they contain for plants (flora) and animals (fauna)), and if they can think of any benefits (helping maintain species, preserving beautiful areas and important habitats for future generations).

Setting the aim of the lesson.

What do you know about Karkaraly National Park?

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

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1|2 P: 40

Focus students’ attention on the text. If you have access to the internet, you can bring up a map of the Park’s location. Ask students what sort of landscape they think the park has (mountains, desert, steppe, etc.).

Tell them to read the questions first, then read the text. Students answer the questions individually, before checking in pairs

Differentiation:

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

Learners look at the photo and describe what can they see?

ANSWERS:

1 The name of the park is Altyn-Emel.

2 It is in the south-east of Kazakhstan, between the Aktau Mountains and the River Ili.

3 The landscape is dry, there are mountains and sand dunes.

4 You can find fish, 260 species of vertebrates, birds, including four types of eagle, Przewalski’s horses and eagle owls.

5 You can see singing sand dunes and rocks with very old paintings on them.

6 There are imperial eagles, eagle owls, Przewalski’s horse and 11 species on Kazakhstan’s red list and Turanga trees

Pair assessment

Descriptor:

- look at the photo

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 3 P: 40

Draw students’ attention to the table. Ask students’ which language the words flora and fauna come from. (Latin) explain that these are the scientific terms for animals and plants. Flora and Fauna were Roman gods of plants and animals respectively.

Students complete the table in pairs.

Check the answers with the class and ask what other animals are mentioned. (reptiles, amphibians and mammals)

Learners put the words in blue from the text in the correct column.

ANSWERS

Animals (fauna)

1 fish

3 vertebrates

4 imperial eagles

6 golden eagles

7 eagle owls

8 Przewalski’s horse

Plants (flora)

2 willows

3 honeysuckles

5 turanga trees

Descriptor:

- put the words in blue

- complete the table in pairs

Total: 2 point

Worksheets

Student’s book

Task. III

(Task for understanding)

Ex: 4 P: 40

With books closed ask students if they can remember any of the numbers in the text. Accept all answers.

Focus students’ attention on the questions and tell them to look for the answers in the text.

Students work individually, then check their answers in pairs. Go through the answers with the class. Make sure they say the answers correctly, especially 260 (two hundred and sixty). Point out that we only use and after hundreds not thousands, so 2650 is two thousand, six hundred and fifty NOT two thousand and six hundred and fifty

Differentiation: A less motivated learner translate the sentences with by helpers

Learners read the text again. Find the numbers in the text.

ANSWERS

1 4,600km2

2 1,800

3 11

4 500m

5 3,000

6 26

7 13

Self assessment

Descriptor:

- read the text again.

- find the numbers

Total: 2 point

Task. IV (Task for understanding)

Ex: 5 P: 40

Students complete the exercise individually before checking their answer in pairs.

Revise prepositions of place using an object such as a ball and items in the classroom, to check students have understood the meanings

Learners complete the sentences with the correct prepositions. Use your dictionary to help you.

ANSWERS

1 in

2 between

3 on

4 along, next to

5 above

6 under

7 behind

8 in front of /opposite

Descriptor:

- complete the sentences

- use your dictionary

Total: 2 point

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 3 Local place		lesson 33
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	CLIL. Natural science: Animals. Summative Assessment for the unit Our Countryside
Learning objectives	6. 2. 1.1 Comprehension with support of unlimited instructions in class 1; 6. 4. 1. 1 to understand the main idea of simple short texts on general and educational topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn vocabulary for talking about animals. - Identify the main ideas in extended talk with some support - Provide a point of view in conversations and discussions
Value links	The value based on the integrated educational program is to educate students for justice and responsibility By showing justice, kindness and responsibility willingness to help others

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, write the names of several different types of animals on the board, for example: dog, pigeon, crocodile.

Ask students: What types of animals are these? What’s the difference between them? What do they have in common?

Setting the aim of the lesson.

Bats produce incredibly high frequency sound pulses, or squeaks. Research shows that some bats can produce a frequency of over 100,000 Hz.

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

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 1 P: 41

Students check the meaning of the words in their dictionaries. Point out that some of the words, for example scales, have more than one meaning, and students should find the meaning to do with animals

Learners check the meaning of the words in the box and complete the text with five of the words

ANSWERS:

1 fins

4 legs

2 lungs

5 hair

3 feathers

Descriptor:

- check the meaning of the words

- complete the text

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 41

Read through the questions with the class and check understanding. Ask students to work individually and read the text again in more detail

Differentiation:

A less motivated learner demonstrate this by doing the first few items together.

Learners read and listen to the text. Check your answers in exercise 1. Then answer the questions

ANSWERS:

1 Fish.

2 Fish and reptiles.

3 Mammals.

4 They haven’t got four legs.

5 Amphibians.

6 Mammals

Descriptor:

- read and listen

- answer the questions

Total: 2 point

Worksheets

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 41

Allow time for students to read the chart and look up the animal words in their dictionaries.

In a weaker class, put students in pairs to classify the animals. In a stronger class, ask students to work individually at first, then compare ideas in pairs.

In their pairs, ask students to write the names of three more animals and use the chart to classify them.

Learners answer the question. Use the chart to classify them.

ANSWERS

A chameleon is a reptile. A shark is a fish.

A bear is a mammal. An owl is a bird.

Self assessment

Descriptor:

- answer the question

- use the chart

Total: 2 point

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 3 Local place		lesson 34
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Review 3
Learning objectives	6. 3. 7. 1 use subject-specific vocabulary and syntax within a number of general and educational topics; 6. 5. 6. 1 logically combine sentences into paragraphs with little support using basic connectives on various familiar topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn verbs for animal behaviour. - Write about an animal and describe its behaviour.
Value links	The value based on the integrated educational program is to educate students for justice and responsibility For any type of service or activity take responsibility

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Elicit ideas from the class, for example animals hunt for food, hide from other animals, find a safe place to sleep, keep warm in the winter.

Setting the aim of the lesson.

The Great Barrier Reef.

Scientists sometimes call Earth ‘the blue planet’ because about 75% of it is the sea! Many plants, fish and animals live in the sea, and it’s got a lot of important ecosystems. The Great Barrier Reef, near Australia, is a big ecosystem. The reef is long – 26,000 kilometres! The water is very clean, so seaweed, sea grass and coral have got a lot of solar energy. Fish and crabs eat these producers. Different species of turtles also eat the sea grass, and they leave their eggs on the local beaches. Other consumers eat the smaller animals. Sea birds catch fish and crabs

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

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 1 P: 42

Refer students to the bold verbs. Tell them to use the Wordlist or their dictionaries to check the meaning of any verbs they do not know.

Learners choose the correct words

ANSWERS:

Kill Eat Hide

Dig Protect Catch

Fly climb

Pair assessment

Descriptor:

- choose the correct words

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 42

Students complete the exercise individually before checking their answer in pairs.

Differentiation:

A less motivated learner identify each speaker in the photo: Jake is the boy, Laura is the girl in the blue T-shirt, and Tina is the girl in the grey T-shirt

Learners complete the text with words in the box.

ANSWERS:

Extinct

Pollution

Climate

Live

Habitat

Hunt

swim

Descriptor:

- complete the text

-use words in the box.

Total: 2 point

Worksheets

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 42

Remind students that they should look for the present continuous forms, not the verbs as they appear here.

Read the verbs and check understanding, then allow students time to read the spelling rules carefully

Learners write sentences using the correct form of the present continuous.

ANSWERS:

1 He’s catching fish for dinner.

2 We’re studying the climate.

3 Those crocodiles aren’t sleeping.

4 I’m watching a TV programme about polar bears.

5 They aren’t doing their homework.

6 She’s writing a book about whales.

7 You aren’t listening to me.

Self assessment

Descriptor:

- write sentences

- use the correct form

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P: 14

Read the task with the class and ask students to look closely at the picture. Students complete the dialogue, using the words in the instructions.

Differentiation: A less motivated learner write the answer on the board and ask students to copy it into their notebooks.

Learners write questions and short answers. Use the present continuous

ANSWERS:

1 Is the climate changing? Yes, it is.

2 Are tigers becoming extinct? Yes, they are.

3 Are you talking to Billy? No, I’m not.

4 Is that female bear protecting her baby? Yes, she is.

5 Are we learning new vocabulary? Yes, we are.

6 Are your friends running in the park now? No, they aren’t.

7 Is Jack looking for his book? No, he isn’t.

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- write questions

- use the present continuous

Total: 2 point

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 3 Local place		lesson 35
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Skills Round - up
Learning objectives	6. 2. 6. 1 identify meaning with support from context in long conversations on most general and academic topics 6. 4. 5. 1 identify the main idea from the context within some familiar general and reading topics, including long texts;
Lesson objectives (assessment criteria)	Learners will be able to: - Listen to an interview about animals. - Listen for general meaning and specific details. - Write about an animal and describe its behaviour.
Value links	The value based on the integrated educational program is to educate students for justice and responsibility Ability to work in a team, opinions of others to respect their positions and achieve common goals aspire to

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

• Ask students if they ever read about animals. Ask them where you can read about animals.

• Elicit some answers, for example in an encyclopedia, on the internet or in a magazine.

Setting the aim of the lesson.

Play a game to consolidate students’ understanding of the present continuous. Write on the board: What am I doing? Then mime an action, for example reading a book. Tell students they should ask you questions, and you will answer. For example: Are you reading a newspaper? No, I’m not reading a newspaper. Are you reading a book? Yes, I a

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

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 1 P: 43

Remind students of the importance of looking at photos before they listen to a text. Students identify the animals and say where they can be found.

Learners look at the animals in the photos. Where can you see these animals?

ANSWERS:

From left to right, shark, dolphin, whale, crocodile, and they can all be found in water

Descriptor:

- look at the animals

- identify the animals

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 43

Explain that students are going to listen to somebody talking about the photos. The first time they hear the CD, they should identify which ones are Jon’s.

Differentiation: A less motivated learner complete the key phrases from the email with support by helpers

Students listen to a dialogue. Which are Jone’s two photo?

ANSWERS:

The second and fourth photos.

Descriptor:

- listen to a dialogue

- identify which ones are Jon’s.

Total: 2 point

Worksheets

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 43

Play the CD again for students to find the specific

information to answer the questions.

Learners listen again and complete the sentences

ANSWERS: 1 photos

2 swimming

3 dolphins and whales

4 more dangerous

5 India, Bangladesh

6 extinct

7 French

8 mobile phone

Descriptor:

- listen again

- complete the sentences

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P: 43

Read the task with the class and check everyone understands what to do.

Point out that at this stage they should use the questions to help them structure their ideas. They should work in

pairs and make notes.

Learners work in pairs and prepare a dialogue. You are describing this photo to your partner. Imagine that the two people in the photo are from different countries. Answer the questions

ANSWERS:

Student’s own answer

Descriptor:

- work in pairs

- describe the photo

Total: 2 point

Task. V (Task for understanding)

Ex: 5 P: 43

Demonstrate how to prepare a conversation using the chart. Follow the arrows from A to B, and point out that the text contains a mixture of speech that can be used directly, in italics, and ideas for options, in brackets.

In a weaker class, go through the chart with the class, writing an example on the board.

Go round and listen as students are talking.

Correct any mistakes on the board at the end.

Learners have a conversation. Use your ideas in exercise 4 and the chart below to help you. One of you is A, one of you is B. Change roles.

ANSWERS:

Student’s own answer

Descriptor:

- have a conversation

- use your ideas

Total: 2 point

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 4 Drama and comedy		lesson 36
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Films and theatre
Learning objectives	6. 2. 5. 1 understand with support most of the specific information and sections in a long conversation on general and academic topics; 6. 3. 7. 1 use subject-specific vocabulary and syntax within a number of general and educational topics;
Lesson objectives (assessment criteria)	Learners will be able to: -Learn irregular verbs about acting in the present and past simple. - Learn how to compare answers. - Learn and use collocations about acting.
Value links	The value based on the integrated educational program is to educate students for justice and responsibility The Republic of Kazakhstan is a unitary state with the presidential system of government

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask students: What games do you like playing?

Elicit some answers and write them on the board. Try to elicit some traditional games and some computer games.

Ask: What’s your favourite game? Elicit some answers.

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 44

Read through the list of verbs with the class and make sure students understand them all.

• Students find the past forms in the game. In a weaker class or if you are short of time, allow them to work in pairs and find four each

Learners check the meaning of verbs 1-8. Match these verbs with their past forms in blue in the The Acting Game quiz

ANSWERS:

1 broke

2 scored

3 ran

4 took part

5 won

6 played

7 beat

8 lost

Pair assessment

Descriptor:

- check the meaning of verbs

- Match the verbs

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 44

Explain that these key phrases can all be used to compare ideas. Allow students time to read through the phrases, and encourage them to guess the answers.

Learners complete the key phrases with the words in the box. Then listen and check. Practise saying the phrases

ANSWERS:

1 answer

2 sure

3 agree

4 don’t

5 right

6 think

Descriptor:

- complete the key phrases

- use words in the box

otal: 2 point

Worksheets

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 44

Read the rules with the class.

Put students into teams of three or four.

Allow students time to read the first question and discuss their answers. Play the CD, pausing after the first answer.

Check whether any teams have lost a life

Continue allowing students time to discuss each question, then play the answers through, pausing to see if any teams have lost a life.

See which teams are still left at the end of the game. They are the winners

Learners read the rules on page 45. Then play the game in teams. Use the key phrases to compare your answers. Then listen and check.

ANSWERS

1 b

2 c

3 a

4 c

5 a

6 a

7 b

8 b

9 b

Pair assessment

Descriptor:

- read the rules

- compare your answers

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P: 44

Demonstrate how certain words from each group go together to make collocations.

Point out that there are only seven phrases in group B, so the words here can match with more than one verb.

Students check their answers in the game. Remind them that the game uses the past simple forms, so they will be different.

Differentiation:

A less motivated learner do the exercise individually with support.

Learners match the verbs in A with the phrases in B to make collocations. Check your answers in the The Acting Game quiz.

ANSWERS

act in a play

T’s comment

Descriptor:

- match the verbs

- make collocations.

Total: 2 point

Task. V

(Task for understanding)

Ex: 5 P: 44

Read through the sports and games in the box and check understanding by asking for names of famous people who do these sports.

Learners match the words in the box to the pictures

ANSWERS

Picture 1 ice-hockey Picture 2 cycling

Picture 3 athletics Picture 4 football

Picture 5 swimming Picture 6 chess

Picture7American football

Picture 8 skateboarding Picture 9 tennis

Self assessment

Descriptor:

- match the words

-use words in the box

Total: 2 point

Task. III

Ex: 6 P: 44

Students complete the sentences with personalized information.

Go round and listen as they discuss in pairs.

Ask some students to report back to the class.

Learners look at pictures. A and B complete the texts with words in the boxes

ANSWERS :

Student’s own answer

Descriptor:

- look at pictures.

- complete the texts

Total: 2 point

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 4 Drama and comedy		lesson 37
School:
Teacher’s name:
Date:
Grade: 6 Aand B		Number present:	absent:
Lesson title	Reading: Video Games on!
Learning objectives	6.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 6.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts
Lesson objectives (assessment criteria)	Learners will be able to: - Read about video games. - Read for specific information. - Ask and answer questions about games.
Value links	the value based on the integrated educational program is to educate students for justice and responsibility Classroom rules can help establish a sense of community when they’re built on collective classroom values.

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

• Ask students to look at the pictures on page 70 and the title of the text. Ask what they think the text is about.

• Elicit or teach the word video game and write it on the board

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 46

Students look at the pictures. If they recognize the games, ask them to describe some details about the games. Picture 1 is a SIMS game, picture 2 is a Mario game.

Differentiation:

A less motivated learner do the exercise individually with support.

Learners discuss the video games in the photo

ANSWERS:

Students own answers

Pair assessment

Descriptor:

- look at the pictures

- discuss the video games

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 46

When students have matched the correct sentences, ask them to identify the extra sentence.

Learners read the text and complete the sentences

ANSWERS:

1 d

2 b

3 e

4 a

C is the extra sentence.

Descriptor:

- read the text

- complete the sentences

Total: 2 point

Student’s book

Task. III

Ex: 3 P: 46

Ask students to read the verbs and find the nouns in the text, and work out the meanings.

• Ask questions like What does a designer do? to elicit sentences using the verbs (He / She designs things).

• In a stronger class, elicit some sentences using the new words.

Learners find the nouns for these verbs in the article. Then complete the sentences.

ANSWERS:

1 designers

2 creator

3 entertainment

4 choice

5 player

6 imagination

7 memory

Descriptor:

- read the verbs

- find the nouns

Total: 2 point

Task. IV

Ex: 4 P: 46

In a weaker class, allow students to write their answers before speaking.

• Students ask and answer the questions in pairs or groups.

• Ask some students to tell the class about their partners: Maria doesn’t play video games because she thinks they are boring.

Learners ask answer and questions.

ANSWERS:

Student’s own answer

Descriptor:

- work in pairs

- ask answer and questions

Total: 2 point

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Тексерілді: А.Кансейтова

Unit 4 Drama and comedy		lesson 38
School:
Teacher’s name:
Date:
Grade: 6 A and B		Number present:	absent:
Lesson title	Language Focus. Past Simple. Talk about actions in the past
Learning objectives	6.3.5.1 keep interaction going in basic exchanges on a growing range of 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; 6.6.9.1 use simple past regular and irregular forms to describe past events on a limited range of familiar general and curricular topics
Lesson objectives (assessment criteria)	Learners will be able to: - Learn the difference between regular and irregular verbs in the past simple. -Practise using the Irregular verbs list.
Value links	The value based on the integrated educational program is to educate students for unity and solidarity Ability to build positive relationships with others and contribute to public life

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

With books closed, ask students if they can remember any of the irregular verbs they learnt at the beginning of the unit.

Ask students if they can remember any verbs that are regular

Elicit some examples and write these on the board.

Ask: How do you know if a verb is regular or irregular?

Setting the aim of the lesson.

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

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 1 P: 47

Refer students to the sentences and ask the question to the whole class

Learners look at the forms of play and make in the sentences. Which verb is regular? How do you know?

ANSWERS:

1 Play is regular because the past simple affirmative form is made by adding -ed.

Pair assessment

Descriptor:

- look at the forms of play

-answer the question

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 47

• Remind students to look at the sentences in exercise 2 as well as the main text.\

• Refer students to the Irregular verbs list in their Workbooks to check their answers

Learners find the past simple forms of these verbs in the article on page 46. Complete the table.

ANSWERS:

Regular verbs: designed, preferred, created

Irregular verbs: sold, bought, became, thought, built, took

Descriptor:

- find the past simple

- complete the table

Total: 2 point

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 47

Read the task and example with the class, then refer students to the Irregular verbs list in their Workbooks.

Point out the phonetic transcriptions, and tell students they should use these to help them pronounce unfamiliar past forms.

Tell students they have three minutes to study the list, then they will test each other. In a weaker class, give them a little longer.

Students test each other by taking it in turns to close their book while their partner asks them one of the verbs.

Learners study the irregular verbs list on page 112 in your Workbook and test your partner.

ANSWERS:

Student’s own answer

Descriptor:

- study the irregular verbs

- complete the task

Total: 2 point

Task. IV

Ex: 4 P: 47

Read the example with the class. Point out that students must write two sentences for each answer, one negative and one affirmative.

Students write their sentences individually, then compare with a partner

Learners make affirmative and negative sentences. Use the prompts and your own ideas. Then compare your answers with a partner.

Descriptor:

- make affirmative and negative sentences

- use the prompts

Total: 2 point

Task. V

Ex: 5 P: 47

Ask students to read the text through quickly, ignoring the gaps. Ask: Who is Johnathan Wendel? (a game master who plays in video game competitions).

Learners make affirmative and negative sentences.

Pair assessment

Descriptor:

- make sentences

- complete the task

Total: 2 point

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

Тексерілді: А.Кансейтова

Unit 4 Drama and comedy		lesson 39
School:
Teacher’s name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Describe people’s appearance
Learning objectives	6.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
Lesson objectives (assessment criteria)	Learners will be able to: - Learn adjectives to describe people. - Practise describing people. - Listen to an interview about a crime and some suspects.
Value links	the value based on the integrated educational program is to educate students for unity and solidarity Build trusting relationships and enjoy working in a team being able to maintain the situation

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, tell students you are going to describe someone in the class and they must guess who it is.

• Choose a student and, without saying their name, describe them to the class. For example: This student is quite short and she’s got long blonde hair

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 48

Refer students to the illustrations and ask: What is an avatar? Elicit some ideas. In a weaker class, accept answers in their own language. Ask students if any of them use an avatar.

Refer students to the missing words. Ask students to work in pairs and complete the guide

Learners complete 1-5 in the character guide with the words in the box.

ANSWERS:

1 slim

2 dark

3 curly

4 blue

5 moustache

Descriptor:

-complete the character

-use words in the box.

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 48

Refer students to the pictures and the descriptions.

Students complete the descriptions individually.

Learners complete the descriptions with words in exercise 1 in pairs

ANSWERS:

1 blue, short

2 tall, long

3 short, glasses

4 fat, moustache

Descriptor:

- complete the descriptions with words

Total: 2 point

Student’s book

Task. III

(Wh, I) (Task for location)

Ex: 3 P: 48

Allow students time to read the introduction. Play the CD and ask: Who did the waitress see in the cafe?

Learners read the text about the TV programme Last Coffee at the Corner Café. Then listen to the interview.

ANSWERS:

The waitress saw three different people in the café.

Descriptor:

- read the text

- listen to the interview.

Total: 2 point

Task. IV

(Wh, I) (Task for location)

Ex: 4 P: 48

Allow students time to read the questions, then play the CD again.

• After checking, elicit ideas from the class about who the murderer was.

Learners listen again and answer the questions. Who was the murderer?

ANSWERS:

1 No, she didn’t.

2 She sat by the window.

3 No, she left at ten past eight.

4 He talked to Koji.

5 Yes, she was with the man with a beard.

6 She bought a coffee for Koji.

7 No, there wasn’t a man with long black hair. 8 No, he didn’t.

Descriptor:

- read the questions

- listen again and answer

Total: 2 point

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Тексерілді: А.Кансейтова

Short term plan

Unit 4 Drama and comedy		lesson 40
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Talk about last weekend
Learning objectives	6. 3. 5. 1 attempt to communicate in longer conversations on general and educational topics; 6. 5. 5. 1 use of arguments supported by examples and justification in some familiar general and academic topics; 6. 6. 9. 1 correct use of active and some passive forms of simple present and past tenses on many familiar general and academic topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn question forms of the past simple. - Practise asking questions in the past simple.
Value links	The value based on the integrated educational program is to educate students for unity and solidarity Supportive and loving relationships are more likely to make you feel happy and satisfied

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, remind students about Detective Lambert’s visit to the Corner Café, on page 72.

Ask: What did he do when he went to the café? Elicit that he interviewed the waitress and asked her questions.

Ask students if they can remember any of the questions he asked. Elicit some questions, but do not write them on the board, as students probably will not get the form correct at this stage

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 1 P: 49

Students refer back to exercise 4 on page 72 and complete the questions.

Check answers by asking students to read out the completed questions.

Learners complete the question from exercise 4 on page 48

ANSWERS:

1 speak

2 did

3 Did

4 hav

Pair assessment

Descriptor:

- complete the question

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 49

Remind students to use the pronouns to help them choose the answers.

• Check answers with the class. In a stronger class, ask which answer is in a different form to the others (d) and why this is. (It answers a wh- question, not a yes/no type.)

Differentiation with individual need:

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

Learners answer the question. Match them with the answers a-d. Then complete the rules.

ANSWERS :

1 a 2 d 3 c 4 b

Rules

1 did 2 No 3 didn’t

T’s ffedback

Descriptor:

- match them with the answers

- complete the rules

Total: 2 point

Student’s book

Task. III (Task for understanding)

Ex: 3 P: 49

Read the task with the class. In a weaker class, model the example exchange. In a stronger class, ask students to read this out, then to think of another example using the prompts.

Allow students time to write the questions individually, then go round and listen as they ask and answer in pairs.

Learners write questions in the past simple. Then ask and answer with your partner.

ANSWERS:

1 Did you read a book in bed?

2 Did you buy clothes last weekend?

3 Did you come to school on the bus this morning?

4 Did you go to bed early?

5 Did you have a lot of homework last night?

6 Did you eat chocolate yesterday?

7 Did you use a computer at school?

8 Did you phone a friend?

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- write questions in the past

- ask and answer

Total: 2 point

Task. IV

Ex: 4 P: 49

Look at the words in the box with the class. Elicit that they are question words, and that they are used in questions to find out specific information.

Explain that students will need to read the answer carefully to work out which question word is needed, and transform the verb in the question into the correct form to complete the answer

Learners complete the questions and answers in the dialogue. Use the question words in the box and the past tense of the verbs in brackets.

ANSWERS:

1 What time

2 came

3 Where

4 sat

5 Who

6 talked

7 What

8 drank

9 When

10 died

Pair assessment

Descriptor:

- complete the questions

- use words in the box

Total: 2 point

Task. V

Ex: 5 P: 49

Point out that there is a mixture of yes/no and Whquestions, but that the word order is the same.

• Students complete the questions individually, then compare answers in pairs

A learner with less motivated: will be supported by teacher and by helpers from his class.

Learners complete the questions about last weekend with the past simple form of the verbs.

ANSWERS :

1 did you go

2 Did you meet

3 did you watch

4 Did you phone

5 did you do

6 Did you play

7 did you see

8 did you go

Descriptor:

- complete the questions

- use past simple form

Total: 2 point

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 4 Drama and comedy		lesson 41
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Talk about past events p50 Summative assessment for the unit Drama and comedy
Learning objectives	6. 2. 1. Comprehension with support of unlimited instructions in class 1; 6. 3. 7. 1 use subject-specific vocabulary and syntax within a number of general and educational topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Listen to a conversation about past events. - Listen and identify intonation to show interest or boredom
Values and its purpose:	Unity and Solidarity To know the norms of behavior and to observe them understand the meaning
Value links	The value based on the integrated educational program is to educate students for unity and solidarity To know the norms of behavior and to observe them understand the meaning

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Ask students to name some activities they enjoy doing. Write ideas on the board. Then ask them to name some activities they do not like, and write these on the board. You will probably find that students have different opinions on the activities.

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 50

Ask students: What did you do last weekend? Elicit some answers.

• Ask: Did you enjoy it? Elicit some opinions, e.g. it was fun, it was boring.

Learners think about last weekend. What did you do? Did you have a good weekend?

ANSWERS:

Student’s own answer

Pair assessment

Descriptor:

-answer the question

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 50

Tell students to read the dialogue carefully and look at the sentences on both sides of the gap before choosing the answer

Differentiation with individual need learners:

Define that the words for languages are often the same as those for nationalities.

Learners complete the dialogue with sentences a-d. Then listen and check.

ANSWERS:

1 d

2 b

3 a

4 c

Descriptor:

- complete the dialogue

- listen and check

Total: 2 point

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 50

Make sure that students understand what intonation is. If necessary, write a sentence on the board (for example: I watched TV last night.) and say it with different kinds of intonation, sounding interested or bored.

Play the CD. Students decide whether the speakers are interested or bored.

Learners listen to the intonation. Is the speaker interested or bored? Listen and repeat the sentences.

ANSWERS:

1 bored

2 interested

3 bored

4 interested

5 bored

6 interested

Descriptor:

- listen to the intonation.

- answer the question

Total: 2 point

Task. IV

Ex: 4 P: 50

Students complete the table according to their own interests and then add their own ideas of interesting and boring activities.

Students can compare their answers in pairs. Once they have done this, ask for ideas from the class. In a weaker class, you could write the table on the board and complete it as a class activity.

Learners complete the table with the activities in the box. Then add your own ideas.

ANSWERS:

Student’s own answer

Pair assessment

Descriptor:

- complete the table

- add your own ideas.

Total: 2 point

Task. V

Ex: 5 P: 50

Read through the key phrases with the class and check understanding.

• Elicit or explain that some of the responses are positive and some are negative. Students identify the positive phrases individually.

• In a stronger class, ask students to identify and read out the negative responses.

Learners study the key phrases. Which responses are positive?

ANSWERS:

It was brilliant. It was OK. Yeah. Fantastic!

Descriptor:

-read the key phrases

- identify the positive phrases

Total: 2 point

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 4 Drama and comedy		lesson 42
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	A profile
Learning objectives	6. 4. 2. 1 understand special information in simple, short texts within a number of general and educational topics without the help of a teacher; 6. 5. 2. 1 to write down past experiences or real events, actions on some familiar general and educational topics with the support of the teacher;
Lesson objectives	Learners will be able to: - Study a model text. - Learn key phrases for writing about a famous person. - Learn about also.
Value links	The value based on the integrated educational program is to educate students for unity and solidarity A lesrner is responsible not only for himself, but also for the entire team to be ready to be

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Write a few names on the board, then ask: What do you know about this person? Elicit some sentences using the present tense (e.g. she’s a singer) and the past simple (e.g. she started singing when she was ten).

The one who believed in himself when no one else did. The world famous people Indian actor Shahrukh Khan was so broke, he had to sleep on streets and sell tea in a cinema to make ends meet. Today he is one of the most Famous People on the planet!

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

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 1 P: 51

Read the questions with the students. Ask them how their answer to question 1 can help them answer the others.

Learners read the text and answer the questions

ANSWERS:

1 Paragraph 2 is about his career in general, paragraph 3 is about the things he won and paragraph 3 is about personal details.

2 In Madeira, Portugal

3 1 metre 85 centimetres.

4 He played for Sporting in Portugal.

5 In 2007

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- read the text

- answer the questions

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 51

In a weaker class, ask students to identify the paragraph topics by referring them to question 1 in exercise 1.

Learners study the key phrases. Match the phrases with the three paragraphs in the model texts.

ANSWERS:

1 paragraph 1

5 paragraph 1

2 paragraph 2

6 paragraph 2

3 paragraph 3

7 paragraph 3

4 paragraph 1

Descriptor:

- study the key phrases

- match the phrases

Total: 2 point

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 51

Students read the rules and choose the correct answers.

Check answers with the class

Differentiation with individual need learners use the spelling rules write true sentences in the present simple with support

Learners read the rule and the examples. Then choose the correct position for also in sentences.

ANSWERS:

1 also lost

2 He’s also

3 also went

4 was also

Descriptor:

- read the rule

- choose the correct position

Total: 2 point

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 4 Drama and comedy		lesson 43
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	My country: Kazakh films.
Learning objectives	6. 5. 2. 1 to write down past experiences or real events, actions on some familiar general and educational topics with the support of the teacher; 6. 3. 4. 1 respond in sentences with some flexibility to unexpected comments on a variety of general and academic topics;
Lesson objectives (assessment criteria)	Learners will be able to: - To read and understand a text about an important figure in films and theatre in Kazakhstan. - To learn and practise verb patterns verb + -ing and verb + to infinitive
Value links	The value based on the integrated educational program is to educate students for unity and solidarity Effective communication with other people, mutual achieving goals based on help and support

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Write ‘Kazakh actors’ on the board. Allow students about three minutes to work in pairs and to tell their partners who their favourite Kazakh actors are and why they like them. Get feedback from the class by asking a few students to say who their favourite actors are and why they like them.

Lead - In

Doskhan Zholzhaksynov’s ‘Kunanbay’ was awarded with the State Prize in Literature and Art. The film was recognized the best one in Central Asia at the Eurasia International Festival.

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

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 2 P: 52

Ask a few confident students if they like going to the cinema or theatre, and why. What the last film or play they saw was and who the actors were. Finally, ask them if they liked it or not.

When you have modelled the conversation put students in pairs and ask them to ask and answer the questions themselves

Learners work in pairs. Ask and answer the questions.

ANSWERS:

Students own answers

Pair assessment

Descriptor:

- work in pairs

- answer the questions

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 52

Focus students’ attention on the name in the title of the text. Ask them what they know about Asanaly Ashimov. Students read and listen to the text and answer the questions individually, before checking them in pairs. Go through the answers with the class.

Differentiation

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

Learners read and listen to the text and write true or false.

ANSWERS:

1 False. He grew up in a village.

2 False. He made his first film while he was still a student.

3 True

4 False. Kyz-Zhibek was extremely popular. 5 True

T’s ffedback

Descriptor:

- read and listen to the text

- write true or false

Total: 2 point

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 52

Ask students if they like acting. Then ask if they like to go to the cinema. Elicit the verb patterns that you are using and write them on the board.

Point out that there are two patterns for the one verb. Draw students’ attention to the words in blue in the text and the sentences in exercise 3.

Students work through the exercise individually, deciding which form follows the verbs and whether you can use both or only one.

S Shape2 tudents check their answers in pairs.

Learners work in pairs. Compare your sentences.

ANSWERS:

1 acting / to act

2 to go

3 to watch

4 working / to work

5 waiting / to wait

6 acting

7 to buy

8 eating

Teacher’s comment

Descriptor:

- work in pairs.

- compare sentences

Total: 2 point

Task. IV

Ex: 4 P: 52

Students look at the rules and complete them using the answers to exercise 3 to help them.

Unity and Solidarity

Effective communication with other people, mutual

achieving goals based on help and support

Learners look at the information. What time do you think Sharif always gets up?

ANSWERS :

We use to + infinitive with verbs such as decide, hope, need and want.

We use -ing with verbs such as enjoy, fancy.

We use to + infinitive and -ing with verbs such as like, work, can’t stand.

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comment

Descriptor:

- look at the information

- use the answers

Total: 2 point

End

5 min

FEEDBACK

Learners povide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 4 Drama and comedy		lesson 44
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	CLIL: Technology
Learning objectives	6. 2. 1.1 Comprehension with support of unlimited instructions in class 1; 6. 4. 2. 1 understand special information in simple, short texts within a number of general and educational topics without the help of a teacher;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn vocabulary for talking about the internet. - Read a text about the internet. - Learn how to recognize which country website addresses come from.
Value links	The value based on the integrated educational program is to educate students for unity and solidarity Contributing to the achievement of common goals, ability to work effectively in a team

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, write the word internet on the board.

Ask students if they use the internet, and how often. Ask if they think it is important in modern life.

• Elicit some ideas, and write these on the board.

• Tell students they are going to read a text about how people use the internet.

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

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 2 P: 53

• Refer students to the introduction only. Ask them to read it through, then discuss the activities in blue with the class

Learners read the introduction on the text. Which of the things in blue do you do on the internet?

ANSWERS:

Students own answers

Pair assessment

Descriptor:

- read the introduction

-answer the question

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 53

• Read the question with the class to check students understand what information they should listen for.

• Play the CD once while students listen and read the text for general information.

• Check the answer with the class. If students find this difficult, explain that the internet is a network of computers around the world that share information, and the World Wide Web is all the information that is stored on the internet, as websites
Differentiation

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

Learners read and listen to the text. What invention was very important for the development of the internet.

ANSWERS:

The World Wide Web, invented by Tim Berners-Lee.

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- read and listen

- answer the question

Total: 2 point

Student’s book

Task. III (Task for understanding)

Ex: 3 P: 53

• Allow students time to read the questions first.

• Students read the whole text again more carefully and answer the questions.

Learners read the text again and answer the questions

ANSWERS:

1 It was called ARPANET.

2 Universities used it

3 He sent the first email message.

4 He worked in Geneva, and it represented Switzerland.

5 There were millions of websites and it wasn’t easy to find information.

Teacher’s comment

Descriptor:

- read the text

- answer the questions

Total: 2 point

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 4 Drama and comedy		lesson 45
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Review unit 4
Learning objectives	6. 2. 1.1 Comprehension with support of unlimited instructions in class 1; 6. 4. 2. 1 understand special information in simple, short texts within a number of general and educational topics without the help of a teacher;
Lesson objectives (assessment criteria)	Learners will be able to: -use irregular verbs about acting in the present and past simple. - adjectives to describe people
Value links	The value based on the integrated educational program is to educate students for unity and solidarity Teamwork skills are essential to your success at work, no matter your industry or job title.

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask students: Who writes reports? Do you write reports? When do you write reports?

Refer students to the title of the model report and ask students what they know about Canada.

T: What do you think about today’s theme?

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

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 54

Allow students time to review the text and complete the list with words in the box. Check students’ answers on the board.

Ask various students to use the table to make sentences, as in the example.

Learners complete the list with words in the box

ANSWERS:

1 tall

2 brown

3 blonde

4 bought

5 race

6 lose

7 cycling

8 volleybal

Pair assessment

Descriptor:

- complete the list

-use words in the box

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 54

Ask students to read the dialogue and complete the task.

In a weaker class, go through the text as a class to find further examples of each rule. In a stronger class, students can do this individually then share ideas around the class.

Differentiation

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

Learners read the dialogue. Complete the dialogue with the words in the box.

ANSWERS:

1 tall

2 dark

3 competitions

4 race

5 record

6 athletics

7 play

8 team

9 score

T’s ffedback

Descriptor:

- read the dialogue.

-use words in the box

Total: 2 point

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 54

Explain the task and read out the example sentence. Give students time to complete the sentences with the past form of the verbs in brackets.

Learners complete the sentences with the past form of the verbs in brackets

ANSWERS :

1 ate

2 took

3 met

4 had

5 went

6 bought

Teacher’s comment

Descriptor:

- complete the sentences

-use verbs in brackets

Total: 2 point

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 4 Drama and comedy		lesson 46
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Review unit 4
Learning objectives	6. 3. 4. 1 respond in sentences with some flexibility to unexpected comments on a variety of general and academic topics; 6. 5. 3. 1 write about personal feelings and opinions on some familiar general and academic topics with the support of the teacher;
Lesson objectives (assessment criteria)	Learners will be able to: -use irregular verbs about acting in the present and past simple. - adjectives to describe people

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask students: Who writes reports? Do you write reports? When do you write reports?

Refer students to the title of the model report and ask students what they know about Canada.

T: What do you think about today’s theme?

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

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 4 P: 54

Allow students time to write questions and short answers about you in the past simple. Check students’ answers on the board.

Ask various students to use the table to make sentences, as in the example.

Learners write questions and short answers about you in the past simple

ANSWERS:

1 Did you meet a friend last night?

2 Did you go to town on Saturday?

3 Did you make a pizza last night?

4 Did you write an email yesterday?

5 Did you have coffee at breakfast?

6 Did you see a film on TV?

Pair assessment

Descriptor:

- write questions about youself

-use past simple

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 5 P: 54

Ask students to write questions in the past simple. Then match questions with answers. Check students’ answers in pairs.

Differentiation

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

Learners write questions in the past simple. Then match questions with answers

ANSWERS:

1 Did he meet his friends last weekend? a

2 Where did they go last night? f

3 When did she buy a computer? c

4 What did you have for dinner? d

5 Did they win the match last week? e

6 Did you go home early last night? b

T’s ffedback

Descriptor:

- write questions

- match questions with answers

Total: 2 point

Student’s book

Task. III

(Task for understanding)

Ex: 6 P: 54

Explain the task and read out the example sentence. Give students time to choose the correct responses to the sentences.

Learners choose the correct responses to the sentences

ANSWERS :

1 c 2 b 3 a 4 c 5 a

Teacher’s comment

Descriptor:

- choose the correct responses

Total: 2 point

Task. IV

(Task for understanding)

Ex: 7 P: 54

Ask student listen to a conversation and complete the sentences. Elicit that the question form is at the end of a statement

Learners listen to a conversation and complete the sentences.

ANSWERS :

1 ice-hockey

2 lost

3 party

4 shopping

5 park

6 watched

7 boring

8 video games

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 4 Drama and comedy		Lesson 47
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	summative assessment for the 2 term
Learning objectives	6. 2. 1.1 Comprehension with support of unlimited instructions in class 1; 6. 3. 7. 1 use subject-specific vocabulary and syntax within a number of general and educational topics; 6. 4. 2. 1 understand special information in simple, short texts within a number of general and educational topics without the help of a teacher; 6. 5. 3. 1 write about personal feelings and opinions on some familiar general and academic topics with the support of the teacher;
Lesson objectives	Learners will be able to: -Gap filling tasks is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Value links	the value based on the integrated educational program is to educate students for unity and solidarity Critically evaluate and correct your own behavior when interacting with other people
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

Lead - In

summative assessment for the 2 term

Listening

Task.1

Listen to the conversation between Harry and Elizabeth twice. Transcript for listening task can be found after the mark scheme. Teacher reads the transcript.

Mark sentences as True or False.

1 A horror movie is scary.

True False

2 Harry likes movies about love.

True False

3 Harry really hates action and adventure movies

True False

Fill in the gaps with ONE word.

4 Musicals do not sound too ___________________ for Harry.

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 .

Students listen to the conversation and write true or false

ANSWERS:

1 true

2 false

3 false

4 exciting

5 killer

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

Middle of the lesson

Presentation part.

35 min

5 I heard it's pretty exciting because nobody can guess who the ______________________ is.

Reading

Task. Read the text about Alex’s hometown.

My town – Newquay

Newquay is a small town on the Atlantic coast in the south of England. It has got great beaches and is the best place to surf in the United Kingdom. There are lots of surf schools where you can learn how to surf. I go surfing with my friends every weekend.

Circle the 3 things Alex writes about.

A Rainy weather in Newquay

B Water activities in Newquay,

C Interesting history of Newquay

D Water attraction to visit in Newquay

E Tasty meals in Newquay

F Location of Newquay in England

Complete the sentences below follow the sentence structure:

4 Alex likes Newquay because he can go …

5 While coasteering you should always take a special instructor with you because it involves…

Writing

Task. Choose ONE of the topics below. Follow the tips for writing

Topic 1. Our countryside Think about your home place (home town or village) and write some information about it.

Topic 2. Drama and comedy Think about your genre preferences and write some information about your experience.

Speaking Task. Choose one of the cards and prepare an individual talk. Provide own experience on topics, using appropriate subject-specific vocabulary. You have 1 minute to prepare and 1-2 minutes to talk

Students read the text about Alex’s hometown and circle the 3 things Alex writes about

ANSWERS:

B) Water activities in Newquay

D) Water attraction to visit in Newquay

F) Location of Newquay in England

Students choose ONE of the topics below. Follow the tips for writing

ANSWERS:

Students own answers

Students choose one of the cards and prepare an individual talk.

ANSWERS:

Students own answers

Descriptor:

- listen to the conversation and write true or false

Descriptor:

- read the text about Alex’s hometown and circle the 3 things Alex writes about

Cards

Student’s book

Workshets

End of the lesson

5 min

Home task:

Ex: 1 P: 47 WB

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan

Unit 4 Drama and comedy		lesson 48
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Creativity and skills
Learning objectives	6. 3. 7. 1 use subject-specific vocabulary and syntax within a number of general and educational topics; 6. 4. 2. 1 understand special information in simple, short texts within a number of general and educational topics without the help of a teacher;
Lesson objectives (assessment criteria)	Learners will be able to: - Play the trump card game and guess the identity of famous people. - Follow the steps in a project checklist. - Create a trump card with clues about famous people.
Value links	The value based on the integrated educational program is to educate students for unity and solidarity Ability to build positive relationships with others and contribute to public life

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, tell students you are going to give them clues about a famous person, and they must guess the identity of the person.

Give these clues for David Beckham in order, pausing after each one for students to guess the answer:

He’s a sportsman.

He’s a football player.

He’s English. He’s got a famous wife

Lead - in

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

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 1 P: 55

Read the rules with the class and check understanding. Ask students to play the game with a partner. They should each choose one of the cards and ask the questions on it. At this stage, it does not matter if they see each other’s cards, the important thing is that they learn the process of the game.

Check answers with the class and ask a few students how many points they scored.

Learners read the rules and the trump card game with a partner.

ANSWERS:

Students’ own answers. The people are Tobey Maguire and Christopher Columbus

Pair assessment

Descriptor:

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 55

Tell students that they are now going to make their own trump cards.

Go through the points in the project checklist. Check students understand each of these.

Differentiation with individual need learners: complete the dialogue in pairs with support. Play the CD twice.

Learners make a trump card and follow the steps

ANSWERS:

Students’ own answers.

Descriptor:

- find five more family words

Total: 2 point

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 55

When all the cards are completed, set aside time in class to do further work with them. Put students into groups of six to play the game. Ask them to exchange trump card clues and guess the famous person. Tell them to note down their score.

When students have finished, ask them to change partners and repeat the process four or five times, noting down their score each time.

Ask students to add up their scores. The student with the highest score is the winner

Learners complete the key phrases from the dialogue.

ANSWERS:

Student’s own answer

Teacher’s comment

Descriptor:

- find the key phrases

- completed the phrases

Total: 2 point

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Жариялаған:

Болатбекқызы Айдана

03 Желтоқсан 2024

112

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