english plus қмж 2 тоқсан

Unit of a long term plan: Our countryside

Lesson 25

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Animals.

Learning objectives

6.3.2.1 ask more complex questions to get information about a growing range of general topics and some curricular topics

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

6.5.8.1 spell most high-frequency words accurately for a limited range of general topics

Lesson objectives

Learners will be able to:

• • Learn vocabulary for animals.

• • Learn key phrases for speculating about what you see and hear.

• • Practise identifying animals.

• • Ask and answer questions about animals.

Value links

Family – Family values are moral and ethical principles of typical family life, including sacrificing for loved ones, putting your loved ones first, and keeping your loved ones at the centre of your thoughts and actions.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment

1.Greeting.

Ask about the weather.

Pre-listening:

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

Lead - In

How many animals do you see?

Where do they live?

What do they eat?

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

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

Efficiency: By telling the wishes they show their appreciations .

Describe and imagine the pictures

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Good job!

CD 1

Pictures

PPT

Middle of the lesson

Presentation part.

37 min

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.

Differentiation:

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

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.

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

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

Students match the animals in the box with photos

ANSWERS:

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

Students compare their answers in exercise 1

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

Students listen and identify the animals.

ANSWERS:

1 an owl

5 a seal

2 a fly

6 a whale

3 a frog

7 a bear

4 a falcon

8 a snake

Assessment criteria

- Learn vocabulary for animals.

Descriptor:

- match the animals in the box with photos

pupils are evaluated by collecting fish

Descriptor:

compare their answers

Descriptor:

listen and identify the animals

-Make CCQ questions

Cards

Student’s book

Workshets

End of the lesson

5 min

Home task:

Ex: 1 P: 24 WB

Poster Success

Unit of a long term plan: Our countryside

Lesson 26

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Reading: The red list

Learning objectives

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

6.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts

6.S3 give an opinion at sentence level on a limited range of general and curricular topics( Ex.3 - 4 p.34)

Lesson objectives

Learners will be able to:

• Read about animals in danger.

• Read for general meaning and specific information.

• Talk about animals

Value links

Loyalty – Loyalty might be a core personal value to you if you highly prize friends that are reliable and trustworthy. You might put your friends or chosen family first, always being there for them when they need you.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment

1.Greeting.

Ask about the weather.

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

Lead - In

The Red Book of Kazakhstan - an annotated list of rare and endangered animals in
Kazakhstan, plants and fungi. It has 3 editions, the last of which came in 1999.
The current edition includes:
128 species and subspecies of vertebrates
18 fish and cyclostomes
3 amphibians
10 reptiles
57 birds
40 mammals

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

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

Efficiency: By telling the wishes they show their appreciations .

Describe and imagine the pictures

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Good job!

CD 1

Pictures

PPT

Middle of the lesson

Presentation part.

37 min

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

Differentiation:

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

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

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

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

Students read and listen to the text

ANSWERS:

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

Students read the text again and choose the correct answers

ANSWERS:

1 a

2 c

3 c

4 c

5 a

Students use the words to complete the sentences.

ANSWERS:

1 attack

4 accidents

2 approximately

5 actions

3 save

6 pollution

Assessment criteria

Read about animals in danger

Descriptor:

- read and listen to the text

pupils are evaluated by collecting fish

Descriptor:

read the text again and choose the correct answers

-Make CCQ questions. Yes / No

1 Are crocodiles dangerous? Yes

2 Do people kill animals for fur? No

3 Do wolves live In Kazakhstan? Yes

Cards

Student’s book

Workshets

End of the lesson

5 min

Home task:

Ex: 1 P: 24 WB

Poster Success

Unit of a long term plan: Our countryside

Lesson 27

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Language Focus. Present Continuous

Learning objectives

6.C6 organise and present information clearly to others ( Ex.1 p.35)

6.W2 write with minimal support about real and imaginary present events, activities and experiences happening now on a range of familiar general topics and some curricular topics ( Ex.2,3,5 p.35)

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

Lesson objectives

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

Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment

1.Greeting.

Ask about the weather.

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

Lead - In

He is swimming.

She is reading

We are dancing

They are running

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

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

Efficiency: By telling the wishes they show their appreciations .

Describe and imagine the pictures

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Good job!

CD 1

Pictures

PPT

Middle of the lesson

Presentation part.

37 min

Ex: 1 P: 35

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

Differentiation:

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

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

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

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

Students complete the sentences

ANSWERS:

1 are

2 aren’t

3 is

Students match the things in A with the actions in B

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.

Students work in pairs. 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.

Assessment criteria

- Learn the affirmative and negative forms of the present continuous.

Descriptor:

- match the things in A with the actions in B

Descriptor:

Make affirmative and negative sentences using the present continuous

pupils are evaluated by collecting pencils

-Make CCQ questions Yes / No

Cards

Student’s book

Workshets

End of the lesson

5 min

Home task:

Ex: 1 P: 24 WB

Poster Success

Unit of a long term plan: Our countryside

Lesson 28

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Animal behaviour

Learning objectives

6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups ( Ex.1,2 p.36)

6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics ( Ex.3 p.36)

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( Ex.4 p.36)

Lesson objectives

Learners will be able to:

• Learn verbs for animal behaviour.

• Listen to an interview about animals.

• Listen for general meaning and specific details.

• Write about an animal and describe its behaviour

Value links

Honesty – You may highly value telling people the truth. This one gets tricky when being honest can be hurtful to others. So, a person who really puts honesty first might be the sort of person who will tell the truth even if it hurts to do so.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment

1.Greeting.

Ask about the weather.

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.

Lead - In

There are prides within 100 km of each other that display extremes in behavior, and in particular when it comes to feeding and drinking.

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

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

Efficiency: By telling the wishes they show their appreciations .

Describe and imagine the pictures

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Good job!

CD 1

Pictures

PPT

Middle of the lesson

Presentation part.

37 min

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.

Differentiation:

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

.

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

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.

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

Students check the meaning of the verbs in bold and choose the correct verbs

ANSWERS:

1 feeding

3 catching

5 hunting

2 building

4 protecting

6 chasing

Students complete the sentences with names of the animals

ANSWERS:

1 Snakes

4 Sharks

2 Bears

5 Humans

3 Chameleons

6 Whales.

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

Assessment criteria

- identify verbs for animal behaviour.

Descriptor:

- check the meaning of the verbs in bold and choose the correct verbs

Descriptor:

complete the sentences with names of the animals

pupils are evaluated by collecting colour pencils

Descriptor:

listen to an interview with Mike.

-Make CCQ questions Yes / No

Cards

Student’s book

Workshets

CD 1.31

End of the lesson

5 min

Home task:

Ex: 2 P: 26 WB

Poster Success

Unit of a long term plan: Our countryside

Lesson 29

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Present Continuous. Questions

Learning objectives

6.1.6.1 organise and present information clearly to others ( ex1 - 5 p.37)

6.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics ( Ex.6,7 p.37)

Lesson objectives

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

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

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

Lead - In

Is he swimming?

Is she reading?

Are we dancing?

Are they running?

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

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

Efficiency: By telling the wishes they show their appreciations .

Describe and imagine the pictures

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Good job!

CD 1

Pictures

PPT

Middle of the lesson

Presentation part.

37 min

Ex: 1 P: 37

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

Differentiation:

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

Ex: 2 P: 37

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

Ex: 3 P: 37

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

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

Students complete the question form

ANSWERS:

1 is

2 Is

3 Is

Students match the questions in exercise 1

ANSWERS:

1 c

2 a

3 b

Rules: 1 is 2 aren’t

Students 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?

Assessment criteria

- Learn the question forms of the present continuous.

Descriptor:

- match the questions in exercise 1

Descriptor:

write questions for the answers using the words

Self assessment

-Make CCQ questions Yes / No

Cards

Student’s book

Workshets

End of the lesson

5 min

Home task:

Ex: 2 P: 27 WB

Poster Success

Unit of a long term plan: Our countryside

Lesson 30

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Phoning a friend

Learning objectives

6.2.1.1 understand with little or no support the main points 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 (Key phrases p.38)

Lesson objectives

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

Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment

1.Greeting.

Ask about the weather.

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).

Lead - In

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.

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

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

Efficiency: By telling the wishes they show their appreciations .

Describe and imagine the pictures

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Good job!

CD 1

Pictures

PPT

Middle of the lesson

Presentation part.

37 min

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.

Differentiation:

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

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

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

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

Students look at the photo. Where is Tina?

ANSWERS:

Students listen to the dialogue and check the answers

ANSWERS:

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

Students match the key phrases.

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

Assessment criteria

Learn key phrases for talking on the phone.

Descriptor:

- listen to the dialogue and check the answers

Descriptor:

match the key phrases.

pupils are evaluated by collecting colour pencils

-Make CCQ questions Yes / No

Cards

Student’s book

CD 1.32

Workshets

CD 1.33

End of the lesson

5 min

Home task:

Ex: 3 P: 27 WB

Poster Success

Unit of a long term plan: Our countryside

Lesson 31

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

A description of a wildlife photo.

Learning objectives

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

6.5.6.1 link independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics

Lesson objectives

Learners will be able to:

• Study a model article about an animal.

• Learn about because.

• Write an article about an animal

Value links

Integrity – Integrity is the quality of having strong moral principles. So, a person with integrity will always act with honesty and adhere to their own moral code regardless of what others do.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment

1.Greeting.

Ask about the weather.

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.

Lead – In

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

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

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

Efficiency: By telling the wishes they show their appreciations .

Describe and imagine the pictures

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

about wildlife animals

PPT

Middle of the lesson

Presentation part.

37 min

Ex: 1 P: 3ұ

• 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:

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

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.)

Ex: 3 P: 39

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

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

Students 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.

Students 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.

Students match the key phrases with paragraphs.

ANSWERS:

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

Assessment criteria

Study a model article about an animal.

Descriptor:

- read the model text and answer the questions.

Assessment criteria:

Learn about because.

Descriptor:

match sentences with using because

-Make CCQ questions Yes / No

Cards

Student’s book

Workshets

End of the lesson

5 min

Home task:

Ex: 3 P: 27 WB

Poster Success

Unit of a long term plan: Our countryside

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

My country: National parks.

Learning objectives

6.1.3.1 respect differing points of view

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

6.6.14.1 use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics familiar general and curricular topics

Lesson objectives

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

Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment

1.Greeting.

Ask about the weather.

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).

Lead - In

What do you know about Karkaraly National Park?

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

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

Efficiency: By telling the wishes they show their appreciations .

Describe and imagine the pictures

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Good job!

CD 1

Pictures

PPT

Middle of the lesson

Presentation part.

37 min

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:

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

Ex: 4 P: 40

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.

Ex: 3 P: 40

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

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

Students 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

Students read the text again and find the numbers

ANSWERS:

1) 4,600km

2) 4 500m

6) 26

2) 1,800

5) 3,000

7) 13

3) 11

Students complete the sentences with the correct prepositions

ANSWERS:

1 in 5 above 2 between 6 under 3 on 7 behind 4 along, next to 8 in front of /opposite

Assessment criteria

Learn about the flora and fauna in one of Kazakhstan’s national parks

Descriptor:

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

Assessment criteria:

- Identify numbers in a text

-Learn and revise prepositions of place

Descriptor:

-read the text again and find the numbers

-complete the sentences with the correct prepositions

-Make CCQ questions Yes / No

Cards

Student’s book

CD 1.32

Workshets

CD 1.33

End of the lesson

5 min

Home task:

Ex: 3 P: 27 WB

Poster Success

Unit of a long term plan: Our countryside

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

CLIL. Natural science: Animals / Summative Control work 3 for Unit 3

Learning objectives

6.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world (Ex.1-3 p.41)

6.2.4.1 (6.L4) Understand with limited support the main points of extended talk on a range of general and curricular topics

6.3.3.1 (6.S3) Give an opinion at sentence and discourse level on an increasing range of general and curricular topics

Lesson objectives

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

 Retell extended stories and episodes on a given topic

Value links

Self-Discipline – If you value self-discipline, you might be a person who wakes up early, exercises daily, and doesn’t get distracted by vices.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment

1.Greeting.

Ask about the weather.

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?

Lead - In

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

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

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

Efficiency: By telling the wishes they show their appreciations .

Describe and imagine the pictures

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Good job!

CD 1

Pictures

PPT

Middle of the lesson

Presentation part.

37 min

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

Differentiation:

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

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

Summative Control work for the unit “Our countryside”

Listening

Task 1.

Listen to the story and choose the correct option.

Task 2.

Listen to the second time and complete the sentences

Speaking

Task 3.

Learners work in pairs.

Students check the meaning of thewords.

ANSWERS:

1 fins

4 legs

2 lungs

5 hair

3 feathers

Students read and listen to the text then answer the questions

ANSWERS:

1 Fish.

2 Fish and reptiles.

3 Mammals.

4 They haven’t got four legs.

5 Amphibians.

6 Mammals

Students listen to the story and choose the correct option.

ANSWERS:

1 farm friends

2 a bad animal

3 friendly

1 cat

2 dog

3 man / farmer

Students work in pairs.

ANSWERS:

Students own answers.

Assessment criteria

Learn vocabulary for talking about animals.

Descriptor:

- check the meaning of the words.

Assessment criteria:

 Identify the main ideas in extended talk with some support

Descriptor:

listen to the story and choose the correct option.

-Make CCQ questions

Yes / No

Cards

Student’s book

CD 1.32

Workshets

CD 1.33

End of the lesson

5 min

Home task:

Ex: 3 P: 27 WB

Poster Success